Download Unit 6 - BCPSS

American Government
Baltimore City Public
School System
2007
Unit 6
Public Policy
How To Use This Guide
This is the instructional guide for Unit Six Public Policy.
The guides have not been designed to be the “end all and be all” of social studies.
They have been designed as a way to meet the state standards in a meaningful
manner and allow time for re-teaching and/or extension. As with all new
curriculum, time for extension may only become available after the teacher has run
through the curriculum once or twice.
The guide is to be read in its entirety before teaching any of the lessons in order to
get the “big picture.” This helps guide planning, preparation, and implementation.
It allows the teacher to plan for re-teaching and extension activities in a
meaningful way.
Begin by reading the Essential Concepts and Possible Essential Questions from
the Maryland Voluntary State Curriculum. Those two items explain why it is
necessary to study this unit. The sessions will build to express the ideas in the
Enduring Understanding.
Next review the WHAT. These are the MSDE indicators and session objectives.
This is what MSDE wants kids to be able to know and do. These are placed in the
sessions where they are taught.
The rest of the guide and what you do in the classroom is the HOW.
WHY?
Essential Concepts
• Economic decisions made by governments, businesses, groups, and individuals
directly affect our current and future daily life and standard of living.
• In an interdependent world, U.S. foreign policy and international organizations play an
increasingly important role in addressing political, economic, and social problems.
• Public policy begins with the people whose interests, problems, and concerns are
addressed as government provides for the common good (general welfare) and
establishes justice.
Possible Essential Questions
• What are the economic, political and social factors influence domestic and foreign
policy decision making?
• How do the media, political parties, special-interest groups, lobbyists, Political Action
Committees (PACs) and public opinion influence the development of domestic public
policy?
• How do global concerns, trade, terrorism, world health, and poverty affect our
relationships with other countries?
• What should be the role of the United States as a member of various international
organizations and alliances?
• What is the role of regions, population and other demographic factors on voting
patterns, funding and development of government policy?
• How does the state government develop policy for domestic issues in Maryland?
• What are the economic costs and benefits are associated with foreign and domestic
policy decision-making?
•
•
How does the government address market failures?
How effectively does fiscal and monetary policy improve our economy and provide
for our citizens?
Source: MSDE Government Online Course
Unit 6: Public Policy
Title
Demographics
and Public
Policy
Making Public
Policy
Objectives
Domestic Policy
 Define demographics
 Compare climate, land use, natural resources, population distribution,
demographic and density maps of Maryland and the United States
 Determine the influence demographic factors, such as race, age,
education, ethnicity and gender have on voting patterns (3.1.1 c)
 Analyze patterns, trends, and projections of population in regions and
how these may affect the environment, society and government policy
(3.1.1 d)
 Analyze the influence of demographic factors on the formation and
implementation of government policy and funding decisions, such as
education, health care and social security (3.1.1 e)
 Define public health and health care issues and evaluate existing
government policy, such as smoking in public places, Medicare and
Medicaid (1.1.3 f)
 Examine the impact of government decisions on individuals and
groups, such as approval policies of the Food and Drug
Administration (FDA), environmental standards set by the
Environmental Protection Agency (EPA), regulations by the Maryland
Department of the Environment (1.2.3 f)
 Evaluate the role of state and national governments concerning issues
related to public safety and maintaining order, such as crime
prevention, changes in driver’s license requirements, seat belt laws,
and immunization shots (1.2.3 g)
 Evaluate how the principles of economic costs, benefits, and
opportunity cost are used to address public policy issues, such as
environmental and healthcare concerns (4.1.2 e)
Assessment Limits
 Demographic factors
 Entitlements – Social Security,
welfare; Health care and public
health; censorship, Crime, Equity,
Environmental
 National government agencies,
State actions affecting rights,
order and safety
 Opportunity cost, economic equity,
economic security
 Regulatory agencies that respond
to social issues and/or market
failures:
- Environmental Protection
Agency (EPA)
- Food and Drug Administration
 Describe the purpose, roles and responsibilities of regulatory agencies:
Federal Trade Commission (FTC), Federal Aviation Administration
(FAA), Environmental Protection Agency (EPA), Food and Drug
Administration (FDA), Federal Communications Commission (FCC)
(4.1.3 b)
Maryland and
Public Policy
Monetary
Policy
1. Compare climate, land use, natural resources, population
distribution, demographic and density maps of Maryland and the
United States
2. Explain how geographic characteristics and shared interests
stimulate regional cooperation between governments (3.1.3 a)
3. Analyze how the population shifts in and between regions affects
the formation and implementation of government policy, such as
the relocation or loss of industry and urban flight (3.1.3 b)
4. Analyze the importance of regional characteristics and interests
including economic development, natural resources, climate and
environmental issues in formulating local, state, and national
government policy (3.1.3 c)
 Describe how the Federal Reserve System uses the three tools of
monetary policy, including open market operations, changes in the
discount (interest) rate and changes in the reserve requirements to
influence the economy(4.1.4 f)
 Describe the effectiveness of monetary policy in achieving economic
growth, full employment and price stability (4.1.4 g)
 Explain how inflation reduces buying power and may contribute to a
slow down in the economy (4.1.4 j)
(FDA)
- Federal Trade Commission
(FTC)
- Federal Communications
Commission (FCC)
- Federal Aviation Administration
(FAA)
Population growth and regional issues
 Business cycle, monetary policy
(Federal Reserve actions) and
fiscal policy (Legislative and
Executive actions) and their effect
on economic performance, full
employment, and price
stability.
Tools of monetary
policy (Federal Reserve SystemFED) including the reserve
requirement, interest rates, and
open-market operations (buying
and selling of government
Land Use
Public Policy
Case Study:
Smart Growth
5. Evaluate the effect that international, national, and regional
interests have on shaping environmental policy, such as logging
forested areas, oil drilling, pollution, nuclear power, or alternative
energy sources (1.1.3 e)
6. Compare climate, land use, natural resources, population
distribution, demographic and density maps of Maryland and the
United States
7. Evaluate the way national, state, and local governments develop
policy to address land use and environmental issues, such as
urban sprawl, Smart Growth and commercial use of public (3.1.2
e)
 Evaluate the effect that international, national, and regional
interests have on shaping environmental policy, such as logging
forested areas, oil drilling, pollution, nuclear power, or alternative
energy sources (1.1.3 e)
 Compare climate, land use, natural resources, population
distribution, demographic and density maps of Maryland and the
United States
 Evaluate the way national, state, and local governments develop
policy to address land use and environmental issues, such as
urban sprawl, Smart Growth and commercial use of public (3.1.2
e)
securities).
 Tools of fiscal policy including
increasing /decreasing taxes and
tariffs and/or spending.
 Measures of economic performance
including Gross Domestic Product
(GDP), Consumer Price Index
(CPI), and unemployment rate.
 Entitlements: Social Security,
welfare; Health care and public
health; censorship, Crime, Equity,
Environmental
 Land use, smart growth, and urban
sprawl
 Entitlements: Social Security,
welfare; Health care and public
health; censorship, Crime, Equity,
Environmental
 Land use, smart growth, and urban
sprawl
Measuring the
Economy



Explain how the Consumer Price Index (CPI), the unemployment
rate and the Gross Domestic Product (GDP) measure economic
performance (4.1.4 h)
Explain how economic instability, including periods of growth
and recession is a part of the free enterprise system (4.1.4 i)
Explain how inflation reduces buying power and may contribute
to a slow down in the economy (4.1.4 j)
 Business cycle, monetary policy
(Federal Reserve actions) and
fiscal policy (Legislative and
Executive actions) and their effect
on economic performance, full
employment, and price
stability.
Tools of monetary
policy (Federal Reserve SystemFED) including the reserve
requirement, interest rates, and
open-market operations (buying
and selling of government
securities).
 Tools of fiscal policy including
increasing /decreasing taxes and
tariffs and/or spending.
 Measures of economic performance
including Gross Domestic Product
(GDP), Consumer Price Index
(CPI), and unemployment rate.
Pre-Assessment
Pre-assessment
Overview
Baltimore City public school students were introduced to key terms and concepts
of public policy in elementary and middle school, and in United States History.
The pre-assessment is designed to provide insight into the strengths and
weaknesses in the public policy understandings of your students.
This pre-assessment includes 35 selected response questions to determine student
understanding of government concepts and vocabulary necessary for the
Government High School Assessment. Use the information from the preassessment to help determine which students need acceleration or support on
topics of HSA and this unit.
Indicators/Objectives
1. Evaluate the principles of federalism, representative democracy, popular
sovereignty, consent of the governed, separation of powers, checks and
balances, rule of law, limited government, majority rule and how they
protect individual rights and impact the functioning of government (1.1.2 a)
2. Identify the rights in the Bill of Rights and how they protect individuals and
limit the power of government (1.1.1 i)
3. Describe the role of the United States Congress and the Maryland General
Assembly in developing fiscal policy and the approval of budgets
4. Describe the structure, powers and authority of the executive branch on the
federal, state, and local levels
5. Describe the powers, structure and organization of the Federal and Maryland
court systems
Assessment Limits
 Evaluate how principles assist or impede functions of government. Concepts:
federalism, separation of powers, checks and balances, judicial review,
representative democracy, limited government, rule of law, individual rights and
responsibilities, consent of the governed, majority rule, popular sovereignty, equal
protection, and eminent domain
 Federal and Maryland State government: Powers structure and organization of the
Executive Branch
 Federal (Congress- House of Representatives & Senate), State (General Assembly –
House of Delegates & State Senate), and Local Legislative Branches: Structure,
Powers, Selection of Leaders and the Electoral Process
 Cases included: Marbury v. Madison, McCulloch v. Maryland, Plessy v. Ferguson,
Brown v. Board of Education, Miranda v. Arizona, Gideon v. Wainwright, Tinker v.
Des Moines Board of Education, and New Jersey v. T.L.O.
 National government agencies, State actions affecting rights, order and safety
 Political parties, interest groups, lobbyists, candidates, citizens, and the
impact of the media on elections, elected officials and public opinion
 United Nations, NATO, NAFTA, IMF, World Bank, and the International Red Cross







human rights, economic sanctions, and foreign aid
Forms of Government
Population growth and regional issue
Political causes and effects of reapportionment, redistricting and voting
patterns.
Tools of fiscal policy
Regulatory: agencies that respond to social issues and/or market failures:
Opportunity cost, economic equity, economic security
Directions
1. Activating Prior Knowledge. Pose the following question:
• What is government?
• What are the purposes of government?
• What are some of the most important principles of government?
Review a few responses. Use student responses to explain that government
affects us daily.
Remember – these questions and the discussion are to get students thinking
about government.
2. Assessing – Principles of Government. Distribute and review Public Policy
Pre-assessment. Explain that the pretest will not affect student grades, but
will be used to plan instruction. Provide time for students to independently
complete the preassessment.
3. Follow-Up. Use the information from the pretest to support or accelerate
instruction. Keep in mind that all students are expected to learn the same
concepts and content to meet state and local expectations of learning. Use this
data to guide instruction.
Name
Date
Public Policy Pretest
Directions: This pretest will provide your teacher with information about what you know
about participation in government. This test will not affect your grade, but will be used to
help you learn what is necessary to pass later tests.
1. Which of these principles of government is demonstrated when the governor of
Maryland vetoes a bill?
A. federalism
B. popular sovereignty
C. checks and balances
D. representative democracy
2. The United States Constitution is called a “living document” because it
A. can be changed when needed
B. outlines the government's structure
C. refers to life, liberty, and the pursuit of happiness
D. supports every citizen's right to make a good living
Read the excerpt below.
The President in every possible instance shall consult with Congress before introducing
United States Armed Forces into hostilities [military conflicts]...and after every such
introduction shall consult regularly with the Congress until United States Armed Forces
are no longer engaged in hostilities....
The War Powers Act of 1973
3. Based on the excerpt, the War Powers Act was most likely issued in response to
A. protest against drafting women
B. lack of preparedness in the armed forces
C. expansion by the President of his role as Commander in Chief
D. attempts by the Supreme Court to control the Department of Defense
4. Which of these is a responsibility of the Maryland General Assembly?
A. approving the annual state budget
B. supervising the Maryland State Police
C. reviewing criminal appeals
D. vetoing unpopular laws
5. Study the political cartoon below.
.
The cartoon suggests that some citizens
A.
B.
C.
D.
believe that the justice system is unworkable
are unwilling to break the law
believe that the right to a trial by jury is unnecessary
are unwilling to accept their responsibilities
6. Which of these examples best reflects the principle of representative democracy?
A. Citizens of a town vote on all government issues.
B. The leader of a country makes all government decisions.
C. A judge finds a defendant guilty of a crime.
D. An elected official proposes a bill in the state legislature.
7. Which of these is part of the legislative branch of the United States government?
A. the Cabinet
B. the President
C. the Supreme Court
D. the House of Representatives
8. Which of these officials is responsible for making laws?
A. a federal judge
B. the governor of a state
C. a United States senator
D. the Secretary of Defense
9. Which of these is a purpose of Social Security?
A. to provide income for retirees
B. to regulate the health care industry
C. to give relocation assistance to immigrants
D. to encourage taxpayer contributions to charities
10. The United States Department of Agriculture (USDA) offers home loans at low
interest rates to low-income borrowers who live in rural communities.
What is most likely the purpose of this government program?
A. to increase ownership of property
B. to regulate the lending industry
C. to encourage people to move
D. to raise tax revenues
11. The Clean Air Act of 1970 set broad national goals for the reduction of air pollution.
Which of these was a direct result of this act?
A. Prices of automobiles declined.
B. Fewer automobiles traveled on highways.
C. Automobile makers redesigned automobile engines.
D. Automobile smog problems were eliminated.
12. When a famous actress was accused of wrong-doing, the newspapers covered the
event extensively. The actress was convicted of the crime, but appealed the verdict on
the grounds that the pre-trial publicity prejudiced the jury.
Which of these rights is in conflict with the freedom of the press?
A. the right to a speedy trial
B. the right to present witnesses
C. the right to legal counsel
D. the right to a fair trial
13. The United States government is allowed to restrict publication of information that
A. criticizes presidential decisions
B. supports one political party
C. endangers national security
D. promotes legal reforms
14. Which of these Supreme Court decisions established the doctrine of "separate but
equal"?
A. Plessy v. Ferguson
B. Marbury v. Madison
C. Tinker v. Des Moines School District
D. Brown v. Board of Education of Topeka
15. Which of these cases helped establish the right of the Supreme Court to review the
constitutionality of federal law?
A. Marbury v. Madison
B. McCulloch v. Maryland
C. Plessy v. Ferguson
D. Brown v. Board of Education
16. Which of these Supreme Court cases established supremacy of the federal
government over the states?
A. Plessy v. Ferguson
B. New Jersey v. T.L.O
C. Marbury v. Madison
D. McCulloch v. Maryland
17. Which of the following best illustrates the reason Congress passes civil rights
legislation?
A. to promote equity
B. to establish better legal aid
C. to solve housing shortages
D. to increase school funding
18. Which of these best describes a goal of affirmative action legislation?
A. to encourage young people to go into politics
B. to promote educational opportunities for minorities
C. to require employers to provide health benefits to all workers
D. to establish job training courses for the economically disadvantaged
19. Which of these government actions is most associated with due process of law?
A. creating affirmative action programs
B. informing the accused of their rights
C. maintaining order during times of crisis
D. establishing guidelines for workplace safety
20. The Fourteenth Amendment limits the state government's ability to
A. raise the federal income tax
B. use military forces in peacetime
C. regulate interstate trade and commerce
D. place restrictions on qualified voters
21. Which of these is a characteristic of an authoritarian system of government?
A. popular sovereignty
B. equal protection under the law
C. restrictions of personal freedoms
D. majority rules with minority rights
22. Which of these is important to a successful democracy?
A. discouraging criticism of elected officials
B. ensuring that only the most capable citizens receive an education
C. producing policies that address a variety of citizens' concerns
D. refusing to allow presidents to meet with leaders of hostile countries
23. In the United States, the central government and the state governments share power.
Which of these terms best describes this type of government?
