- Civics course ARTICLE Page 4 Civics course More than 30 people from old and new villages in the Batu Pahat area yesterday attended a civics course at the District Office.
- KENTUCKY STATE BD., ETC. Rudasill - 589 S.W.2d 877. 589 S.W.2d 877 (1979) KENTUCKY STATE BOARD FOR ELEMENTARY AND SECONDARY EDUCATION (Substituted as Defendant for Kentucky State Board of Education) an Administrative Board of the Commonwealth of Kentucky, et al., Appellants, v.
15 least 10 percent. And that, of course, 16 generates additional economic activity in that. 18 Pasco County, of course, is a densely. 19 populated county, and this is, in fact, the. 20 only State park in Pasco County. 21 I believe Representative Fiorentino. 22 Representative Fasano were planning on being. 23 here as well.
Civic and Economics
General Information
Activity | |
| 1st & 3rd NW Review Notes 2nd & 4th NW Review Notes | District review notes for students and parents |
| Citizenship Political Processes Foundations of American Government National Government | Content Vocabulary 1st & 3rd NW |
| Economic Principals State Government US Economy Workforce and Careers | Content Vocabulary 2nd & 4th NW |
| 2nd or 4th NW Vocab (All) 2nd or 4th NW Vocab (After Midpoint) 2nd or 4th NW Vocab (Up to Midpoint) 1st or 3rd NW Vocab (After Midpoint) 1st or 3rd NW Vocab (Up to Midpoint) 1st or 3rd NW Vocab (All) | Quizlet Flashcard Review activities |
| Virginia Department of Ed | Standards and SOL-based Instructional Resources |
| Civics and Economics Study Guide | SOL review created by SOLPass |
| Primary Source Learning | Work with images of real documents to question, think and gather knowledge |
| History Now | Online journal of American history |
| SOL Enhanced | Specific activites by SOL created by TTAC |
| Cartoon Analysis | Worksheet for evaluating political cartoons |
Civics Unit 7mr Volkmar's Course Pages Printable
CE.1 The student will develop the social studies skills responsible citizenship requires, including the ability to a) examine and interpret primary and secondary source documents; b) create and explain maps, diagrams, tables, charts, graphs, and spreadsheets; c) analyze political cartoons, political advertisements, pictures, and other graphic media; d) distinguish between relevant and irrelevant information; e) review information for accuracy, separating fact from opinion; f) identify a problem, weigh the expected costs and benefits and possible consequences of proposed solutions, and recommend solutions, using a decision-making model; g) formulate an informed, carefully reasoned position on a community issue; h) select and defend positions in writing, discussion, and debate.Type | Description |
CE.2 The student will demonstrate knowledge of the foundations of American constitutional government by a) explaining the fundamental principles of consent of the governed, limited government, rule of law, democracy, and representative government; b) explaining the significance of the charters of the Virginia Company of London, the Virginia Declaration of Rights, the Declaration of Independence, the Articles of Confederation, the Virginia Statute for Religious Freedom, and the Constitution of the United States, including the Bill of Rights; c) identifying the purposes for the Constitution of the United States as stated in its Preamble; d) identifying the procedures for amending the Constitution of Virginia and the Constitution of the United States.
Activity | |
| Constitution of the United States | Mini-Webquest |
CE.3 The student will demonstrate knowledge of citizenship and the rights, duties, and responsibilities of citizens by a) describing the processes by which an individual becomes a citizen of the United States; b) describing the First Amendment freedoms of religion, speech, press, assembly, and petition, and the rights guaranteed by due process and equal protection of the laws; c) describing the duties of citizenship, including obeying the laws, paying taxes, defending the nation, and serving in court; d) examining the responsibilities of citizenship, including registering and voting, communicating with government officials, participating in political campaigns, keeping informed about current issues, and respecting differing opinions in a diverse society; e) evaluating how civic and social duties address community needs and serve the public good.
