Competency Goal 1: The learner will investigate the foundations of the American political system and explore basic values and principles of American democracy. Objectives 1.01 Describe the impact that geography played in the political social and economic development in Colonial America. (Example): How were Georgia, Pennsylvania and Massachusetts different when it came to women’s rights, land usage, local government. Etc. A. Compare and contrast New England, Middle and Southern colonies in areas such as geography, economics, politics, & social life. Vocabulary to be taught: New England Colonies, Middle Colonies, Southern Colonies, Jamestown, Plantation System, Mercantilism, Indentured Servants, Tidewater, Slavery, Middle Passage, Triangular Trade Routes, Religious Dissenters, B. Identify key historical documents, events and persons and describe how these works contributed to ideas about self-government in British N. America. Vocabulary to be taught: Pilgrims, Separatists, Puritans, City Upon a Hill, Quakers, Catholics, Maryland Act of Toleration, Native Americans, Bacon's Rebellion, Town Meetings, Joint-Stock Company, Proprietary Colonies, Royal Colonies, Chartered Colonies, Salem Witch Trials, Magna Carta, Parliament, Common Law, Mayflower Compact, House of Burgesses, Social Contract Theory, Natural Rights, Common Good / Civic Virtue, Classical Republicanism, First Continental Congress, Second Continental Congress, Fundamental Orders of Connecticut, Limited Government. 1.02 Identify some of the key events in Colonial History that helped colonists develop an American identity. (Example) How did Thomas Paine’s writing in “Common Sense” convince people that they should no longer be part of the British Empire? A. Identify and describe key historic events, people and documents that contributed to the outbreak of war between the American colonies and England. Vocabulary to be taught: Favorable Balance of Trade, French and Indian War, Writs of Assistance, Proclamation of 1763, Quartering Act, Stamp Act, Stamp Act Congress, Declatory Act, Albany Plan of Union, Sons of Liberty, Boston Massacre, Committees of Correspondence, "Shot Heard Round the World (Lexington and Concord), Boston Tea Party, Intolerable Acts / Coercive Acts, Declaration of Independence, Thomas Paine's "Common Sense and The Crisis", Salutary Neglect, Navigation Acts, Treaty of Paris 1783, B. List specific events that contributed to the development and rise of a unique "American" identity in the British colonies. Vocabulary to be taught: John Peter Zenger / Freedom of Press, Public Schooling "Puritans", New England Primer (reader), Slave Trade, First Great Awakening, Suffrage, Nationalism, Land Ownership. 1.03 Identify the major domestic problems of the nation under the Articles of Confederation and the arguments that erupted between Federalists / Anti-Federalists about the role of government and assess the extent to which they were resolved by the new Constitution. (Example) How did Shays’ Rebellion expose the weaknesses of the Government created by the Articles of Confederation? A. Students will identify the major weaknesses within the Articles of Confederation and explain why this government was destined to fail. Vocabulary to be taught: The Articles of Confederation contained a very weak central government, it had only one central branch of government "legislature", it took 13 of 13 states voting to "repeal" or take back and Amendment, The Central government did not have the power to tax or enforce laws. The states held all of the power because the colonies were afraid that the Central Government would become too strong and corrupt like England. Shay's Rebellion brought an end to the Articles of Confederation and exposed the weaknesses of the new Central government. B. Identify the key beliefs of the Federalists and Anti-Federalists, identify the goals of each party, interpret selected writings and explain how the differences between the two parties were resolved. Vocabulary to be taught: Articles of Confederation, Land Ordinance of 1785, Northwest Ordinance 1787, Shay's Rebellion, Bill of Rights, Virginia Plan, New Jersey Plan, Great Compromise / Connecticut Compromise, Three/fifths Compromise, Commerce and Slave Trade Compromise, Electoral College, Federalist Papers, Anti- Federalist Papers, Ratify, Treaty of Paris 1783, Bill of Rights, 1.03 Evaluate the American system of government under the Bill of Rights and the new Constitution and compare it to other forms of government. (Example) How does the Bill of Rights prevent the U.S. Government from abusing its power? A. Compare the American system of government provided for under the Constitution with various forms of government such as Monarchy, Totalitarian, Democracy, Oligarchy, Theocracy, Dictatorship, Anarchy and Autocracy. Vocabulary to be taught: Anarchy, autocracy, theocracy, oligarchy, limited monarchy, absolute monarchy, totalitarianism, dictatorship, aristocracy, democracy, federalism, republicanism, socialism, communism. B. Examine the Bill of Rights and understand what rights are given to U.S. Citizens, what rights