– These sample pages are from the What I Need to Know to Successfully Teach Civics and Economics to ALL Students book (teacher book). – This book contains the content in the student book, plus strategies and tips for teaching the content, and answers to all the worksheets and activities. – There are 126 pages in the WINK teacher book and fifty-six in the student book. – Included samples are: 1) Reformatted Standards for Students (also in the student book) 2) Student Worksheet with Answers (worksheets without answers are in student book) 3) Student Review Page (in student and teacher book) 4) Strategy from the Strategies section of the teacher book (twentyfive strategies total) Please note: Sample pages have been put into PDF so that fonts and graphics will transfer electronically—and are thus a bit smaller than the actual print. All samples are copyrighted materials. Contact Information: Bobbie J. Cutlip Gary L. Cutlip PO Box 2463 Abingdon, VA 24212 [email protected] [email protected] 276 623-1617 or 276 356-3204 (phone) 703 997-4331 (fax) Bobbie J. Cutlip What I Need to Know…CE Fundamental political principles THE SKILLS STANDARD CE -1 a,b,c,d,e,f,g The student will develop the social studies skills responsible citizenship requires, including the ability to a) examine and interpret primary and secondary source documents; b) create and explain maps, diagrams, tables, charts, graphs, and spreadsheets; c) analyze political cartoons, political advertisements, pictures, and other graphic media; d) distinguish between relevant and irrelevant information; e) review information for accuracy, separating fact from opinion; f) identify a problem, weigh the expected costs and benefits and possible consequences of proposed solutions, and recommend solutions using a decisionmaking model; g) select and defend positions in writing, discussion, and debate. FOUNDATIONS OF AMERICAN GOVERNMENT CE-2a Fundamental political principles define and shape American constitutional government. What are the fundamental political principles that have shaped government in the United States? 2  Consent of the governed— People are the source of any and all governmental power.  Limited government— Government is not all-powerful and may do only those things people have given it the power to do.  Rule of law—The government and those who govern are bound by the law.  Democracy—In a democratic system of government the people rule.  Representative government— In a representative system of government people elect public officeholders to make laws and conduct government on their behalf. CE-2b American constitutional government is founded on concepts articulated in earlier documents, including the charters of the Virginia Company of London, the Virginia Declaration of Rights, the Declaration of Independence, the Articles of Confederation, and the Virginia Statute for Religious Freedom. How does the Constitution of the United States of America reflect previous documents, including the charters of the Virginia Company of London, the Virginia Declaration of Rights, the Declaration of Independence, the Articles of Confederation, and the Virginia Statute for Religious Freedom? Influence of earlier documents on the Constitution of the United States of America · Charters of the Virginia Company of London Rights of Englishmen guaranteed to colonists · The Virginia Declaration of Rights Served as a model for the Bill of Rights of the Constitution of the United States of America · Declaration of Independence Stated grievances against the king of Great Britain Declared the colonies’ independence from Great Britain Affirmed “certain unalienable rights” (life, liberty, and the pursuit of happiness) Established the idea that all people are equal under the law · Articles of Confederation Established the first form of national government for the independent states Maintained that major powers resided with individual states Weakness of central government (e.g., no power to tax and enforce laws)—Led to the writing of the Constitution of the United States of America · Virginia Statute for Religious Freedom Freedom of religious beliefs and opinions · Constitution of the United States of America, including the Bill of Rights Establishes the structure of the United States government Guarantees equality under the law with majority rule and the rights of the minority protected Affirms individual worth and dignity of all people Protects the fundamental freedoms of religion, speech, press, assembly, and petition   CE-2c The preamble of a constitution sets forth the goals and purposes to be served by the government. Virginia Department of Education 2008 Curriculum Framework for Civics and Economics as arranged by Dr. Bobbie J. Cutlip THE POLITICAL PROCESS Political parties play a key role in government and provide opportunities for citizens to participate in the political process. FUNCTIONS OF POLITICAL PARTIES (5a) candidates  Recruiting and nominating  electorate about campaign issues Helping candidates win elections Monitoring actions of officeholders   Educating the AMERICAN POLITICAL PROCESS—TWO-PARTY SYSTEM (5b) (Third parties rarely win elections, but they play an important role in public politics.) Similarities between parties Differences between parties   Organize to win elections Influence public policies   Reflect both  liberal and conservative views Stated in a party's platform and reflected in Third parties  Introduce new ideas or press for a particular issue  Often revolve around a political personality campaigning Define themselves in a way that wins majority support by Theodore Roosevelt) (e.g., appealing to the political center VOTERS EVALUATING CHOICES (5c) What are some of the strategies that citizens can use for evaluating campaign speeches, literature, and advertisements for accuracy?  Separating fact from opinion Detecting bias (This means to find out and think about the subject in a more objective manner.)  Evaluating sources (Who wrote it? Who said it? Is he/she credible?)   Identifying propaganda (meaning to spread information to promote or hurt a cause or a group) What are the two major political parties in the United States of America? Republican Party and Democratic Party © Bobbie J. Cutlip 21 What I Need to Know…CE-5 THE CONSTITUTION PROVIDES FOR CHECKS AND BALANCES AT THE FEDERAL LEVEL (6b) The Constitution of the United States in Articles I, II, and III defines the powers of the legislative, executive, and judicial branches of the national government. Each one of the three branches of the national government limits the exercise of power by the other two branches. This is known as checks and balances. An example for reading this chart—Ask, “How do the judges check Congress (or legislators)?” (They can make a decision that a law is unconstitutional.) Or, “How do judges check the President?” (Judges can decide an action of the President is unconstitutional). Who has the power? (federal level) Executive Legislative  Proposes legislation  Prepares an annual budget for Congress to approve  Convenes a special session of Congress  Vetoes legislation Congress has passed Legislative Judicial  Nominates judges/ justices Executive  Override Presidential vetoes  Impeach and convict a President Judicial Judicial Legislative Executive  Confirm or refuse to confirm judges/justices  Declare acts of Congress to be unconstitutional  Declares executive actions to be unconstitutional  Impeach and convict judges/justices WHO HAS THE POWER? Power is distributed among the three branches of government that work within a system of “checks and balances”. An example might be that the legislators (Congress) work together to pass a bill stating that morning prayers are now going to be required in all public schools. The President disagrees and vetoes the bill (and later appoints a Supreme Court Justice who feels the way the President does on this and other issues). The legislators feel so strongly about this bill that they work together and get enough votes to override the veto—and thus pass the bill. The Supreme Court then steps in and declares the law unconstitutional (judicial review). The Supreme Court references the Constitution as prohibiting the government from mandating or supporting any religious activity for a public institution (“separation of church and state”). All three branches of the federal government have worked to check the others while keeping the balance needed to ensure that laws fit the intent of the Constitution. 49 © Bobbie J. Cutlip What I Need to Know…CE Strategy #22: Comparing and Contrasting (Mixed content) The Civics and Economics standards lend themselves to “comparing and contrasting”. The graphic organizers visually present the information—and often compare and contrast information. For example in the student book the three levels of the national, state and local governments are represented on page 48 and could be compared with the three levels of judicial processes—or the differences and similarities among the executive and legislative functions. Using a Venn diagram is another format for comparing that many teachers use. An example is on page 102—and included as a possible handout for students. Two simple boxes make it possible to use this skill. On the next page is a potential handout comparing and contrasting the lawmaking processes of Congress and the General Assembly, the roles of the President and the Governor, and the sometimes confusing Judicial Review and Due Process. If you note an area of confusion for your students, this is a skill that will make the subtle more obvious and the mysteries less so. © Bobbie J. Cutlip 100 What I Need to Know...CE