Activity |
Civics Unit 7mr Volkmar's Course Pages Pdf
CE.4 The student will demonstrate knowledge of personal character traits that facilitate thoughtful and effective participation in civic life by a) practicing trustworthiness and honesty; b) practicing courtesy and respect for the rights of others; c) practicing responsibility, accountability, and self-reliance; d) practicing respect for the law; e) practicing patriotism; f) practicing decision making; g) practicing service to the school and/or local community.
Type | Description |
CE.5 The student will demonstrate knowledge of the political process at the local, state, and national levels of government by a) describing the functions of political parties; b) comparing the similarities and differences of political parties; c) analyzing campaigns for elective office, with emphasis on the role of the media; d) examining the role of campaign contributions and costs; e) describing voter registration and participation; f) describing the role of the Electoral College in the election of the president and vice president; g) participating in simulated local, state, and/or national elections.
Activity | |
| Political Parties Webquest Rubric | A webquest where students will be able to demonstrate the knowledge of the political process at each level of government. |
CE.6 The student will demonstrate knowledge of the American constitutional government at the national level by a) describing the structure and powers of the national government; b) explaining the principle of separation of powers and the operation of checks and balances; c) explaining and/or simulating the lawmaking process; d) describing the roles and powers of the executive branch.
Activity | |
| Kids in the House | Learn about the US House of Representatives. |
CE.7 The student will demonstrate knowledge of the American constitutional government at the state level by a) describing the structure and powers of the state government; b) explaining the relationship of state governments to the national government in the federal system; c) explaining and/or simulating the lawmaking process; d) describing the roles and powers of the executive branch and regulatory boards.
Activity |
CE.8 The student will demonstrate knowledge of the American constitutional government at the local level by a) describing the structure and powers of the local government; b) explaining the relationship of local government to the state government; c) explaining and/or simulating the lawmaking process.
Type | Description |
CE.9 The student will demonstrate knowledge of how public policy is made at the local, state, and national levels of government by a) examining the impact of the media on public opinion and public policy; b) describing how individuals and interest groups influence public policy; c) describing the impact of international issues and events on local decision making.
Activity |
CE.10 The student will demonstrate knowledge of the judicial systems established by the Constitution of Virginia and the Constitution of the United States by a) describing the organization of the United States judicial system as consisting of state and federal courts with original and appellate jurisdiction; b) describing the exercise of judicial review; c) comparing and contrasting civil and criminal cases; d) explaining how due process protections seek to ensure justice.
Type | Description |
CE.11 The student will demonstrate knowledge of how economic decisions are made in the marketplace by a) applying the concepts of scarcity, resources, choice, opportunity cost, price, incentives, supply and demand, production, and consumption; b) comparing the differences among traditional, free market, command, and mixed economies; c) describing the characteristics of the United States economy, including limited government, private property, profit, and competition.
Activity | |
| Story of Economy | Power Point lesson demonstrating how economic decisions are made in the marketplace. |
CE.12 The student will demonstrate knowledge of the structure and operation of the United States economy by a) describing the types of business organizations and the role of entrepreneurship; b) explaining the circular flow that shows how consumers (households), businesses (producers), and markets interact; c) explaining how financial institutions channel funds from savers to borrowers; d) examining the relationship of Virginia and the United States to the global economy, with emphasis on the impact of technological innovations.
Activity |
CE.13 The student will demonstrate knowledge of the role of government in the United States economy by a) examining competition in the marketplace; b) explaining how government provides certain goods and services; c) describing the impact of taxation, including an understanding of the reasons for the 16th Amendment, spending, and borrowing; d) explaining how the Federal Reserve System acts as the nation's central bank; e) describing the protection of consumer rights and property rights; f) recognizing that government creates currency and coins and that there are additional forms of money.
Type | Description |
CE.14 The student will demonstrate knowledge of personal finance and career opportunities by a) identifying talents, interests, and aspirations that influence career choice; b) identifying attitudes and behaviors that strengthen the individual work ethic and promote career success; c) identifying abilities, skills, and education and the changing supply and demand for them in the economy; d) examining the impact of technological change and globalization on career opportunities; e) describing the importance of education to lifelong personal finances; f) examining the financial responsibilities of citizenship, including evaluating common forms of credit, savings, investments, purchases, contractual agreements, warranties, and guarantees.