are given to the Federal government and what rights are reserved to the states. Vocabulary to be taught: Free exercise clause of the 1st amendment, Establishment Clause of the 1st Amendment, Freedoms or religion, assembly, press, petition and speech, Right to bear arms, Quartering, Search and Seizure, Eminent Domain, Due Process, Double Jeopardy, Self-Incrimination, Rights of the Accused, Speedy and Public Trial, Trial by Jury, Fines and Punishments, Powers of the states "reserved", Powers of the People. Competency Goal 2: The learner will analyze how the government established by the United States Constitution embodies the purposes, values, and principles of American democracy. Objectives 2.01 Identify and explain how the principles of the U.S. Constitution define the framework, organization and structure of the thre e branches of government at the national level and how the Constitution may be changed and the impact of those changes. (Example) Which Article sets up the Legislative Branch of government? A. Identify various articles within the U.S. Constitution and identify the powers they give to each branch of Federal government. Vocabulary to be taught: Preamble, Separation of Church and State, "All men are created equal", Consent of the governed, Life, Liberty and the Pursuit of Happiness, Federalism, Division of Powers, Limited Government, Social Contract, Popular Sovereignty, Majority rule, Tyranny of the Majority, Representative Democracy, Republic, Inalienable Rights. Speaker of the House, President Pro Tempore, Pres of the Senate, Senate, House of Representatives, Legislative Process, Committee System, Cloture, Filibuster, Apportionment, Immunity, Censure, Expulsion, Seniority System, Majority and Minority Leaders, Party Whips, Presidential Succession, U.S. Supreme Court, Chief Justice, Assoc Justices, Original Jurisdiction, Appellate Jurisdiction, Concurrent Jurisdiction, Exclusive Jurisdiction, Cabinet, Executive Agencies, Judicial Branch, Qualifications for office for: President, Vice President, Senate, House, Supreme Court, Terms of Office, Articles 1, 2 and 3, President. B. Name and describe at least two different methods that can be used when changing the U.S. Constitution. Vocabulary to be taught: Formal amendment process (2/3rd Vote of Congress or 3/4ths vote by all state legislatures) or States may call for a Constitutional Convention, or the Constitution may be changed through the Informal Amendment process. 2.02 Explain how the United States Constitution grants and limits the authority of public officials and government agencies. (Example) How can Congress override a Presidential Veto? A. Identify specific sections of the U.S. Constitution that grant power to the Legislative, Executive and Judicial Branches. Vocabulary to be taught: Impeachment, Pardons, Commutations, Reprieve, Write of Habeas Corpus, Bills of Attainder, Ex Post Facto, Title of Nobility, Rule of Law, Judicial Power, Veto Power, Supremacy Clause, Articles 1, 2 and 3., State of the Union Address, Non-Legislative Powers of Congress, Federalism, Inherent Powers, Foreign Policy, National Defense, Treaty, Elastic Clause (Necessary & Proper Clause), Implied Powers, Full Faith and Credit Clause, Legislative Branch, Executive Branch, Judicial Branch, Enumerated Powers, Expressed Powers, Delegated / Reserved Powers, Concurrent Powers, Supremacy Clause, Executive Agreement, Treaty, Commander-in-Chief, Party Leader, Head of State, Legislative Leader, Head-of-State, Economic Leader and Executive Orders. B. Analyze the jobs that are performed by specific government agencies and departments. Vocabulary to be taught: Civil Service System, Pendleton Act, Independent Agencies, Executive Departments, Executive Office of the President, Merit System, Spoils System, 2.03 Analyze court cases that illustrate how the United States Constitution is the supreme law of the land and protects the rights of individual citizens. (Example) What rights are guaranteed to citizens placed under arrest due to the ruling in the case of Miranda v. Arizona (196 6)? A. List and describe the various levels of courts at the federal and state level. B. Explain what the “Supremacy Clause” is and what its role is within American society. 2.04 Identify modern controversies related to powers of the federal government that are similar to the debates between Federalists and Anti- Federalists over ratification of the United States Constitution. (Example) Does the Federal Government have the authority to tell states that they cannot control illegal immigration? A. Examine modern issues dealing immigration, budget deficit, national healthcare, national debt the war on terror climate change, business regulation and civil rights. B. List and describe some of the most basic rights provided to all citizens within the Bill of Rights and debate the role of gun ownership, rights to a trial by jury, civil rights and states rights. 