A. representative democracy
B. federal system
C. confederate system
D. direct democracy
24. Which of these is a purpose of the International Red Cross?
A. to assist people who are victims of war
B. to make trade agreements with businesses
C. to provide military aid to countries being invaded
D. to loan money to countries with economic problems
25. Which of these statements about the United Nations (UN) is true?
A. Its membership rules exclude poor nations.
B. Its policies discourage international cooperation.
C. Its councils elect leaders for many nations.
D. Its goals include international stability.
26. Which of these is the most likely impact on counties experiencing population growth?
A. a decrease in revenue from local sales tax
B. a decrease in housing costs
C. an increase in the need for public services
D. an increase in school closings
27. Which of these sources would be most reliable for determining interstate migration
patterns?
A. public school records
B. voter registration cards
C. property tax assessments
D. government census counts
28. Which region of Maryland would benefit most from research on Chesapeake Bay's
infectious water diseases?
A. Eastern Shore
B. Central Maryland
C. Western Maryland
D. Baltimore–Washington area
29. Due to large financial losses in the American automobile industry, the United States
once set limits on the number of cars it imported. This response is most likely an
example of government policy being shaped by
A. national interests
B. international interests
C. state interests
D. regional interests
30. Which of these best describes a mixed economy?
A. The government decides who will produce goods and services.
B. Natural resources are owned and controlled by the government.
C. The government's only role in the economy is to ensure competition.
D. Businesses are regulated by the government to protect the public's interest.
31. Which of these would most likely take place in a command economy?
A. Industrial leaders agree to control prices.
B. Stock traders create wealth through buying and selling.
C. Government leaders decide how goods will be produced.
D. Consumers decide the sales policies of business owners.
32. Sugar substitutes are used in many diet soft drinks. They were tested for many years
before being approved for use.
Which of these regulatory agencies is responsible for giving this approval?
A. the Federal Trade Commission (FTC)
B. the Food and Drug Administration (FDA)
C. the Environmental Protection Agency (EPA)
D. the Federal Communications Commission (FCC)
33. Which of these is most closely associated with an economic recession?
A. an increase in stock prices
B. a decrease in demand for labor
C. a decrease in the minimum wage
D. an increase in consumer spending
34. Which of these best reflects how the federal government manages the economy
through fiscal policy?
A. taxing and spending
B. buying and selling securities
C. controlling the money supply
D. controlling interest rates
35. What is the opportunity cost for state governments that spend state money during
natural disasters?
A. Main highways between states may be blocked.
B. Prices for snow removal equipment may increase.
C. Other services offered by the states may have to be cut.
D. State governments may receive additional highway funds.
Source: Public Release Items from Government HSA
Session 1: Demographics and Public Policy
Overview
Public policy involves all elements of the course: levels and branches of government,
principles, citizen participation, data interpretation, and influencing policies. In this
session, students analyze demographic factors that influence government decisions. In the
second session, students examine making public policy.
Objectives:
1. Define demographics
2. Compare climate, land use, natural resources, population distribution,
demographic and density maps of Maryland and the United States
3. Determine the influence demographic factors, such as race, age, education, ethnicity
and gender have on voting patterns (3.1.1 c)
4. Analyze patterns, trends, and projections of population in regions and how these may
affect the environment, society and government policy (3.1.1 d)
5. Analyze the influence of demographic factors on the formation and implementation
of government policy and funding decisions, such as education, health care and social
security (3.1.1 e)
Assessment Limits
• Demographic factors
Key Questions
1. Why does the government make the policies that it does?
2. How do the characteristics (demographics) of the people influence government
decision-making?
3. What are the economic, political and social factors that influence domestic policy
decision-making?
4. How does the state government develop policy for domestic issues in Maryland?
Key Terms
 Demographics
 Census
 Public policy
Directions
1. Activating Prior Knowledge – Census. Pose the following questions:
• What is a census?
• What types of data/information is available from the census?
• How might government officials use the data from the census?
Review a few student responses.
2. Developing Understanding – Before and During Reading – Demographics.
Explain that the Constitution requires a census, a count of the population, every ten
years. The census provides demographic data. Define demographics:
Demographics - Characteristics of the population including: age, sex, race, family
size, level of education, occupation, income and location of residence
Direct students to record the definition in their notebooks.
Explain that executives and legislators and all levels of government use this
information to create public policy. Define public policy:
Public Policy - government responses to public issues; all of the goals a government
sets.
Distribute “Demographics and Public Policy” reading and set the purpose to read:
• explain how demographics affect public policy
• describe examples of public policy
• explain how demographic data is used
• explain how the government provides for services
Note: Instructional Decision. Questions are embedded throughout the Demographics and
Public Policy reading. Students may respond on this reading or in their notebooks. It
is advisable to direct students through this reading this part-by-part, stopping and
reviewing the questions and re-teaching as necessary.
3. Checking for Understanding – After Reading – Demographics. Conduct a brief
class discussion. Ask:
• How do the characteristics (demographics) of the people influence government
decision-making?
Distribute the Demographics Case Study and direct students to study the graphs and
respond to the questions. Use data from the case study to inform instruction.
Additional Resources:
1. United States Government Democracy in Action (Remy, Glencoe/McGraw-Hill), does
not match this lesson nor does it meet the needs of HSA.
Demographics and Public Policy
Part 1: Public Policy
Public policy is the study of specific problems in a society and how the government
responds to these problems. Public policy begins with the people whose interests,
problems, and concerns are addressed by government.
Public policy may include:
• Tax policy
• Social Security and Medicare for the elderly
• Education services such as interpreters for the deaf or teachers for students who
may not speak English
• Safety requirements for homes and new cars such as airbags
• Environmental laws that require special trash pick ups for chemicals such as paint
and oil
Think about. . .
• What public policies affect your life?
• How does the government decide which policies to make?
Part 2: Demographics
Demographics are the physical characteristics of a population of people. These
characteristics may include gender, age, race, education, occupation, marital status, or the
number of children in a family.
Every ten years, the Census Bureau takes a census. This census asks questions about the
characteristics of the people. Typically, the U.S. Census Bureau provides the
demographic data that tells us what the population of the country, of the state, of the
county, or of the community in which we live is like.
The Census Bureau collects and organizes this information and national, state, and local
governments use it to make decisions.
Source: MSDE Government Online Course
Part 3: Examining Demographic Data
The Census collects demographic data which includes information about gender, age,
race, education, occupation, marital status, or the number of children in a family. This
part of the lesson focuses on one area of demographic data, AGE.
Look at the graph. Have you ever since a graph like this?
One of the methods used for examining age demographics is a population pyramid.
A population pyramid tells a lot about the population.
It may show
• The distribution of population by age
• The distribution of the population that is male or female
• The distribution of the ages in the population
Source: MSDE Government Online Course
Part 4: Population in Maryland
Study the Age Distribution Population pyramid for Maryland and use the information
to answer the following questions.
Maryland
Source: http://www.censusscope.org/us/s24/print_chart_age.html
1. What age group had the greatest population in Maryland in 2000? 0-4 years of age
35-39 years of age
40-44 years of age 85+ years of age
2. What age represents the smallest part of the population of Maryland in 2000? 15-19 years of age
65-69 years of age
80-84 years of age
85+ years of age
3. Among the 85+ age group, which gender has the most people? Male
Female
4. Study the age distribution above 60 years old in Maryland. What can we say about
life expectancy in relation to gender?
5. Examine the information about people between the ages 20 and 55. What prediction
can you make about the population in 25 years?
Source: MSDE Government Online Course
Part 5: Comparing Demographic Data in Maryland
The Census Bureau breaks down demographic data on a national, state, and a local level.
This way the government can compare what is happening in local communities to the
national and statewide trends.
With this information, the government can make policies that meet the needs of the
people in a particular area or region.
Demographics in Kent County and Baltimore City
In this activity we will compare the age distribution in two areas of Maryland.
Kent County
Source: http://www.censusscope.org/us/s24/print_chart_age.html
Examine this population pyramid for Kent County, Maryland, and respond to the
questions that follow.
1. Which of the following best summarizes the demographics for Kent County? a. Young families with children
b. Older adults approaching retirement age
c. Elderly individuals collecting Social Security
2. Which of the following best explains why the 25-29 year old age group is so small? a. The men and women have been drafted by the military
b. Widespread disease struck the county when this group was young
c. Jobs for these individuals may be scarce and hard to find
Source: MSDE Government Online Course
Now examine the population pyramid for Baltimore City. Then respond to the questions
that follow.
Baltimore City
Source: http://www.censusscope.org/us/s24/print_chart_age.html
1. Which of the following best summarizes the demographics for Baltimore City?
a. Families with children
b. Older adults approaching retirement age
c. Elderly individuals collecting Social Security
2. Which of the following best explains why the pyramid is like a “square” for the
individuals under 45? a. There is little to any employment opportunities in the city. b. Many of Baltimore City's residents are at an age when having children is possible
and popular c. The public transportation system does not provide easy access for commuters and
students
3. In your notebook, write a statement about how Kent County and Baltimore City's
population pyramid are different.
Source: MSDE Government Online Course
Part 6: Government decision-making and demographic information
How does demographic data inform the government?
Data from census information or from sources like the population pyramid, inferences or
conclusions are drawn about the people of Maryland. This information is used by the
government, candidates for office and citizens to inform decision making. The government
analyzes the characteristics of the population using data from graphs like the population pyramid
in the last activity and uses the information to make decisions.
Think about . . .
•Which of these local population statistics would be most useful in deciding where to construct a
public high school?
political party identity
family composition
occupation
religion
For example, if a great number of the population is school-age, the government may consider
building more schools.
Also, if there is only a small number of people in the “economically active population,” that may
affect the amount of taxes raised to support government services. Demographic groups may also
organize to influence the government about issues of importance to them. For example, the
elderly may join together in groups such as AARP (American Association of Retired Persons) to
write letters to elected representatives about medical or housing for that group. Or they may
contact representatives about Social Security benefits.
Additionally, candidates for political office study demographic data to help them develop their
platforms for election. By knowing the demographic information about an area, a candidate can
identify issues that voters may want addressed.
Here are some examples of these services:
• Park and recreation facilities
• Senior citizen facilities
• Educational services such as schools and libraries
• Maintaining and building roads
• Social Service programs (for example: health clinics, food programs)
• Access to personal growth programs such as yoga, gourmet cooking lessons, hiking, golf
• Public transportation for commuting to work
The government considers how to provide for these services. To meet the needs of the
community, the government can:
• increase or decrease taxes
• decide where to spend money
• award tax credits for saving for a college education, daycare or retirement
Think about . . .
• What are some of the services that the government may provide in your county or city?
• How can the government provide these services?
Source: MSDE Government Online Course
Demographics Case Study
You will use the information displayed on the Population Pyramid Graphs for Kent
County and Baltimore City to complete the case study.
Kent County
Baltimore City
1. Which of the following communities would be most interested in issues related to
Social Security?
2. Which of the following communities would be most interested in issues related to
providing daycare facilities and early childhood initiatives?
3. Which of the following communities might invest in research to assess what the
needs of the 25-40 year old age group are?
4. Which of the following communities would research how to attract and to retain
individuals entering early retirement?
5. What type of public policy decisions would most meet the needs of Kent County’s
citizens?
6. What type of public policy decisions would most meet the needs of Baltimore City’s
citizens?
7. You have been hired by a candidate running for a seat in the House of Delegates from
Baltimore City. What issues would you advise a candidate running for office to
address?
Source: MSDE Government Online Course
Lesson 2: Making Public Policy
Overview
During this lesson, students study why the government makes the public policy. Then
students “research” some public policy issues and discuss how citizens and groups can
influence government decisions. In the final session, the issue of monetary policy is
examined.
Objectives:
1. Define public health and health care issues and evaluate existing government policy,
such as smoking in public places, Medicare and Medicaid (1.1.3 f)
2. Examine the impact of government decisions on individuals and groups, such as
approval policies of the Food and Drug Administration (FDA), environmental
standards set by the Environmental Protection Agency (EPA), regulations by the
Maryland Department of the Environment (1.2.3 f)
3. Evaluate the role of state and national governments concerning issues related to
public safety and maintaining order, such as crime prevention, changes in driver’s
license requirements, seat belt laws, and immunization shots (1.2.3 g
4. Evaluate how the principles of economic costs, benefits, and opportunity cost are
used to address public policy issues, such as environmental and healthcare concerns
(4.1.2 e)
5. Describe the purpose, roles and responsibilities of regulatory agencies: Federal Trade
Commission (FTC), Federal Aviation Administration (FAA), Environmental
Protection Agency (EPA), Food and Drug Administration (FDA), Federal
Communications Commission (FCC) (4.1.3 b)
6. Analyze the effect of trade and trade policy including: free trade agreements,
embargoes, tariffs and economic sanctions on relationships with other countries (2.1.1
j)
Assessment Limits
 Entitlements – Social Security, welfare; Health care and public health; censorship,
Crime, Equity, Environmental
 National government agencies, State actions affecting rights, order and safety
 Opportunity cost, economic equity, economic security
 Regulatory agencies that respond to social issues and/or market failures:
 Environmental Protection Agency (EPA)
 Food and Drug Administration (FDA)
 Federal Trade Commission (FTC)
 Federal Communications Commission (FCC)
 Federal Aviation Administration (FAA)
• Policies of United States government that promote or fail to promote relationships
with other countries include: national defense (military), arms control, and security
of other nations, trade, human rights, economic sanctions, and foreign aid
Key Questions
1. Why does the government make the policies that it does?
2. What impact do these policies have on the citizens, groups, and businesses?
3. How is the government influenced by citizens when making these policies?
Key Terms
 Public policy
 Regulation
 Federal Communications Commissions (FCC)
 Federal Aviation Administration (FAA)
 Federal Trade Commission (FTC)
 Environmental Protection Agency (EPA)
 Food and Drug Administration (FDA)
Directions
1. Activating Prior Knowledge – Public Policy. Place the no-smoking sign
transparency on the overhead. Direct students to discuss the questions on the
transparency.
Ask:
• Who made a no-smoking policy?
• How can you influence public policy and those making these policies?
2. Developing Understanding – Before and During Reading – Public Policy. Explain
that governments at all levels created smoking policies based on the needs of the
people. Smoking affects the health of people and thus affects their jobs, the economy,
etc. Governments create public policy in all areas of our lives.
Divide students into small groups/pairs. Direct students to the appropriate section of
the textbook (Remy, Chapter 21, Social and Domestic Policy) to read about selected
public policies. Direct students to create the following chart to record information:
Public Policy
Issue/problem
Which level, branch, or agency of government
is involved in this issue?
Trade
Regulating business
(monopolies)
Consumer protection
Protecting Environment –
air and water
Social Security
Health Insurance
(Medicaid/Medicare)
Public Health
Set the purpose to read:
• explain major public policy issues
• identify which level, branch, or agency of government is involved in the issue?
3. Checking for Understanding – After Reading – Public Policy. Combine groups to
share/compare information. Direct students to add/correct charts. Conduct a brief
discussion of these areas of public policy. Ask:
• What impact do public policies have on citizens, groups, and businesses?
• How do citizens, media, interest groups influence the development of public
policies like smoking or clean air and water or cleaning the Chesapeake Bay?
Additional Resources:
1. United States Government Democracy in Action (Remy, Glencoe/McGraw-Hill),
Chapter 21. Regulatory agencies/programs/agreements included in this chapter are:
NAFTA, FTC, EPA, Social Security, Medicare/Medicaid, FDA.
2. MSDE Government Online Course. There are lessons on many public policies
including censorship, entitlements, health care, crime prevention, and equity. If time
permits, link to these lessons and allow students to explore them.
Study the sign and discuss the questions that follow.
• What is the purpose of this sign?
• Where do you see these types of signs?
• Why would the government and other groups post
these signs?
Session 3: Maryland Regions and Public Policy
Overview
During this session, students read about Maryland to learn about its regions, geographic
characteristics, economy, and possible issues. This leads to a review of fiscal and
monetary policy in the next lesson.
