Transcript Social Studies - Dion J. Dubois, Ed.

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