2.05 Examine taxation and other revenue sources for the national government and describe how this is used to fund services that ar e provided by select government agencies. (Example) Describe how import / payroll taxes are used to fund various government programs such as education, unemployment insurance etc.. A. Identify the various taxes that federal, state and local government levy. B. Describe how tax dollars are used by federal, state and local governments to provide basic public services. Competency Goal 3: The learner will analyze how state and local government is established by the North Carolina Constitution. Objectives 3.01 Explain and identify the principles of the North Carolina Constitution and local charters and how they define the framework, organization, and structure of government at the state and local level. (Example) Who is given the authority to create towns and counties in North Carolina? A. Compare and contrast the constitution of North Carolina to that of the U.S. Constitution. B. Identify and describe the various state agencies that comprise North Carolina state government and those that make up local g overnment. 3.02 Describe how the state constitution and local charters grant and limit the authority of public officials and government agencies, and explain how both local charters and the state constitution may be changed, and analyze the impact of specific changes. (Example) What is the procedure for Impeaching the Governor of North Carolina? A. List specific powers given to both the governor, the North Carolina General Assembly and the Council of State under the state constitution. B. Identify at least two methods that may used to change the North Carolina constitution and the impact that these changes have brought to both the Governor and North Carolina General Assembly over the years. 3.03 Identify modern controversies related to powers of the state government and analyze court cases that illustrate that the North Carolina Constitution is the law of the state. (Example) What did the North Carolina Supreme Court rule in the case of Leandro v. North Carolina? A. Analyze and debate issues such as gerrymandering, redistricting, fights over education and executive power. B. Examine the cases of State v. Mann, Leandro v. North Carolina and Swann v. Charlotte Mecklenburg to examine how the North Carolina Supreme Court has affirmed itself in disputes arising from interpretation of North Carolina law. 3.04 Analyze how the Fourteenth Amendment extends the Bill of Rights' protection to citizens of a state. (Example) How did the 14th Amendment help Clarence Earl Gideon in his case against the state of Flordia? A. Read and interpret the "Privileges and Immunities Clause" of the U.S. Constitution and decipher what it means. B. Debate how the 14th amendment applies to everyone regardless of where they live within the United States. 3.05 Describe the services provided by state and local government agencies and how funding is provided through taxation and other revenue sources. (Example) List the types of taxes that are used to fund schools, police agencies and fire departments. A. List and describe the various services that are provided by state government and local governments. B. Identify and compare the various funding sources that the state government uses to pay for services versus those used to fund local government services. Competency Goal 4: The learner will explore active roles as a citizen at the local, state, and national levels of government. Objectives 4.01 Examine the structure and organization of political parties by investigating the election process and the qualifications an d procedures for voting. (Example) What are the three basic qualifications people must meet in order to vote in the U.S. A. Identify the party structure of both the Democratic and Republican parties. B. Describe the differences between an open primary, closed primary and general election when it comes to nominating members of political parties to run for public office. C. List and explain the qualifications for voting the state of North Carolina versus those for the United States. 4.02 Analyze information on political issues and candidates seeking political Office and demonstrate how citizens may take a more active approach in promoting and preventing change through political action. (Example) How would a voter go about looking up information on a political candidate? A. Research various political issues and candidates for political office to better understand the issues and those running for state political offices. B. Differentiate between an initiative, proposition and referendum. C. Evaluate the effectiveness of "Grassroots" efforts among the people when proposing new legislation. 4.03 Analyze consequences of compliance or noncompliance with laws governing society. (Example) What happens if you are arrested for Driving While Intoxicated? A. Evaluate the differences between plea bargains, parole, probation, fines and imprisonment. B. Examine and describe the benefits that citizens reap when they choose to follow the laws of society. C. Debate whether laws are made for people who are law breakers or people who are law biding. 