Objectives:
1. Compare climate, land use, natural resources, population distribution, demographic
and density maps of Maryland and the United States
2. Explain how geographic characteristics and shared interests stimulate regional
cooperation between governments (3.1.3 a)
3. Analyze how the population shifts in and between regions affects the formation and
implementation of government policy, such as the relocation or loss of industry and
urban flight (3.1.3 b)
4. Analyze the importance of regional characteristics and interests including economic
development, natural resources, climate and environmental issues in formulating
local, state, and national government policy (3.1.3 c)
5.
Assessment Limits
 Population growth and regional issues
Key Questions
1. What economic issues affect the regions of Maryland?
2. How do these economic issues affect the people in that region?
3. What actions does the government take to address these issues?
Key Terms
 Land use
 Natural resources
 Demographics

Directions
1. Activating Prior Knowledge – Maryland Geography. Pose the following
questions:
• What are the geographic regions of Maryland?
• If you read a newspaper from each region, what are the major stories, issues, or
problems?
If possible, work as a group to record this information to see what students know about their
state. Return to this information at the end of the lesson to see how their knowledge has
increased. Remind students that issues in these areas are often pressing enough for state and
local governments to create public policies.
2. Developing Understanding – Before and During Reading – Regional Issues. Place
the transparency Regions of Maryland on the overhead (or make a copy for students).
Review the regions, reminding students that these regions are based on common
interests. In this case, it is both geographic and economic.
Note: This is an opportunity to jigsaw students by dividing them into 5 groups and
assigning a region to each group. Assign roles to each group making sure that at
least one person will be a spokesperson. Note that the length of the reading varies
by region. Distribute Regions of Maryland packet and the student resource/graphic
organizer.
Set the purpose to read:
• identify and describe the regions of Maryland
• describe the types of jobs in each region and how they may affect the region
• describe the major issues of each region
3. Checking for Understanding – After Reading – Regions of Maryland. Direct the
spokesperson for each group to move to a new group and share information about the
region. Continue this rotation until charts are completed. Or have groups report out
and record information on the overhead or a chart.
Conclude with a whole class discussion:
• What types of jobs are available in Maryland?
• How does the type of job in an area affect the economy?
• What do you think are some issues in Maryland that the government is addressing
or will address?
Additional Resources:
1. United States Government Democracy in Action (Remy, Glencoe/McGraw-Hill), This
resource does not address regional issues of state governments.
2. Web resources.
 For information about each county link to the Maryland Department of Tourism at
http://www.visitmaryland.org/planningamarylandvisit/destinationscitiesandtowns/dest
inations.html
 For information about the economy of each Maryland county type in the name of
the county at the Maryland Department of Business and Economic Development
website at http://www.choosemaryland.org/
Regions of Maryland
http://www.visitmaryland.org/planningamarylandvisit/destinationscitiesandtowns/destinations.html
Regions of Maryland
Region
Western Maryland
Capital Region
Description
Types of Jobs
Affect of Jobs on the
Region
Possible Issues of the
Region
Central Maryland
Region
Southern Region
Eastern Shore
Region
Regions of Maryland
Maryland may be divided into regions in many ways. If you are visiting the Maryland
Office of Tourism online, you will find this map and descriptions of each of the regions.
(http://www.visitmaryland.org/planningamarylandvisit/destinationscitiesandtowns/destin
ations.html).
Study the following map and think about the characteristics of each region. What do you
think are the major concerns for the region?
http://www.visitmaryland.org/planningamarylandvisit/destinationscitiesandtowns/destinations.html
Now you will now read about each region of Maryland. As you read, consider the
advantages and disadvantages of living in this location. Are there enough jobs? What
kind of jobs are there? What kinds of activities would interest you in this region? Think
about issues that are important to the residents of this region.
Western Maryland
Description
According to the Maryland Office of Tourism:
“Visitors can climb Maryland's highest mountain, swim in numerous lakes, hike the
Appalachian Trail, brave whitewater rapids or enjoy all kinds of winter sports from skiing
to ice fishing. The three counties of Western Maryland, where fall foliage arrives first and
winter usually stays the longest, were Maryland's last frontier.
One of the most important events in Western Maryland in the early 1800s was the
opening of the National Road, the first highway built with federal funds. Later, the
Baltimore & Ohio Railroad and the Chesapeake & Ohio Canal carried passengers to and
from the western states.
This part of the state is in the Appalachian Mountain region, where apples, peaches,
maple syrup, honey and lumber are abundant.”
The counties included in Western Maryland are:
#1 - Garrett County
#2 - Allegany County
#3 - Washington County
Source:http://www.visitmaryland.org/planningamarylandvisit/destinationscitiesandtowns/western_map_key.gif
Economic Information
Source: Maryland Department of Business and Economic Development
Garrett County’s
Garrett County is Maryland’s westernmost county. With over 76,000 acres of parks, lakes
and publicly accessible forest land, Garrett County is considered Maryland’s
“Mountaintop Playground.” Recreational industries provide jobs for a large number of
people but this is seasonal employment that impacts the economy.
Garrett County’s 930 businesses employ 9,800 workers. Businesses range in size from
the very small firms located in the Garrett Information Enterprise Center, a technology
business incubator, to the estimated 14 companies that employ over 100 workers. Major
private employers include GMS Mine Repair & Maintenance/Pioneer Conveyor, Phenix
Technologies and Wal-Mart. Garrett County participates in programs that offer
significant tax credits for capital investments that create jobs.
Allegany County
Allegany County is crossed by Interstate 68 and the main lines of CSX Transportation
providing excellent access to major markets in the East and Midwest. Allegany’s 1,670
diverse businesses employ 24,100 workers with 38 of these firms employing over 100.
Among the largest employers in the area are Western Maryland Health Care Systems
(2400 employees), FirstPage (paper manufacturing 1100 employees), Frostburg State
University(904 employees), and CSX (925 employees).
Skilled workers come from the management and the professional sector, service
industries, manufacturing and production, and sales. The county has developed a series
of business parks tailored to a diverse economy including information technology,
biotechnology and advanced manufacturing. Allegany County participates in state
programs that offer significant tax credits for new capital investments and job creation.
Washington County
Washington County is a major industrial and transportation hub in the Mid-Atlantic
region. Interstates 81, 70 and 68, coupled with excellent rail service, provide easy market
access and distribution.
Washington County’s 3,340 businesses employ 57,700 workers; an estimated 93 of these
businesses have 100 or more workers. Key employers include Citicorp Credit Services,
FedEx Ground, Fleetwood Travel Trailers of Maryland, Staples Distribution, and Volvo
Powertrain North America.
After reading, respond to the following questions and record the information on your
student resource.




Describe this region.
Describe what types of jobs are available in this region.
Explain how these types of jobs affect the region.
Identify some issues that governments – state and/or local - might address in this
county.
Capital Region
Description
According to the Maryland Office of Tourism:
“The Capital Region's history spans three centuries of Maryland and American life, from
the earliest colonists to the pioneers in space flight. Here you'll find peaceful farmland as
well as bustling cities and suburbs. In 1791, Maryland donated land from Montgomery
and Prince George's counties to be used for the nation's new capital city, Washington,
D.C. Once an important farming area, the Capital Region is known today for its many
high-tech industries and research centers in the fields of telecommunications, electronics,
computers, health and medicine.”
The counties included in Western Maryland are:
#1 - Frederick County
#2 - Montgomery County
#3 - Prince George's County
http://www.visitmaryland.org/resources/capital_map_key.gif
Economic Information
Source: Maryland Department of Business and Economic Development
Frederick County
Frederick County’s 5,670 businesses employ 77,500 workers; an estimated 133 of these
businesses have 100 or more workers. Frederick County boasts employers including
Bechtel National, BP Solar, Cambrex Bio Science, CitiMortgage, Fort Detrick,
MedImmune, and State Farm Insurance. The county has experienced a significant
increase in high-tech companies, allowing more residents to work near where they live.
Montgomery County
Montgomery County is a thriving business center, Maryland’s most populous
jurisdiction, and a major job generator for the state. The county is the heart of
Maryland’s biotech community, which ranks third largest in the nation. Montgomery
County’s 32,200 businesses employ over 380,000 workers in areas including information
technology, telecommunications, biotechnology, software development, aerospace
engineering, and various professional services. Over 200 biotech companies are located
here. Companies include Discovery Communications, GEICO, Hughes Network
Systems, IBM, Lockheed Martin, and Marriott International.
The county is also home to 19 federal agencies, including the National Institutes of
Health, the National Institute of Standards and Technology, and the Food and Drug
Administration. In addition, the county is home to world-famous educational and
research organizations such as The Johns Hopkins University’s Montgomery County
Campus, the Center for Advanced Research in Biotechnology, The Institute for Genomic
Research and the Universities at Shady Grove.
Prince George’s County
Prince George's County wraps around the eastern boundary of Washington, D.C. and
offers urban, suburban and rural settings for employers and residents. 15,300 businesses
employ over 231,000 workers; an estimated 486 of these businesses have 100 or more
employees. Major employers include the NASA Goddard Space Flight Center, Computer
Sciences Corporation, the University of Maryland, College Park, the Beltsville
Agricultural Research Center, and Verizon.
Prince George's County has nearly a dozen high-technology oriented federal labs and
agencies. Almost 900 technology companies employ 33,600 highly-trained workers—the
second highest number of high-tech companies, as well as defense and aerospace
companies, of any jurisdiction in the state.
After reading, respond to the following questions and record the information on your
student resource.




Describe this region.
Describe what types of jobs are available in this region.
Explain how these types of jobs affect the region.
Identify some issues that governments – state and/or local - might address in this
county.
Central Maryland
Description
According to the Maryland Office of Tourism:
“The attractions vary from the state's historic capital, Annapolis, to its largest city,
Baltimore, from waterfront villages and mill towns to the gently rolling hills of horse
country and the waters of the Chesapeake Bay. This area is part of two geographic
regions, the Atlantic Coastal Plain and the Piedmont Plateau, so the variety of industries
in this area ranges from mining marble, granite and other stones to harvesting fish and
seafood. This is where some of the most important events in state and national history
took place and where people are still making history. In Central Maryland, you'll find
government at work and Marylanders making important contributions in the areas of art,
culture, education, medicine and business.”
The counties in the Central Maryland region include:
#1. Anne Arundel County
#2. Baltimore City
#3. Baltimore County
#4. Carroll County
#5. Harford County
#6. Howard County
Central Maryland
http://www.visitmaryland.org/planningamarylandvisit/central_map_key.gif
Economic Information
Source: Maryland Department of Business and Economic Development
Anne Arundel County
Anne Arundel County is located in the heart of the nation’s fourth largest marketplace,
the Baltimore-Washington D.C. corridor. The county is home to the state capital,
Annapolis, and to the U.S. Naval Academy, both of which are major destinations for
visitors. The county’s economy is supported by a diverse set of economic drivers such as
the Baltimore/Washington International Thurgood Marshall Airport, world-class private
sector employers such as ARINC and Northrop Grumman, and telecommunications,
retail, and distribution services. Its rapidly expanding informatics and defense industry is
fueled by the National Security Agency, Fort George G. Meade, and key defense
contractors. Anne Arundel County is ranked fourth in Maryland for defense contracts and
has seven of the top 10 defense contractors in the nation. Anne Arundel’s 13,900
businesses employ 188,300 workers; an estimated 323 of these businesses have 100 or
more workers.
Baltimore City
Baltimore City ranks 18th in population of U.S. cities. Tourist attractions abound
throughout the city, extending well beyond Baltimore’s famous Inner Harbor waterfront.
Baltimore is home to world-renowned The Johns Hopkins Hospital and School of
Medicine, the largest recipient of federal research dollars in the country. The University
of Maryland Medical System is located in new, state-of-the-art facilities in Baltimore’s
redeveloping West Side. Both universities, in cooperation with the city, are developing
biotech parks. These new research parks, combined with the Johns Hopkins Bayview
Research Campus, and the University of Maryland Biotechnology Institute, make
Baltimore a life sciences capital.
The Port of Baltimore is a significant economic engine for the region, generating $1.4
billion in annual revenue and employing nearly 126,700 residents. Baltimore’s 13,700
businesses create a diverse economy and employ 275,100 workers. An estimated 449 of
these businesses have 100 or more workers. Major employers include the Johns Hopkins
Institutions, the University of Maryland Medical System, Constellation Energy Group,
Bank of America, Verizon, Legg Mason and T. Rowe Price. Baltimore participates in
programs that offer economic benefits to eligible businesses.
Baltimore County
Baltimore County enjoys a diverse and strong economy and an attractive standard of
living. Home to 21,000 businesses, Baltimore County's business community is balanced
across industry sectors with international headquarters for McCormick & Company and
Black & Decker and major operations for GM Powertrain, T. Rowe Price, Lockheed
Martin, BD Diagnostics, AAI Corporation, Procter & Gamble, Shire Pharmaceuticals,
Mittal Steel, and Bank of America.
Other business environments vary from a research and technology park to industrial
properties with rail, interstate and deepwater port access to a thriving technology
community near interstates and light rail to downtown and BWI Airport
Carroll County
Carroll County’s central location in the state attracts a diversity of business interests
including firms in manufacturing, transportation, and health and business service sectors.
Carroll County’s 4,660 businesses employ 46,300 workers; an estimated 64 of these
businesses have 100 or more workers. Major manufacturing and distribution firms in the
county include General Dynamics Robotic Systems, Lehigh Portland Cement, , Northrop
Grumman, Random House, and Solo Cup. Agriculture remains a viable industry with an
emphasis on nurturing bioscience and other nontraditional enterprises.
As a part of the Baltimore metropolitan area, Carroll County enjoys strategic assets such
as proximity to major transportation hubs including the Port of Baltimore and
Baltimore/Washington International Thurgood Marshall Airport.
Harford County
Harford County offers immediate proximity to premier research institutions such as the
U.S. Army’s Aberdeen Proving Ground, Johns Hopkins, and the University of Maryland.
Coupled with a highly skilled regional workforce of more than 1.6 million, Harford
County provides the ultimate setting for a vast array of companies and industry sectors.
Harford County’s 5,430 businesses employ 64,200 workers; an estimated 97 of these
businesses have 100 or more workers. The U.S. Army’s Aberdeen Proving Ground
(APG) is the major county employer and a technology resource for the region. As a result
of the recent military Base Realignment and Closure (BRAC) process, APG is projected
to have a net gain of 6,200 positions, both military and civilian, to its workforce. Major
private sector employers in the county include Clorox Products Manufacturing, FritoLay, Northrop Grumman, and Rite Aid, Saks.
Howard County
Howard County is situated in the heart of the dynamic corridor between Washington,
D.C. and Baltimore, which combined comprise the fourth largest consolidated market in
the United States. Howard County’s ideal geographic location has resulted in the
substantial growth of a wide variety of industries, including high-tech and life science
businesses. Both Baltimore/Washington International Thurgood Marshall Airport and the
Port of Baltimore are easily accessible.
A diverse business base thrives in the county, taking advantage of a friendly business
climate, a highly educated workforce and superb quality of life. Howard County’s
corporate citizens range from information technology, telecommunications and
biotechnology companies to multinational corporations, research and development firms
and wholesale distributors. Howard County’s 8,170 businesses employ 122,400 workers;
over 260 of these businesses have 100 or more workers. Major private sector employers
include Arbitron, Dreyer’s Grand Ice Cream, The Johns Hopkins University Applied
Physics Laboratory, MICROS Systems, Northrop Grumman, and Verizon Wireless.
After reading, respond to the following questions and record the information on your
student resource.




Describe this region.
Describe what types of jobs are available in this region.
Explain how these types of jobs affect the region.
Identify some issues that governments – state and/or local - might address in this
county.
Southern Maryland Region
Description
From the Maryland Department of Tourism:
“In St. Mary's, Calvert and Charles counties, there are landmarks that help visitors learn
about earlier - even prehistoric - times. Many of the people who live there still farm
tobacco, corn, wheat and soybeans, and harvest fish and shellfish from the waters of the
Chesapeake Bay and the Potomac and Patuxent rivers. There also are many historic sites
and environmental treasures such as woods, fields, ponds, swamps and beaches that are
preserved for all to enjoy.”
