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MR.JOHNSON. CIVICS STANDARDS CIVICS STANDARD #1 Social Studies Civics Standard 1 Students will understand that governments have the power to... make.

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Presentation on theme: "MR.JOHNSON. CIVICS STANDARDS CIVICS STANDARD #1 Social Studies Civics Standard 1 Students will understand that governments have the power to... make."— Presentation transcript:

1 MR.JOHNSON

2 CIVICS STANDARDS

3 CIVICS STANDARD #1 Social Studies Civics Standard 1 Students will understand that governments have the power to... make and enforce laws and regulations levy taxes conduct foreign policy make war

4 CIVICS STANDARD #1 EQ: Why does the government have certain powers? Need for order and security- power to make and enforce laws. Ex: Police. 55 mph speed limit Need to promote national interest- power to conduct foreign policies. Ex: treaties Need for security- power to make war. Ex: Iraq war Need to pay for it all- power to levy taxes. Ex: roads, military, and services

5 CIVICS STANDARD #2 Civics Standard 2 Students will understand that... the principle of "due process" means that the government must follow its own rules when taking actions against a citizen. the concept of majority rules does not mean that the rights of minorities may be disregarded and will examine and apply the protections accorded those minorities in the American political system.

6 CIVICS STANDARD #2 Why should a government obey the laws it makes? How am I protected from those with authority over me? Term to know: DUE PROCESS- protects Americans citizens by requiring the government to pass and follow fair laws and treat people fairly. Rule of Law- constrain how those with government authority treat citizens and these rules are derived from explicit rights

7 CIVICS #2 DUE PROCESS- 5 TH AMENDMENT MAJORITY RULE BUT RIGHTS OF MINORITIES ARE PROTECTED EXAMPLE CIVIL RIGHTS MOVEMENT(Race)/CIVIL RIGHTS ACT DISABILITY ACT (Handicapped) WOMEN VOTING ACT (Women) NOT EVEN THE GOVERNMENT(PRESIDENT, CONGRESS) IS ABOVE THE LAW

8 CIVICS STANDARD #3 EQ: Why are the rights in the Bill of Rights important to American citizens? Civics Standard 3 Students will Identify the fundamental rights of all American citizens as enumerated in the bill of rights. apply the protections guaranteed in the bill of rights to an analysis of everyday situations. understand that civil rights secure political freedom while rights secure economic freedom and that both are essential protections for United States citizens

9 CIVICS STANDARD #3 BILL OF RIGHTS- 1 ST TEN AMENDMENTS of constitution ITS YOUR INDIVIDUAL RIGHTS PROTECTS YOU FROM GOVERNMENT POWER 1 ST- AMENDMENT- FREEDOM OF SPEECH, ASSEMBLY, RELIGION, PRESS, AND PETITION 2 ND – RIGHT TO BEAR ARMS 3 RD - NO QUARTERING(HOUSING) TROOPS

10 BILL OF RIGHTS CONTINUED 4 TH AMENDMENT- NO ILLEGAL SEARCH AND SEIZURE 5TH AMENDMENT- Due process amendment- government can’t take your property with fair compensation, no double jeopardy, right to remain silent, no self incrimination 6 th AMENDMENT- Right to a attorney and fair trial 7th Amendment- anything over 20 dollars right to a jury hear your case 8 th amendment- cruel and usual punishment and no excessive bail 9 th - anything not written the constitution belong to people 10 th - any power not written for the federal government belongs to the states (federalism)

11 CIVICS STANDARD #4 Civics Standard 4 Students will... understand that in order to select effective leader, citizens have to become informed about candidates' qualifications and the issues of the day. follow the actions of elected officials and understand and employ the mechanism for communicating with them while in office. What is the best way to communicate with an official? How can you stay informed about issues of the day?

12 Communicate with officials EQ: What is the best way to communicate with public officials? Phone Face to face #1

13 Get to Know a public official EQ: What is the best way to get to know public officials? Attend candidates events Listen to them speak#1 Pamphlets by the official Their personal website Watching debates Do not use the internet(that is not the candidates personal), editorials, advertisements they tend to be distorted.

14 ECONOMICS

15 ECONOMICS STANDARD #1 Economics Standard 1 Students will understand that... prices in a given market economy are determined by the interaction of supply and demand with governments intervening to deal with market failures. consumers and producers make economic choices based on supply, demand, access to markets, and the actions of the government.

16 Supply and Demand EQ: What makes prices change? Who decides? Law of demand(consumer)- If price goes up demand goes down, If price goes down demand goes up Law of Supply(Business)- You are in to make a profit!. The more profit you make! The more you make or vice versa. Equilibrium- It is were supply and demand meet. Consumer and Business agree on price

17 ECONOMICS STANDARD #2 Economics Standard 2 Students will understand the role of banks and other financial institutes in the economy. EQ: To what extent are banks necessary for an economy?

