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EC-6 TExES Social Studies Training Dion Dubois, Ed.D. Instructional Coach Stevens Park Elementary National Board Certified Teacher [email protected] Purpose of Social Studies The basic purpose of social studies is to produce good citizens Mike Moses, Texas Commissioner of Education 2000 …help young people develop the ability to make informed and reasoned decisions for the public good as citizens of a culturally diverse, democratic society in an interdependent world National Council for Social Studies 1994 Big Ideas in Social Studies • Citizens have both right and responsibilities • History is about REAL events that have happened to REAL people, but written from the author’s perspective and may be influenced by the author’s bias. • Major events have causes and effects • People organize themselves into governmental systems and the government plays a critical role in resolving conflicts • Rules provide order, security and safety and how they are made depends on what people value. • Places have both physical and human characteristics • People’s wants often exceed their resources so people must make choices. • Economies are interdependent upon each other and economic decisions are often global. Social Studies Disciplines Citizenship Culture Economics Social Studies Geography History Government Science Technology Society TEKS for Social Studies Social Studies TExES Content Cognitive Characteristics Learning Strategies Social Studies Content Content Concepts Big Ideas Generalizations Broad Statements Principles Always True Note what’s missing: Facts and Dates Curriculum Content Organization PK/K – Self, Home, Family, Classroom 1st – Classroom, School, and Community 2nd – Local Community and the Impact of Individuals and Events on the Community, State and Nation 3rd – How Individuals have Changed their Community and the World 4th – Texas Studies 5th – United States History 6th – People and Places of the Contemporary World Student Growth & Development Socialization is a process by which humans learn the expectations society has for their behavior in order for them to successfully function within that society Through socialization, a person gains a sense of belonging with common ideals and behavior Socialization primarily occurs in childhood Social Studies for Elementary Students • Six-year-olds are active learners and demonstrate considerable verbal ability. They are interested in games and rules and develop concepts and problem-solving skills from these experiences. Hands-on activity and experimentation are necessary for this age group. • Seven-year-olds become increasingly able to reason, listen to others, and show social give-and-take. Spatial relationships and time concepts are difficult for them to perceive. Flexibility, open-mindedness, and tolerance of unfamiliar ideas essential in social studies are formed to a remarkable extent by the interactions of the four- to eight-year-olds. Social Studies for Elementary Students • Eight-year-olds combine great curiosity with increased social interest. They are able to learn about people who live elsewhere in the world. During these early grades, children can learn from the symbolic experiences of reading books and listening to stories; however, their understanding of what they read is based on their ability to relate the written word to their own experience. • Nine-year-olds may be somewhat self-conscious and prefer group activities to working alone. They are beginning to understand abstractions as well as causeand-effect relationships. Most are operating at a concrete level but need real experiences of society and social institutions such as those provided in social studies. Social Studies for Elementary Students • Ten-year-olds may be experiencing bodily changes and rapid growth spurts. These changes cause periods of frustration and anger. Generally, ten-year-olds are interested in and enthusiastic about places and problems in the news. They want to know what events caused these problems, where they occurred, and the reasons for them. Most of the skills for learning social studies have been introduced by this time and they are able to apply them to new situations. • Eleven-year-olds are generally in a period of transition between childhood and adolescence. More decision making is required of them. They tend to be sociable and need opportunities to express feelings and opinions. The developmental research suggests that children at this age do not have the ability to view issues from the perspective of a whole society (Selman 1975), but need to be confronted with the types of analytical questions about history, society, and social and political behavior so important in social studies learning. Social Development from K to 5th • Awareness of Peers but a lack of concern for their presence • Intense Interest in their Peers • Productive, Positive Social and Working Relationships with One Another • Ability to Work and Relate Effectively with