The counties in the Southern Maryland Region are:
#1. Calvert County
#2. Charles County
#3. St. Mary's County
Source: http://www.visitmaryland.org/resources/southern_map_key.gif
Economic Information
Source: Maryland Department of Business and Economic Development
Calvert County
Part of the Washington, D.C. metropolitan area, Calvert County offers a variety of
amenities. Calvert County is the state’s smallest county consisting of about 213 square
miles. Calvert is accessible to major airports and highways, the Port of Baltimore, an
abundant workforce, and cultural and recreational activities. In addition, preservationoriented planning projects safeguard the area’s character. Calvert County’s 1,830
businesses employ 17,000 workers with an estimated 16 businesses having 100 or more
workers. Major employers are Constellation Energy, Calvert Memorial Hospital, ARC of
Southern Maryland, DynCorp International, and Recorded Books.
Charles County
Charles County has two distinctive business corridors, each with easy access to the entire
Washington, D.C. metro area. An ambitious policy of maintaining 50 percent open space
as the county grows and develops ensures a high quality of life for generations to come.
Charles County's 2,830 businesses employ 32,500 workers. Including those
entrepreneurs, proprietors, and government employment, over 50,000 people work in
Charles County. Major employers reflect the growing number of technology related
disciplines: Applied Ordnance Technology, Automated Graphics Systems, Besche Oil,
Chaney Enterprises, Civista Medical Center, the College of Southern Maryland, The
Facchina Group of Companies, and the Naval Support Facility Indian Head Division.
St. Mary’s County
St. Mary’s County is situated on a peninsula in Southern Maryland with over 500 miles
of shoreline on the Patuxent River, Potomac River and Chesapeake Bay. The Patuxent
River Naval Air Station, employing 20,200 military, civilians and defense contractors, is
home to the U.S. Naval Air Systems Command (NAVAIR), including the Naval Air
Warfare Center Aircraft Division (NAWCAD). With over 230 high-tech defense
contractors, the county has emerged as a world-class center for maritime aviation
research, development, testing and evaluation.
The area combines access to technology with a rich heritage and many outdoor
opportunities. St. Mary’s County’s 1,870 businesses employ 26,500 workers; an
estimated 41 of these businesses have 100 or more workers. Businesses include Boeing,
Lockheed Martin, Northrop Grumman, Titan Systems, Wyle Laboratories and many
others. Non-defense employers include the Lundeberg School of Seamanship, St. Mary’s
Hospital, and St. Mary’s College of Maryland. The Lexington Park area participates in
programs that provide incentives for expanding businesses.
After reading, respond to the following questions and record the information on your
student resource.




Describe this region.
Describe what types of jobs are available in this region.
Explain how these types of jobs affect the region.
Identify some issues that governments – state and/or local - might address in this
county.
Eastern Shore Region
Description
From the Maryland Department of Tourism:
“It [Eastern Shore Region] is mostly flat farmland where wheat, corn, tomatoes and other
crops grow, and where poultry and cattle are raised. Discover this region's many historic
and natural landmarks by bicycling or driving on the quiet country roads, or explore the
rivers, creeks, inlets and bays by boat. The fresh fish, crabs and oysters found here give
both residents and visitors something to look forward to throughout the year.”
Counties in the Eastern Shore Region include
#1. Kent County
#2. Queen Anne's County
#3. Talbot County
#4. Caroline County
#5. Dorchester County
#6. Wicomico County
#7. Somerset County
#8. Worcester County - Ocean City
#9. Cecil County
Source: http://www.visitmaryland.org/resources/eastern_shore_map_key.gif
Economic Information
Source: Maryland Department of Business and Economic Development
Kent County
Kent County, founded in 1642, is located on the Eastern Shore of the Chesapeake Bay,
directly across from Baltimore, and provides both naturalists and sportsmen exceptional
recreational opportunities, with its more than 20 marinas, beaches and wildlife areas.
Maryland's only National Scenic Byway, Route 213, bisects Kent County with U.S.
Route 301 providing a major north-south artery for commercial transportation. The
county's over 100,000 acres of prime farmland provide the second highest crop output in
Maryland, with commercial nursery operations representing the most valuable product.
Kent County's 720 businesses employ over 7,000 workers, with many employing over
100 individuals. Such diverse businesses as Washington College, Chester River Health
System, Dixon Valve & Coupling, Chestertown Foods, and Angelica Nurseries call Kent
County home.
Queen Anne’s County
Queen Anne’s County, located on the Eastern Shore of the Chesapeake Bay, offers a
scenic rural environment strategically located within the Washington-Baltimore
metropolitan area. Highways connect with major interstate arteries so that approximately
one-third of the U.S. population can be reached via overnight trucking. Air freight and
passenger service is available primarily through nearby Baltimore/Washington
International Thurgood Marshall Airport. Queen Anne’s 1,430 businesses employ 10,500
workers. Major employment sectors include manufacturing, distribution, publishing, food
processing and hospitality services. The recreational boating industry in the county
generates a $73 million annual economic impact, and travelers to Queen Anne’s
contribute in excess of $36 million annually to the local economy.
Talbot County
Talbot County is a largely rural county with 64 percent of the land in agricultural
production. Talbot County targets businesses related to environmental and informational
technologies as growth industries. The National Oceanic and Atmospheric
Administration (NOAA) Laboratory in Oxford is dedicated to the monitoring of national
fisheries and the ecosystem of the Chesapeake Bay. Within a 25-mile radius of downtown
Easton, there is an available workforce of approximately 80,000. Manufacturing supports
eight percent of the job base and includes major employers Allen Family Foods, Cadmus
Communications, Konsyl Pharmaceuticals, L-3 Communications, Orion Safety Products,
Salisbury Pewter, and Seawatch International.
Caroline County
Caroline County is rural in character. Farming is a major economic pursuit, consisting
primarily of poultry, grain and vegetable crops. Caroline’s 680 businesses employ 7,300
workers; an estimated 11 of these businesses have 100 or more workers. Manufacturing
accounts for about 17 percent of total employment. Major employers include Maryland
Plastics, Pillsbury, Ritz Camera, Solo Cup, and Tri Gas & Oil.
Dorchester County
Dorchester County, the largest land/water mass county in Maryland, consists of nearly
600 square miles of land and 70 square miles of water, with 1,488 miles of shoreline. The
county participates in programs to encourage development of businesses. Dorchester
County’s 750 businesses employ 9,900 workers; an estimated 16 of these businesses have
100 or more employees. Manufacturing accounts for 23 percent of total employment. The
balance of the county’s work force is employed primarily in services, tourism and the
agriculture sectors. Key employers include: Allen Family Foods, Icelandic USA, Airpax,
Hyatt Regency Chesapeake Bay Golf Resort, and The Mushroom Company.
Wicomico County,
Wicomico County is the commercial/industrial center of the Lower Eastern Shore,
drawing shoppers and business from Delaware, Virginia, and nearby Maryland counties.
Salisbury is the region’s transportation and industrial center. Educational needs are
served by Salisbury University, Wor-Wic Community College, and the University of
Maryland Eastern Shore. Wicomico’s 2,710 businesses employ 38,800 workers; an
estimated 60 of these businesses have 100 or more workers. Major employers are
Delmarva Power, Harvard Custom Manufacturing, Jubilant Pharmaceuticals, K&L
Microwave, Peninsula Regional Medical Center, Perdue Farms, and Silverton Marine.
Somerset County
Somerset County is a water-oriented rural county that attracts fisherman, hunters, tourists
and water sports enthusiasts. Somerset's 430 businesses employ 4,100 workers, with
Crisfield and Princess Anne as the two major business and industrial centers. Major
employers are Lankford-Sysco Food Services, McCready Memorial Hospital, Mountaire
Farms, Mercantile Peninsula Bank, Perdue Farms, Eastern Correctional Institute and the
University of Maryland Eastern Shore. Somerset is a major seafood processor and
poultry producer and provides a rich agricultural harvest including soybeans, corn,
tomatoes and wheat.
Worcester County
Worcester County is a major recreational area, famous for its Ocean City beach resort,
and also offers canoeing, cruises, and bass fishing on the Pocomoke River; hiking,
camping, and nature observing at two state parks; and sunbathing, surfing, and
beachcombing at Assateague Island National Seashore. Worcester County’s 2,200
businesses employ 20,800 workers; an estimated 18 of these businesses have 100 or more
workers. Tourism is the largest industry in Worcester County. Major private sector
employers include Atlantic General Hospital, Bel-Art Products, and Royal Plus Electric.
Cecil County
Cecil County's strategic location on the I-95 corridor offers businesses overnight access
to markets in New York, New Jersey, Pennsylvania, Delaware, Virginia and Washington,
D.C. Main lines for CSX and Norfolk Southern railroads and Amtrak commuter lines
provide additional transportation linkages. Cecil County's 1,880 businesses employ
22,100 workers; an estimated 32 of these businesses have 100 or more workers. Key
employers include a host of world-class companies such as Air Products, DuPont,
General Electric, IKEA and Terumo Medical.
After reading, respond to the following questions and record the information on your
student resource.




Describe this region.
Describe what types of jobs are available in this region.
Explain how these types of jobs affect the region.
Identify some issues that governments – state and/or local - might address in this
county.
Session 4: Monetary Policy
Overview
During this session, students review fiscal policy and then use the text/reading to learn
how the Federal Reserve influences the economy through monetary policy.
Objectives:
1. Describe how the Federal Reserve System uses the three tools of monetary policy,
including open market operations, changes in the discount (interest) rate and
changes in the reserve requirements to influence the economy (4.1.4 f)
2. Describe the effectiveness of monetary policy in achieving economic growth, full
employment and price stability (4.1.4 g)
3. Explain how inflation reduces buying power and may contribute to a slow down in
the economy (4.1.4 j)
4. Explain how the Consumer Price Index (CPI), the unemployment rate and the
Gross Domestic Product (GDP) measure economic performance (4.1.4 h)
5. Explain how economic instability, including periods of growth and recession is a part
of the free enterprise system (4.1.4 i)
6. Explain how inflation reduces buying power and may contribute to a slow down in
the economy (4.1.4 j)
Assessment Limits
 Business cycle, monetary policy (Federal Reserve actions) and fiscal policy
(Legislative and Executive actions) and their effect on economic performance, full
employment, and price stability. Tools of monetary policy (Federal Reserve
System-FED) including the reserve requirement, interest rates, and open-market
operations (buying and selling of government securities).
 Tools of fiscal policy including increasing/decreasing taxes and tariffs and/or
spending.
 Measures of economic performance including Gross Domestic Product (GDP),
Consumer Price Index (CPI), and unemployment rate.
Key Questions
1. What is the Federal Reserve?
2. How does the Federal Reserve use the tools of monetary policy to influence the
economy?
3. How does inflation affect consumers and the economy?
4. How is the performance of the economy measured?
5. How do inflation and recession affect the economy?
Key Terms
 Federal Reserve
 Monetary Policy
 Inflation
 Interest
 CPI (Consumer Price Index)
•
•
•
•
Unemployment rate
Business Cycle
GDP (Gross Domestic Product)
Recession
Directions
1. Activating Prior Knowledge – Fiscal Policy. Divide students into small
groups/pairs. Ask:
• How does the government make decisions about public policy?
• How does it support the cost of these policies?
Review a few responses guiding the discussion to taxing and spending, influencing the
economy.
2. Developing Understanding – During Reading – Fiscal Policy. Remind students
that the legislative and executive branches work together to create fiscal policy,
taxing and spending, in order to keep a strong economy.
Direct students to the appropriate text (Remy, Chapter 20, Section 3). Set the purpose
to read:
• explain how the government uses taxing and spending to keep the economy strong
• describe the economic indicators that the government used to determine the
strength of the economy
Note: If students do not have enough information in the text, use the reading provided
in an earlier session. That reading is included in this session. The student resource
worksheet is also included.
3. Checking for Understanding – After Reading – Fiscal Policy. Place the following
questions on the overhead and ask students to record answers in their notebooks.
• Who proposes budgets for the national government? Who proposes them for the
state?
• What are the indicators that governments study to determine the strength of the
economy?
• Explain how taxing and spending can affect the economy?
Review student responses.
4. Developing Understanding – Before and Reading – Monetary Policy. Explain that
the national government uses monetary policy, another tool, to keep the economy
strong.
Direct students to the appropriate text. Set the purpose to read:
• explain how the government uses monetary policy to keep the economy strong
• describe the tools the Federal Reserve uses to keep the economy strong
Note: A reading about Monetary Policy from the online government course is
included. It includes some graphs that may be helpful for students to understand
monetary policy. Questions are embedded in the reading.
5. Checking for Understanding – After Reading – Monetary Policy. Divide students
into pairs to respond to the following:
• What is the Federal Reserve? Why is it important?
• What does the Federal Reserve do?
• What tools does the Fed use to help the economy grow or slow?
• What actions might the Fed take if the economy grows too rapidly?
• What actions might the Fed take if the economy grows too slowly?
Conduct a brief discussion, reviewing student responses. Distribute Economic Policy
Quiz. Use data to inform instruction.
Additional Resources:
1. United States Government Democracy in Action (Remy, Glencoe/McGraw-Hill),
Chapter 20, Section 3 provides limited information about monetary policy. Teachers
will have to include additional resources to prepare students for the Government
HSA.
2. Web resources. What happens when money and credit rise? Link to
http://federalreserveeducation.org/fed101/policy/money.htm
Developing Fiscal Policy
Fiscal Policy Part 1
Do you know what a budget is?
A budget is an itemized summary of income and expenditures for a given period of
time.
If you have a job, you might have to budget your paycheck. For example, let's
say that you receive $450 each month. From your paycheck, your parents require
you to pay:
• Gas for your car (gas prices are very high) - $60/month
• Car Insurance - $300/month
• Cell phone - $50/month
That leaves you with $40 each month to spend on movies, clothes, savings and
other incidentals. So, what is a budget?
Like you, the federal and state governments must also budget their money. They
get their money from taxes that we pay. Look at the pie chart below. From which
type of tax do state governments get most of their money?
Then, the government can spend the funds on programs and services for the
citizens. Look at the chart below.
Think about . . .
Which programs receive most of the State's money?
Fiscal Policy Part 2
Government spending affects you. You may not realize it, but the government
spends a great deal of money on you. Roads, public schools, parks, libraries,
defense, police and fire departments are all paid for by the government. In this
lesson, we will learn about how the legislature (U.S. Congress and Maryland
General Assembly) makes decisions about what to spend money on and whether
to raise or lower taxes.
What are taxes and why do we have to pay them? Taxes are required payments
of money to various levels of government.
• Taxes provide revenue (money) for public goods and services that benefit the
community and the nation as a whole.
• Although taxpayers often complain about paying taxes, the benefits of taxation
are positive.
• The amount of revenue raised by taxes determines the amount of services the
government can afford to provide
Fiscal policy is the government's use of taxing and spending. It helps keep the
economy stable and meet socio-economic goals. If the economy is growing too
fast, the government may choose to increase taxes to slow it down. This means
that consumers will have less money to spend.
If the economy is not growing, the government may choose to increase spending.
This means that the government spends money on projects such as building roads,
improving defense, or protecting the environment. More money is put into the
economy to create jobs and help the economy grow.
Together, the legislative and executive branches work to ensure the health of our
economy. The government wants:
• Full employment - Everyone has a job
• Price Stability - Prices that do not fluctuate up or down drastically
• Economic Growth - Production increases
This plan of taxing and spending is developed through the budgetary process.
This process starts with the executive in the form of a plan, and then passes to the
legislature in the form of a bill. So, the budget is really legislation that must be
passed by Congress at the national level and the General Assembly at the state
level. When developing and approving a budget, the Legislative and
Executive Branches compromise on which goals should take priority for the
nation or state and fund them accordingly. The budget should maximize the
benefits of taxing and spending and also keep the economy growing. On the
national level, the budget is proposed by the President and approved by Congress.