4.04 Analyze and describe the costs and benefits of civic participation through jury service, voting, seeking office, and civic action at the local, state, and national level. (Example) What are the penalties for failing to show up for jury duty? A. Appraise the benefits that citizens reap when they choose to serve on a jury, report crimes or cooperate with law enforcement. B. Argue why it is necessary that all citizens should be actively involved in civic participation. Competency Goal 5: The learner will explain how the political and legal systems provide a means to balance competing interests & resolve conflicts. Objectives 5.01 Evaluate the role of conflict resolution through debate, consensus, compromise, and negotiation. (Example) What is the difference between Mediation and Arbitration? A. Support and defend the argument that good decisions are made when people come to a consensus on issues and are willing to com promise in order to attain their goals. B. Identify the various ways that people can resolve conflict (negotiations, public hearings, court proceedings, etc.) 5.02 Identify the jurisdiction of state and federal courts. (Example) Depending on the crime, where will your trial be held? A. Describe situations in which the federal courts would have clear jurisdiction over criminal or civil cases versus those times when state courts would retain jurisdiction and explain when they may both have concurrent jurisdiction. B. Develop a flow chart that demonstrates when federal or state courts would exercise jurisdiction over specific cases. 5.03 Describe the adversarial nature of the judicial process. (Example) What is and adversary and why are prosecutors and defense attorneys adversaries? A. List and describe the roles of prosecutors, defense attorneys and judges within a court trial. B. Define the adversarial process is and describe the steps within this process. 5.04 Evaluate the role of debate and compromise in the legislative process and the national, state and local levels, and explain how government agencies at various levels balance interest and resolve conflicts. (Example) Why is it so difficult to accomplish anything in government without compromise? A. Formulate opinions as to why "Compromise" is the single most important word involved in the law making process. B. Describe what the initials F.B.I., C.I.A, I.C.E, D.O.J., D.E.A., S.E.C., I.R.S., A.T.F. and S.B.I. stand for and the jobs these agencies perform for both federal and state governments in resolving conflicts. 5.05 Analyze roles of individual citizens, political parties, the media, and other interest groups in public policy decisions, dis pute resolution, and government action. (Example) How do lobbyists influence members of C ongress? A. Analyze the influence of P.A.C.s and other “special interest groups on influencing legislation and public policy. B. Describe the role that individual citizens, the media and political parties play in developing and guiding public policy. Competency Goal 6: The learner will explain why laws are needed and how they are enacted, implemented, and enforced at the national, state, and local levels. Objectives 6.01 Trace the development of law in American society and cite examples of common, criminal, civil, constitutional, administrative, and statutory law. (Example) What type of law have you violated by committing the act of shoplifting? A. Describe the difference between a civil, criminal, common, constitutional, administrative and statutory law. B. Evaluate historical legal documents and identify key principles that we have incorporated into modern U.S. law. (Hammurabi's code, Justinian's Code, Common Law, English Bill of Rights) 6.02 Identify the various procedures used by local government and law enforcement in the enactment, implementation, and enforcemen t of law and describe the methods they use to deal with criminal and anti-social behaviors. (Example) What is the difference between probation, plea bargaining, bail and incarceration? A. Evaluate the differences between statutes, laws and ordinances. B. Discuss the options that many governments have when dealing with criminal behavior or anti-social behaviors within society such as probation, court ordered counseling, house arrest, electronic monitoring and community service. 6.03 Identify and investigate how citizens can be informed about the law and responsibilities of government to inform themsevles of those same laws. (Example) What source could citizens use to find out about laws currently being debated by the legislature? A. Identify key ways that citizens can become informed about new laws, upcoming legislative changes and what government should be doing to make sure it's citizens are more informed. B. Describe at least two to three ways that local, state and federal government can not only inform citizens of legislative changes, but to get them involved in promoting those changes as well. 6.04 Compare responsibilities, jurisdictions, and methods of law enforcement agencies. (Example) Who would be responsible for arresting a suspect that has fled from one state to another? A. Define the responsibilities of the F.B.I., the S.B.I., and local law enforcement agencies in solving crimes and enforcing law . B. Identify when the F.B.I., S.B.I. and local law enforcement may take control over an investigation using their jurisdiction. Competency Goal 7: The learner will investigate how and why individuals and groups make economic choices. Objectives 7.01 Describe the basic factors of production such as land, labor, capital, and entrepreneurial skills and their impact on economic activities. (Example) What factors of production are needed to produce cars? A. Define what the factors of production are in everyday language and describe how these are used by business to produce goods and services. B. Analyze the differences between physical and human capital and renewable and non-renewable resources. 