Download American Government

American Government
Baltimore City Public
School System
2007
1
Unit One
Political and Economic Structures
of Governments
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How To Use This Guide
This is the instructional guide for Unit One Political and Economic Structures of
Governments.
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 lessons will build to express the ideas in the
Enduring Understanding.
Next review the WHAT. These are the MSDE indicators and lesson objectives.
This is what MSDE wants students to be able to know and do. These are placed in
the lesson where they are taught.
The rest of the guide and what you do in the classroom is the HOW.
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WHY?
Essential Concepts
• Governments provide a structure for making and enforcing decisions.
• Governments establish power and authority.
• The purposes of government include: protecting individual rights, maintaining order,
providing public services and providing for economic security and the common
defense.
• Democratic governments address the balance between civil liberties and authority.
• Power is distributed differently in the forms of government.
• Governments make economic decisions based on the scarcity of resources.
• Economic decisions made by governments directly affect our current and future daily
life and standard of living.
• A nation’s socio-economic goals drive economic decisions.
Possible Essential Questions
• How does government affect the daily life of individuals?
• What are the purposes of government?
• How do governments address the degree to which their system is a limited
government, and has rule of law, consent of the governed/popular sovereignty and
majority rule?
• What are the differences between the forms of Government (Unitary, Federal, and
Confederation)?
• What are the different types of democracy (direct, representative, parliamentary and
presidential)?
• What are the advantages and disadvantages of limited and unlimited political systems?
• What are the characteristics of limited and unlimited political systems?
• What are the economic principles of opportunity cost and scarcity?
• How do governments prioritize socio-economic goals in response to changing
economic, social and political conditions?
• How do economic systems (traditional, market and command) address the three
economic questions?
• What to produce?
• How to produce?
• For whom to produce?
• Why do governments organize their mixed economies using elements of traditional,
market and command economic systems?
Source: MSDE Government Online Course
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Unit 1: Purpose, Forms, and Types of Political and Economic Structures
Title of Lesson
Government –
Purposes and
Forms




Types and
Forms of
Government
Types of
Democracies



Compare confederate, unitary and federal forms of
government and determine how each assists or impedes
the functioning of government (2.2.1 b)

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
Define direct and representative democracy
Compare the advantages and disadvantages of a direct
and a representative democracy (2.2.1 a)
Define presidential and parliamentary government.
Compare parliamentary and presidential democracies
(2.2.1c).
Describe the characteristics of limited (democratic) and
unlimited (authoritarian) governments (2.2.1 d)
Evaluate the advantages and disadvantages of
limited and unlimited governments (2.2.1 e)
Explain how governments with written constitutions are
not necessarily constitutional governments which follow
the rule of law, such as the Peoples Republic of China



Limited and
Unlimited
Governments
Objectives
Describe the purposes of government, such as protecting
individual rights, promoting the common good, and
providing economic security (1.1.1 a)
Evaluate why governments are formed (1.1.1 b)
Analyze the Preamble as the mission statement of the
Constitution
Evaluate the role of government in providing public
goods, such as national defense and public education
(4.1.2 c)) of the United States (1.1.1 h)
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Assessment Limits
Documents: Declaration of Independence,
United States Constitution. Basic Principles:
limited government, consent of the governed,
popular sovereignty, majority rule and rule of
law
The role of scarcity and opportunity cost in
government decision making, and competing
socio-economic goals including: economic
freedom, growth, stability, equity, security,
productivity, national defense, environmental
protection, and educational equality
Types of Democratic (Parliamentary and
Presidential), and Authoritarian (Monarchy,
Oligarchy, Dictatorship, Totalitarian)
Political Systems; Forms of Government
(Confederation, Federal, Unitary
Types of Democratic (Parliamentary and
Presidential), and Authoritarian (Monarchy,
Oligarchy, Dictatorship, Totalitarian)
Political Systems; Forms of Government
(Confederation, Federal, Unitary
Types of Democratic (Parliamentary and
Presidential), and Authoritarian (Monarchy,
Oligarchy, Dictatorship, Totalitarian)
Political Systems; Forms of Government
(Confederation, Federal, Unitary
Government
Decision
Making
Types of
Economies
and North Korea (2.2.1 f)
A. Explain how scarcity and opportunity cost affect
government decision-making (4.1.2 a)
B. Explain how governments attempt to prioritize socioeconomic goals in response to changing economic, social
and political conditions (4.1.2 b)
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The role of scarcity and opportunity cost in
government decision making, and competing
socio-economic goals including: economic
freedom, growth, stability, equity, security,
productivity, national defense, environmental
protection, and educational equality
 Role of Government in answering the basic
economic questions (What to produce?, How
to produce?, For whom to produce?) in
Traditional, Market, Command, and Mixed
Economies
• The role of scarcity and opportunity cost in
government decision making, and competing
socio-economic goals including: economic
freedom, growth, stability, equity, security,
productivity, national defense, environmental
protection, and educational equality
Explain how traditional, command, and market
economies answer the basic economic questions of what
to produce, how to produce, and for whom to produce
(4.1.1a)
Identify why governments organize their mixed
economies using elements of market, command, and
traditional in order to make policies to satisfy economic
wants (4.1.1b
Describe how governments organize their economic
system for the production, distribution and consumption
of goods and services (4.1.1b)
Explain how elements of market, command, and tradition
economies have shaped the United State's mixed
2. )
economic system, such as consumer preferences, tariff
policies, and farming practices (4.1.1c)
Evaluate the strengths and weaknesses of pure tradition,
pure command, and pure market as ways to make
economic decisions (4.1.1.e)
Identify the costs, including opportunity costs, and the
benefits of economic decisions by individuals,
businesses, and governments in traditional, command,
and market economies. (4.1.1f)
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Pre-Assessment
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Pre-assessment
Overview
Baltimore City public school students were introduced to key terms and concepts of political
and economic systems 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
political system understandings of your students. Use the information from the preassessment to inform instruction. The pre-assessment can also give information about student
writing.
Indicators/Objectives
 Describe the purposes of government, such as protecting individual rights, promoting
the common good, and providing economic security (1.1.1 a)
 Evaluate why governments are formed (1.1.1 b)
 Analyze the Preamble as the mission statement of the Constitution (1.1.1 h)
 Evaluate the role of government in providing public goods, such as national defense and
public education (4.1.2 c)) of the United States
Assessment Limits
•
•
Documents: Declaration of Independence, United States Constitution. Basic Principles: limited
government, consent of the governed, popular sovereignty, majority rule and rule of law
The role of scarcity and opportunity cost in government decision making, and competing socioeconomic goals including: economic freedom, growth, stability, equity, security, productivity,
national defense, environmental protection, and educational equality
Directions
1. Activating Prior Knowledge. Divide students into pairs and ask them to discus what a
country with no laws would be like. Direct students to create a list of positives and
negatives in their notebook.
Ask a few students to share their responses, being sure students explain their thinking
about a nation without laws or law enforcement.
2. Assessing – Political and Economic Systems Part 1. Write the words government and
purposes on the board. Ask students to explain how these words are related to laws. Tell
students they are going to read about a nation that does not have an effective government
and is in chaos. After students read the selection, they are to respond to the questions that
follow about the need for and purposes of government. Make a note of students who are
struggling. Collect papers and score later. This will help plan future writing instruction.
3. Assessing Political and Economic Systems Part 2. Explain to students that they will
learn about the principles, powers, structures of governments and their economic systems
in Unit 1. In order to help plan for this unit, you need to discover what they already
know. Distribute the Political and Economic Systems Pretest to students. Explain that this
“test” will not affect their grade, but it will be used to help plan instruction.
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4. Follow-Up. Use the information from both parts of 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. Throughout the course, you will
conduct formal and informal assessments such as notebook entries that will check student
understanding of content. Use this data to guide instruction.
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Name
Date
Political and Economic Systems Pretest
Part 1
Why Government?
The situation is horrendous. The president cannot control the warlords, rebels, militia, and ruthless
gangs which are creating chaos (disorder) throughout his nation. These groups even attack innocent
workers who are trying to help the injured. Thousands of citizens are trying to leave this area where
warring groups try to gain control of the government. The people cannot get to their jobs so the
economy of the nation is collapsing. Many people are without water, food, medical attention, and
sanitation. Diseases are beginning to spread and thousands will die if this situation cannot be
stopped. Some citizens are concerned that neighboring nations will attack and take over this nation.
One former government official wants to help. As he studies the events in his nation, he thinks about
why government is necessary for people and what the purposes of a new government could be.
•
•
•
Describe why it is necessary to have government.