The process is similar on the state level, with the Governor developing and the
General Assembly approving the state budget. Local governments follow a
similar process with the executive or mayor proposing a budget and the legislative
branch such as the county or city council approving the budget.
In order to adjust taxes and spending, a law must be passed.
Executives and legislatures decide whether to tax and spend by watching three
economic indicators that influence the business cycle and measure the health of
the economy.
Before the executive proposes and the legislature approves the budget, they study
the health of the economy. Remember, the goal is to keep the economy stable.
Think about . . .
What is a budget?
What are taxes and why do we have to pay them?
What is fiscal policy? What is its purpose?
What is the process for making fiscal policy? What branches are involved? What
is their role?
The Business Cycle
The economy is constantly changing, It follows an up and down pattern called the
business cycle.
The business cycle is like a roller coaster. The economy will improve and go up
for a while, reach a peak, then go down for a while. Eventually, it will reach a low
point and then go up again.
Sometimes, our economy is prosperous (peak) with a lot of jobs and money to go
around. Other times it is in a depression when it is hard to find a job and money is
tight (trough). The economy is in the "expansion" phase when consumers (people
who buy things) spend their money to buy products (demand), then production
increases (supply). This willingness to spend money causes the economy to
expand, because more money is in circulation.
If the economy is growing too fast, the government may choose to increase taxes
to slow it down. This means that consumers will have less money to spend.
If the economy is not growing, the government may choose to increase spending.
This means that the government spends money on projects such as building roads,
improving defense, or protecting the environment. More money is put into the
economy to create jobs and help the economy grow.
If people are not demanding products and are not spending money, the economy
contracts (gets smaller) because there is less money in circulation. This is the
"recession" phase of the business cycle. If the health of the economy gets worse,
the recession may become a depression.
Think about . . .
1. If the economy is contracting (slowing), what action might the government
take?
2. If the economy is expanding (growing), what action might the government
take?
Three Economic Indicators: GDP, CPI and the Unemployment
Rate
Executives and legislatures decide whether to tax and spend by watching three
economic indicators that influence the business cycle and measure the health of
the economy.
Before the executive proposes and the legislature approves the budget, they study
the health of the economy. Remember, the goal is to keep the economy stable.
1. Gross Domestic Product
The first is Gross Domestic Product (GDP).
Gross Domestic Product (GDP) measures the value of all goods and services
produced in the country.
The government uses information from GDP to measure the productivity of the
economy.
The business cycle shows how the economy changes and fluctuates. It expands
and contracts. When we look at the business cycle, we usually look at the GDP
which shows us the values of goods and services produced in the country. For
example, in the business cycle, during the prosperous or in the expansion phase,
the economy grows. At this time, the unemployment rate is low and GDP is
high.
Study the business cycle image below and answer the questions on your student
resource sheet.
Think about . . .
1. What is gross domestic product (GDP)?
Using the image above, place the following examples at the correct spot on the
business cycle.
1. Businesses are failing and employers have had to lay off workers.
2. Unemployment is low. People are working and purchasing lots of goods and
services. Businesses are thriving.
3. After a period of economic slowdown, GDP is beginning to rise.
4. At what point in the business cycle would GDP fall?
Recovery
Recession
5. At what point in the business cycle would GDP rise?
Recovery
Recession
6. At what point in the business cycle would GDP be highest?
Trough
Prosperity
7. When GDP is low, what happens to unemployment?
Increases
Decreases
2. Unemployment Rate
The government also watches the unemployment rate.
The unemployment rate indicates the percentage of people who want a job, but
cannot find one.
Another measure that the legislative and executive branches look at is the
unemployment rate. In the United States, you have the freedom to choose
where you want to work. Employers also have the freedom to decide when to hire
or dismiss employees, based on their business needs.
If many people are unemployed, or out of work, there is high unemployment.
When this happens, the Congress may want to give money to build and repair
interstate highways. This increase in spending helps to create jobs for
manufacturers of highway equipment. If more people are employed, the
unemployment rate goes down.
This action will make more money available for people to spend.
The government keeps track of the number of people employed and unemployed
to make adjustments in policy and keep the economy growing.
Study the chart below and answer the questions on your student resource sheet.
The unemployment rate fluctuates over time.
3. Consumer Price Index
The third measure the government monitors the level of prices in the Consumer
Price Index (CPI).
The Consumer Price Index (CPI) is the average price level of a fixed basket of
goods and services purchased by consumers. Through the Consumer Price
Index, the government monitors the rate of inflation. A degree of inflation
happens every year. Prices generally increase by about 3%.
Inflation is an increase in the general level of prices and CPI measures the change
in prices.
Through the CPI, the government monitors the price of
• Housing
• Medical Care
• Food
• Entertainment
• Transportation
• Clothing
However, if prices are too inflated, then people can’t afford the products.
The graph below shows the Annual Inflation Rates. Notice that during some years
the prices rose (bars above the 0% percent line) and during some the prices fell
(bars below the 0% line).
Source: http://inflationdata.com/Inflation/Inflation_Rate/DecadeInflation.asp
Study the bar graph above and answer this question:
•
In which years was inflation the HIGHEST?
The Consumer Price Index (CPI) is used to calculate how prices have changed
over the years
Let's say you have $10 in your pocket to purchase some goods and services today.
According to the CPI, you would have only needed $2.76 in the year 1975 to buy
the same amount of goods and services.
In 1950, an average baseball ticket cost $ 1.60. To convert that price into today's
dollars, use the CPI inflation calculator that is found on the Internet (inflation
calculator)
Look at another example to see how prices have changed over time.
If in 1950 I bought goods or services for 1.60
then in
2006 the same goods or services would cost $13.44
Think about how much it costs to buy a baseball ticket today. Is an average
baseball ticket more or less than 13 dollars?
Has the cost of baseball tickets increased in price faster or slower than most goods
and services?
Using the inflations calculator, the price increase was--- Faster. The cost of a
baseball ticket now ranges from $15 and $40.
The Gross Domestic Product, the unemployment rate and the Consumer Price
Index tell us about the health of the economy. Executives and legislatures decide
whether to tax and spend by watching these economic indicators that influence the
business cycle and measure the health of the economy. Before the executive
proposes and the legislature approves the budget, they study the health of the
economy. The government uses information from these indicators to make
decisions about fiscal policy, taxing and spending.
Think about . . .
What is gross domestic product?
How do the legislative and executive branches use the economic indicators?
Source: MSDE Government Online Course – Legislative Branches – Fiscal Policy
Name
Fiscal Policy Student Resource
Directions: After reading about fiscal policy, respond to these questions.
1. What is a budget? Why might it be important to have a budget?
2. What are taxes and why do we have to pay them?
3. What is fiscal policy? What is its purpose?
4. What is the process for making fiscal policy? What branches are involved?
What is their role?
5. What do you think you could do to influence fiscal policy if you disagree with
possible proposed taxes or spending?
Study the graphs.
6. From which type of tax do state governments get most of their money?
7.
On what types of programs do government spend funds?
Source: MSDE Government Online Course – Legislative Branches – Fiscal Policy
Name:
The Business Cycle
Directions: After reading about the business cycle, respond to these questions.
1. What is the business cycle?
2. If the economy is contracting (slowing), what action might the government
take?
3. If the economy is expanding (growing), what action might the government
take?
Three Economic Indicators
Gross Domestic Product
Directions: After reading about gross domestic product, respond to these
questions.
1. What is gross domestic product (GDP)?
Study the business cycle image below.
Using the image above, indicate where the following examples are located.
2. Businesses are failing and employers have had to lay off workers.
A, B, or C
3. Unemployment is low. People are working and purchasing lots of goods and
services. Businesses are thriving.
A, B, or C
4. After a period of economic slowdown, GDP is beginning to rise.
A, B, or C
5. At what point in the business cycle would GDP fall?
Recovery
Recession
6. At what point in the business cycle would GDP rise?
Recovery
Recession
7. At what point in the business cycle would GDP be highest?
Trough
Prosperity
8. When GDP is low, what happens to unemployment?
Increases
Decreases
Source: MSDE Government Online Course – Legislative Branches – Fiscal Policy
Monetary Policy
Opening Activity: Federal Reserve
Study the picture of the dollar bill below.
Source: http://en.wikipedia.org/wiki/Image:US_%241_obverse.jpg
U.S. money is distributed for circulation by 12 Federal Reserve Banks. These institutions
act as "banks for the banks."
Which Federal Reserve Bank seal is on the front of the dollar in your wallet?
Did you notice that the money is labeled with the mark of the Federal Reserve?
In this lesson, we will investigate these questions:
• What is the Federal Reserve?
• Why is the Federal Reserve important?
• How do the actions of the Federal Reserve affect individuals?
What is the Federal Reserve?
The Federal Reserve is the central bank of the United States. It is an independent agency
of the federal government commonly known as the "Fed." The Federal Reserve regulates
how much money there is in the economy. Most banks are members of the Federal
Reserve system.
Why is the Federal Reserve important?
The Fed uses monetary policy to affect how much money is available to banks. This in
turn, affects the amount of money available to people everyday. The Fed changes the
money supply and adjusts interest rates to keep prices stable, employment high and the
economy growing.
Activity 1: What does the Federal Reserve do?
The Federal Reserve makes and carries out the monetary policy of the government.
Through its regulations, the Fed influences economic conditions to promote high
employment, economic growth and stable prices.
While the Federal Reserve tries to regulate the economy through the management of the
money supply, the Fed cannot guarantee that the economy will grow at a healthy pace or
that jobs will be available for everyone who wants one. To promote economic growth, the
Fed attempts to control inflation so it does not affect business or individual spending.
Part 1: Rapid Growth and the effects on the economy
Inflation occurs when the growth of money (deposits in banks and cash in circulation)
and credit exceed the supply of goods and services. To you, this means that you have to
spend more dollars for goods and the dollars are worth less.
To keep the economy strong, the growth of money and credit should NOT grow too
rapidly or too slowly.
To keep the economy strong, the growth of money and credit should be steady. The
Federal Reserve watches the growth of money and credit and sets monetary policy to
remedy changes (rapid growth or slow growth) in the economy.
What happens when money and credit rise?
What happens to interest rates when there is MORE money in the economy?
When more money is flowing in the economy, interest rates go down because banks have
more money to lend.
What do consumers do when banks have more money to lend?
Consumers borrow more money.
When consumers have more money to spend, what can happen in the economy?
When consumers are able to spend more money and demand more products. To keep up
with demand, prices may rise too quickly.
Part 2: Slow Growth and the effects on the economy .
The Fed is also worried about the economy when growth is slow.
What happens to interest rates when there is LESS money in the economy?
Interest rates go up because banks have less money to lend.
What do consumers do when banks have less money to lend?
Consumers borrow less money because interest rates are high.
When consumers have less money to spend, what can happen in the economy?
When consumers do not have as much to spend, prices may fall and businesses may
reduce production of goods. Workers may lose their jobs
Activity 2: Federal Reserve Actions
The amount of money in an economy is important because it affects the level of spending,
employment, prices and economic growth. Too much spending can lead to inflation while
too little spending can cause unemployment and decreases in the production of goods.
The job of the Fed is to balance these forces using three major methods or tools. These
tools will help the economy grow or slow depending on what the Fed thinks is needed.
Part 1: The Reserve Requirement
When money is deposited in a bank, the bank is allowed to lend or invest part of that
deposit. But it must keep part of the deposit in "reserve." This is the minimum amount of
money that local banks must keep at their location at the end of the day. This is a
requirement of the FED.
If the nation is experiencing inflation, the Fed wants the economy to slow down .
The Fed will raise the reserve requirement and banks will keep more money in the bank
instead of loaning it to you.
If the Fed wants to help the economy grow, the reserve requirement is lowered.
Banks can loan more money to consumers to buy cars, houses, or other goods. This helps
the economy grow by increasing spending and employment.
This tool can have a big effect on the money supply.
Part 2: The Discount (Interest) Rate
The discount rate is the interest rate the Fed charges if your bank needs to borrow from
the Fed because it doesn't have the amount of reserves it is required to have. The Fed
loans money to banks at an interest rate that the Fed chooses.
When there is rapid growth, the Fed wants the economy to slow.
To reduce inflation, the Fed will set the interest rates high. If the Fed sets the interest
high, the bank isn't as likely to borrow money from them. As a result, the bank has less
money to lend to you.
To help the economy grow, the Fed may lower the discount rate. If the Fed sets the
interest low, the bank is more likely to borrow and have more money... to lend you
money to buy a house, car, etc.
Part 3: Open Market Operations (Buying and Selling Securities)
When the federal government borrows money, it does so by selling treasury securities to
interested buyers. These buyers may sell the bonds to other buyers. One buyer is the Fed.
This is an important and frequently used tool of the Federal Reserve.
To slow growth, the Fed reduces the money supply. To do so, the Fed will sell some of
the government securities it owns. As a result, the money supply decreases.
If the Fed wants the economy to slow, it can sell some of the securities it owns. If your
bank decides to buy some of the securities the Fed is selling, it has to pay the Fed. This
means it has less money to use for other things like lending money to people or
businesses.
To make the economy grow, the Fed buys securities and the money supply increases.
If the Fed buys securities from your bank, it gives the bank more money to lend to
customers. This may lower interest rates. Customers then borrow and buy more goods
and services with the money they borrow.
For example, if the Fed buys $10,000 worth of government securities with such a check,
it creates the $10,000 used to pay for them. The sellers are not $10,000 richer, since they
no longer own the securities, but the money supply grows because there is $10,000 of
new money in the economy.
Remember the three tools that the Federal Reserve (FED) can use to affect the money
supply and help the economy grow or slow...
Study the chart.
HOW THE FED AFFECTS THE MONEY SUPPLY AND THE ECONOMY
Changing the reserve requirement
Changing the discount rate
Buying or selling government securities
Source: MSDE Online Government Course
Now, study the flow chart below.
THE AMOUNT OF MONEY BANKS CAN LEND AND THE AMOUNT PEOPLE
WANT TO BORROW
AFFECTS
1. THE MONEY SUPPLY
AFFECTS
2. HOW MUCH MONEY PEOPLE WANT TO SPEND IN THE ECONOMY
AFFECTS
3. THE HEALTH OF THE ECONOMY
Check for Understanding
1. What actions can the Federal Reserve take to slow the economy?
2. What actions can the Federal Reserve take to help the economy grow?
3. How do changes in the economy affect you?
Source: MSDE Government Online Course – Legislative Branches – Fiscal Policy
Economic Policy Quiz
Directions: Read the questions and select the best answer.
1. Which of these best reflects how the federal government manages the economy
through fiscal policy?
A. taxing and spending
B. buying and selling securities
C. controlling the money supply
D. controlling interest rates
2. Which of these sets monetary policy in the United States?
A. Federal Reserve System
B. Secretary of the Treasury
C. Senate Budget Committee
D. Federal Trade Commission
3. Which of these actions by the federal government would most likely reduce inflation?
A. increasing both spending and the money supply
B. decreasing both spending and the money supply
C. increasing loans to consumers
D. decreasing the interest rate
4. Which of these actions would the Federal Reserve most likely take to help end a
recession?
A. print more currency
B. reduce the interest rate
C. sell government securities
D. increase the reserve requirement
5. With which of these government actions is the Consumer Price Index (CPI) most
associated?
A. imposing economic sanctions
B. reducing unemployment
C. measuring the rate of inflation
D. offering federal business loans
6. Which of these government actions is designed to lower inflation?
A. hiring more government workers
B. Increasing government loans
C. selling government securities
D. increasing government spending
Source: MDK12.org
Session 5: Land Use
Overview
Students create a plan for land use and development only to discover the challenges and
complexity of public policy. The simulation shows students the steps in making public
policy and these will be applied to Smart Growth, a case study, in the next session.