Peer Contributes to a Child’s Sense of Competence Learning Strategies Small-Group Cooperative Learning Activities 1. Develop Cognitive Ability 2. Promote Peer Interaction Simulations C19-Social Science Instruction The teacher uses social science knowledge and skills to plan, organize, and implement instruction and assess learning Social Science Concepts • Causality-Basic Category of Human Thinking • Conflict – Ideas, Principles, Values or Claims • Bias – Prejudice or Predisposition • InterdependenceRelying on one another • Identity – Self Understanding of Groups • Nation-state-Political Entity • Culture – Customs of a Group • Socialization- how we learn expectations Basic Social Studies Skills Acquire Information Organize and Use Information Communicate Information Social Participation Develop Content-Area Vocabulary Higher Social Studies Skills Fact and Opinion Reading Visual Representations Cause and Effect Compare/Contrast Making Inferences Personal Decision-Making Using Statistics Critical Thinking-Social Studies Recognizing a Frame of Reference Recognizing Bias Recognizing a Point of View Recognizing Propaganda Instructional Strategies Learner-Centered Widening Circles of Experience Sharing Interest and Enthusiasm Additional Thinking Skills Critical Thinking High-Order Thinking Skills Instructional Strategies • • • • • • • • Inquiry Approach Role Playing/Simulations Cooperative Learning Oral Histories/Debates Conflict Resolution Political Cartoons Time Lines Use of Technology Inquiry-Based Learning Inquiry-Based learning is student-centered and based on John Dewey’s philosophy that education begins with the curiosity of the learner. It is an approach to learning whereby students find and use a variety of sources of information and ideas to increase their understanding of a problem, topic, or issue. It promotes investigation, exploration, research, pursuit, and study. Inquiry-Based Learning Instructional Strategies • • • • • • • • Inquiry Approach Role Playing/Simulations Cooperative Learning Oral Histories/Debates Conflict Resolution Political Cartoons Time Lines Use of Technology Cooperative Learning Cooperative Learning refers to a variety of means of restructuring instruction and the organization of the classroom so that students can learn the content in small mixed-ability learning teams. Small Heterogeneous Groups Common Goal Open-Ended Higher-Ordered Thinking Instructional Strategies • • • • • • • • Inquiry Approach Role Playing/Simulations Cooperative Learning Oral Histories/Debates Conflict Resolution Political Cartoons Time Lines Use of Technology Graphic Organizers • • • • • Semantic Web Tree Diagrams Time Lines Flow Charts Venn Diagrams Graphic Representations • Graphs – Pictorial Graphs – Bar Graphs – Pie Graphs – Line Graphs • Charts – Data Retrieval Charts – Narrative Charts – Organizational Charts Instructional Technology • A GOOD textbook – used effectively • Audiovisual Presentations • Library Projects – Primary and Secondary Sources – Encyclopedias, almanacs and atlases – Government Documents • Artifacts and Oral Histories • Computer – Research – Games, Puzzles, Presentation Software • Field Trips • Webcasts Use of Computer Technology Tutorial and Problem Solving Software Where in the World is Carmen San Diego? Simulation Software Oregon Trail WP, DB, and SS Software Hypermedia Presentation Software Hyperstudio Information Gathering Software Google, Microsoft, InfoTrac Organized Use of Technology 1. Purpose of the Research 2. Objective should be Clear 3. Preparation and Organization 4. Procedural List or Rubric 5. Visuals or Artifacts to Support The Purpose and Objective Assessment Informal Formative Summative Formal Formative Summative Assessment Identify the Objectives (TEKS) Use Effective Teaching Practices Gather Data on Student Performance Make Judgments about the Individual’s Performance Based upon the Data Gathered. Use of Rubrics C020-History The teacher understands and applies knowledge of significant historical events and developments, multiple historical interpretations and ideas, and relationships between the past, the present, and the future as defined by the TEKS. World History – Five Periods Ancient World (4,000,000 BCE-500) Ancient civilizations: Mesopotamia, Sumer, Assyria, Babylon, Egypt, the Indus Valley, megalith Europe, ancient China, Phoenicia, ancient America, ancient Greece, the Celts, the Romans and the empires of Africa and India World History – Five Periods • Ancient World Timeline – – – – – – – – – – 4000 BC – Homo Sapiens appear 3500 BC – Sumerians invent writing and the wheel 2800 BCE– Buildings begin in Stonehenge 1200 BCE – Olmecs civilization flourishes in western Mexico 753 BC – Foundation of Rome 600 BC – City of Babylon 400 BC – Golden Age of Athens 300 BC – Alexander the Great rules the world 27-14 BC – Augustus rules as first Roman emperor 476 – Western Roman Empire falls World History – Five Periods Middle Ages (500-1400) Byzantine civilization, rise of