Download Chapter 1 Chapter 1 Civics_2

9.18.2015
Students will use immigration
demographics to practice
evaluating sources
Please get out a
writing utensil and
a place to take
notes for this class!
Title your notes:
Chapter 1--A Changing America
Honors Civics, Ms. McGuire
Demographics
Statistical data relating to the population and
particular groups within it
Some demographics of the United States
Population: 318.9 million people
13% African American
17% Hispanic or Latino
6% Asian American
14.5% of Americans in poverty
Median Household Income: $53,046
Population per square mile: 87
Immigration
12% of our current population is foreign-born
individuals
Evaluating Sources-----an IB skill
Think of this task as a pre-assessment on this skill.
Using an article that talks about immigration demographics, we are going to practice
deciding how “reliable” a source is. This is a skill we will work on all year and that will
be developed throughout your Junior and Senior years in IB. Today is your first crack
at it :)
By following the OPVL format (purple worksheet), you
will practice evaluating a source today. This is just
practice. We will go over it in depth on Monday!
Pew Research Reading Vocab
Unauthorized: someone who has not followed a country’s immigration
laws/process.
Birthright citizenship: if you are born in the United States, you are a
citizen. It does not depend on your parent’s status. This practice was
created by the 14th Amendment to our Constitution.
U.S. Census: a survey done every 10 years, recording data on who is in our
country, family size, income, etc. A study to record demographics.
9.21.2015
Students will use economic
demographics to practice
evaluating sources
Please get your
ChromeBook, open your
Entry Tasks doc, and
answer the following
questions:
1. What are demographics?
2. How would you describe
values and limitations
based on what you
learned on Friday?
Imagine that I wrote an article
for the Tacoma News Tribune
Sports section on girls tennis
prospects in Pierce County.
Kathleen McGuire
Played tennis all 4 years at FPHS
Head coach, girls tennis at SHS for 4
years
Discuss with your partner:
What would the value of that
article be for understanding girls
tennis?
What would the limitations of
that article be for understanding
girls tennis?
Use your purple sheet as a reference for how to think
about these.
You’re going to read an
article about how
geography and
economics are related so
here are some
demographics for you!
LO 1-1
To Learning
Objectives
Geography
• U.S. population has been shifting to the
South and the West.
We are moving from the Frostbelt to the
Sunbelt.
• Population shifts affect the political balance
in the U.S. House of Representatives.
Copyright © 2012, 2011 Pearson Education, Inc. All rights reserved.
LO 1-1
Income Distribution
To Learning
Objectives
– Rising gap
between rich
and poor
– Poorest 5th have
2% less of the
national wealth
– Wealthiest 5th
have 9% more
Damian Dovarganes/AP Photo
Copyright © 2012, 2011 Pearson Education, Inc. All rights reserved.
LO 1-1
Poverty
To Learning
Objectives
Poverty threshold:
•2015 poverty threshold was $24,250 for a family of 4
•14.3% of Americans live in poverty
– Poverty level greater for:
1) Minority groups
2) Children
3) Families headed
by women
4) Certain geographical
regions
Copyright © 2012, 2011 Pearson Education, Inc. All rights reserved.
Rolf Haid/dpa /Landov
Open the Pew Research Poverty
Article in your Honors Civics
folder to practice again!
9.22.2015
Students will know how the state of the
U.S. economy is determined.
Please grab your ChromeBook,
open the Pew Research Poverty
Article OPVL doc (from
yesterday) and get out your
purple OPVL handout!
Make sure both you and your
partner have values and
limitations for the poverty
article (even if they were absent
yesterday).
Entry Task
At the bottom of the document, use the Sample OPVL
Paragraph as a framework and fill in the blanks to write
an OPVL paragraph about the Pew Research Poverty
article.
Chapter 1 Study Guide:
Due Monday
printed off, written on
paper, or in Drive.
Definition Activity
You are going to get a slip of paper with a word or definition on it
(Please don’t rip, crumple, or throw away this small piece of paper)
Do your best to find the matching word or definition
(Be wise with your resources: brains, other people’s brains, electronic devices)
Once paired off, make sure to separate yourselves from the group
Learning Target: Students will know how the state of the U.S. economy is
determined.
GDP
the value, expressed in dollars, of all final goods and services
produced in a year in a country.
9.23.2015
Students will know how the state of the
U.S. economy is determined.
Turn and talk with your partner:
What’s one of the best
indicators to determine the
state of our economy?
(Hint: a prominent vocab word from
yesterday)
Please get out your
notes!
GDP video
http://www.econedlink.org/interactives/index.php?iid=204&type=student
GDP=C+I+G+N
C=Consumer Products, goods (groceries, clothes, iPods), services (haircuts, oil
changes)
I= Investments by businesses and households (new homes, inventories, education,
equipment)
G=Government Spending by local, state, and national gov’t (roads, schools)
N=Net exports, value of a country’s exports to other nations, minus its imports
from other nations.