Identify the purposes of government and explain which purpose is most important.
Include details and examples to support your response.
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Name
Date
Political and Economic Systems Pretest
Part 2
Directions: This pretest will provide your teacher with information about what you know about
government. This test will not affect your grade, but will be used to help you learn what is necessary
to pass later tests.
1. All the citizens in a community take an equal role in local government by meeting to debate and
vote on every law and political issue.
This form of government is best described as
A. a direct democracy
B. a presidential democracy
C. a parliamentary democracy
D. a representative democracy
2. 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
3. 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.
4. Which of these people is the leader of the executive branch of the federal government?
A. a mayor
B. a senator
C. a governor
D. a president
5. 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
6.
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
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7.
Which of these characteristics do federal systems of government have in common?
A. All laws for the state are made by the national government.
B. The national and state governments divide political authority.
C. All taxes are paid to the states instead of to the national government.
D. Foreign policy is determined by the states rather than by the national government.
8. In which economic system does the government control what products will be made, how many
will be made, and how they will be made?
A. mixed economy
B. command economy
C. traditional economy
D. free market economy
9.
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.
10. 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.
11. Which of these is an economic cost of an airport being built near a small town?
A. lower tax revenue
B. fewer business opportunities
C. more unemployment
D. increased demand on public services
12. In 1908, Theodore Roosevelt said, “Oh, if I could be President and Congress too, for just ten
minutes.”
Which principle of United States government was frustrating President Roosevelt when he made
this statement?
A. federalism
B. rule of law
C. majority rule
D. separation of powers
13. Which of these is an advantage of a representative democracy?
A. Political parties have similar platforms.
B. Citizens are able to vote on all issues.
C. Government agencies make decisions quickly.
D. Legislators are elected by the people.
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14.
In which economic system does the government control what products will be made, how many
will be made, and how they will be made?
A. mixed economy
B. command economy
C. traditional economy
D. free market economy
15. In an authoritarian government, freedom of speech is usually
A. protected by the government as a civil right
B. guaranteed in the government's constitution
C. censored and controlled by the government
D. regulated only when it presents a clear and present danger
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Session 1 – Government – Purposes and Forms
Overview
This session is an overview of the forms, structures, types, and purposes of government. Students
read “Government Cards” and use context clues to categorize characteristics of government. This
leads to a review of forms and types of government in the next session.
Indicators/Objectives
 Describe the purposes of government, such as protecting individual rights, promoting the
common good, and providing economic security (1.1.1 a)
 Evaluate why governments are formed (1.1.1 b)
 Analyze the Preamble as the mission statement of the Constitution (1.1.1 h)
 Evaluate the role of government in providing public goods, such as national defense and public
education (4.1.2 c)) of the United States
Assessment Limits
•
•
Documents: Declaration of Independence, United States Constitution. Basic Principles: limited
government, consent of the governed, popular sovereignty, majority rule and rule of law
The role of scarcity and opportunity cost in government decision making, and competing socio-economic
goals including: economic freedom, growth, stability, equity, security, productivity, national defense,
environmental protection, and educational equality
Key Questions
1. What is government?
2. What are the purposes of government?
3. What does the government provide for the people?
4. How does government affect the daily lives of people?
Key Terms
 Government
 Constitution
 Preamble
Resources
1. United States Government Democracy in Action, Remy, Glencoe/McGraw-Hill – Chapter 1,
Section 1
2. We the People: The Citizen and the Constitution, Center for Civic Education, Lesson 1, pp. 2-6
(Note: This text is available in elementary, middle, and high school versions. The lesson in this
session is from the high school version. All versions have similar content, but different reading
levels. Choose what is most appropriate for your classes. Contact Marcie Taylor-Thoma, MSDE,
for copies of the text.)
3. Online Course: Unit 1 Purposes of Government
1. Activating Prior Knowledge. Divide students into groups and direct groups to create a chart to
respond to the following questions:
• What are the purposes of government?
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• What do you think are the principles that guide government?
Conduct a whole class discussion recording student responses on a chart.
2. Before Reading - Purposes and Principles of Government. Explain that each group will be
reading cards about types, purposes, principles, and individual rights. Set the purpose to read:
• Learn the fundamentals of government that have developed over time.
Post the four categories of the Fundamentals of Government. Use the handout as needed.
• Types of Government
• Purposes of Government
• Principles of Government
• Individual Rights
Distribute a Government Foundation Chart and Card Interpretation student resource to each
student or require that students respond in their notebook. Before students begin, model reading a
card and responding to the questions.
Note: The process - students may be assigned one or multiple cards to interpret and record
information on the Card Interpretation form. Then, in groups, students share this information.
Finally, students categorize the information into types, purposes, principles and rights. Conclude
with a whole group discussion.
3. Developing Understanding - During Reading – Using Context Clues to Build Vocabulary.
Introduce students to the idea of context clues by explaining that good readers try to define words
by looking for clues before they look the word up in a dictionary. A context clue is another word,
sentence, or image on the page that may provide a clue for the meaning of the word you do not
know. For example, the sentence you just read was a context clue for the definition of a context
clue. Many textbooks and student materials put the definition within the text.
•
•
•
•
Most difficult context clues are:
providing an example – a difficult word is accompanied by a real life example to help you
understand
contrast cue – sometimes and author will describe the opposite to highlight how different the new
word is
repeating the word – writers will repeat the word in different places in the text to get readers used
to it
conjunction clues – writers use conjunctions (and, but, or) to set up a definition
Model using a context clue from a card.
4. Checking Understanding – After Reading – Using a Graphic Organizer. After students have
answered the questions for their card, direct students to record information on the Fundamentals of
Government Chart.
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Athens – 1000BC – 476BC
Athens had hundreds of city-states, each with its own political system. A city-state includes a city
and the surrounding area.
Typically a king or oligarchy (a small group of powerful men) ruled these city-states. The people
of Athens got the soldiers from the neighboring city-state of Sparta to help them overthrow the
government. The citizens of Athens then formed a new government, a democracy. Democracy means
“rule by the people.” This was a new concept of government at that time. A council of 500 citizens
was created and representatives chosen at random to meet and propose new laws. Then an assembly
of eligible citizens of Athens met to decide if they wanted to accept these laws. Citizens helped
interpret the laws in court. The system required time, effort and dedication but not wealth or power
from its citizens. This government of Athens showed how citizens could participate in government.
The government of Athens gave the ideas that ordinary people could serve in government, laws
could be written and revised by the people, and all power should not be the hands of one or few
people.
Structures and Types
Sparta’s Oligarchy – 725 BC – 490BC
Sparta was known for its military culture and its form of government was an oligarchy, a
government ruled by a few people. The rules were the military elite. They conquered their neighbors
and forced them into military alliances. This policy made Sparta the most powerful military and
political power in Greece.
A council of five men ran the government of Sparta. These men were retired from the military and
they ran the military and education systems. Below them was a dual monarchy, two kings. The kings
belonged to a lower council of thirty men. The council debated new laws, foreign policy, and acted as
a court. There was a general assembly of the small merchant class who could approve or veto
decisions made by the council. The bottom class was made up of agricultural serfs. They did not have
a voice in government.
The council of five men created an oligarchy. An oligarchy is a government ruled by a few elite
people. Sparta would become a model for military oligarchies in the future.
Structures and Types
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Rise of Nation States – 1400s – 1600s
The political system in Europe began changing by the 1200s. As towns and trade grew, the middle
class grew in size and influence. Wealth and power moved from landowners to kings who taxed the
middle class. The rise of nation-states was important in the expansion of monarchies and in the
growth of a unitary structure of government. A monarchy is a unitary government where power is
centralized in the hands of kings and queens. The power of a monarchy is passed on to family
members. In a unitary structure of government, power is centralized. All the powers of government
belong to a single central agency. The political power may be transferred to lower levels or regions,
but the central government retains the right to recall this power.
Kings helped the growing market economy and towns and won the loyalty of the middle class.
Kings passed laws that established rules for trade, business, and tax collection. This gave kings the
resources to build armies without the help of nobles. Over time, people identified with the king in
their area who seemed to represent their interests. This sense of identify gave rise to the modern
national identities that we see today.
Nation-states developed as part of an emerging nation-state system, originating in Europe, but in
current times spanning the whole globe.
Structures and Types
Articles of Confederation 1781
After declaring independence from Great Britain, leaders formed a new type of government for the
United States, a confederation. The constitution was called the Articles of Confederation. It was very
different from the monarchy of England.
