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IB MYP American History: Founding Principles, Civics Literacy
Units 8 - Political Participation
Unit 8 Overview:
Units 8 begins our foray into the world of Political Participation and the responsibilities of a citizen. Informed citizens are at the core of a healthy democracy. This unit concentrates on the political system in the United States and citizens participation in that process.
Election Project
Standards:
CL.C&G.4.6 Critique the extent to which women, indigenous, religious, racial, ability, and identity groups have had access to justice as established in the founding principles of government
CL.C&G.3.2 Compare strategies used by individuals to address discrimination, segregation, disenfranchisement , reconcentration, and other discriminatory practices that have existed in the United States
CL.C&G.3.6 Distinguish the relationship between the media and government in terms of the responsibility to inform the American public
CL.G.1.2 Explain geopolitical and environmental factors which affect civic participation and voting in various regions of the United States
CL.H.1.2 Compare competing narratives of the historical development of the United States and North Carolina in terms of how each depicts race, women, tribes, identity, ability, and religious groups
CL.H.1.3 Interpret historical and current perspectives on the evolution of individual rights in America over time, including women, tribal, racial, religious, identity, and ability
CL.H.1.4 Explain the impact of social movements and reform efforts on governmental change, both current and in the past
CL.H.1.6 Exemplify ways individuals have demonstrated resistance and resilience to inequities, injustice, and discrimination within the American system of government over time
Key Skills:
Researching credible sources to become informed on voting rights
Critical reading skills of grade-level text to discuss court decisions and current issues
Use historical thinking skills (context, sourcing, and corroboration)
Express ideas orally and in writing coherently
Key Knowledge:
Examples of individual and group strategies used to influence elected officials
Guiding and Essential Questions:
To what extent should a government reflect the will of its people?
How are democratic principles demonstrated in the American government?
What is the government’s responsibility to secure freedom, equality, and justice for all?
Compelling Question: How do Americans become informed and attempt to influence the government?
Students will understand that...
The roles of political parties
Voting rights have not always been guaranteed and protected
Voting is not the only means to influencing elected officials
Unit 8 - Vocabulary:
Recall
Referendum
Constituent
Petition
Civil disobedience
Lobbyists
Interest groups
Political action committees (PACs)
Media
Political party
Two-party system
Third party
Census
Reapportionment
Redistricting
Gerrymandering
Incumbent
Primary election
General election
Electoral college
By the end of this Unit 8 students should be able to…
recognize the power of their voice in communicating and influencing government officials through active civic participation
Lesson One: Political Parties
Goal Statement: Students will be able to analyze America’s two-party system in terms of the political and economic views that led to its emergence and the role that political parties play in American politics
Essential Question - What is America's two-party system? What makes up a political party? What are the beliefs of the political parties in America?
Standards
Critique the extent to which women, indigenous, religious, racial, ability and identity groups have had access to justice as established in the founding principles of government (CL.C&G 4.6)
Compare strategies used by individuals to address discrimination, segregation, disenfranchisement and other discriminatory practices that have existed in the United States (CL.C&G.3.2)
Distinguish the relationship between the media and government in terms of the responsibility to inform the American public (CL.C&G.3.6)
Explain geopolitical and environmental factors which affect civic participation and voting in various regions of the United States (CL.G.1.2)
Compare competing narratives of the historical development of the United States and North Carolina in terms of how each depicts race, women, tribes, identity, ability, religious groups (CL.H.1.2)
Interpret historical and current perspectives on the evolution of individual rights in America over time, including women, tribal, racial, religious, identity and ability (CL.H.1.3)
Explain the impact of social movements and reform efforts on government change, both current and in the past (CL.H.1.4)
Exemplify ways individuals have demonstrated resistance and resilience to inequities, injustice and discrimination within the American system of government over time (CL.H.1.6)
Lesson - Students will be lead through direct instruction on the information related to the Political Parties in the United States system.
Slideshow for direct instruction - Political Parties Notes
Student work - As the class is covering the information or after the class has covered the information, students should use the Political Parties Student notes to continue to build their notebook.
This can either be printed or digital
Homework/Asynchronous
Students should review the information covered in the lesson to make sure that they have complete understanding of the topic as it is an important building block for the rest of the unit.
Lesson Two: Political Parties
Goal Statement: After this lesson, you will be able to analyze America’s two-party system in terms of the political and economic views that led to its emergence and the role that political parties play in American politics.
Essential Question - What are your thoughts/beliefs on the issues? Which candidate would you support in the upcoming election? Which political party do your beliefs align with most closely?