What isn’t included in GDP
Intermediate goods (the raw denim that was produced to make the jeans
you’re wearing)
Used goods
Underground production (black market)
Household production (if your family makes its own laundry soap)
Learning Target: Students will know how the state of the U.S. economy is
determined.
For a developed economy like the United States, a desirable rate of growth is
approximately 3 % to 3.5%.
Real and nominal GDP
Real GDP: The dollar price of
GDP in a base year’s price,
used to compare changes in
GDP from one year to the
next. An increase in real GDP
is an increase in economic
growth.
http://www.thepeoplehistory.com/pricebasket.html
Learning Target: Students will
know how the state of the U.S.
economy is determined.
Nominal GDP: GDP that is
not adjusted for inflation.
The value of goods and
services in current prices.
Inflation: A loaf of bread the
year I was born (1989) cost
roughly 60 cents. Today it
costs roughly $1.98
What GDP does not tell us
● Does not measure income distribution
● Does not measure non-monetary output or
transactions (e.g., barter, household activities)
● Does not take into account desirable externalities,
such as leisure or environment
● Does not measure social well-being
● Correlates to standard of living but is not a measure
Learning
Target: Students
will know how the state of the U.S. economy is
of standard
of living
determined.
Exit Task
To what extent is GDP the most important factor in
determining quality of life in a country (particularly
the United States)?
9.24.2015
Students will understand how
economics and government are tied
together.
Brainstorm with your partner:
List every type of government
you can think of!
(No ChromeBooks)
Forms of Government
Wait--What is government anyway?
Government is a system of social control under
which the right to make laws, and the right to
enforce them, is given to a particular group in
society.
A little more about government…
Modern governments have many jobs including:
• providing for the security and order of their country
• Establishing a system of justice so that people are treated fairly
• providing welfare services to those in need
• regulating the economy
• establishing educational systems
***In extreme cases of governmental regulation, every
aspect of people's lives is controlled. This is called
totalitarianism. Can you think of a novel/movie that
shows a totalitarian government?
Government
• We distinguish between forms of government
on the basis of its organizational structure
and the degree of control exercised over the
society.
Forms of Government
We will be learning about the following forms of
government:
• Democracy
• Monarchy
• Theocracy
• Dictatorship
• Transitional
Economic Systems
And a few economic systems…because they are
closely connected to governments!
• Capitalism
• Socialism
• Communism
Forms of Government
Democracy
• Supreme power is given to the people and
exercised by them directly or indirectly through
a system of representation. (Republic--most
are this)
• Democratic countries have free elections
where all citizens have a vote.
Democracy
Examples of Democratic countries today:
• United States of America
• Philippines
•(although none are pure democracies)
Monarchy
• The office of head of state is usually held until
death or abdication
• Often hereditary
•Longest lasting form of government
• King, Queen, Emperor, Empress is the leader
• Constitutional monarchies are more common today.
Under this system, the powers of the king or queen are
restricted to those granted in the constitution.
Monarchy
Examples of countries with monarchies today:
•
•
•
•
•
•
•
•
Saudi Arabia
Brunei
Qatar
Oman
Great Britain (Constitutional Monarchy)
Australia (Constitutional Monarchy)
Morocco (Constitutional Monarchy)
Bhutan (Constitutional Monarchy)
Theocracy
• In a theocracy, government leaders are
members of the clergy (church officials), and
the state's legal system is based on religious
law.
• Rulers are thought to be “divinely guided”.
• Religious text = the law
• EX: The Quran = the law, The Bible= the law
Theocracy
Examples of theocracies today:
• Iran
• The Vatican
Dictatorship
• A government in which a single leader or
party exercises absolute control over all
citizens and every aspect of their lives.
• In many cases, this absolute power is exercised
in a cruel way.
• Other names for a dictatorship include:
Autocracy, Military Junta, Right Wing,
Dictatorship
Examples of Dictatorships today:
• North Korea
• Libya
• Myanmar (Burma)
• Sudan
Transitional
• A transitional government is one that is in the
process of changing from one form to another
–This usually happens after a civil war in a country in which the
government has been destroyed and rival groups are fighting to
take its place.
• Countries with transitional governments are often
unstable
Transitional
Examples of countries with transitional
governments:
• Afghanistan
• Iraq
• Somalia
9.25.2015
Students will understand how
government and economics work
together
HW: Chapter 1 Study Guide
Please get out your coral
graphic organizer!
Discuss with your partner:
Which type of government
do you believe has the most
advantages? Explain.
Economic Systems
Wait—what is economics about anyway?
Economics has to do with the production,
distribution and consumption of goods and
services…
John Green one...a little dense...still
good :)
Econ heavy one...good!!