Islam, civilizations of the Americas, the Vikings, the feudal system, the Crusades, Genghis Khan and China, the African kingdoms and the Hundred Years’ War World History – Five Periods • Middle Ages - Timeline – – – – – – – – – – – – – 600- Teotihuacan civilization in Mexico 600- Rise of Islam 700 – Mayan civilization in Central Mexico 700 – Feudal system begins in Europe 800 – Charlemagne-Holy Roman Empire 1000- Vikings land in North America 1215 – Genghis Kahn/Mongols invade China 1217 – Marco Polo travels to China from Italy 1300 – Renaissance begins in Europe 1368 – Ming Dynasty in China 1453 – Fall of the eastern Roman Empire 1454 – Gutenberg invents the printing machine 1500 – Inca Empire at its peak in Peru World History – Five Periods Age of Discovery (1400-1700) This period includes the Renaissance, the development of the Aztec and Inca civilizations, voyages from Spain and Portugal, African empires, the Reformation, the Ottoman Empire, and the Ming dynasty in the slave trade World History – Five Periods • Age of Discovery – – – – – – – 1448 – Portuguese explorers reach the southern part of Africa 1492 – Columbus sails from Spain to America 1497 – Portuguese reach India 1517 – Martin Luther begins Reformation in Europe 1522 – Magellan travels around the world 1535 - Spain conquers the Aztecs and Incas 1588 – England defeats the Spanish Armada and becomes the world’s greatest naval power – 1607 – English begins colonization of America – 1609 – Galileo uses the telescope to study the universe – 1618 – Thirty Years’ War begins World History – Five Periods Revolution and Industry (1700-1900) This period includes the Russian Empire, the Manchu dynasty in China, the period of Enlightenment in Europe, the growth of Austria and Prussia, the birth of the U.S., the French Revolution, the Napoleanic era, the Industrial Revolution, the British Empire, the American Civil War and the unification of Italy and Germany. World History – Five Periods • Revolution and Industry – – – – – – – – – – 1682 – Peter the Great rules Russia 1740 – Frederick the Great becomes King of Prussia 1768 – James Cook visits the Pacific regions 1776 – Declaration of Independence 1789 – French Revolution begins 1791 – Thomas Paine publishes The Rights of Man 1804 – Napoleon declares himself Emperor of France 1837-1901 – England at its peak – Queen Victoria 1861-1865 – American Civil War 1869- Union Pacific Railroad links the East and West coasts of the U.S. World History – Five Periods The Modern World (1900-present) This period includes the struggle for equal rights for women, World War I, the Russian Revolution, the Great Depression, the rise of fascism, revolution in China, World War II, Israel versus Palestine, the Cold War, the space race, the Korean and Vietnam wars and globalization World History – Five Periods • Modern World – – – – – – – – – – – 1914-1918 – World War I 1917 – Russian Revolution 1929 - Great Depression 1933 – Adolf Hitler achieves power in Germany 1936-39 – Spanish Civil War – Francisco Franco 1939 – 1945 - World War II 1947 – Pakistan and India obtain independence from Great Britain 1959 – Cuban Revolution 1965-1972 – Vietnam War 1990 – Germany is reunited 1991 – Soviet Union collapses US History in a Nutshell Overview of US History • • • • • • • • • • • • • • • • • Native Americans prior to Colonization English, French, Spanish Colonization American Revolution American Independence and Incorporation War of 1812 (England and France) Monroe Doctrine – Stay away from Europe/Each Other Mexican War and Manifest Destiny Missouri (and Maine) Compromise Civil War Reconstruction Education, Labor and Temperance Movements Women’s Right World War I, Roaring 20s, Depression World War II and Cold War Korean and Vietnam Wars Civil Rights Technology and Communications Revolutions Overview of U.S. History http://www.youtube.com/watch?v=ecLsQAHV74Y Overview of Texas History • • • • • • • • • • • • • • • • Native Americans prior to Colonization 1528-Cabeza de Vaca – explores Texas 1529-De Pineda maps the Texas coast 1685-LaSalle explores Gulf Coast 1700s-Catholic Missions 1762-French gives Texas to Spain Stephen Austin – Old Three Hundred – Brazos River 1835-Texas Revolution Battle of the Alamo Santa Anna & Sam Houston 1836-Texas Declaration of Independence Treaty of Velasco 1845-Texas becomes a State 1861-Texas joins the Confederacy 1900-Hurricane Audrey destroys Galveston 1901-Lucas Gusher begins the Texas Oil Boom Overview of Texas History C021-Geography The teacher demonstrates knowledge of geographic relationships involving people, places, and environments in Texas, the U.S. and the world The teacher understands and applies knowledge of cultural development, adaptation, diversity, and interactions among science, technology, and society as defined by the TEKS Physical/Cultural Geography Locating Places and Regions on a Map Prime Meridian and the Grid System Geographic Symbols Time and Latitude Zones Regions of the World, US and Texas Human-Environmental