Activity |
Review
Type | Description |
| SOL Review | Gameshow format review 1st 9 weeks |
| SOL Review | Gameshow format review of 2nd 9 weeks |
| SOL Review | Gameshow format review of 3rd 9 weeks |
| SOL Review | Gameshow format review of 4th 9 weeks |
| Jeopardy 1 | Gameshow format Review |
| Jeopardy 2 | Gameshow format Review |
| Civics Review Cards | Review cards |
| Civics Study Maps | Study maps for each SOL created by Henrico County |
| Civics Refrigerator Cards | Review cards |
Word/Term | Part of Speech | Definition |
14th Amendment | proper noun | an amendment to the U.S. Constitution that defines citizenship, grants citizenship to former slaves, and defines voters as males at least 21 years of age |
alien | noun | any person not a citizen or national of a country |
citizen | noun | a legal member of a state and/or country |
immigrant | noun | a person who comes to a country to live permanently |
law of blood | noun | the principle that a person's nationality at birth is the same as that of his or her biological mother |
law of soil | noun | the principle that a person's nationality at birth is determined by the territory within which he or she was born |
legal permanent resident | noun | someone who is legally and permanently living in the U.S., but not a citizen |
naturalization | noun | the process by which an immigrant becomes a citizen |
resident | noun | someone who lives in a place for a minimum period of time |
Word/Term | Part of Speech | Definition |
citizen | noun | a legal member of a state and/or country |
common good | noun | beliefs or actions that are seen as a benefit to the larger community rather than individual interests, also known as the public good |
obligation | noun | something a person is required to do |
responsibility | noun | something a person should do |
selective service | noun | a system by which men ages 18 through 25 register with the U.S. government for military service |
Obey laws | Legislatures and chief executives are elected by citizens in a democracy; these legislatures and chief executives are elected to represent citizen interests.Courts interpret whether these laws cohere to the U.S. Constitution.Citizens and non-citizens alike are obligated to obey laws whether they agree with them or not.Citizens and non-citizens who choose not to obey the laws may be prosecuted for their crimes; non-citizens who choose not to obey the laws may also be deported. |
Pay taxes | Taxes support government functions.Legislatures and chief executives enact tax laws the same as they do other laws.The 16th Amendment to the U.S. Constitution allows Congress to impose an income tax.The U.S. Supreme Court may not find income taxes unconstitutional because income taxes are protected by the 16th Amendment. |
Defend the nation | Swear allegiance to support and defend the U.S. Constitution and the laws of the United States against all enemies. |
Selective service | Selective service is a system by which men (both citizens and resident aliens) ages 18 through 25 register with the U.S. government for military service.Selective service is not a draft; however, it is from the names included among those registered for selective service that a person drafted will be selected. |
Serve on juries | The sixth amendment of the U.S. Constitution provides for a trial by jury in most cases as follows: “In all criminal prosecutions, the accused shall enjoy the right to a speedy and public trial, by an impartial jury of the State and district where in the crime shall have been committed…” Citizens who have reached the age of majority may be called upon to serve on juries. |
Voting | Citizens have a responsibility for selecting public officials who will represent their interests in government. |
Attending civic meetings | Civic meetings are ways for citizens to be active participants in their government.Interest groups, political parties, candidates for public office, religious organizations, the media and public officials hold civic meetings in order to inform and learn from the public. |
Petitioning government | The right of individuals to come together with others and collectively express, promote, pursue and defend common interests.This includes the right to assemble in public places, and the right to join an association.Peaceable assembly is also understood as freedom of association.The U.S Supreme Court has upheld laws requiring general permits, as well as prosecutions for illegal demonstrations under certain circumstances. The right of individuals to express themselves must be balanced against the need to maintain public order. People are protected when they bring to the government’s attention their unresolved concerns, provide information to political leaders about unpopular policies and issues, and expose government misconduct.The U.S. Supreme Court has ruled that regulation of assembly may not be used to stifle dissent; unpopular groups may not be prevented from gathering based on the nature of the group’s message. |
Running for office | Running for or being appointed to serve in public office as well as serving in public office |
Word/Term | Part of Speech | Definition |
citizen | noun | a legal member of a state and/or country |
law | noun | a rule established by government or other source of authority to regulate people’s conduct or activities |
rule of law | noun | a concept that those who govern are bound by the laws; no one is above the law |
The forms that the rule of law takes in a democracy
Theterms associated with various aspects of the rule of law may vary based on theorganization or institution using them.Below is a matrix that clarifies potential sources of confusion.