The states wanted a confederation of states. A confederation is a government in which states share
power and the central government has limited powers. In this new constitution, the central
government consisted of a Congress that had the power to make war and peace, request troops from
each state to maintain an army, and make treaties. All other powers were held by the states. There
was no president (executive) or judicial branch (courts). Each state had one vote no matter how large
the population or how many representatives were in Congress.
The Congress could not collect taxes, enforce laws, or regulate trade. These weaknesses led the
nation to write a new constitution in 1787. This is the constitution that we have today. The Articles of
Confederation was the first attempt to form a democratic central government. As a result of the
failure of the confederation, the United States adopted a federal form of government, one in which
power is shared by the national and state levels of government.
Structures and Types
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Roman Empire
At one time, Rome had a government that was made of elected officials that represented citizens.
It was run by an elected Senate and a leader with limited powers. Rome was a republic.
When Julius Caesar was elected leader, he ended the republic. As Rome grew, it evolved into an
empire led by an all-powerful emperor, a dictator. Rome united people in parts of Europe, Africa,
and Asia into a political, economic, and social system. This empire included millions of people with
many languages and different cultures. However, the Roman Empire united the people so they shared
a common language, Latin. This helped to unify the empire and increased trade, travel, and economic
prosperity. The Roman emperor ordered roads built across the empire in order to move troops to
control and defend the empire.
Power was centralized in an authoritarian emperor. A unitary government was created. The
central government created rules and enforced them throughout the empire. The rulers held absolute
power in this authoritarian government. Those who disagreed with the emperor were punished. This
meant that the fate of the empire was left in the hands of one person.
Structures and Types
Preamble to the United States Constitution - 1787
The Preamble, an introduction the United States Constitution, states why the document was
written. It states the purposes for the United States government. The Preamble states:
“We the People of the United States, in Order to form a more perfect Union, establish Justice,
insure domestic Tranquility, provide for the common defense, promote the general Welfare, and
secure the Blessings of Liberty to ourselves and our Posterity, do ordain and establish this
Constitution for the United States of America.”
This means that the founding fathers wanted a government that provided order. The government
would protect the liberties of people, defend the nation against enemies, and provide for the welfare
of its citizens. The Preamble serves as a model for other nations in clearly stating their purposes of
government.
Purposes
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Mayflower Compact - 1620
The ship, Mayflower, and its passengers lay anchored off the coastline of Massachusetts on
November 11, 1620. The men gathered in the main cabin to determine how they would govern and
survive in this new land. They wrote the Mayflower Compact, a plan to organize and protect the
colony. They agreed to work together and establish laws.
The goals stated in this compact: “combine ourselves together into a civil Body Politick for our
better Ordering and Preservation” and “Frame, such just and equal laws . . . For the General good
of the colony.”
In this time, it was customary for people to have laws imposed on them. This was a major step
toward self-government with laws agreed on by the people, a way of maintaining order. It was a
significant step in the development of democracy in the United States.
Purposes
GATT and the WTO – 1947 to the Present
The United States benefits by selling goods to other nations and by importing goods from other
nations. For example, the United States imports many cars and exports agricultural products,
medicine and telecommunications equipment. In this way, trade benefits the economies of all the
nations involved.
Sometimes, nations feel they must protect their industries at home from foreign competition. They
do this by adding a tax or tariff to the cost of foreign goods, increasing the cost of the goods.
Sometimes they limit the amount of goods that can enter the nation, a quota.
To improve trade, a treaty was signed called the General Agreement on Tariffs and Trade (GATT).
This lowered tariffs and quotas among member nations. Other agreements led to the formation of the
World Trade Organization in 1995. Approximately 150 nations belong to this organization whose
goal is to help producers of goods and services, exporters, and importers conduct their business. The
United States government accepts the importance of international trade to promote a stable,
prosperous economy.
Purposes
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Environmental Protection – 1970s - Present
As the United States built an industrial nation, it gave little thought to the possibility that the
resources were limited or the impact of industrialization on the environment. By the 1960s, the costs
of were evident. Rivers were polluted by chemical wastes and sewage. Smog covered major cities.
Pesticides endangered wildlife and people.
Concern about environmental protection, led to the passage of legislation to clean up the air and
water. The Clean Air Act of 1970 and the Clean Water Act of 1972 limited pollution and set national
standards for air and water quality for the states to enforce. The Environmental Protection Agency
(EPA), a regulatory agency, was created to enforce regulations.
In Maryland and other states legislation was passed about land use. The Smart Growth policy was
developed to support development where infrastructures exist and protect natural resources, making
the most use out of developed land. The policy tries to balance economic growth and environmental
concerns. These are important goals for the government.
Purposes
Bill of Rights - 1791
When the United States Constitution was written, many people feared that the government was too
powerful. These people insisted that individual rights must be protected. After the Constitution was
ratified, it was agreed that a Bill of Rights would be added. These first ten amendments guarantee
individual rights. The First Amendment protects freedom of speech, press, and religion and right to
assemble and petition. The Fourth Amendment protects us from unreasonable searches and seizures.
The Fifth and Sixth Amendments protects the rights of those accused of crimes. The Ninth
Amendment guarantees rights to people beyond what is listed in the Constitution. The Tenth
Amendment limits the power of the federal government by giving all rights not constitutionally given
to the federal government to the state governments.
The Bill of Rights limits the powers of the federal government and prevents the government from
taking away those rights. These protections expanded to include more rights and groups and are what
Americans value.
Individual Rights
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Habeas Corpus – 1679 and The English Bill of Rights1688
The Habeas Corpus Act passed by Parliament in 1679 guaranteed that a person detained by the
authorities would be brought before a judge and presented with the reason for imprisonment. This
law was passed because authorities were detaining people without legal authority. The right to a writ
of habeas corpus was a beginning in the expansion of rights for English citizens.
In 1688, King William and Queen Mary signed the English Bill of Rights. It set limits on the
power of the king or queen. It allowed people to petition the king. It said that the king could not
collect taxes without the permission of Parliament, the law-making branch. It protected people
against excessive bail and cruel and unusual punishment. The English Bill of Rights limited the
power of the monarch, the king or queen, and thus, protected individual rights.
When English settlers came to America, the rights established by the Habeas Corpus Act and the
English Bill of Rights applied to them. Prior to the American Revolution, some argued that they did
not have these rights. The founding fathers included these fundamental rights in the U.S. Constitution
and Bill of Rights.
Individual Rights
Civil Rights Act - 1964
In 1964, President Lyndon B. Johnson signed The Civil Rights Act designed to prohibit
discrimination. It is a cornerstone piece of legislation designed to protect the rights of African
Americans and other groups based on the 14th Amendment.
The act prohibited discrimination based on race, color, religion, ex, and national origin in areas
such as employment, transportation, and public accommodations such as hotels and restaurants. The
Voting Rights Act of 1965 followed and made literacy tests unconstitutional. This act made sure that
elections ran fairly in the South by using federal examiners to monitor elections.
The Civil Rights Act did not end discrimination. Women did not have the same rights or
opportunities as men. After Title IX passed, equal funding was required for women’s sports in
schools and scholarships. In 1990, Congress pass the Americans with Disabilities Act (ADA) that
required businesses and schools to provide reasonable accommodations for people with disabilities.
These acts support the principle of equal opportunity for all citizens.
Individual Rights
21
Rights of the Accused – 1963 - 1966
The Supreme Court helps protect those accused of crimes by interpreting what laws are fair based
on the Constitution. Justices make decisions in each case and balance individual rights against the
rights of the government is to protect society. Two cases expanded the 5th Amendment rights of the
accused to a lawyer (attorney or counsel) and protection against self-incrimination. These decision
help ensure due process. That means that the government must follow specific steps before denying a
citizen his/her life, liberty or property – that is fines or jail time.
The decision in Gideon v. Wainwright (1963) expanded the rights of the accused by guaranteeing
the right to a lawyer for all persons accused of a serious crime.
The decision in Miranda v. Arizona (1966) changed procedures for police. Whenever a suspect is
taken into custody for questioning, the police must inform the suspect of his/her right to remain silent
and his/her right to a lawyer. This decision was based on 5th and 6th Amendment rights and is
considered a landmark decision in expanding the rights of the accused.
Individual Rights
Magna Carta - 1215
King John was the ruler of England in 1215. He was an absolute monarch and had control over the
people. The people had few rights. When King John decided to raise taxes to support a war, the
nobles were angry. They refused to pay the taxes and demanded that the king meet with them. The
nobles and King John met and the king was forced to sign the Great Charter, the Magna Carta.