Interactions Maps and Globes • Symbolic Representation poses a problem for K-4 and some 5-6 children. Maps and globes are tools for representing space symbolically. • The main purpose for using globes is to familiarize children with the basic roundness of the earth and to begin developing a global perspective. • It is also used to study the proportion of land and water. Latitude and Longitude • Generally covered in fourth grade and up. • Possible Difficulties: – The sizes of the meridians of longitude and the parallels of latitude on a globe and Mercator projection look different. – The meridians of longitude have a consistent size, but the parallels of latitude vary in size, becoming smaller as they move away from the equator. Mercator Projection Regions of Texas Political Maps Political Map Elevation Maps Elevation Map Population Map Regional Map Rivers • World – Nile (North and East Africa) – Amazon (South America) – Yangtze (China) • United States – – – – – Mississippi-Minnesota to the Gulf Ohio – starts in Pittsburgh Rio Grande-Colorado to Gulf of Mexico Colorado – Rocky Mts to California Missouri – Rocky Mts to Mississippi River Mountains • Tallest Mountains in the world are located in the Himalayas (Everest) • Tallest Mountains in USA are in Alaska Mt McKinley American Indians Map C022-Economics The teacher understands • the concepts and processes of government and the responsibilities of citizenship • Knows how people organize economic systems to produce, distribute, and consume goods and services • Applies social science skills to information, ideas, and issues related to government and economics. Economics • Economics is about how people meet needs – food, shelter, etc. • Historically people have done this in a variety of ways: farming, bartering, factory production, etc. Traditional Economies • This is when one does what his/her father did. • This system was the basis for Neolithic societies and most pre-industrial countries. • Today, this system is found in developing countries where subsistence agriculture (producing just enough for personal survival.) dominates. Market Economies • This is synonymous with capitalism and free enterprise. • In this system the market (consumers and producers) determine prices and what is produced. Command Economies • Command Economic System – this is associated with communism. In this system the government determines prices and what is produced. • Karl Marx is most associated with this system. • Cuba, China, and North Korea are the world’s last true communist countries. Changing Economies • Why did some societies change their economic systems? • Different historical factors account for economic changes. • For example, the industrial revolution led most countries to turn from their traditional economic systems of agriculture to a market economy based upon factory production. Basic Economic Concepts • Want: an item we desire • Need: something necessary for survival • Goods: things made to be sold • Services: work or labor performed for someone Economic Vocabulary • Economics is the study of how goods, services, and property is produced, distributed, and consumed. • Scarcity is the basis of economics. The scarcer something is, normally the more it is worth. • Supply and demand are very important economic concepts. Supply is how much a producer is willing to produce at a given price. Demand is how much consumers are willing to buy at a certain price. • The key for producers and consumers is to find the equilibrium price that will bring in the most consumers at a level that will be beneficial to producers. Factors of Production • • • • • • • • • Land Labor Capital: human or physical Surplus Scarcity Limited Resource Producer Consumer Mass Production: Assembly Line, Division of Labor, and Interchangeable Parts Factors of Production • There are four “factors of production” that are required for successful production. Land refers to all the raw materials, gifts of nature or natural resources used in production. Labor refers to all aspects of human energy that is put into production. This includes not just physical labor, but also intellectual and creative aspects of production. Capital includes all the materials, tools, money, and equipment. Entrepreneurship refers to the businessmen and women who have a vision and are willing to take the risks and organize land, labor, and capital into production. Leading Industries in the Texas Economy • Late 1800s – Cottonseed oil, flour milling, timber, meat packing and mining • 1940s – Cottonseed oil, petroleum refining and related industries, meat packing and flour milling • Current – Agribusiness, petrochemical, biomedical, defense, and information technology Role of Economics on History • The TexES expects you to recognize that many historical events were shaped by economics. You should be aware of the following: Exploration and colonization were primarily economic-inspired events. Europeans wanted a cheaper way to access goods from Asia when they began