Standards
Critique the extent to which women, indigenous, religious, racial, ability and identity groups have had access to justice as established in the founding principles of government (CL.C&G 4.6)
Compare strategies used by individuals to address discrimination, segregation, disenfranchisement and other discriminatory practices that have existed in the United States (CL.C&G.3.2)
Distinguish the relationship between the media and government in terms of the responsibility to inform the American public (CL.C&G.3.6)
Explain geopolitical and environmental factors which affect civic participation and voting in various regions of the United States (CL.G.1.2)
Compare competing narratives of the historical development of the United States and North Carolina in terms of how each depicts race, women, tribes, identity, ability, religious groups (CL.H.1.2)
Interpret historical and current perspectives on the evolution of individual rights in America over time, including women, tribal, racial, religious, identity and ability (CL.H.1.3)
Explain the impact of social movements and reform efforts on government change, both current and in the past (CL.H.1.4)
Exemplify ways individuals have demonstrated resistance and resilience to inequities, injustice and discrimination within the American system of government over time (CL.H.1.6)
Lesson - Students will participate in an online survey to determine which political party their beliefs align with most closely. The class will take the survey online together through zoom in order to be able to ask questions about the issues.
Resource for instruction - https://www.isidewith.com
Student work - As a class, we will be introduced to the isidewith 2020 Presidential Election survey/quiz. Each student will take the quiz while still in our class zoom. The students will be able to ask questions to clarify any of the questions that will be asked of them.
Homework/Asynchronous
Presidential Election Quiz Results Assignment (To Be Handed out)
Lesson Three: The Election
Goal Statement: Students will be able to analyze the election process at the national, state, and local levels in terms of the checks and balances provided by qualifications and procedures for voting.
Essential Questions - How are elections organized? What role to political parties in electing candidates? What are the different types of ballots and elections?
Standards
Critique the extent to which women, indigenous, religious, racial, ability and identity groups have had access to justice as established in the founding principles of government (CL.C&G 4.6)
Compare strategies used by individuals to address discrimination, segregation, disenfranchisement and other discriminatory practices that have existed in the United States (CL.C&G.3.2)
Distinguish the relationship between the media and government in terms of the responsibility to inform the American public (CL.C&G.3.6)
Explain geopolitical and environmental factors which affect civic participation and voting in various regions of the United States (CL.G.1.2)
Compare competing narratives of the historical development of the United States and North Carolina in terms of how each depicts race, women, tribes, identity, ability, religious groups (CL.H.1.2)
Interpret historical and current perspectives on the evolution of individual rights in America over time, including women, tribal, racial, religious, identity and ability (CL.H.1.3)
Explain the impact of social movements and reform efforts on government change, both current and in the past (CL.H.1.4)
Exemplify ways individuals have demonstrated resistance and resilience to inequities, injustice and discrimination within the American system of government over time (CL.H.1.6)
Lesson - Students will be lead through direct instructions on the information related to the Election Process and Political Parties.
Slideshow for direct instruction - Election Process and Political Parties
Student work - As the class is covering the information or after the class has covered the information, students should use the Election Process and Political Parties Student notes to continue to build their notebook.
This can either be printed or digital
Homework/Asynchronous
Student will review their notes from the lesson and finish work on their Presidential Election Quiz Results assignment.
Lesson Four: The Election and Current Events
Goal Statement: Students will be able to analyze the election process at the national, state, and local levels in terms of the checks and balances provided by qualifications and procedures for voting.
Essential Questions - How do elections work? Can we find current event articles that relate to what we have discussed so far in our unit?