The Magna Carta is considered one of the most important legal documents in the history of
democracy. The Magna Carta established an important principle of democratic government, limited
government. The Magna Carta required the king to renounce certain rights, respect certain legal
procedures, and accept that the king was bound by the law, rule of law. The Magna Carta required a
trial by jury of one’s peers when accused of wrongdoing. It prohibited the king from taking a
person’s life and property without a judgment by peers. These rules applied to only a few people, but
it was a start on the road to democracy.
The Magna Carta was an early influence on the establishment of democratic principles and
constitutional law.
Principles
22
Montesquieu – 1748
In 1748, the French philosopher, Baron di Montesquieu wrote in his book The Sprit of Laws:
“ . . . When the legislative and executive powers are united in the same person, or in the same
body of government, there can be no liberty; because apprehensions may arise lest the same monarch
or senate should enact tyrannical laws, to execute them in a tyrannical manner . . .”
This means that the power to make laws and enforce laws should be separated to protect the liberty
of the people. If these powers are given to one person such as a king or dictator there is danger of
abuse.
This principle, separation of powers, became one of the major ideas in the United States
Constitution. The Constitution created a legislative branch with the power to make laws, an executive
branch with the power to enforce laws, and a judicial branch with the power to interpret the laws.
When the Constitution was written, the founding fathers included a system of checks and balances.
This means that each branch has special powers that limit the powers of other branches so no one
branch becomes all-powerful. Checks and balances prevent any one group or individual from abusing
the rights of others.
Principles
Declaration of Independence – 1776
The United States Declaration of Independence was adopted on July 4, 1776. Thomas
Jefferson, the major writer of the document, used the ideas of thinkers such as John Locke and
others. This document set forth a government founded on the principles of human liberty and
consent of the governed. The Declaration of Independence states:
“We hold these truths to be self-evident, that all men are created equal, that they are endowed, by
their Creator, with certain unalienable Rights, that among these are Life, Liberty, and the pursuit of
Happiness. -— That to secure these rights, Governments are instituted among Men, deriving their just
powers from the consent of the governed, That whenever any Form of Government becomes
destructive of these ends, it is the Right of the People to alter or abolish it, and to institute new
Government, laying its foundation on such principles, and organizing its powers in such form, as to
them shall seem most likely to effect their Safety and Happiness.”
The Declaration stirred the hearts of the American people and influenced many nations through the
years.
Principles
23
United States Constitution
The United States Constitution provides a plan of government. The principles of the Constitution
include federalism, limited government, separation of powers, checks and balances and
representative government.
These principles are important to Americans. The Constitution provides for a limited government,
the government can only carry out the powers that the people give it. For example, the power to set
up an army and navy is given to the government. The Constitution provided for federalism, it divides
powers between the national government and the states. The Constitution provides for three branches
of government, separation of powers. Congress, the legislative branch makes laws. The President,
head of the executive branch, enforces or carries out the laws. The Supreme Court, the highest court
in the judicial branch, and other courts in the judicial system interpret the laws. The people elect the
Congress, the Senate and House of Representative, and indirectly elect the President through the
Electoral College. This system of government is known as a presidential democracy. A system of
checks and balances means that each branch has special powers that limit the powers of other
branches so no one branch becomes all-powerful. This structure led to a government that is limited.
The Constitution created a democracy, a unique government with a federal structure,
representative democracy, and a limited government with separation of powers and checks and
balances.
Principles
24
Fundamentals of Government — Card Interpretation
Card Title:
1. One sentence summary of events on the card:
2. What significant concept in government does the information on your card explain?
3. Draw a symbol or graphic that represents the event/principle on your card.
25
Fundamentals of Government
Directions: After interpreting your set of cards, share information with members of
your group. Then, record this information in the categories below.
Structures and Types of Government – Who has the power? How is the government
set up?
Purposes of Government – Why is government needed?
Principles of Government – What are the beliefs and ideas that guide government?
Individual Rights – What rights and liberties are protected?
26
Session 2 – Types and Forms of Government
Overview
Students read texts and “Government Cards” to review forms and types of government. In the next
session, students use situations to learn how scarcity, opportunity cost, and socio-economic goals
affect government decision-making.
Indicators/Objectives
 Evaluate why governments are formed (1.1.1 b)
 Analyze the Preamble as the mission statement of the Constitution (1.1.1 h)
 Evaluate the role of government in providing public goods, such as national defense and public
education (4.1.2 c) of the United States
Assessment Limits
Types of Democratic (Parliamentary and Presidential), and Authoritarian (Monarchy, Oligarchy,
Dictatorship, Totalitarian) Political Systems; Forms of Government (Confederation, Federal, Unitary)
Key Questions
1. What are the types of governments?
1. What is a unitary form of government?
2. What is a confederate form of government?
3. What is a federal form of government?
Key Terms
 Government
 Anarchy
 Constitution
 Preamble
Directions
1. Engaging Students. Direct students to discuss in pairs who has power in the following situations:
• Your parent(s) determines which television programs you are allowed to watch.
• A group of friends takes a quick vote on which television program they will watch.
Quickly review responses. Ask students which situation is democratic or authoritarian. Define
and record in notebook.
2. Developing Understanding - During and After Reading – Types and of Government. Explain
that who has the power is key to understanding types of government and that use of power is
categorized as democratic or authoritarian.
Divide students into groups and distribute selected cards from the previous session. Set the
purpose for reading:
• categorize examples as democratic or authoritarian
• describe the characteristics or each example
- Who participates in each system?
27
- How much power does the government hold?
- To what extent are rights protected?
NOTE: Textbooks contain similar information. Determine what is best for the students.
After reading, distribute “Types of Government” chart and direct students to complete the chart.
3. Developing Understanding - After Reading – Types. Draw a continuum on the board ranging
from Authoritarian to Democratic and ask students to draw it in their notebooks. Direct students
to place the examples on their continuum and be able to justify the choice.
Conduct a brief discussion about the location of the example on the continuum. Ask students to
use words from the text of the card to support their decision.
Explain that some texts refer to these as limited and unlimited governments because of
characteristics related to the power of the government, participation in the system, and protection
of rights.
4. Developing Understanding – During and After Reading – Forms of Government. Explain
that the cards also show forms of government, how power is organized. Tell students they will reread the cards to determine the characteristics of each structure and to determine whether the
national or state government has the most power.
Direct students to share information within their group and record a definition for federal, unitary
and confederate structures.
5. Check for Understanding. Place the Forms of Government transparency on the overhead. Ask
students to explain which symbol represents federal, unitary, or confederate types of government.
Explain how federal looks like a compromise between unitary and confederate structures.
Note: Students will engage in a simulation at the end of Unit 2. To prepare for this, students will
be asked to periodically record their thoughts about government in their notebooks.
Conclude by asking students to record responses to the following in their notebooks:
• What form of government do you think is best: federal, unitary, or confederate? Why?
• Do you prefer a limited or unlimited government? Why?
• Do you prefer an authoritarian or democratic government? Why?
Resources
1. United States Government Democracy in Action, Remy, Glencoe/McGraw-Hill – Chapter 1,
Section 1
2. We the People: The Citizen and the Constitution, Center for Civic Education, Lesson 1, pp. 2-6
(Note: This text is available in elementary, middle, and high school versions. The lesson in this
session is from the high school version. All versions have similar content, but different reading
levels. Choose what is most appropriate for your classes. Contact Marcie Taylor-Thoma, MSDE,
for copies of the text.)
3. Online Course: Unit 1 Purposes of Government
28
Types of Governments
Name
Example
Characteristics
1. Who participates in this system?
2. How much power does the government hold?
3. To what extent are individual liberties protected?
Athens
Sparta
Roman Empire
29
Democratic/Authoritarian
1. Is this a democratic or authoritarian
example?
Articles of
Confederacy
Rise of Nation States
United States
Constitution
30
Forms of Government
Example 1
Example 2
Example 3
Teacher Transparency
Source:MSDE Government Online Course
31
Session 3: Types of Democracies
Overview
Students deepen their knowledge about democracies learning the different types of
democracies and their advantages and disadvantages. They draw graphic images to help
them remember these types. In the next session, this information is used in a discussion
of limited and unlimited governments.
Objectives:
1. Define direct and representative democracy
2. Compare the advantages and disadvantages of a direct and a representative
democracy (2.2.1 a)
3. Define presidential and parliamentary government.
4. Compare parliamentary and presidential democracies (2.2.1c)
Assessment Limits
• Types of Democratic (Parliamentary and Presidential), and Authoritarian (Monarchy,
Oligarchy, Dictatorship, Totalitarian) Political Systems; Forms of Government
(Confederation, Federal, Unitary)
Key Questions
1. What are types of democratic government?
2. What are the advantages and disadvantages of a direct and representative democracy?
3. How are parliamentary and presidential governments similar and different?
4. What are advantages and disadvantages of parliamentary and presidential systems?
Key Terms
 Democratic government
 Direct democracy
 Representative democracy
 Separation of powers
 Parliamentary democracy
 Presidential democracy
Directions
1. Engaging Students. Direct students to discuss the following:
• Should citizens vote on every decision made by government? Why or why not?