searching for a new route to Asia. Once they landed in the Americas they then began to search for gold and other resources. Individuals who wanted land and governments who wanted people to secure natural resources led colonization. The economic concept of mercantilism was also important in that in this system colonies exist solely for the benefit of the mother country. More Economics in History Imperialism was also an economic pursuit. European and Asian countries took over other lands in order to control the economics and resources of the territory or country. Most countries have followed a similar pattern of economic growth. First, subsistence farming dominated. Then technological advances came along to increase agricultural output and begin commercial agriculture (selling surplus). Then many countries turned to industrialization. The rate that societies have industrialized have largely determined whether they are developed or developing countries. Supply and Demand • These rules are not always absolute. For example, if the price of insulin goes down, demand is not going to go up since the demand is pretty much fixed due to the nature of insulin. • Another thing to understand is that these are immediate reactions and one can see that supply goes up then demand goes down, but once demand goes down then supply will go down. Supply and demand is a constantly changing cycle. Free Enterprise • Adam Smith’s 1776 book The Wealth of Nations explored what made some countries more economically successful than others. • One of his major findings was that the countries that were most successful had limited government involvement in basic economic decisions. • This lack of government decision-making was coined, “laissez faire” and remains a fundamental principal in most western economies. Monopolies • A problem that Adam Smith addressed and that many governments recognize is that there are times when monopolies develop. • A monopoly is one producer or business that emerges to control an entire market. • Under capitalism, a lack of other producers undermines the competition aspect and threatens the market system. Monopolies • Some monopolies are accepted, such as local water utilities. • Governments control prices in these situations to ensure that the monopoly does not charge unfair high prices. • Other monopolies, such as Standard Oil Company and AT&T were broken up by government action. • In the case of Standard Oil, the company was accused of intimidating other companies and then charging unfair prices for oil. Monetary Policy • A major modern economic capitalist philosopher was John Maynard Keynes. Keynesian Economics is the driving factor behind United States’ monetary policy. • Through monetary policy the government controls the supply of money through determining interest rates. When the government believes that more money should be in the economy, then interest rates are reduced (through the FED) and banks loan more money to businesses and individuals. • If the government determines that less money should be in circulation (such as during inflation when money losses value) then the FED will raise interest rates so that fewer loans will be made and less money will be circulated. As the level of money in circulation decreases, then the value of money increases. Fiscal Policy • Another way to increase or decrease the money in circulation is through fiscal policy. • Fiscal policy is determined by Congress and the President and concerns the level of taxes and spending by the federal government. • Unfortunately, fiscal policy is more politically motivated than monetary policy (there’s no election process for members of the FED) and fiscal policy takes longer than monetary policy to carry out, so fiscal policy is normally considered less stable than monetary policy in controlling the money supply. Economic Indicators • The government and other business interests measure the health of the economy through various economic indicators. These include: – Consumer Price Index – measures the prices of the most commonly used “items.” These include food, housing, clothing, and food. If the value of these items increases, then the “cost of living” goes up. If the value of these items decreases, then the “cost of living” goes down. This leads to the next indicator… – Inflation – a dollar doesn’t buy what it used do because of inflation. As prices increase and wages stay the same, inflation occurs. The value of the currency decreases as the price of items increase. Gross Domestic Product – is the value of all final goods and services produced within a country’s borders during a year. This is one of the best indicators as to how a country is doing. A strong GDP indicates a strong economy. A low GDP indicates a weak economy. Economic Indicators – Per Capita Income – is computed when we take all the reported income (wages, stock dividends, other investments, etc.) and divide it by the total number of workers. Although this is a good indicator as to