Standards
Critique the extent to which women, indigenous, religious, racial, ability and identity groups have had access to justice as established in the founding principles of government (CL.C&G 4.6)
Compare strategies used by individuals to address discrimination, segregation, disenfranchisement and other discriminatory practices that have existed in the United States (CL.C&G.3.2)
Distinguish the relationship between the media and government in terms of the responsibility to inform the American public (CL.C&G.3.6)
Explain geopolitical and environmental factors which affect civic participation and voting in various regions of the United States (CL.G.1.2)
Compare competing narratives of the historical development of the United States and North Carolina in terms of how each depicts race, women, tribes, identity, ability, religious groups (CL.H.1.2)
Interpret historical and current perspectives on the evolution of individual rights in America over time, including women, tribal, racial, religious, identity and ability (CL.H.1.3)
Explain the impact of social movements and reform efforts on government change, both current and in the past (CL.H.1.4)
Exemplify ways individuals have demonstrated resistance and resilience to inequities, injustice and discrimination within the American system of government over time (CL.H.1.6)
Lesson - Students will be lead through direct instruction and complete the information related to the Election Process and Political Parties. Student will also search trusted sources to share articles related to the information we have covered in this Unit. Students will also review the election and voting vocabulary provided by Kids Voting
Slideshow for direct instruction - Election Process and Political Parties (see Lesson #3)
Resource - Elections and Voting Vocabulary
Student work - As a class, we will complete the Election Process and Political Parties notes. The student version of the notes can be found in Lesson #3. Additionally, as part of a discussion, students will be given 5-10 minutes to find an article related to our unit of study and share the information with the class (including - summary of the article, how it relates to the unit of study). Lastly, students will review the Elections and Voting Vocabulary in order to build a knowledge base of the terminology used during this unit.
Homework/Asynchronous
Students will work to update their notebooks (either digital or printed) with the completed Election Process and Political Parties notes.
Lesson Five: Propaganda
Goal Statement: Students will be able to explain ways laws have been influenced by political parties, constituents, interest groups, lobbyists, the media, and public opinion.
Essential Questions - What is propaganda? How is it used? Why is it used?
Standards
Critique the extent to which women, indigenous, religious, racial, ability and identity groups have had access to justice as established in the founding principles of government (CL.C&G 4.6)
Compare strategies used by individuals to address discrimination, segregation, disenfranchisement and other discriminatory practices that have existed in the United States (CL.C&G.3.2)
Distinguish the relationship between the media and government in terms of the responsibility to inform the American public (CL.C&G.3.6)
Explain geopolitical and environmental factors which affect civic participation and voting in various regions of the United States (CL.G.1.2)
Compare competing narratives of the historical development of the United States and North Carolina in terms of how each depicts race, women, tribes, identity, ability, religious groups (CL.H.1.2)
Interpret historical and current perspectives on the evolution of individual rights in America over time, including women, tribal, racial, religious, identity and ability (CL.H.1.3)
Explain the impact of social movements and reform efforts on government change, both current and in the past (CL.H.1.4)
Exemplify ways individuals have demonstrated resistance and resilience to inequities, injustice and discrimination within the American system of government over time (CL.H.1.6)
Lesson - Students will be through direct instruction on the information related to Public Opinion and Propaganda
Slideshow for direct instruction - Public Opinion, Interest Groups and Propaganda
Student work - As the class is covering the information or after the class has covered the information, students should use the Public Opinion, Interest Groups and Propaganda Student
notes to continue to build their notebook
This can either be printed or digital
Homework/Asynchronous
Propaganda Assignment (To Be Handed Out)
Lesson Six: Class Election Project
Goal Statement: Students will use the information gained throughout the study of our unit to design and develop a campaign for a candidate.
Essential Questions - How do you get elected? What does it take to win an election? How much money does it take to win an election?
Standards
Critique the extent to which women, indigenous, religious, racial, ability and identity groups have had access to justice as established in the founding principles of government (CL.C&G 4.6)
Compare strategies used by individuals to address discrimination, segregation, disenfranchisement and other discriminatory practices that have existed in the United States (CL.C&G.3.2)
Distinguish the relationship between the media and government in terms of the responsibility to inform the American public (CL.C&G.3.6)
Explain geopolitical and environmental factors which affect civic participation and voting in various regions of the United States (CL.G.1.2)
Compare competing narratives of the historical development of the United States and North Carolina in terms of how each depicts race, women, tribes, identity, ability, religious groups (CL.H.1.2)
Interpret historical and current perspectives on the evolution of individual rights in America over time, including women, tribal, racial, religious, identity and ability (CL.H.1.3)
Explain the impact of social movements and reform efforts on government change, both current and in the past (CL.H.1.4)
Exemplify ways individuals have demonstrated resistance and resilience to inequities, injustice and discrimination within the American system of government over time (CL.H.1.6)
Lesson - Students will be divided up into groups to begin to design and develop a campaign based around the assignment given in class.
Student work - During class, students will work together to complete the Class Election Project. Students will be expected to do research, communicate expectations, develop a campaign slogan, create a political ad and write a speech. Additionally, each student will be required to keep a log of each day spent on the project indicating what they contributed to the group along with what everyone else contributed to the group.
Homework/Asynchronous
Complete work on your Class Election Project (multiple days).