Objectives:
1. Evaluate the effect that international, national, and regional interests have on shaping
environmental policy, such as logging forested areas, oil drilling, pollution, nuclear
power, or alternative energy sources (1.1.3 e)
2. Compare climate, land use, natural resources, population distribution, demographic
and density maps of Maryland and the United States
3. Evaluate the way national, state, and local governments develop policy to address
land use and environmental issues, such as urban sprawl, Smart Growth and
commercial use of public (3.1.2 e)
Assessment Limits
 Entitlements: Social Security, welfare; Health care and public health; censorship,
Crime, Equity, Environmental
 Land use, smart growth, and urban sprawl
Key Questions
1. What is urban sprawl?
2. How does the national, state and local government address how land is used??
Key Terms
 Urban sprawl
 Comprehensive plans
 Zoning laws
Directions
1. Activating Prior Knowledge – Fiscal Policy. Ask students to give a few examples
of public policies. As students give examples ask:
• What purpose of government does this policy meet?
• What levels and branches of government are involved in this public policy?
2. Setting a Purpose of Learning – Solving a Public Issue – Land use and
Development. Explain that land use and development is a major public issue that
affects a community, quality of life, and standard of living. In order to understand
how public issues are complex and difficult to resolve, students will solve a land use
and development problem. Distribute You are the Policy Maker and Planning Map
and review the situation, directions and debriefing questions. Allow groups time to
discuss and plan their community.
Note: it is unlikely that students will be able to complete the land use plan within the
allocated time. That is what is intended. The point is to help students understand the
challenges – public policies are complex and persistent. Public policy challenges
those who are involved to examine their beliefs, values and knowledge about an
issue. Not completing the plan may be frustrating, but now you will help them
understand more about public policy – Smart Growth and Land Development.
3. Developing Understanding – Public Policy Process. Explain that public policy is
complex and often difficult to solve. Explain that the debrief questions represent steps
in the stages of public policy.
Share some student land use plans. Use the questions to debrief the land use and
development issue. Ask:
• Who is most likely to start discussion about issues?
• Why does government get involved in issues?
4. Checking for Understanding - Exit Card. Direct students to respond to the
following:
• Where do public policy issues usually begin?
Individuals or in the private sector
• Why is government responsibility for public policy complex?
It often involves multiple branches and levels of government
Additional Resources:
1. United States Government Democracy in Action (Remy, Glencoe/McGraw-Hill),
provides limited information about land use.
2. Where Do We Grow from Here? A Teacher’s Guide on Growth and Its Impacts in
Maryland, Maryland Department of Natural Resources (http://www.dnr.state.md.us )
3. Web Resources
 Smart Growth Home http://www.mde.state.md.us/Programs/MultimediaProgra



Smart Growth and the urban growth boundary in Baltimore County.
http://www.co.ba.md.us/Agencies/planning/masterplanning
Frederick County, MD - Official Website - Smart Growth (PFA) ...
http://www.co.frederick.md.us/index.asp?NID=1453
Duncan Announces Smart Growth Initiatives For Silver Spring; Pepco ...
http://www.montgomerycountymd.gov/mc/news/press/97
You Are the Policy Maker
Planning a Community
The Situation
Some residents of Baltimore City are happy to hear that the open space in the area will be
developed. If development occurs, a ripple effect on the economy is expected as jobs,
spending and tax revenues increase. Additional housing will also be available for all
income levels. However, other residents are concerned that there is to much development
in Baltimore and it needs to be limited or stopped. These residents fear the loss of open
space, traffic congestion air and water pollution, and increased demand for public
services such as schools, roads, water, and libraries.
The area under consideration for development has some open space, some forested area,
and parkland. The land is located near Interstate 95, roads, mass transit, and the railroad.
A stream meanders through the property that is in question and provides shelter to a
variety of plants and animals.
You and members of the class have been selected to plan appropriate development for the
site.
Before completing the plan for the area, begin by discussing the following:
1. Should all or part of the land be developed?
2. Should the area be developed by private businesses, only government, or a
partnership of government and business?
3. What is the best solution to developing this area?
Next, decide where and how much of the following should be included in the area:
 Businesses – retail stores, offices, gas stations, grocery stores, restaurants
 Transportation - roads/interchanges, walking and biking trails
 Housing – high or low rise apartments, senior citizen complex, townhouses, single
family homes
 Open space – parks and recreation
 Other community services – schools, police substation, fire station, libraries,
water and sewer services
Debriefing Questions
1. What is the issue?
2. Who is affected by the issue?
3. Who would be the policy makers in real life? What government officials would be
involved?
4. Who will be involved in the issue – individuals, groups, government (levels,
branches)?
5. How can citizens, media, political parties, and interest groups influence the issue
and solution? What methods will they use?
6. What is the possible impact of your plan? Will it solve the issue?
7. After implementation, does the policy solve the original issue? What are the
recommendations: modification, continuation of policy, or redefine the issue?
Planning Map
1.
2.
3.
4.
5.
6.
7.
8.
Area open for Development
Shopping Mall
Schools
Apartment Complex
Office & Light Commercial
Federal Property
Light Industry
Single Family residential with some small business
M.T. Mass Transit
___ Roads
+++ Multiple Rail Lines
Source: Where Do We Grow From Here? Maryland Department of Natural Resources
Session 6: Public Policy Case Study: Smart Growth
Overview
Students analyze a case study, Smart Growth, and learn the process of issue analysis. In
Part 2 of the session, students apply the issue analysis approach to Baltimore. This
session incorporates many of the skills and knowledge necessary for success on the
Government High School Assessment.
Objectives:
1. Compare climate, land use, natural resources, population distribution, demographic
and density maps of Maryland and the United States
2. Evaluate the way national, state, and local governments develop policy to address
land use and environmental issues, such as urban sprawl, Smart Growth and
commercial use of public (3.1.2 e)
Assessment Limits
 Entitlements: Social Security, welfare; Health care and public health; censorship,
Crime, Equity, Environmental
 Land use, smart growth, and urban sprawl
Key Questions
1. What is urban sprawl?
2. How does the national, state and local government address how land is used??
Key Terms
 Urban sprawl
 Comprehensive plans
 Zoning laws
 Smart Growth
 Priority funding area
Directions
1. Activating Prior Knowledge – Maryland Data Analysis. Ask students:
• What region of Maryland has the most population?
• How does that affect the region?
Review regions as necessary. Distribute Maryland Data. Direct students to determine
current land use and changes in population centers. Review student data analysis.
Conclude by asking:
• How have population centers changed?
• What impact might these changes have on growth and land use?
• What is the extent of the issue?
Review a few student responses to clearly establish the connection between growth,
land use, and development.
2. Introducing a Concept – Before and During Reading – Smart Growth. Explain
that one possible solution to the issue of land use and development is a public policy
plan, Smart Growth. Define Smart Growth”
Smart Growth – the desire and strategy to accommodate new growth and
development in the most suitable areas while protecting our most vital natural
resources
Emphasize that Smart Growth is a possible solution to land use that is implemented
through a series of programs. Explain that students will answer the same debriefing
questions as in the previous session.
 What is the issue?
 Who is affected by the issue?
 Who would be the policy makers in real life? What government officials would be
involved?
 Who will be involved in the issue – individuals, groups, government (levels,
branches)?
 How can citizens, media, political parties, and interest groups influence the issue
and solution? What methods will they use?
 What is the possible impact of your plan? Will it solve the issue?
 After implementation, does the policy solve the original issue? What are the
recommendations: modification, continuation of policy, or redefine the issue?
Direct students to read the first section of Smart Growth News. After reading ask
students to identify the issue with land use and development and to record that
information on their graphic organizer.
Once the problem is established, set the purpose to read:
• to learn how the federal, state, and local governments, as well as nongovernmental organizations and individuals, work to solve the problems of land
use and development.
Note: The Smart Growth News is written in two parts: Smart Growth News and Smart
Growth Case Study: Baltimore. Use only the 1st part for this session.
3. Developing Understanding – Context Clues. In earlier units, students used context
clues to acquire information about government. Refer to context clues information in
Unit 1 and model a few examples as necessary. Examples may include revitalization,
zoning, Brownfields.
4. Checking for Understanding - After Reading – Analysis of Smart Growth.
Direct students to respond to the Smart Growth Issue Analysis questions. Ask:
• Is the problem of land use and development solved?
• What are the trade-offs in implementing Smart Growth programs?
Additional Resources:
1. United States Government Democracy in Action (Remy, Glencoe/McGraw-Hill),
provides limited information about land use.
2. Where Do We Grow from Here? A Teacher’s Guide on Growth and Its Impacts in
Maryland, Maryland Department of Natural Resources (http://www.dnr.state.md.us)
3. Web Resources
 Smart Growth Home http://www.mde.state.md.us/Programs/MultimediaProgra



Smart Growth and the urban growth boundary in Baltimore County.
http://www.co.ba.md.us/Agencies/planning/masterplanning
Frederick County, MD - Official Website - Smart Growth (PFA) ...
http://www.co.frederick.md.us/index.asp?NID=1453
Duncan Announces Smart Growth Initiatives For Silver Spring; Pepco ...
http://www.montgomerycountymd.gov/mc/news/press/97
Identifying the Issue
Maryland's Developed and Protected Lands*
Developed
Developed
Protected
County
Land Acres
Acres
Percentage
Acres
Allegany
266,780
28,210
10.6%
71,413
Anne Arundel
265,388
103,679
39.1%
32,384
Baltimore City
51,732
45,585
88.1%
5,120
Baltimore County
384,893
138,632
36.0%
67,996
Calvert
137,151
34,292
25.0%
10,753
Caroline
204,739
15,603
7.6%
29,348
Carroll
286,985
51,700
18.0%
39,137
Cecil
222,868
31,076
13.9%
25,462
Charles
294,519
48,080
16.3%
23,731
Dorchester
355,180
16,630
4.7%
70,229
Frederick
424,938
52,005
12.2%
49,344
Garrett
419,576
29,532
7.0%
93,137
Harford
280,668
66,140
23.6%
59,106
Howard
124,813
57,250
45.9%
22,171
Kent
178,479
10,452
5.9%
23,411
Montgomery
317,048
135,386
42.7%
57,537
Prince George's
310,038
122,849
39.6%
56,222
Queen Anne's
237,588
18,807
7.9%
26,451
St. Mary's
230,794
37,469
16.2%
16,517
Somerset
206,808
11,982
5.8%
58,224
Talbot
171,608
20,659
12.0%
13,672
Washington
293,352
42,175
14.4%
42,124
Wicomico
240,434
30,466
12.7%
27,465
Worcester
301,646
20,830
6.9%
48,236
Totals
6,208,025
1,169,490
18.8%
969,192
Protected
Percentage
26.8%
12.2%
9.9%
17.7%
7.8%
14.3%
13.6%
11.4%
8.1%
19.8%
11.6%
22.2%
21.1%
17.8%
13.1%
18.1%
18.1%
11.1%
7.2%
28.2%
8.0%
14.4%
11.4%
16.0%
15.6%
* Only land area is counted. These data were derived from the spreadsheet titled "Maryland's Protected
Lands August 15, 2000." From Maryland Department of Planning
Data Analysis Questions
1. Which three jurisdictions have the greatest percentage of developed acres?
2. What is the percentage of protected lands in Baltimore City?
3. What conclusions can be drawn about data from Baltimore City?
4. What is it important for residents of Baltimore City to be aware of this information?
Identifying the Issue
PERCENT OF MARYLAND'S POPULATION BY JURISDICTION, 1900 - 2000
County
1900
1920
1940
1960
1980
2000
Allegany
4.5%
4.8%
4.8%
2.7%
1.9%
1.4%
Anne Arundel
3.3%
3.0%
3.8%
6.7%
8.8%
9.2%
Baltimore City
42.8%
50.6%
47.2%
30.3%
18.7%
12.3%
Baltimore County
7.6%
5.2%
8.6%
15.9%
15.5%
14.2%
Calvert
0.9%
0.7%
0.6%
0.5%
0.8%
1.4%
Caroline
1.4%
1.3%
1.0%
0.6%
0.5%
0.6%
Carroll
2.9%
2.4%
2.1%
1.7%
2.3%
2.8%
Cecil
2.1%
1.6%
1.4%
1.6%
1.4%
1.6%
Charles
1.5%
1.2%
1.0%
1.1%
1.7%
2.3%
Dorchester
2.4%
1.9%
1.5%
1.0%
0.7%
0.6%
Frederick
4.4%
3.6%
3.1%
2.3%
2.7%
3.7%
Garrett
1.5%
1.4%
1.2%
0.7%
0.6%
0.6%
Harford
2.4%
2.0%
1.9%
2.5%
3.5%
4.1%
Howard
1.4%
1.1%
0.9%
1.2%
2.8%
4.7%
Kent
1.6%
1.0%
0.7%
0.5%
0.4%
0.4%
Montgomery
2.6%
2.4%
4.6%
11.0%
13.7%
16.5%
Prince George's
2.5%
3.0%
4.9%
11.5%
15.8%
15.1%
Queen Anne's
1.5%
1.1%
0.8%
0.5%
0.6%
0.8%
Somerset
2.2%
1.7%
1.2%
0.6%
0.5%
1.6%
St. Mary's
1.4%
1.1%
0.8%
1.3%
1.4%
0.5%
Talbot
1.7%
1.3%
1.0%
0.7%
0.6%
0.6%
Washington
3.8%
4.1%
3.8%
2.9%
2.7%
2.5%
Wicomico
1.9%
1.9%
1.9%
1.6%
1.5%
1.6%
Worcester
1.8%
1.5%
1.2%
0.8%
0.7%
0.9%
Based on information prepared by the Maryland Department of Planning, Planning Data Services from
decennial census data.
Data Analysis Questions
1. What jurisdiction has the greatest percentage of population in 2000?
2. What is the population trend in Baltimore City?
3. What generalization can be drawn about percent of population by jurisdiction in
Maryland, 1940-2000? In Baltimore City, Baltimore County, Anne Arundel, Prince
George’s, and Howard?
4. How might this information be used prior to elections or to make decisions about
government funding?