income levels it can be misleading. For example, the PCI for 2002 was $22,794 (U.S. Census). This was the average of all moneys earned divided by the number all those who received it. So this includes part time workers and those just earning dividends from a savings account, etc. The Medium Household Income for the same period was 43,527.00, but once again, this can be misleading as it includes households led by schoolteachers and Bill Gates’ household equally. Economic Indicators • Unemployment rate – is measured by determining how many people are unemployed but are actively looking for work. • This figure does not include those who are “underemployed” – working a part-time or lower paying job while looking for a full-time or a higher paying job. Consumer Economics • The role of consumers in a free enterprise system is vital. Consumers obviously purchase goods; however, it is because consumers purchase certain goods that businesses make the decisions that they do. Because of these decisions, companies increase or decrease production, buy or sell factories, or increase or decrease international trade. • Consumers normally put their money into financial institutions. These institutions include banks and credit unions. • Credit unions are different than banks in that all “members” (account holders) of a credit union “own” the credit union and they receive loans at lower interest rates and they earn higher interest of their accounts. Consumer Economics • Through banks and credit unions individuals and businesses can save, invest, and borrow money. All of these functions are vital to our free enterprise system. • There are different ways money can be invested. Investments include: – Savings Accounts – these accounts are most secure, with the government insuring most accounts up to $100,000, but these investments yield the lowest rate of return (normally less than 1%). Consumer Economics • Bonds – these are investments where individuals “loan” government entities (school districts, local and state governments, and the federal treasury) money. Most bonds are very secure (very few governments go bankrupt) and the interest rates are higher than most savings accounts, but most bonds don’t mature (pay back) until several years. • Stocks – these are actual investments in publicly traded corporations (think Wall Street). Stock investments can be very risky (companies can go bankrupt and investors can lose money) but the return can be high (you might invest in the next Microsoft). Role of Government • The United States government does have a prominent role in the economy. The government sets rules and regulations for companies, restricts some types of businesses, regulates the Stock Market and banking institutions, recognizes the roles of labor unions, inspects the safety of work places, and controls the supply of money. Anti-Trust Legislation • The government has historically sought to limit and restrict monopolies and trusts. There are several major pieces of Anti-trust legislation. These include: 1890 - Sherman Antitrust Act said that to hinder competition was illegal law against monopolies that hindered competition or made competition impossible. 1914 - Clayton Antitrust Act outlawed price discrimination - charging different customers different prices for the same product. Tariffs Tariffs are taxes on goods that are imported. • The General Agreement on Tariffs and Trade (GATT) is an international set of guidelines that are used to encourage trade between countries. GATT sets guidelines for tariffs. • The U.S. has used tariff policies to help protect domestic businesses. For example if an American company can sell a bike for $100.00 and a Japanese company can sell a bike for $75.00 the U.S. can help protect the American bike company by imposing a $25.00 tariff on the Japanese bikes. The Japanese company then charges $100.00 for the bike. International Trade • All countries today are involved in some international trade. • Countries are very interdependent upon each other and agreements are made between governments to encourage trade. • Some basic terminology in international trade includes: – Exchange rates – refers to how much one country’s currency is worth in relation to another country’s currency. – Countries that have a lower exchange rate can normally export more goods. – Free trade – refers to when goods can be exported and imported without tariffs. Tariffs are taxes on imported goods and often are used to protect domestic businesses. When countries have free trade agreements, goods are exchanged without tariffs. – This is the case in NAFTA – the free trade agreement between the United States, Canada, and Mexico. American Economic System • Although some aspects of socialism do exist (social security, unemployment, Medicare, etc.) the American economy is based upon the profit motive (people want to make money), voluntary exchange (consumers choose to buy and sell), private property rights, and competition. • These concepts form the