Review selected responses. Ask students:
• What are the advantages and disadvantages of voting on every decision made by
government?
Create a list organizing advantages and disadvantages. Record in notebook.
2. Developing Understanding – Before and During Reading – Direct and
Representative Democratic Governments. Explain that there are different types of
32
democracies. This part of the lesson focuses on direct and representative. Distribute
Types of Democracies resource sheet. Define and record definitions on the Types of
Democracies Resource Sheet for
• direct democracy - political power is exercised by the citizens who vote on each
issue
• representative democracy - allows people to elect individuals and give them the
responsibility and power to make decisions about laws and how the government
will operate
Direct students to the appropriate text. Set a purpose to read:
• identify characteristics and examples of a direct democracy
• identify characteristics and examples of a representative democracy
3. Developing Understanding - After Reading – Direct and Representative
Democratic Governments. Direct students to record characteristics of direct and
representative democracies on their resource sheet. Pair students and compare
information. Conduct a brief discussion in which the characteristics are compared.
Ask:
•
What are advantages and disadvantages of each system?
Record information.
Direct students to draw a picture or symbol under the type of government (column 1)
that will help them remember.
Direct pairs to think about and discuss the following:
• How is your high school like a representative democracy?
• How is it like a direct democracy? Think about Student Government, clubs, sports,
homecoming events, etc.
Conduct a brief discussion of these characteristics.
4. Check for Understanding. Direct students to respond to the following:
 Describe some examples of direct and representative democracy in your school.
 Which type of democracy is the most effective? Explain your answer.
5. Developing Understanding – Before and During Reading – Presidential and
Parliamentary Democracies. Explain that there are different types of democracies.
This part of the lesson focuses on parliamentary and presidential democracies. Define
and record definitions for
• parliamentary democracy - A form of government which gives governmental
authority to a legislature or parliament which in turn selects the executive from
among its own members
• presidential democracy - A form of government in which the executive and
legislative branches are separate, independent, and co-equal
33
Direct students to the appropriate text. Set a purpose to read:
• identify characteristics and examples of a presidential democracy
• identify characteristics and examples of a parliamentary democracy
6. Developing Understanding - After Reading – Parliamentary and Presidential
Democracies. Direct students to record characteristics of direct and representative
democracies on their Types of Democracies resource sheet. Pair students and
compare information. Conduct a brief discussion in which the characteristics are
compared. Ask:
•
What are the advantages and disadvantages of each system?
Record information.
Direct students to draw a picture or symbol under the type of democratic government
(column 1) that will help them remember these types of democracies.
7. Check for Understanding. Place the images of presidential and parliamentary
democracy on the overhead. Direct students to identify the type of democracy.
After completing this brief check for understanding, direct students to record their
response to the following in their notebooks:
•
Which type of democracy do you prefer? Explain why.
Note: This may help for the simulation at the end of Unit 2.
Resources:
1. United States Government Democracy in Action, Remy, Glencoe/McGraw-Hill –
Chapter 1, Section 2
2. Optional Lesson: http://www.unicam.state.ne.us/focus/lesson1.htm - lesson
focuses on direct and representative democracy but also includes monarchy. This
lesson is from the state of Nebraska but information applies to all states – except
for Nebraska’s unicameral legislature.
3. Optional Lesson: http://www.congresslink.org/print_lp_introrepdemo.htm. This
lesson is from The Dirksen Congressional Center and is written for grades 6-8. It
contains strategies – a simulation - that may appeal to students who have
difficulty learning these government concepts.
4. United States Government Democracy in Action, Remy, Glencoe/McGraw-Hill –
Chapter 1, Section 3 (Presidential) Chapter 25, Section 1 (Parliamentary)
34
Type of Democracy
Type of
Democracy
Direct
Democracy
Definition
Characteristics
Representative
Democracy
35
Advantages/Disadvantages
Examples
Type of Democracy
Type of
Democracy
Parliamentary
Democracy
Definition
Characteristics
Presidential
Democracy
36
Advantages/Disadvantages
Examples
Presidential or Parliamentary Democracy?
Example 1
Example 2
Source: MSDE Government Online Course
37
Lesson 4: Limited and Unlimited Governments
Overview
Students use a case study to review the characteristics of limited and unlimited
governments. This leads to a lesson about government decision-making and socioeconomic goals.
Note: Limited and unlimited governments were discussed in an earlier lesson. Use this
lesson as needed.
Objectives:
1. Describe the characteristics of limited (democratic) and unlimited (authoritarian)
governments (2.2.1 d)
2. Evaluate the advantages and disadvantages of limited and unlimited governments
(2.2.1 e)
3. Explain how governments with written constitutions are not necessarily
constitutional governments which follow the rule of law, such as the Peoples
Republic of China and North Korea (2.2.1 f) Parliamentary and Presidential
Democracies
Assessment Limits
• Types of Democratic (Parliamentary and Presidential), and Authoritarian
(Monarchy, Oligarchy, Dictatorship, Totalitarian) Political Systems; Forms of
Government (Confederation, Federal, Unitary)
Key Questions
1. What are the characteristics of limited and unlimited political systems?
2. How do the types of unlimited governments differ?
3. What are the advantages and disadvantages of limited and unlimited political
systems?
Key Terms
 Authoritarian government
 Democracy
 Monarchy
 Oligarchy
 Dictatorship
 Totalitarian
 Majority rule
 Absolute power
Directions
1. Activating Prior Knowledge. Ask students to think about the characteristics of the
government of the United States, a limited government. Then, direct students in small
groups to create a list of characteristics of unlimited government and limited government.
38
Review responses creating a chart on the board or overhead projector. Direct students to
compare their list to the class list and make additions or corrections.
2. Developing Understanding – Before and During Reading – Limited and
Unlimited Governments. Remind students – as necessary – of the characteristics of
• limited government – a government in which there are limits on the power of the
government and its officials. Democratic governments are also called limited
governments. Characteristics of limited governments include: majority rule while
protecting the rights of minorities; protection of individual rights and liberties;
equality of opportunity; consent of the governed.
In limited governments, the government and its officials get power and authority
from the people. Elections provide citizens with the opportunity to choose from a
number of candidates for each office.
• unlimited government – government that has no limits on the power of the
government or its officials. Unlimited governments are also called authoritarian
(dictatorships and oligarchies) or totalitarian. The government leaders rule
without the consent of the people. Personal freedom is limited through strict use
of police power. Schools and religious groups are carefully controlled. Free
speech is not tolerated. The radio, press and television systems are typically
government-run. The government has usually come to power as a result of a
revolution, or by a coup d'etat, usually by military force.
Direct students to the Case Study reading. Set a purpose to read:
• determine how the leader comes to power
• describe the characteristics of this government
3. Checking for Understanding - After Reading – Limited and Unlimited
Governments. Direct students to respond to the following questions:
 How did the leader come to power?
 Looking at the conflicts started by this leader, does it appear that anyone or that
any group limits this leader’s decision making? Explain. Why?
 What do you think happens to those who disagree with the leader and his actions?
Conduct a brief whole class discussion on the assigned questions. Ask the following:
 How does this treatment of the people differ from the treatment of individuals in
the United States?
 How is the selection of this leader different from how the President comes to
power
 How does this compare to the President’s decision making in the United States?
39
NOTE: Teachers may consider direct instruction on writing a BCR at this time based
on observation and pre-assessment data. This is included at the end of this session.
5. Checking for Understanding – BCR. Distribute the BCR and direct students to
respond to the BCR.
After completing the BCR, direct students to review their response to the question
that was asked earlier: Do you prefer limited or unlimited government? Explain. After
reviewing, ask students if they need to modify their response.
Additional Resources:
1. We the People, Center for Civic Education, Lesson 2 “How does the government
secure rights?” Visit http://www.civiced.org/wtp_hs02_sb.php for a copy of the
lesson. It includes limited and unlimited government l and purposes of government.
2. United States Government Democracy in Action, Remy, Glencoe/McGraw-Hill –
Chapter 2, Section 1 (limited government) Chapter 1, Section 3 (totalitarian) Note:
Text uses autocracy not authoritarian in its descriptions. Does not focus on
comparison of unlimited and limited government
40
Case Study
Directions: Read the case study. As you read think about:
• how the leader comes to power
• the characteristics of this government
A leader of a country became president after much turmoil and government corruption.