Identifying the Issue
Maryland Population 1900 – 2000
Maryland
Allegany
Anne
Arundel
Baltimore
City
Baltimore
Calvert
Caroline
Carroll
Cecil
Charles
Dorchester
Frederick
Garrett
Harford
Howard
Kent
Montgomery
Prince
George's
Queen
Anne's
Somerset
St. Mary's
Talbot
Washington
Wicomico
Worcester
1900
1,188,044
53,694
1920
1,449,661
69,938
1940
1,821,244
86,973
1960
3,100,689
84,169
1980
4,216,975
80,548
1990
4,780,753
74,946
2000
5,296,486
74,930
39,620
43,408
68,375
206,634
370,775
427,239
489,656
508,957
90,755
10,223
16,248
33,860
24,662
17,662
27,962
51,920
17,701
28,269
16,715
18,786
30,451
733,826
74,817
9,744
18,652
34,245
23,612
17,705
27,895
52,541
19,678
29,291
15,826
15,026
34,921
859,100
155,825
10,484
17,549
39,054
26,407
17,612
28,006
57,312
21,981
35,060
17,175
13,465
83,912
939,024
492,428
15,826
19,462
52,785
48,408
32,572
29,666
71,930
20,420
76,722
36,152
15,481
340,928
786,775
655,615
34,638
23,143
96,356
60,430
72,751
30,623
114,792
26,498
145,930
118,572
16,695
579,053
736,014
692,134
51,372
27,035
123,372
71,347
101,154
30,236
150,208
28,138
182,132
187,328
17,842
757,027
651,154
754,292
74,563
29,772
150,897
85,951
120,546
30,674
195,277
29,846
218,590
247,842
19,197
873,341
29,898
43,347
89,490
357,395
665,071
728,553
801,515
18,364
25,923
17,182
20,342
45,133
22,852
20,865
16,001
24,602
16,112
18,306
59,694
28,165
22,309
14,476
20,965
14,626
18,784
68,838
34,530
21,245
16,569
19,623
38,915
21,578
91,219
49,050
23,733
25,508
19,188
59,895
25,604
113,086
64,540
30,889
33,953
23,440
75,974
30,549
121,393
74,339
35,028
40,563
86,211
24,747
33,812
131,923
84,644
46,543
Data Analysis Questions
1. In what decade was the greatest change for Baltimore City?
2. What trends are seen for Baltimore City? What are possible reasons for this?
3. What general conclusions can be drawn about population growth in Maryland 19002000?
Identifying the Issue
Percent Change in Population for Maryland Jurisdictions 1950 - 2000
Area
1950-1960
1960-1970 1970- 1980 1980-1990
1990-2000
Allegany
-6.0%
-0.1%
-4.2%
-7.0%
0.0%
Anne Arundel
76.0
44.0
24.6
15.2
14.6
Baltimore City
-1.1
-3.5
-13.1
-6.5
-11.5
Baltimore
82.2
26.1
5.6
5.6
9.0
County
Calvert
30.8
30.7
67.5
48.3
45.1
Caroline
6.7
1.6
17.0
16.8
1.01
Carroll
17.5
30.7
39.6
28.0
22.3
Cecil
45.1
10.1
13.4
18.1
20.5
Charles
39.1
46.4
52.6
39.0
19.2
Dorchester
6.7
-0.9
4.1
-1.3
1.4
Frederick
15.5
18.1
35.2
30.9
30.0
Garrett
-3.9
5.2
23.4
6.2
6.1
Harford
48.2
50.4
26.4
24.8
20.0
Howard
56.4
71.3
91.5
58.0
32.3
Kent
13.2
4.3
3.4
6.9
7.6
Montgomery
107.4
53.3
10.8
30.7
15.4
Prince George’s
84.1
84.8
0.7
9.54
10.0
Queen Anne’s
13.6
11.2
38.5
33.1
19.5
St. Mary’s
33.7
21.8
26.4
26.8
-67.4
Somerset
-5.4
-3.6
1.4
22.2
267.8
Talbot
11.1
9.8
8.1
19.3
10.7
Washington
15.6
13.8
8.9
7.3
8.7
Wicomico
23.7
10.6
19.0
15.2
13.9
Worcester
2.5
3.0
26.4
13.4
32.9
Totals
32.3%
26.5%
7.5%
13.4%
Source: Maryland Department of Planning, Planning Data Services
10.8%
Data Analysis Questions
1. In what decade was the greatest percentage change for Baltimore City?
2. What trends are seen for Baltimore City?
3. What might account for the increase in population in the decade 1950-`960?
4. What general conclusions can be drawn about population growth in Maryland 19502000?
Smart Growth News
Directions: Before you read Smart Growth News Part 1, review the following questions. After reading, respond to these questions.
Issue
• What is the issue?
• Who is affected by the issue?
• What are possible solutions to the issue?
Influences
• How can citizens, media, political parties, and interest groups
influence the issue and solution? What methods will they use?
Involvement
• Who will be involved in the issue – individuals, groups, and/or
government?
• Which levels and/or branches of government may be involved?
Impact
• What is the possible impact of the plan? Will it solve the issue?
• Does the policy solve the original issue? Should it continue, be
modified, or the issue be redefined?
Smart Growth News
Baltimore, MD, August 2007
Do you ever walk out of your home, take a deep breath of air, and, instead, cough on the
fumes and pollutants in the air? Do you see cars, trucks and busses backed up for blocks
waiting for traffic to move? Do you see blocks of boarded up rowhouses? Do you see
large industrial sites that are not in use? Have you ever thought about how air and water
pollution affect the Inner Harbor and the Chesapeake Bay?
The economy drives development across Baltimore City and into other counties. The
local governments are stretching their limited resources to provide services. While
development pumps up the economy, there are increased costs for state and local
governments to build more roads and provide for schools, fire and police How do people
deal with these issues related to growth and land use? How do these issues affect local
government services and budgets? How do decisions of government address the issue of
land use and the effects of land use on the environment?
The Issue: Urban Sprawl
Large numbers of people began moving from cities to suburbs prior to World War II.
Increased reliance on the automobile and a growing network of roads made this move
easier. As people moved out of these central cities, rural lands were changed to
residential, commercial, and industrial uses. These changes led to the decline of many
urban areas. Tax revenue decreased. Schools, roads, water and sewer systems
deteriorated. By 1970, the population of suburban residents was greater than that of city
or rural residents for the first time.
Development in suburban areas affected rural areas by reducing the amount of land
available for farms, parks, and open space. It changed the way Americans live, work,
play, and live. It also changed the way they use energy and impact the environment.
In the suburbs, developments of houses and businesses replaced the farmlands. Residents
of these areas no longer went to the cities to shop. Strip malls and shopping centers
replaced the stores in the cities. These suburbs blended into one another creating a
continuous network of towns and cities. The area between Baltimore and Washington,
D.C. is an example of this. Many view the region between Boston and northern Virginia
as one continuous network. Others consider Los Angeles, California as an example of
this type of development.
This continuous development is called sprawl, a spreading out of development into areas
adjoining a city. Sprawl is characterized by strip development along roads, lack of
functional open spaces and habitats, and a dependence on the automobile.
Development helps the local economy, but it also increases the demand for public
services and more taxes. Local and state governments hear about the increased need for
roads, schools, water and sewage treatment plants, and fire and police protections. People
in the suburbs want the same services that are available in cities.
Study the maps below to see the development patterns in Maryland between 1929 and
1959. What conclusions can you make about development?
Development Patterns – 1929
Development Patterns – 1959
By the 1970s, many government officials and private citizens were concerned about this
type of development that encouraged sprawl. They tried to stop or slow growth.
Developers claimed that they had the right to build wherever they were able to find land.
Both sides filed lawsuits. Candidates in local elections took positions on development or
opposition to development. This led to periods of growth or no growth depending on who
won the election. There had to be a better way to manage development!
Examine the last map in this series. What conclusions can you draw about
development between 1929 and 1997?
Development Patterns – 1997
Source: http://www.dnr.state.md.us/education/growfromhere/LESSON2/LESSON2_1.HTM#P4X for all maps
Smart Growth and Land Use
Maryland is a small state and doesn’t have as much land to develop as some other states.
But many citizens were tiring of string after string of shopping centers destroying
available land. Some shopping centers became obsolete or fell into disrepair. Developers
continued to move further out from the city.
Planners in Maryland wanted to call a halt to this type of development. They developed a
strategy called “Smart Growth.” This plan is used nationwide at all levels of government.
It is a plan in which growth is allowed in more suitable areas and natural resources are
protected. Parris Glendening (D), former governor of Maryland, proposed this plan to the
General Assembly in 1997. He said, “The goal of smart growth is not no growth, or even
slow growth. Rather the overall goal is sensible growth that balances our need for jobs
and economic development with our desire to save our natural environment.”
Source: http://www.msa.md.gov/msa/mdmanual/08conoff/former/html/msa11536.html
Governor Parris N. Glendening - Democrat, 1995-2003
Since then individuals, organizations, and national, state, and local governments have
joined to promote a better way to grow. It is a way in which open space is protected,
neighborhoods are revitalized, and efforts are made to keep housing affordable. The goal
is to make communities more livable.
Smart Growth principles include:
1. Mixed Land Use. A mix of business, residential, and public uses are in the same
area, instead of being spread out.
2. Compact Living Design. Existing community infrastructure (public systems such as
transportation, roads, schools, etc) is used instead of creating all new development.
3. Housing Choices. Townhouses, apartments, and single-family homes are mixed
together with a range of prices/affordability.
4. Walkable Neighborhoods. Create close-knit communities with stores and parks
within walking distance of homes.
5. Distinctive Communities. Foster distinctive, attractive communities with a strong
sense of place. Repurpose and rehabilitate building, preserving and use historic
buildings in the plan.
6. Open Space. Preserve open space, farmland, natural beauty, and critical
environmental areas from development.
7. Strengthen Existing Communities. Strengthen and direct development toward
existing communities, areas that are already built up.
8. Transportation Choices. Provide a variety of transportation choices, not totally
depending on the automobile.
9. Fair Development. Make decisions about development that are fair and cost
effective.
10. Citizen Participation. Encourage citizens to participate in development decisions.
In 1997, the Maryland General Assembly passed five pieces of legislation and budget
initiatives:
•
•
Priority Funding Areas
Brownfields (reclaiming areas of abandoned or underused industrial facilities
•
•
•
where redevelopment is complicated by environmental contamination)
Live Near Your Work
Job Creation Tax Credits,
and Rural Legacy
These initiatives are known collectively as "Smart Growth."
Smart Growth directs the State to target programs and funding to support established
communities and locally designated growth areas, and to protect rural areas. One reason
why the Maryland General Assembly supported this program is because of urban sprawl.
Governor Glendening left office in 2002 and his successor, Governor Robert L. Ehrlich,
Jr. (R), continued this program. He signed an executive order called Maryland Priority
Places Strategy including a refocused state policy for Smart Growth and land use.
Governor Ehrlich stated, “My administration intends to build upon smart growth by
preserving its core mission – encouraging redevelopment in older communities and
neighborhood.”
Most land-use decisions are made through zoning and comprehensive land use plans by
local governments. Each local government develops a Master Plan that provides for longrange planning to address growth and other land issues. Zoning regulates the type and
size of development that is described in the plan. Today, zoning regulations would not
permit construction of towns that look like historic Annapolis or Frederick.
In Baltimore, there is a Planning Commission and a Department of Planning. The
Planning Commission in its current form dates back to a revision of the City Charter in
1947. The Commission is a nine-member board composed of: six citizens appointed by
the Mayor, the Director of the Department of Public Works or his designee, a member of
the City Council, and the Mayor or his representative.
The key responsibilities of the Commission are:
 Preparing and updating plans showing the physical development of the City;
 Developing a capital budget and six-year capital development program for
consideration of the Board of Estimates;
 Developing and maintaining a Comprehensive Master Plan for the City;
 Reviewing all proposals for the subdivision of land within the City for conformance
to specified standards; and
 Reviewing all proposed amendments to the City's Zoning Ordinance and making
recommendations to the City Council.
The Planning Commission relies on the staff of the Department of Planning to
accomplish these mandates, as well as to carry out new responsibilities. Meetings of the
Planning Commission are open to the public.
Influencing Development
In 2001, Baltimore’s Department of Planning began to address the economic and social
trends that occurred since the previous rezoning in 1971. The Department sponsored a
conference on rezoning and invited citizens, groups, and experts to explore issues related
to zoning. In the months that followed, a plan was developed based on many of the ideas
presented at the conference.
State agencies also influence development by providing incentives for building in certain
areas and by investing in transportation. In Maryland these areas include cities, areas
inside the Baltimore and Washington beltways, industrial areas, and other areas
designated by local jurisdictions. These areas receive funding for the infrastructure such
as roads and schools. Both state and federal environmental agencies may influence
development by requiring protection for wetlands or sensitive areas such as the
Chesapeake Bay.
The U.S. Environmental Protection Agency (EPA), a federal agency, is involved in
Smart Growth initiatives. The EPA provides technical assistance and resources to
communities to better manage open space conservation and redevelopment of
contaminated industrial areas (brownfields). The EPA and the U.S. Conference of
Mayors launched a Clean Air/Brownfields Partnership Pilot In Baltimore and other
cities to demonstrate the effectiveness of innovative strategies designed to enhance
both air quality and economic vitality.
In addition to its duties of enforcing clean air and water standards, the EPA and a
network of Smart Growth organizations wrote and distributed booklets about land use
issues and possible solutions. A number of land use and other strategies could reduce air
emissions in urban areas by reducing vehicle travel.
Land Use and Development - Silver Spring
Smart Growth has already changed land use and development in some neighborhoods in
Maryland. Silver Spring, in Montgomery County, followed a pattern of development
that is familiar. Through the years, it moved from a thriving suburb to a deteriorating
town plagued with crime and empty buildings. Located on the Washington, D.C.Maryland line, it was an area ready for change. Local government, business, and
community representatives stepped forward to meet the challenges of this area.
County Executive Doug Duncan, builders, planners, state and local governments, and
citizen activists worked together to develop a plan based on the principles of Smart
Growth. The plan included residential, commercial, and public development with a
combination of restaurants, stores and cultural entertainment. Leaders persuaded the
owners of the Discovery Channel to locate in Silver Spring and build their worldwide
corporate headquarters. This was helped by a state approved tax-credit. A key feature of
Smart Growth is to encourage businesses to locate in existing urban areas instead of
developing farms or forests. A tax rebate costs the government income, but saves
spending by not having to support newly developed areas. The tax rebate also attracts
businesses that may want to move to the state.
Silver Spring serves as a model of the principles of Smart Growth. The town went from a
deteriorating central business district to a commercial center with mixed-use
development. Housing and the Metro, a major transportation system, are included in the
mix. Urban sprawl was stopped and people are encouraged to live and work in this now
thriving community.
Land Use and the Chesapeake Bay
Smart Growth impacts other policy areas. The Chesapeake Bay is Maryland’s greatest
natural resource. The question of how to save the bay is a question that has been around
for decades. In the 1980s, agreements to restore and protect the bay were signed by
Maryland, Virginia, Pennsylvania, Washington, D.C. and the EPA. A new agreement in
2000 focuses on the basic causes of the Bay’s decline – poor land use and sprawl
development, excess nutrients and habitat destruction. Those who signed this agreement
know that the fate of the Chesapeake Bay is tied to land use and development. The
agreement includes commitments to principles of Smart Growth development.
Smart Growth and Patapsco River Watershed
Many of you may have enjoyed the beauty of Patapsco State Park or walked along the
waters of the Patapsco River at the harbor. Will you continue to enjoy its beauty or walk
or go fishing in this watershed?
The 375,000 acres of the Patapsco River Watershed are located within Anne Arundel,
Baltimore, Carroll, and Howard Counties, as well as Baltimore City, Maryland. The
South branch of the Patapsco flows about 85 miles from Carroll County to the Middle
Branch in Baltimore City. The North branch flows, through Liberty Reservoir and then
joins the South branch not far from the town of Sykesville. After flowing into the
Baltimore Harbor, the Patapsco River enters the Chesapeake Bay.
Source: http://www.baltimorecountymd.gov/bin/g/o/patapscowshedcomap.gif
The Patapsco River watershed's land use is diverse. The watershed contains forested
areas, rural areas, productive farms, suburban, urban, and industrial areas. It is
experiencing significant urban development. In the areas that are zoned, the land is
mostly residential and about one-third is categorized as agricultural. Smart Growth
programs give the jurisdictions in the Patapsco River Watershed the tools to purchase
land and development rights within the area. Sound land use policies are key to
protecting resources like the Patapsco River Valley Watershed.
Debating Smart Growth
Smart Growth policies still cause debate. Critics say that Smart Growth has not lived up
to its claims of decreasing congestion or improving air quality. They say that in some
areas traffic increased, land and housing prices increased, and commercial spaces were
not useable.
Proponents argue that the total economic, social and environmental benefits are
tremendous. They point to increased use of public transportation, protected natural
resources, and coordinated planning for neighborhoods and public spaces. They point to
lower costs for infrastructure and preservation of open space. The nation is continuing to
assess the impact of Smart Growth as more areas apply these principles to land use and
development.
Smart Growth Case Study: Baltimore
Baltimore, MD, August 2007
The Issue
So what does Smart Growth have to do with Baltimore? Baltimore has many of the
elements that characterize smart growth - density, mixed-use neighborhoods, a vibrant
waterfront, economic revitalization, and a transit system. According to the Baltimore City
Department of Planning, the city also has vacant and brownfield properties, distressed
versus growing neighborhoods, and the need for an improved transit system.
Let’s look at several examples of the use of Smart Growth at work in Baltimore.
Involvement, Implementation, and Influence
American Can Company
The City of Baltimore has been very successful in pursuing brownfield clean up and
redevelopment opportunities for sites that were environmentally contaminated. There
have been 30 brownfield projects completed since 1996. This has produced more than
3,000 new or retained jobs and $300+ million in new investment. A combination of
federal, state and local initiatives aided these redevelopment efforts.
Study the picture. Do you recognize this area in the photograph?