7.02 Explain how scarcity influences producers and consumers to make choices and provide examples of tradeoffs and Opportunity costs associated with those choices. (Example) What would happen to the price of orange juice after a late frost? A. Evaluate what scarcity really means versus that of shortage, and how scarcity gives everything its value. B. Analyze the basic reasons for why consumers cannot complete satisfy their needs and wants and must make choices about how to balance needs and wants through the use of trade offs and opportunity costs. 7.03 Analyze the impact on economic activities of specialization, division of labor, and economic interdependence as consumption and production increases. (Example) How are steps of production divided among the employees of an automobile manufacturer? A. Discuss what specialization is, how the division of labor works and benefits businesses by allowing them to increase producti vity. B. Describe how economic interdependence allows societies to satisfy the wants and needs of its people when that society is unable to produce a good or service for itself. 7.04 Explain the impact of investment on human, capital, productive, and natural resources. (Example) What is the purpose behind training programs for a company’s employees? A. Explore how education and training of workers improves their productivity. B. Analyze the ways that technology and access to cheap resources can improve productivity. 7.05 Compare the characteristics of command, market, traditional, and mixed economies and how each economic system addresses key economic factors. (Example) What type of economy does a country have if government makes the decision of what to produce, how much to produce and who gets the products? A. Identify the key elements of the Command, Market, Traditional and Mixed economies. B. Discuss how Command, Market, Traditional and Mixed economies answer basic economic questions such as what to make, how to make it, whom will we make it for. Competency Goal 8: The learner will analyze features of the economic system of the United States. Objectives 8.01 Describe how the free enterprise system encourages private ownership of property and promote individual initiative. (Example) How does a landowner benefit from his or her right to own a forest? A. Explain the benefits of being allowed to own private property and how this works in motivating people to work harder and become rich. B. Compare and contrast the “Free Enterprise System” with other economic systems and explain the advantages of that the free enterprise system has to offer. 8.02 Explain the circular flow of economic activities and how interactions determine the prices of goods and services. (Example) What happens when a person is paid and they spend that money on buying goods at Walmart. A. Analyze how “Circular Flow” works and be able to complete a graph which clearly defines the relationship between firms / busi nesses and consumers. B. Discuss the differences between a “factor market” and a “product market.” 8.03 Illustrate how supply and demand affects prices and predict how this can lead to either shortages or surpluses of goods and services. (Example) What happens to the price of a television when a newer model is released? A. Identify key parts on a supply and demand graph, differentiate between a supply and demand graph and be able to determine “eq uilibrium” and other points on the graph. B. List the factors that may cause the demand or supply of a product to rise or fall. 8.04 Identify and describe the roles and functions of various economic institutions and business organizations and their role in c ompetition and how \ this affects price and output levels. (Example) What types of businesses account for the largest amount of goods and services produced in the United States? A. Identify and discuss the roles of the S.E.C., The Federal Reserve, the C.P.S.C. F.C.C. and the F.T.C. in regulating trade and ensuring fair competition in the marketplace. B. Analyze how government regulation or interference in the marketplace can result in either higher or lower prices and may effe ct productivity in a negative or positive manner for a company. 