Soon after coming to power, he decided to invade another country, committing his people
to a disastrous war that lasted many years and claimed the lives of at least 350,000
people.
Recently, the leader invaded another neighboring country. In the war, which involved
countries from all over the world, more than 50,000 people were killed. After losing the
war, the leader ordered the killing of some of his people.
Throughout his reign, the leader has also tortured and murdered political opponents.
Citizens do not feel free to voice their opinions and often fear what will happen if they
challenge the leader and his ideas.
Source: MSDE Online Government Course
41
BCR/ECR Writing Process:
Step One: Attacking the Question
A. Question Words
 Circle words that tell you what to do.
 Underline any words that give you more direction about this action.
B. Knowledge Words
 Draw a box around the terms or events that you need to show you
understand.
C. Concepts and Principles
 Put parentheses around the concepts or principles (if there are any to which
the details of your response must be applied).
Step 2: Organizing Your Thoughts
A. Start with the key terms that you boxed. These are the terms that describe the
content of the item. In other words this is the “what” of your response. Quickly
write down your first thoughts about these terms. You may not use all of these
points in your response but they will help you remember the details related to
the question.
B. Next, consider the question words that you circled. Briefly, explain what the
question words are asking you to do. Think about how you should organize
your response to answer the question. Consider how you should use the points
recorded above and organize them.
C. If there are general concepts or principles to which the details of your response
must be applied, quickly record your ideas on how the specifics of your
response relate to the concepts or principles. This helps your answer to have
depth and meaning.
D. Provide other relevant details and examples that will support your answer.
Step 3: Writing Your Response
A. Compose your thoughts in a well constructed response.
B. Practice this process until you can formulate higher-order responses for a BCR
in 5-8 minutes and an ECR in 25 minutes.
42
Limited and Unlimited Government BCR
Directions: Read the following statement and then respond to the BCR.
Niccolo Machiavelli, an Italian political theorist, concluded in his book The Prince that
effective rulers use any means, moral or immoral to maintain law and order.

Would Machiavelli be in favor of a limited or unlimited form of government?
Explain.

Do you agree with Machiavelli's opinion? Explain why or why not.

Include details and examples to support your answer.
Source: MSDE Online Government Course
43
Session 5 – Government Decision-Making
Overview
Students read examples to learn how scarcity and opportunity cost affect government decisionmaking and how governments must prioritize socio-economic goals. The lesson concludes with a
BCR. In the next session, students examine the decisions that governments make about types of
economies.
Indicators/Objectives
1. Explain how scarcity and opportunity cost affect government decision-making (4.1.2 a)
2. Explain how governments attempt to prioritize socio-economic goals in response to changing
economic, social and political conditions (4.1.2 b)
Assessment Limits
• The role of scarcity and opportunity cost in government decision making, and competing socio-economic
goals including: economic freedom, growth, stability, equity, security, productivity, national defense,
environmental protection, and educational equality
Key Questions
1. What is scarcity and opportunity cost?
2. How does scarcity of resources affect government decision-making?
3. What are the basic economic questions a country must answer?
Key Terms
• Socio-economic goals
• Economic wants
• Economic resources
• Opportunity cost
• Scarcity
•
•
•
•
Goods
Services
Trade off
Revenue
1. Engaging Students. Direct students to think about how they might respond to the following
situation:
• Your parent(s) give you $50 to buy new summer clothes. You must decide what to buy: a
shirt, shorts, sandals. Think about a) what you will buy; b) what affects your decision; and c)
what did you give up when making the decision?
Quickly review responses.
2. Developing Understanding - Scarcity. Explain that you may want to buy many new things for
school, but you have only $50, a limited or scarce resource. This is called scarcity. Direct students
to record the definition in their notebooks:
Scarcity - is the condition that results from society not having enough resources to produce all
the things that people would like to have
Note: use the Scarcity teacher transparency to review the definition and examples.
44
3. Check for Understanding - Scarcity. Display the Scarcity Student Transparency and direct
students to identify the scarce resource related to each situation. Review as needed.
4. Developing Understanding – Socio-economic Goals. Explain that governments determine
socio-economic goals, what is important to the people and thus its government. Place the Socioeconomic Goals on the overhead. Ask students in pairs to explain what they think each goal
means and give an example of each one. Record information in notebooks.
Distribute Socio-economic Goals and Examples reading. Direct students to read to see if their
definitions and examples match the reading. Make changes as necessary.
5. Developing Understanding – Opportunity Cost /Trade-offs. Explain that in the example about
how to spend money, opportunity costs occur. Ask students:
•
What did you have to give up when you made your decision about what to buy?
Opportunity cost is what you give up when making an economic decision. Record the definition.
Explain that governments have limited resources also and they must make decisions about how to
use resources. When these decisions are made, there are consequences, or tradeoffs. Governments
make decisions on how to meet socio-economic goals. Whenever the government spends money
on achieving an economic goal, this is money not being spent on another goal.
Distribute Socio-economic Goals Student Worksheet. Direct students to determine the trade-offs
that occur in each situation.
Conclude with whole class discussion reviewing student responses. Ask:
• How does scarcity affect government decision making?
• How does emphasizing one socio-economic goal affect other goals?
6. Check for Understanding. Direct students to respond to a Brief Constructed Response. BCR is
located at the end of this session. If students are having difficulty decoding the BCR, you may
wish to directly instruct on this skill. A possible method is included prior to the BCR.
After responding to the BCR, direct students to record responses to the following question in their
notebooks. This may help prepare for the simulation at the end of Unit 2.
•
•
What are the most important socioeconomic goals that a government should set? Explain.
How might scarcity affect government decision-making?
Resources
1. United States Government Democracy in Action, Remy, Glencoe/McGraw-Hill – Chapter 1,
Section 1
2. Online Course: Unit 1 Government Decision Making
45
Scarcity
• Scarcity - the condition that results from society not
having enough resources to produce all the things that
people would like to have
• Example: if you wanted to buy a shirt, pair of pants
and a pair of shoes with your $50, there is not enough
money to buy it all. This is an example of a scarce
resource.
• Other Examples: water, air, oil, and food are also
scarce resources. There are not enough of these
resources to meet the wants of the world population.
• Scarcity exists because people's wants for goods and
services are relatively unlimited and the resources
required to produce the goods and services they want
are relatively limited.
• Economic wants - The items or things that people
would like to have are called economic wants.
Because of resource scarcity people must make
choices about the production and consumption of
goods and services.
Note: Teacher transparency
46
Scarcity Situations
Directions:
•
Read each example.
•
Identify the scarce resource related to the example.
•
Record your answer as directed by your teacher.
1. The elementary school class of 25 students is sent to
the playground. There are 5 swings.
2. Japan has a land area of 45,370 square miles and a
population of 125,000,000
The United States has a land area of 3,787,000
square miles and a population of 260,000,000.
3. The principal offers the three best-selling CDs as a
prize in a poster contest.
4. Homes and apartments are destroyed by a tornado
in central Kansas.
5. A drought occurs in New Mexico.
6. Fifty computers exist in a school with 700 students.
Teacher transparency
47
Socio-economic Goals
Socio-economic Goal
Economic Freedom
Definition
Economic Growth
Economic Productivity
Economic Equity
Economic Security
Full Employment
Economic stability
Other Goals
48
Example
Socio-economic Goals
Economic Freedom - means there is freedom from government control of the economy.
Each person can own private property (such as a car or house) and can choose what to
buy from a variety of items, or begin a business. People are free to choose where they
want to live and the type of jobs they want to have. Each person can make decisions
about what to do with his or her money - spend or save.
Economic Productivity - Means getting the most from limited resources. For example,
let's say you had a lawn-mowing job in the summer and that you were able to mow three
average sized lawns in a day. Then your boss buys a new lawn mower that is selfpropelled. Using the new equipment you can mow five lawns in a day. You have just
increased your productivity because in the same time limit you can now mow two
additional yards. By using better machinery or technology, you increased your
productivity.
Increasing economic productivity means increasing the amount of goods and services
produced.
Economic Security - people have some protection from economic difficulties. For
example, retired people receive Social Security payments to help cover their costs of
living when they no longer work.
Health care costs are a large expense for many families. Some companies have health
insurance for workers to buy and there are also government programs such as Medicaid
and Medicare that help provide economic security.
Full Employment - people who choose to work have jobs that are suited to their ability
and experience, allows 3-5 % unemployment
Economic stability means that if prices go up and down rapidly, people cannot plan
their purchases. Companies need to feel that prices for both their products and the
materials that make them will stay about the same. If they don't, a company cannot be
sure it will make a profit. Without a profit, a company cannot expand or hire additional
people.