Source/ www.mde.state.md.us: assets:image:amercan_can.jpg
Abandoned for more than a decade, the former American Can site became the first
property in Maryland to complete the state's Voluntary Cleanup Program. At its prime,
American Can Company employed 800 residents of Baltimore. When it merged with the
National Can Company in the 1980s, the factory was boarded up. The site is located at
the intersection of Boston and Hudson Streets in Baltimore's Inner Harbor district. This
site contained industrial contaminants and had to be cleaned before it could be used for
other purposes.
The project was completed by Struever Bros. Eccles & Rouse, Inc. in 1998 and involved
a $19 million renovation of a vacant factory into a vibrant retail and office center. It is
now home to an office complex that houses 1,525 employees.
http://www.dnr.state.md.us/education/growfromhere/LESSON13/LESSON13_1.HTM#Slide10
American Can Company - After
Montgomery Park Business Center
The 1925 art deco-style Montgomery Ward Catalog Building in Baltimore was an
eyesore. Located off Interstate 95 and Route 1, the building has easy access to
Washington D.C and Thurgood Marshall Baltimore Washington Airport. Again,
planners, businesses and all levels of government worked together to transform the
former Montgomery Ward building from a shell into a powerful model for innovative
development. This rehabilitation shows how an historic landmark can be transformed into
an ecologically minded center.
The adaptive reuse project by an architecture/engineering firm in Washington D.C.,
restored the facade of the landmark building and installed a 30,000-square foot "green"
roof. The project incorporates many "green" features, including: a green roof planted with
Alpine vegetation; high-efficiency mechanical and electrical systems; a gray water
conservation system capturing storm run-off; recycled building materials; insulated glass;
energy saving lighting with photocell dimming and occupancy sensors; and energy
efficient, high-speed elevators.
http://www.montgomerypark.com/img/photogallery/mp-ext-02.jpg
Now home to the State of Maryland's Department of the Environment, the renamed
"Montgomery Park Business Center" had been an abandoned brownfield site for 15
years. The urban revitalization project preserves some of Maryland's valuable open land
by providing new office space without causing further sprawl. The warehouse conversion
both preserves historic integrity and fulfills the high technology needs of modern
business tenants.
Support for this $100 million redevelopment project came from Brownfields Assessment
Pilot and Showcase Community staff, U.S. Department of Housing and Urban
Development (HUD) grant and an $8 million HUD loan.
National Aquarium
Officials at the Baltimore National Aquarium are also working with the Brownfields
Showcase Community team to create the federal, state, and local partnerships needed to
develop a 60,000 to 80,000 square-foot Center for Aquatic Life and Conservation. In
addition to providing care for marine wildlife, Aquarium officials plan to use the center
to teach visitors about environmental stewardship by showing them the connections
between themselves and the natural world around them. The center will partner with
universities to train students in marine biology and other subjects. Aquarium officials
have also formed a partnership with the U.S. Army Corps of Engineers to create new
wetlands and habitat areas along the harbor. The Aquarium will use these new natural
areas to teach citizens and organizations about the importance of environmental
preservation.
Poppleton Neighborhood
In an area just west of the downtown business district lies the Poppleton neighborhood of
Baltimore City. It is poised for a turnaround after losing 37% of its population in the
1990s. In 2005, this neighborhood became part of the Priority Places initiative to help
communities achieve Smart Growth by designating projects for state assistance and
attention. The City hopes to transform Poppleton into a mixed-income neighborhood that
will attract middle-income homebuyers and improve quality of life for current residents.
The University of Maryland, Baltimore, is building a BioPark in the area that is expected
to bring about 3,000 jobs to the area. A unique aspect of the BioPark is that the residents
of the neighborhood - Poppleton - were integrally involved with the development of the
project. The project is expected to eventually generate about $290 million in economic
activity, $1.4 million in city tax revenue and 3,000 jobs, more than a third of which
would be open to lower-skilled workers.
As you study the map, note the location of Poppleton. Also note the other areas where
Baltimore City planners are working to make our city better.
Source: http://www.ci.baltimore.md.us/government/planning/images/small-area-plans.gif
The Poppleton project is part of the Priority Places program and the state sees it as an
opportunity for many state agencies to support transit, housing, business development
and neighborhood recreation elements in Poppleton.
Mount Vernon Urban Renewal Plan
As part of the Smart Growth Plan, Baltimore City planners use Mount Vernon as a case
study for residential development. A plan was developed in 2005 and it uses regulatory
controls for preservation of architectural and historic character. In other words, the area
was preserved rather than demolished. The main goals are:
• To help maintain and protect the existing architectural and historic fabric of the
community;
• To use the historic architecture of the neighborhood as a theme to attract growth
and development;
• To ensure an active, pedestrian-friendly environment that encourages pedestrian
activity;
• To encourage urban accessibility by providing sufficient parking while
encouraging the shared use of parking spaces and promoting transit;
• To assure that the neighborhood and business associations participate in the
conceptual process for future development in their area.
Impact
Lessons Learned
Baltimore is a showcase of Smart Growth projects. The Baltimore City Planning
Department reviewed hundreds of examples of projects to develop priorities relevant to
this city. They asked individuals, groups, business and government leaders for ideas.
These ideas led to a master plan that will continue to sustain development and improve
the livability of the city. The planners incorporated many national Smart Growth
strategies, but developed the plan with a focus on urban environment.
Baltimore studied the national Smart Growth principles and then created a set of
principles to reflect the challenges – and opportunities – of the city.
National Smart Growth Principles
1. Mix land use.
2. Compact Living Design.
3. Housing opportunities and choices.
4. Create walkable neighborhoods.
5. Foster distinctive, attractive
communities with a strong sense of place.
6. Preserve open space, farmland, natural
beauty and critical environmental areas.
7. Strengthen and direct development
towards existing communities.
8. Provide a variety of transportation
choices.
9. Make development decisions
predictable, fair and cost effective.
10. Encourage community and stakeholder
collaboration in development decisions.
Baltimore Smart Growth Principles
1. Promote quality urban design and
improved permitting processes
to encourage development.
2. Implement mechanisms to encourage
redevelopment of declining commercial
districts.
3. Target redevelopment for maximum City
and neighborhood benefit.
4. Implement measures to ensure housing
affordability and diversity.
5. Implement mechanisms to promote
economic opportunities that stimulate
pedestrian activity.
6. Improve transportation access and
choice.
7. Promote preservation and reuse of
historic structures.
8. Strengthen relationships with
universities and colleges.
9. Improve and preserve public parks and
open space.
10. Promote public schools and libraries as
community assets
Source: http://www.ci.baltimore.md.us/government/planning/images/SmartGrowthReport.pdf
The Challenge
Are you interested in the development and revitalization or Baltimore? If so, begin by
reviewing the Baltimore Smart Growth principles. These principles are a stepping-stone
to discussion of ways to redevelop a city with an aging infrastructure, historic structures,
commercial/industrial properties, and cultural institutions into a vibrant urban center.
You hold the key to this vibrant city. Are you the individual or group member who will
take the time to help renew and revitalize Baltimore?
Session 7: Smart Growth Case Study: Baltimore
Overview
Students analyze a case study, Smart Growth: Baltimore, and apply the issue analysis
approach to Baltimore. This session incorporates many of the skills and knowledge
necessary for success on the Government High School Assessment.
Objectives:
1. Compare climate, land use, natural resources, population distribution, demographic
and density maps of Maryland and the United States
2. Evaluate the way national, state, and local governments develop policy to address
land use and environmental issues, such as urban sprawl, Smart Growth and
commercial use of public (3.1.2 e)
Assessment Limits
 Entitlements: Social Security, welfare; Health care and public health; censorship,
Crime, Equity, Environmental
 Land use, smart growth, and urban sprawl
Key Questions
1. What is urban sprawl?
2. How does the national, state and local government address how land is used??
Key Terms
 Urban sprawl
 Comprehensive plans
 Zoning laws
 Smart Growth
 Priority funding area
Directions
1. Activating Prior Knowledge. Ask students:
• What are advantages and disadvantages of Smart Growth to solve land use and
development issues?
• Will Smart Growth principles help with land use and development issues in
Baltimore?
2. Developing Understanding – Before and During Reading – Smart Growth:
Baltimore. Explain that some of the advantages and disadvantages may be seen in
Baltimore, a city that uses many of the Smart Growth principles. Distribute Smart
Growth Case Study: Baltimore.
Set the purpose to read:
 Describe how problems of land use, development and revitalization are solved by
government as well as non-governmental groups and individuals in Baltimore
Direct students to the graphic organizer to analyze the issue.
3. Checking for Understanding - After Reading –Smart Growth - Baltimore. Make
a transparency of the Smart Growth organizer to record student response. Conduct a brief
whole class discussion:
• Is the problem of land use and development solved in Baltimore?
• What are the options to Smart Growth for Baltimore?
• Will you contact the mayor, other elected officials, or Department of Planning to
give your ideas about development in Baltimore? What methods will you use?
4. Checking for Understanding - BCR. Conclude this unit with the following BCR as
a check for understanding.
• What is public policy?
• Evaluate how governments, individuals, and groups shape and set public policy?
• Include details and examples to support your response.
Additional Resources:
1. United States Government Democracy in Action (Remy, Glencoe/McGraw-Hill),
provides limited information about land use.
2. Where Do We Grow from Here? A Teacher’s Guide on Growth and Its Impacts in
Maryland, Maryland Department of Natural Resources (http://www.dnr.state.md.us)
3. Web Resources
 Smart Growth Home http://www.mde.state.md.us/Programs/MultimediaProgra



Smart Growth and the urban growth boundary in Baltimore County.
http://www.co.ba.md.us/Agencies/planning/masterplanning
Frederick County, MD - Official Website - Smart Growth (PFA) ...
http://www.co.frederick.md.us/index.asp?NID=1453
Duncan Announces Smart Growth Initiatives For Silver Spring; Pepco ...
http://www.montgomerycountymd.gov/mc/news/press/97
Smart Growth News: Baltimore
Directions: Before you read Smart Growth News Part 2, review the following questions. After reading, respond to these questions.
Issue
• What is the issue?
• Who is affected by the issue?
• What are possible solutions to the issue?
Influences
• How can citizens, media, political parties, and interest groups
influence the issue and solution? What methods will they use?
Involvement
• Who is involved in the issue – individuals, groups, and/or
government?
• Which levels and/or branches of government may be involved?
Impact
• What is the possible impact of the plan? Will it solve the issue?
• Does the policy solve the original issue? Should it continue, be
modified, or the issue be redefined?
Unit 6
End of Unit Assessment
1. Between 1946 and 1964, a large population increase, known as the "baby boom,"
occurred in the United States.
Which of these federal agencies will probably be most affected by the aging of these
"baby boomers"?
A. the Department of Labor
B. the Social Security Administration
C. the Agriculture Department
D. the Federal Trade Commission
2. Which of these is the most likely impact on counties experiencing population growth?
A. a decrease in revenue from local sales tax
B. a decrease in housing costs
C. an increase in the need for public services
D. an increase in school closings
3. Which of these local population statistics would be most useful in deciding where to
construct a public high school?
A. political party identity
B. family composition
C. occupation
D. religion
Look at the graph below.
4. Increasing the budget for which of these programs would most help the United States
government prepare for the trend shown in the graph?
A.
B.
C.
D.
defense
education
social security
employment opportunities
5. Which of these is an example of government funding based on population?
A. City councils award contracts to waste management companies.
B. The federal government gives grant money for environmental clean up.
C. School districts receive money from the state for each student enrolled.
D. A state approves placing stoplights at busy intersections.
6. Which of these activities is most likely a part of the United States Census?
A.
B.
C.
D.
polling experts to establish foreign policy
inspecting businesses to enforce safety laws
surveying homes to determine population figures
training workers to increase industrial productivity
7. In 2000, the population of Frederick County, Maryland, was 195,277, which was an
increase of 30 percent from 1990.
Which of these contributed to the change in population?
A. approval of development plans by local county officials
B. implementation of strict environmental regulations
C. adoption of higher property tax rates
D. establishment of farmland preservation plans
8. The Maryland State Highway Administration is considering a plan to widen three
miles of a major route from two lanes to six lanes.
Which of these most likely caused this planned action?
A. a decrease in trucking
B. an increase in population
C. an increase in unemployment rates
D. a decrease in construction work
9. Which of these is a purpose of Social Security?
A.
B.
C.
D.
to provide income for retirees
to regulate the health care industry
to give relocation assistance to immigrants
to encourage taxpayer contributions to charities
10. What do Medicaid, food stamps, and Social Security have in common?
A. They are funded by private corporations.
B. They are administered by state governments.
C. They provide economic assistance around the world.
D. They provide support for people in the United States.
11. Which region of Maryland would benefit most from research on Chesapeake Bay's
infectious water diseases?
A. Eastern Shore
B. Central Maryland
C. Western Maryland
D. Baltimore–Washington area
Read the scenario below.
In Congress, representatives from the Northwest are asking for funds to clean up the
Pacific Ocean after an oil spill, while representatives from the Southeast are asking for
money to rebuild after a devastating hurricane.
12. What problem does this present to Congress?
A. balancing the needs of different regions
B. choosing representatives to serve on committees
C. developing the ability to predict natural disasters
D. deciding the role of the local governments in natural disasters
13. The states of Maryland, Virginia, and Delaware joined together during the 1980s and
1990s in an effort to reduce pollution in the Chesapeake Bay. This is an example of a
government policy being shaped by
A. regional interests
B. national interests
C. community interests
D. international interests
14. Which of these actions would the Federal Reserve most likely take to help end a
recession?
A. print more currency
B. reduce the interest rate
C. sell government securities
D. increase the reserve requirement
15. Which of these sets monetary policy in the United States?
A. Federal Reserve System
B. Secretary of the Treasury
C. Senate Budget Committee
D. Federal Trade Commission
16. Which of these public agencies usually decides local land-use issues?
A. zoning board
B. treasurer's office
C. police department
D. transportation department
17. Which of these is an economic goal of United States government policy?
A. to limit competition
B. to create a classless society
C. to promote full employment
D. to own the means of production
18. Maryland lost approximately 10,000 acres of forest land each year between 1985 and
1990. Which of these government actions would have done the most to reduce the
loss?
A. eliminating zoning laws
B. limiting the development of real estate
C. reducing funds for environmental studies
D. decreasing the number of wildlife preservation areas
Read the scenario below.
At last night's city council meeting, environmentalists objected to plans for building
a new shopping center. The environmentalists said that many native species of plants
and animals found at the proposed site would become endangered if the land were
developed. Developers say the shopping center will provide new jobs.
19. What problem does the scenario present for the city government?
A. assessing the safety of building codes
B. balancing opposing opinions about land use
C. settling a conflict between competing private businesses
D. determining the responsibilities of local and state agencies
20. Maryland's Smart Growth Areas Act of 1999 encourages the building of new homes
in vacant city lots.
Which of these is a reason Maryland's government passed this law?
A. to eliminate the use of unsanitary water
B. to prevent over-development of rural areas
C. to encourage farmers to produce larger crops
D. to encourage more people to own small businesses
Source: Public Release Items Government HSA
Study the graph below and use it to answer the BRIEF CONSTRUCTED RESPONSE
that follows.
 Using the information in the bar graph, identify funding decisions the Maryland
General Assembly would make regarding money for local governments.
 Describe the effects these decisions would have on local government decisions.
 Include details from the graph to support your answer.
Source: Public Release Items Government HSA
Study the table below and use it to answer the EXTENDED CONSTRUCTED
RESPONSE that follows.
Year
1963
1967
1972
1990




Legislation
Equal Pay Act
Description
Forbids wage discrimination based on race, sex, color,
religion, or national origin
Age Discrimination Prohibits discrimination against employees forty years
in Employment Act of age and older
Higher Education
Forbids discrimination on the basis of gender in
Act
universities and colleges that receive federal aid
Americans with
Forbids discrimination in employment, transportation,
Disabilities Act
and public accommodations against people with
physical or mental disabilities
Explain how these government actions protect the rights of citizens.
Explain how these actions have expanded the role of government.
Do you believe these government actions were effective? Explain why or why not.
Include details and examples to support your answer.
Source: Public Release Items Government HSA