Capitalism
•
•
•In a capitalist country, people own their own
companies and can manage them to earn a
profit.
Free from most gov’t influence
EX: United States, New Zealand
Socialism
• A political and economic system in which some businesses
are controlled by the government rather than by
individuals.
• In a socialist country, there is an effort to limit the
inequalities of wealth and power.
• Taxes often high
• People can hold private property in socialist countries.
• A country can be both socialist and democratic
• EX: Sweden
Communism
• A political and economic system in which the
government controls all business.
• Classless society-all people equal
• Communist countries have totalitarian governments.
• All communists are socialists, but not all socialists
are communists.
• Ex: China, Cuba
Think of it as a spectrum…
Capitalism
Socialism
Communism
_______________________________________
United States
Canada
Sweden
China
Cuba
North Korea
Capitalism vs Socialism
Capitalism
Businesses and individuals
should own property, factories,
and tools.
Progress comes from individuals
following their own selfinterest
Free-market--Gov’t doesn’t
interfere with economy much
Socialism
Producers should cooperate for
the benefit of all
The gov’t must step in and act to
protect workers since
employers will take advantage
of them
The gov’t owns some property
and factories
Goods are distributed according
Exit Task
Summarize in one sentence what capitalism is
and in one sentence what socialism is
USE YOUR OWN WORDS FOR THIS
Chapter 1 Study Guide
1. Read the chapter
2. Define vocab words from your textbook
3. Answer the short answer questions based on
the reading and what we’ve learned in class
4. DUE MONDAY
9.28.2015
Students will understand economic
systems by analyzing demographics of
the US, North Korea, and Chad.
1. Grab ChromeBook
2. Get out Chapter 1 Study Guide
(paper or drive?)
3. Answer the following in your
Entry Tasks doc:
What type of government does the
US have? What are some
disadvantages of it?
What economic system do we
[mostly] have? What are some
advantages of it?
Chapter 1 Study
Guide
If you completed it in your Drive
and it is done, write your name on
the sheet of paper circulating.
Your text describes that
the U.S. economy is
facing increased
competition. Explain the
nature of that
competition.
Discuss what you came up
with your partner
Economic Systems Practice
Teacher Web Page > Links > World Factbook
Look at some demographics and economic data to see some
real life examples of different economic systems
Remember: These are only 3 examples. There is a wide variety.
developing country: (Economics) a nonindustrialized poor country that is seeking to
develop its resources by industrialization
If you finish early, fill out the same table for a country of your choice...I would suggest
Sweden, Germany, Japan, Vietnam, South Africa, or India
9.29.2015
Students will understand economic
systems by analyzing demographics of
the US, North Korea, and Chad.
1. Grab ChromeBook
2. Begin working on
your Economy
Practice chart.
Please.
Split up the workload with your
partner!
Make sure you are finding the
right data.
Employment = take out
Literacy rate = google if not listed. If
not findable, skip.
Spending = Expenditures
Analysis ?’s
Due Thursday
(no class time tomorrow)
1. What are some key differences between the market/planned economy examples
you looked at?
2. In what ways were the countries similar?
3. Do you think all market economies have #’s like the United States? Why or why
not? Be specific.
4. Do you think all planned economies have #’s like North Korea? Why or why not?
Be specific.
5. Write a paragraph arguing for why a mixed economy is the best form of economic
Type
theargue
end of
Economy
Practice
worksheet
system. (Yes,
youat
must
forthe
this;
it’ll be a nice
challenge
for your brains if you
disagree)
Reading Assessments
Made up of 3 parts
❏ Content Comprehension Questions
❏ Compare/Contrast
❏ OPVL
Based on last year,
we assume most of
you are pretty good
at this.
We have been
introduced to this
already! We will
practice lots more.
That leaves Compare/Contrast
Time to practice that!
Some ideas to get you
rolling:
Communism:
Cuba, Vietnam, North Korea, China
Socialism:
Sweden, Finland, Denmark
Theocracy:
Iran
Republic:
United Kingdom, Brazil
Monarchy:
Saudi Arabia, Sweden
So many more options!
You will be selecting a
country for its type of
government OR economic
system and finding 2 sources
about that country’s
government or economic
system to compare/contrast.
Today we are just worried
about this part.
Leave class today with a country and its type of
gov’t OR economic system you are interested in
9.30.2015
Students will understand how to
improve on their argumentative
writing by looking at their preassessment scores.
10.1.2015
Students will learn research and
source finding skills by practicing
in the library.
10.2.2015
Students will compare and
contrast two articles about an
economic system.
Get your ChromeBook
Entry Task Doc → Where are the
most reliable sources found?
Reading Assessment Practice
Continue finding your two sources and once
finalized, begin comparing and OPVLing!