Retired people may also have difficulty paying for their food and shelter. Some
economic systems solve this problem by having the government set the prices for certain
goods.
Other Goals - high quality public education, national defense, environmental protection,
space exploration, technological development, high quality medical care, etc.
49
BCR/ECR Writing Process
Step One: Attacking the Question
D. Question Words
 Circle words that tell you what to do.
 Underline any words that give you more direction about this action.
E. Knowledge Words
 Draw a box around the terms or events that you need to show you understand.
F. Concepts and Principles
 Put parentheses around the concepts or principles (if there are any to which the
details of your response must be applied).
Step 2: Organizing Your Thoughts
A. Start with the key terms that you boxed. These are the terms that describe the content
of the item. In other words this is the “what” of your response. Quickly write down
your first thoughts about these terms. You may not use all of these points in your
response but they will help you remember the details related to the question.
B. Next, consider the question words that you circled. Briefly, explain what the question
words are asking you to do. Think about how you should organize your response to
answer the question. Consider how you should use the points recorded above and
organize them.
C. If there are general concepts or principles to which the details of your response must be
applied, quickly record your ideas on how the specifics of your response relate to the
concepts or principles. This helps your answer to have depth and meaning.
D. Provide other relevant details and examples that will support your answer.
Step 3: Writing Your Response
C. Compose your thoughts in a well constructed response.
D. Practice this process until you can formulate higher-order responses for a BCR in 5-8
minutes and an ECR in 25 minutes.
50
Brief Constructed Response
Source: Public Release 2000 #57

Describe how this cartoon illustrates the concept of opportunity cost.

Explain how the government might prevent the situation shown in the cartoon.

Include details and examples to support your description and explanation.
51
Session 6 – Types of Economies
Overview
Students learn the types of economies and the basic economic questions that each government
must decide. The unit concludes with an assessment.
Indicators/Objectives
1. Explain how traditional, command, and market economies answer the basic economic
questions of what to produce, how to produce, and for whom to produce (4.1.1a)
2. Identify why governments organize their mixed economies using elements of market,
command, and traditional in order to make policies to satisfy economic wants (4.1.1b)
3. Describe how governments organize their economic system for the production, distribution
and consumption of goods and services (4.1.1 c)
4. Explain how elements of market, command and tradition have shaped the United States
mixed economic system, such as consumer preferences, tariff policies and farming practices
(4.1.1 d)
5. Evaluate the strengths and weaknesses of pure tradition, pure command, and pure market as
ways to make economic decisions (4.1.1e)
6. Identify the costs, including opportunity costs, and the benefits of economic decisions by
individuals, businesses, and governments in traditional, command, and market economies.
(4.1.1f)
Assessment Limits
• Role of Government in answering the basic economic questions (What to produce?, How to
produce?, For whom to produce?) in Traditional, Market, Command, and Mixed Economies
• The role of scarcity and opportunity cost in government decision making, and competing socioeconomic goals including: economic freedom, growth, stability, equity, security, productivity,
national defense, environmental protection, and educational equality
Key Questions
1. What are the basic economic questions a country must answer?
2. What are the characteristics of a traditional, command, and market economy?
3. How do economic systems (traditional, market and command) address the three economic
questions (What to produce?, How to produce?, For whom to produce?)?
4. Why do governments organize their mixed economies using elements of traditional, market
and command economic systems?
Key Terms
• Traditional Economy
• Command Economy
• Market Economy
• Mixed Economy
Diretions
1. Engaging Students. Direct students to discuss with a partner the answer to the following
question:
52
A company decides to install more machines and lay off some of its workers.
Which economic question is being directly addressed?
How to produce
What to produce?
For whom to produce?
Review student responses.
2. Developing Understanding – Before and During Reading - Types of Economies. Explain
that each country or society answers basic economic questions differently. The economic
decisions a country must make are:
How to produce?
What to produce?
For whom to produce?
How much to produce?
Distribute “Types of Economies” reading and “Types of Economies Student Resource”
worksheet. Explain that the types of economies include: traditional, command, market and
mixed. Set the purpose to read:
• describe the types of economies
• identify the advantages and disadvantages of each type of economy
• explain how each type of economy answers the basic economic questions
3. Check for Understanding – Types of Economies. Distribute the Traditional, Command or
Market? student resource sheet and direct students to identify the type of economy and
explain why they chose that answer. Review responses.
4. Developing Understanding – Before and During Reading – Mixed Economies. Explain
that it is rare to find an economy that is only traditional, command or market. Most
economies are mixed. Direct students to the reading Mixed Economies and set the purpose to
read. Follow directions from previous steps and record information on the student resource
sheet.
5. Check for Understanding – Mixed Economies. Distribute “Practice with a Mixed
Economy” and direct students to read brief descriptions of parts of the American economy to
determine the type of economy: traditional, market, or command. Review as necessary.
6. Homework - Check for Understanding. Direct students to respond to a Brief Constructed
Response:
• Describe the benefits of choosing a mixed economy.
• Explain why the United States is considered a mixed economy.
• Include details and examples to support your answer.
Source: MSDE Government Online Course lesson
53
After completing the BCR, direct students to record responses to the following questions in
their notebooks. This may help in the simulation at the end of Unit 2.
•
If you were responsible for selecting an economic system for a nation, what type would
you choose? Why?
Resources
1. United States Government Democracy in Action, Remy, Glencoe/McGraw-Hill – Chapter 1,
Section 1
2. Online Course: Unit 1 Government Decision Making and Types of Economies
54
Reading: Types of Economies
Traditional Economy
In a traditional economy, economic questions are answered by what happened in the
past, by customs, and by tradition. The economy will produce what was made in the
past, will make it the way it was made in the past, and the same people will receive what
was made in the past.
Individuals who live in traditional economies live comfortably. However, these
economies typically lack many productive resources. These individuals and society exist
at a level where they only produce enough to live on. If there is not enough produced for
sustaining the group, some people may leave the society or die. If there is overproduction
and extras were created, the extras will still be distributed based on the traditions.
Traditional economies are found in remote areas, such as the Guatemalan highlands, the
Brazilian rainforest, the Himalayan Mountains, or Indonesian jungles. These groups
generally focus their activities on hunting, fishing, or farming.
On your Student Resource Sheet Types of Economies, answer the following questions for
traditional economies on the chart:
•
•
•
•
•
•
Who decides what to produce?
Who decides how to produce?
Who decides for whom to produce?
Who decides how much to produce?
What are potential problems with this type of economic decision-making?
Where does this type of economy exist today?
Command Economy
In a command economy, the government answers the four basic economic questions.
The government prepares detailed plans about what to produce, how to produce it, how
much to produce, and for whom to produce it.
Historically, China, the former Soviet Union, and Eastern Europe relied on command
economies. However, problems with meeting production goals such as shortages and
surpluses caused economic instability in these countries. The government planners often
ignored the needs and wants of the people when developing plans. Environmental abuses
also caught up with many of these countries. Trade pressures from other countries in the
global market forced additional change.
Today, Cuba and North Korea operate under a command economy.
On your Student Resource Sheet Types of Economies, answer the questions for command
economies.
55
Market Economy
In a market economy, buyers and sellers answer the four basic economic questions.
A market economy is a lot like casting a vote for a political candidate. When buyers go to
the store and buy goods and services, they are choosing the goods and services they want.
If producers want to make money, they will interpret what the buyers want. When
producers make correct interpretations of the market, they will produce the things that
buyers want and demand in the correct quantities.
If the producers make too little or too much of a good or service, they will not make a
profit. Producers are motivated to make a profit when selling their goods and
services. Sometimes this desire to make money has led to business abuses, such as poor
quality goods and services, illegal business activity, and paying workers low wages. In
addition, buyers' wants and desires are always changing and sometimes these changes
occur quickly. Producers often can not keep up with buyers and their businesses fail.
Today, the United States and Japan operate market economies.
On your Student Resource Sheet Types of Economies, answer the questions for market
economies.
Source: MSDE Online Government Course
56
Mixed Economies
Very few countries base their economic decisions on only one type of economy.
A mixed economy is a blend of the different economies. In most cases, a mixed
economy reflects some part of market decision-making and government participation.
For example, the United States has a mixed economy. Most economic decisions are still
made by buyers and sellers. However, the government does have a hand in the decision
making. For example, the government limits who can buy cigarettes. The government
also sets a minimum wage to be paid to all workers.