18 Banks Consumers put money into to banks for security and for interest on their money Banks loan out that money to businesses and consumers. They make money from interest charged on those loans. The more the banks loan usually demonstrate: Economy is growing, business will expand, and new businesses develop, people will spend on houses

19 ECONOMICS STANDARD #3 Economics Standard 3 Students will demonstrate the ways in which the means of production, distribution, and exchange indifferent economic systems have a relationship to cultural values, resources and technologies. EQ: How does the type of Economic system impact a society's standard of living?

20 Economic systems Free Market/capitalism- consumers and business determine price Communism- the government dictates what is produced, how much is produce, when it is produced Mixed Market- the government controlled some parts of production Most economies are Mixed. Free Market/capitalism- better living conditions Communist- usually poor living condition

21 ECONOMICS STANDARD #4 Economics Standard 4 Students will demonstrate how international trade links countries around the world and can improve the economic welfare of a nation. EQ: Why should a country specialize and trade? EQ: Why might governments make rules for trade?

22 Trade Trade- Good Countries are interdependent on each other for goods and services Trade increases standard of living in a society and lower prices Tariffs/Quotas(set amount) on Trade- Bad Decreases standard of living Less products on the market, leads to trade wars.

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24  Geography Standard 1 Students will demonstrate mental maps of the world and its sub-regions, which include relative location and characteristics of major physical features, political division, and human settlements.  EQ: How do major landforms impact the world?

25  Suez Canal- shortcut from Asia to Europe by waterway(man made)  Panama Canal- shortcut from South America to North America by waterway. (man made).  Andes Mountains- located in Chile, Argentina  Mississippi River- East U.S.  Colorado River- located west of U.S.  Rio Grande- separate Mexico and Texas. Cultural Diffusion

26   Geography Standard 2 Students will apply a knowledge of The major processes shaping natural environment and understand how different peoples have changed, and been affected by, physical environments in the world’s sub-regions. Topography, climate, soils, vegetation of Delaware and the United States to understand how human society alters, and is affected by, the physical environment. 

27  EQ:How do people alter the environment?  Build canals  Build irrigation systems  Build dams  EQ: How do people negatively alter the environment?  EX: Pollution, Erosion, Deforestation, Desertification

28  EQ:How do people adapt to environment?  California/West- sits on tectonic plates/earthquakes- build stronger houses  Coast Lines- Subject to flooding build house on stilts  Midwest- Tornadoes- build underground cellars  North- Harsh Winters better heated houses

29   Geography Standard 3 Students will... understand the processes affecting the location of economic activities in different world regions. Explain how conflict and cooperation among people contribute the division of earths surface into distinctive cultural and political territories.

30  When people move from one to another they bring their culture:  Religion  Language  Music  Holidays  Often called cultural diffusion or pattern

31   Geography Standard 4 Students will... understand the processes affecting the location of economic activities in different world regions. Explain how conflict and cooperation among people contribute to the division of the earth’s surface into distinctive cultural and political territories.

32  EQ: What can cause countries boundaries to change?  Purchase legally- Ex: Louisiana Purchase- The Louisiana Purchase extends the western boundary of the United States to the Rocky Mountains,  War- Israeli vs. Egypt: expanded Israeli territory in the middle east.  Treaties- Treaties with the United Kingdom establish the U.S. as an independent country and establish the boundary of the United States as being bound on the north by Canada, on the south by Spanish Florida

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34 HISTORY

35 HISTORY STANDARD #1 History Standard 1 Students will examine historical materials relating to a particular region, society, or theme; analyze change over time, and make logical inferences concerning cause and effect. EQ: What is cause and effect? Cause: a person or thing that acts, happens, or exists in such a way that some specific thing happens as a result Effect: something that is produced by an agency or cause; result

36 HISTORY STANDARD #2 History Standard 2 Students will... identify artifacts and documents as either primary or secondary sources of historical data from which historical accounts are constructed EQ: What is creditable source? EQ: What is primary and secondary source?

37 HISTORY STANDARD #2 Creditable Resource The resource to sited or listed It is factual information

38 Primary Source Original, first-hand account of an event or time period Usually written or made during or close to the event or time period Original, creative writing or works of art Factual, not interpretive Diaries, journals, and letters Newspaper and magazine articles (factual accounts) Government records (census, marriage, military) Photographs, maps, postcards, posters Recorded or transcribed speeches Interviews with participants or witnesses (e.g., The Civil Right Movement) Interviews with people who lived during a particular time (e.g., genocide in Rwanda) Songs, Plays, novels, stories Paintings, drawings, and sculpture

39 Secondary Resources Analyzes and interprets primary sources Second-hand account of an historical event Interprets creative work Textbooks, Editorials, wikipedi


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