foundation of our capitalistic/free enterprise system. Interdependence • One more basic understanding of international trade is that the United States and Texas are both interdependent with other countries and states. • This means that we cannot and do not produce everything we need within our own borders. We must import items in and then we export items that other people and places need to them. • With this interdependence comes some risk. For example, Texas’ oil economy is far more dependent upon the events in the Middle East than on any U.S. factor. Business Ownership • There are three types of businesses. Each has benefits and disadvantages. These are: – Sole proprietorship – is where one individual owns a business (think a small non-franchise diner). One person is responsible for financing and managing the business. A disadvantage is that the only capital (money for the business) available is what one person can secure. Another disadvantage is that a sole proprietor can be sued personally for such things as accidents in his/her business. – Partnership – is when two or three people join to open a business together. A benefit to this type of business is that all in the partnership can share the financial resources and risks. Disadvantages include loss of autonomy (one has to get partner to agree) and the fact that the partners could still be held personally liable for accidents in the business. – Corporation – A corporation normally has several initial investors and organizes a formal organization. They choose a name and the business really becomes a second entity. Corporations have to be registered with the state and the owners of the corporation cannot be held personally liable in civil cases. Economic Effects of War • When a country goes to war, it normally vastly increases the economic output of the country. • The government finances the mass production of war-related materials. • Men go off to war (more men historically than women) and women, who in some cases were stay at home mothers, move into the workforce. C023-Government/Citizenship • The teacher understands the concepts and processes of government and the responsibilities of citizenship • The teacher knows how people organize economic systems to produce, distribute, and consume goods and services • The teacher applies social science skills to information, ideas, and issues related to government and economics Government and Citizenship Rules, Laws, Rights, Responsibilities of Citizens Basic Concepts of a Democratic Society Interrelationship-Local, State, and National Governments Key Political Documents Basic Economic Concepts and Interdependence Free Enterprise System Work and Economic Activities Effective Research Methods Good Citizenship Skills (negotiation, persuasion, compromise, debate, conflict resolution) Purpose of Government • To maintain social order • To provide public services • To provide national security and public defense • To provide for an economic system Types of Government • Democracy – political control is exercised by all people either directly or indirectly • Oligarchy – only a few powerful individual hold the power • Totalitarianism – one political group maintains complete control under a dictatorship • Monarchy – single person is head of the state Three Branches of Government Checks and Balances The U.S. Constitution • Preamble • Articles – – – – – – Advice and Content (Check and Balance) Coinage – make money Commerce – regulate commerce Copyright – authors and inventors Elastic – power to pass all laws Full Faith and Credit – states must recognize the laws of other states – Supremacy – Law of the Land • Amendments – A Four Minute Video Bill of Rights Amendment I – Freedom of Speech & Religion Amendment II – Right to Bear Arms Amendment III – Limits Quartering of Soldiers Amendment IV – Search and Seizure Amendment V – Right to Trial (Miranda Act) Amendment VI – Right to Speedy Trial Amendment VII – Right to Trial by Jury Amendment VIII – Cruel and Unusual Punishment Amendment IX – Other Rights Not Specified Amendment X – State’s Rights Bill of Rights Bill of Rights Amendment XIII – Forbids Slavery Amendment XIV – Citizenship Amendment XV – Right to Vote: Black Men Amendment XIX – Right to Vote: Women Landmark Supreme Court Cases Marbury vs Madison (1803) Declaration of Unconstitutionality Dred Scott vs Sandford (1857) Blacks/Slaves are not protected by the Constitution Plessy vs Ferguson (1896) Separate but Equal Racial Segregation Brown vs Topeka Board of Education (1954) Segregation in Education Creates Inequality Landmark Supreme Court Cases Mapp vs Ohio (1961) Evidence obtained Illegally is Inadmissible Gideon Vs Wainwright (1963) Right to an Attorney Mirando vs. Arizona (1966) Right to Remain Silent Roe vs Wade (1973) Laws Restricting Abortions are Unconstitutional Symbols • • • • • • • • • American Bald Eagle Great Seal American Flag State of Liberty National Anthem America the Beautiful Liberty Bell Pledge of Allegiance Uncle Sam