Countries that have traditionally followed command economies have slowly mixed
elements of market economies. China continues to develop aspects of a market economy
by adding private ownership of resources. Chinese companies are also meeting the
demands of buyers in a global market place. They make goods and services that people
want to buy.
• Do you think there is a country that is 100% traditional economy?
• Do you think there is a country that is 100% command economy?
• Do you think there is a country that is 100% market economy?
If you answered "NO!" to these questions, you are correct.
Think about the United States' economy as you examine these pictures.
Traditional Economy
This is a picture of an Amish family traveling the roads among cars.
Why?
57
The Amish maintain the traditions of the past. In many Amish communities throughout
Pennsylvania, the farms are operated without the use of modern farm equipment. Some
homes do not have electricity.
The Amish society answers its economic questions using its customs and traditions.
Command Economy
New law also gives tax breaks, brings back airline tax.
August 20, 1996
Web posted at: 3:30 p.m. EDT
WASHINGTON (CNN) -- The first minimum wage increase in five years was signed
into law Tuesday by President Clinton, giving 10 million Americans a raise just before
the November presidential election.
Former President Clinton signing a minimum wage law.
Below we see a graph showing the minimum wage increasing from 25 cents in 1938 to
$5.15 in 1997. This means that in 1997 the United States government is telling companies
through the Minimum Wage law that companies must pay workers at least $5.15 per
hour.
58
Market Economy
The mall is where many buyers go to purchase products and services. Malls also provide
a central location for producers to sell products and services. These places where buyers
and seller
59
This picture depicts one of the best examples of a market where buyers and sellers meet
in America. Here, at the New York Stock Exchange, buyers and sellers of stock meet to
exchange their shares, or ownership, in a variety of companies. In other words, you could
buy, through a licensed process, a share of stock in Disney or Ford Motor Company. This
would actually make you an owner, a very small owner, of Disney or the Ford Motor
Company.
These snapshots show us that the United States is not a pure market economy. The U.S.
has elements of all three economies:
• The Amish reflect a traditional economy;
• The minimum wage shows that the government tells companies how much workers get
paid (command); and finally,
• The malls and stock exchanges show the United States still uses a market to determine
what will sell and how to sell it at the best price to make a profit.
As a result, this means the United States has a mixed economy.
Source: MSDE Online Government Course
60
Student Resource: Types of Economies
Directions:
1. Read the information provided about each type of economy.
2. Complete the chart to describe how each economy answers the basic economic questions.
3. Identify the strengths of the different types of economies.
4. Identify the weaknesses of the different types of economies.
Traditional Economy
Command Economy
What to produce?
How to produce?
For whom to produce?
Strengths of this economic
system
Weaknesses of this economic
system
Source: MSDE Government Online Course: Unit 1 Types of Economies
61
Market Economy
Traditional, Command or Market Economy?
Directions: Read the following sentences and decide whether each best describes a Command,
Market, or Traditional Economy. Explain why.
Remember –
Traditional, command, and market economies are 3 different ways that countries address
economic decisions.
Traditional Economy - economic decisions are based on habit, tradition or custom
Command Economy - economic decisions are made by a central authority
Market Economy - economic decisions are made by the people, based on supply and
demand
1. Ralph becomes a police officer because his father was one, as were all of the men in his
family.
a. Traditional
b. Command
c. Market
Why?
2. Alice thinks Burtonsville needs a discount computer store, so she decides to start her own
business.
a. Traditional
b. Command
c. Market
Why?
3. Troy decides not to buy a new car because it costs too much.
a. Traditional
b. Command
c. Market
Why?
4. A planning commission decided how much coal should be produced.
a. Traditional
b. Command
c. Market
Why?
62
5. Doctors are employed by the state and their fees are set by the government.
a. Traditional
b. Command
c. Market
Why?
6. The software for the new computer system was sold to the company that offered the highest
price.
a. Traditional
b. Command
c. Market
Why?
Source: MSDE Government Online Course: Unit 1 Types of Economies
63
Practice with a Mixed Economy
Directions: Read the brief descriptions of parts of the American economy are given below. For
each description, select the appropriate type of economy: traditional, market, or command.
1. Chik Fil-A does not open on Sundays.
Traditional
Market
Command
2. A new skateboard shop has opened at the local mall.
Traditional
Market
Command
3. The U.S. Postal Service charges .37 for a postage stamp.
Traditional
Market
Command
4. Professional athletes sign multi-million dollar contracts in their first year after college.
Traditional
Market
Command
Source: MSDE Online Government Coursse
64
Unit 1
End of Unit Assessment
65
1.
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 excerpts below.
Article 1
“That all government of right originates from the people;...they have...the right to alter, reform,
or abolish their form of Government....”
Article 24
“That no man ought to be taken or imprisoned...but by the judgment of his peers, or
by the law of the land.”
–Maryland Declaration of Rights
2. Which of these constitutional principles is described in Article 1 of the Maryland
Declaration of Rights?
A. The people should have equal protection under the law.
B. State governments and the federal government share powers.
C. The people in a democratic society give their consent to be governed.
D. Each branch of the government has powers over the other branches.
3.
One of the main purposes of the Bill of Rights is to
A. limit individual rights
B. strengthen criminal laws
C. limit the power of government
D. improve the court system
4. In an authoritarian government, freedom of speech is usually
A. protected by the government as a civil right
B. guaranteed in the government's constitution
C. censored and controlled by the government
D. regulated only when it presents a clear and present danger
5. All the citizens in a community take an equal role in local government by meeting to debate
and vote on every law and political issue.
This form of government is best described as
A. a direct democracy
B. a presidential democracy
C. a parliamentary democracy
D. a representative democracy
66
6. Which of these is an advantage of a representative democracy?
A. Political parties have similar platforms.
B. Citizens are able to vote on all issues.
C. Government agencies make decisions quickly.
D. Legislators are elected by the people.
7.
Great Britain and Japan are examples of democratic countries with a strong, central
government that makes laws for the entire nation and limits the power of local
governments.
What form of government do these countries have?
A. authoritarian
B. confederation
C. federal
D. unitary
8. 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
9. Which of these types of government allows citizens to have the greatest amount of political
influence?
A. dictatorship
B. direct democracy
C. absolute monarchy
D. oligarchy
10. In which economic system does the government control what products will be made, how
many will be made, and how they will be made?
A. mixed economy
B. command economy
C. traditional economy
D. free market economy
11. Which of these is usually true in nations with a market economy?
A. Businesses that are inefficient risk going out of business.
B. Most farms are owned and operated by the government.
C. Workers are restricted by the government from changing jobs.
D. Consumers have little choice in the types of goods they may buy.
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12. Which of these United States government actions is most directly related to the goal of
economic equity?
A. passage of equal employment laws
B. enforcement of clean air laws
C. regulation of workplace safety
D. protection of important industries
13. A local government allocates funds to expand an elementary school.
Which of these most likely describes an opportunity cost of this policy?
A.
B.
C.
D.
installation of electrical fixtures by the PTA
purchase of new textbooks
free construction materials donated by a local company
the services of volunteer architects to create blueprints
14. In which economic system does the government control what products will be made, how
many will be made, and how they will be made?
A. mixed economy
B. command economy
C. traditional economy
D. free market economy
Read the excerpt below.
“If a foreign country can supply us with a [product] cheaper than we ourselves can make it,
better buy it [from] them...”
–Adam Smith, The Wealth of Nations, 1776
15. Based on the excerpt, which of these government actions would the author most likely
support?
A. raising taxes on imported goods
B. entering into free trade agreements
C. increasing wages paid to workers
D. passing strict regulations on businesses
16. Which of these is usually true in nations with a market economy?
A. Businesses that are inefficient risk going out of business.
B. Most farms are owned and operated by the government.
C. Workers are restricted by the government from changing jobs.
D. Consumers have little choice in the types of goods they may buy.
68
17. Which of these is an advantage of an authoritarian form of government?
A. Participation by citizens is guaranteed through open elections.
B. Decisions are based on majority rule with minority rights protected.
C. Decision making is quicker because fewer people are involved in the process.
D. An independent press helps the public make informed decisions about their government.
18. In which form of government do sovereign states have more power than the central
government?
A. federal
B. confederate
C. authoritarian
D. unitary
Brief Constructed Responses
19.
 Explain how confederate and unitary forms of government differ.
 State which form you think is better.
 Include details and examples to support your answer.
20.
The United States has a mixed economy and is able to regulate many business activities.



What are the benefits of government control over business activities?
Should the United States government have more control or less control over business
activities? Explain your answer.
Use details and examples to support your answer.
Source: Items from MSDE Public Release
Government Exams
69