Civics Unit 7mr Volkmar's Course Pages
Term in EOCA Item Specifications | Meaning | Alternative Term/Term used by iCivics |
Accountability to the law | Accountability refers to the processes, norms, and structures that hold the population and public officials legally responsible for their actions and that impose sanctions if they violate the law. Accountability is essential if systemic threats to the rule of law are to be corrected. This involves ensuring there are consequences for criminal behavior; …and horizontal accountability (state institutions overseeing the actions of one another) and vertical accountability (citizens overseeing the actions of the state)...The concentration of power in any one branch, institution, or level of government often leads to abuse of power and corruption that horizontal and vertical accountability mechanisms can help prevent. Adapted from “What is accountability to the law?” available at U.S. Institute of Peace (www.usiop.org) | Checks and balances |
Fair procedures | Procedural fairness includes that decisions will be made on the basis of a set of established rules that are known.For example, if there were no laws about wearing hats in public, it would be unfair for a person who wore hats in public to be punished by the legal system. Adapted from HSC Legal Studies available at the State Library of New South Wales (www.nsw.gov.org) | Procedural fairness |
Decisions based on the law | A person who is affected by a decision made by the legal system has a right to present their views and facts that support that view (evidence) to the decision maker before the decision is made. It also means that a person who is accused of doing something wrong has a right to be told what it is they are said to have done wrong and to be shown the evidence against them so that they can defend themselves against the accusation. Adapted from HSC Legal Studies available at the State Library of New South Wales (www.nsw.gov.org) | Legitimacy |
Consistent application | Equality before the law is the notion that each person should be treated in the same way by the legal system no matter who they are. For example, the legal system must not make a different decision because a person is richer or poorer than another person, or because a person comes from another country. It means that everyone should be able to access the law and the legal system equally. It also means that the law applies equally to everyone. No person is above the law, no matter what position they hold in society. Adapted from HSC Legal Studies available at the State Library of New South Wales (www.nsw.gov.org) | Equal application of the law |
Enforcement of the law | Human security is one of the defining aspects of any rule of law society. Protecting human security, mainly assuring the security of persons and property, is a fundamental function of the state. Not only does violence impose wounds on society, it also prevents the achievement of other aims, such as exercising fundamental human rights, and ensuring access to opportunities and justice. In extreme situations, violence might become the norm if legal rules are not enforced. Under the rule of law, the state must effectively prevent crime and violence of every sort, including political violence and vigilante justice. It encompasses three dimensions: absence of crime; absence of civil conflict, including terrorism and armed conflict; and absence of violence as a socially acceptable means to redress personal grievances. Adapted from “Order and Security” available at the World Justice Project (www.worldjusticeproject.org). | Order and security |
Transparency of institutions | Transparency is what happens in the legal system can be seen and understood by the general public, that courts and tribunals are open to the public, rather than their decisions being made behind closed doors. Adapted from HSC Legal Studies available at the State Library of New South Wales (www.nsw.gov.org) Access to justice is more than improving an individual’s access to courts or guaranteeing legal representation.Access to justice is defined as the ability of people to seek and obtain a remedy through formal or informal institutions of justice for grievances in compliance with human rights standards.There is no access to justice where citizens (especially marginalized groups) fear the system, see it as alien, and do not access it; where the justice system is financially inaccessible; where individuals have no lawyers; where they do not have information or knowledge of rights; or where there is a weak justice system. Adapted from “What is access to justice?” available at U.S. Institute of Peace (www.usiop.org) | Access to justice |
Civics Unit 7mr Volkmar's Course Pages Search