8.05 Describe and evaluate the role of money in trading, borrowing, and investment decisions made by individuals, businesses, and the government. (Example) How does using money make it easier to buy and sell goods and services? A. Discuss the various types of money “Fiat, Commodity and Representative” and identify the strengths and weaknesses of each. B. Analyze how using money is more effective in promoting the exchange of goods and services than a barter based economy. Competency Goal 9: The learner will analyze features of the economic system of the United States. Objectives 9.01 Identify phases of the business cycle and describe the impact of government regulation on economic activities and trends and the economic indicators that are used to measure economic performance. (Example) What happens to the rate of unemployment when the US is in a recession? A. Identify key points on a business cycle “Expansion, Peak, Contraction, Trough” and put them into everyday working language th at is easy to understand. B. Evaluate the various ways that the government can predict the health of the U.S. Economy based on readings from the business cycle and other major economic indicators such as the Consumer Price Index and G.D.P. and G.N.P. 9.02 Assess how current events impact decisions made by consumers, producers, and government policy makers. (Example) How would a war in the middle east affect the price of gasoline in the United States? A. Predict what might happen to the demand or supply of certain products if changes in world events such as riots in Egypt or political instability in China occurs. B. Describe what may happen to the price, demand or supply of a products if the U.S. Government takes action and interferes in the market. 9.03 Explain the impact that international trade and global products has on the United States economy and investigate the ways that domestic and international economies are economically interdependent. (Example) Why has the United States increased its economic trade with China? A. Explain what comparative advantage is, how it works and why countries seek to gain comparative advantage. 9.04 Analyze the short- and long-term effects of fiscal and monetary policy on the United States economy. (Example) How could the Federal Reserve try to prevent prices from rising too quickly? A. Fully explain the differences between fiscal and monetary policy and which government agency controls each. B. Identify the impact on the economy that may occur if the Congress raises or lowers taxes or if the Federal Reserve decides to raise or lower interest rates and the money supply. 9.05 Analyze the influence of environmental factors, economic conditions, and policy decisions on individual economic activities and the impact they have the movement of human and capital resources within the U.S. economy. (Example) When companies in the northeast and Midwest found cheap labor in the South and West, what happened to the population of states in those regions? A. Describe how acts of nature (earthquake, hurricane, floods etc.) and actions by the federal government can directly affect the way the businesses operate and compete in the marketplace. B. Analyze the factors that lead some businesses to decide to relocate to other parts of the United States. Competency Goal 10: The learner will develop, defend, and evaluate positions on issues regarding the personal responsibilities of citizens in the American constitutional democracy. Objectives 10.01 Demonstrate characteristics of effective citizenship and explain the distinction between personal and civic responsibilities and the tensions that may arise between them. (Example) Why would paying taxes be considered a duty of every citizen? A. Identify the personality traits that a good citizen should have. B. Distinguish between rights / responsibilities and duties. 10.02 Develop, defend, and evaluate positions on issues regarding diversity in American life. (Example) What part of the US Constitution is responsible for the larger number of religions practiced in the United States? A. Analyze the many benefits that America has gained through having a diverse population. B. Explain how the American system of government has adapted to the diversity of its people through amending and updating the Constitution. 10.03 Evaluate the importance of supporting, nurturing, and educating oneself in the United States society. (Example) Why is obtaining an education so important to the average American citizen? A. Describe the benefits that one receives by becoming an educated, well informed and productive member of society. B. Discuss the negative impact that failing to set goals for oneself and achieving those goals can lead to. 10.04 Discuss the consequences and/or benefits of the freedom of economic, legal, and political choices and describe how this leads to recurring public problems and issues. (Example) Should citizens who do not know about the political social and economic issues in the United States be encouraged to vote? A. Evaluate the impact that a well informed citizen could have on the United States and its success as a country. B. List the problems that a country may encounter if their citizens remain relatively uninformed and remain apathetic about the political and legal system.