Due Date (Election Day) - TBD
Review Day
Goal Statement: Students will review for their upcoming final exam
Essential Question: What do I know about Civic Literacy
Lesson - Students will participant in a review of the entire course
We will log on to:
I will provide a game code to the class and we will complete the quiz
Quizizzes that can be used to review for the test
Unit #6
Unit 7 - Public Policy
FINAL EXAM
Student Work - Students will actively review for the upcoming assessment by reviewing their final exam review materials and taking part in a online quiz and asking questions for clarification.
Homework/Asynchronous
Study for your upcoming Final Exam
Schedule for Final Exam Period
Wednesday, January 18th - First Period Exam
Thursday, January 19th - Second Period Exam
Friday, January 20th - Third Period Exam
Monday, January 23rd - Fourth Period Exam
Tuesday, January 24th - Make Up Exam Day
Wednesday, January 25th - Teacher Workday
Thursday, January 26th - Start of Second Semester
Lesson One: Political Parties
Goal Statement: Students will be able to analyze America’s two-party system in terms of the political and economic views that led to its emergence and the role that political parties play in American politics
Essential Question - What is America's two-party system? What makes up a political party? What are the beliefs of the political parties in America?
Standards
Critique the extent to which women, indigenous, religious, racial, ability and identity groups have had access to justice as established in the founding principles of government (CL.C&G 4.6)
Compare strategies used by individuals to address discrimination, segregation, disenfranchisement and other discriminatory practices that have existed in the United States (CL.C&G.3.2)
Distinguish the relationship between the media and government in terms of the responsibility to inform the American public (CL.C&G.3.6)
Explain geopolitical and environmental factors which affect civic participation and voting in various regions of the United States (CL.G.1.2)
Compare competing narratives of the historical development of the United States and North Carolina in terms of how each depicts race, women, tribes, identity, ability, religious groups (CL.H.1.2)
Interpret historical and current perspectives on the evolution of individual rights in America over time, including women, tribal, racial, religious, identity and ability (CL.H.1.3)
Explain the impact of social movements and reform efforts on government change, both current and in the past (CL.H.1.4)
Exemplify ways individuals have demonstrated resistance and resilience to inequities, injustice and discrimination within the American system of government over time (CL.H.1.6)
Lesson - Students will be lead through direct instruction on the information related to the Political Parties in the United States system.
Slideshow for direct instruction - Political Parties Notes
Student work - As the class is covering the information or after the class has covered the information, students should use the Political Parties Student notes to continue to build their notebook.
This can either be printed or digital
Homework/Asynchronous
Students should review the information covered in the lesson to make sure that they have complete understanding of the topic as it is an important building block for the rest of the unit.
Lesson Two: Political Parties
Goal Statement: After this lesson, you will be able to analyze America’s two-party system in terms of the political and economic views that led to its emergence and the role that political parties play in American politics.
Essential Question - What are your thoughts/beliefs on the issues? Which candidate would you support in the upcoming election? Which political party do your beliefs align with most closely?
Standards
Critique the extent to which women, indigenous, religious, racial, ability and identity groups have had access to justice as established in the founding principles of government (CL.C&G 4.6)
Compare strategies used by individuals to address discrimination, segregation, disenfranchisement and other discriminatory practices that have existed in the United States (CL.C&G.3.2)
Distinguish the relationship between the media and government in terms of the responsibility to inform the American public (CL.C&G.3.6)
Explain geopolitical and environmental factors which affect civic participation and voting in various regions of the United States (CL.G.1.2)
Compare competing narratives of the historical development of the United States and North Carolina in terms of how each depicts race, women, tribes, identity, ability, religious groups (CL.H.1.2)
Interpret historical and current perspectives on the evolution of individual rights in America over time, including women, tribal, racial, religious, identity and ability (CL.H.1.3)
Explain the impact of social movements and reform efforts on government change, both current and in the past (CL.H.1.4)
Exemplify ways individuals have demonstrated resistance and resilience to inequities, injustice and discrimination within the American system of government over time (CL.H.1.6)
Lesson - Students will participate in an online survey to determine which political party their beliefs align with most closely. The class will take the survey online together through zoom in order to be able to ask questions about the issues.
Resource for instruction - https://www.isidewith.com
Student work - As a class, we will be introduced to the isidewith 2020 Presidential Election survey/quiz. Each student will take the quiz while still in our class zoom. The students will be able to ask questions to clarify any of the questions that will be asked of them.
Homework/Asynchronous
Presidential Election Quiz Results Assignment (To Be Handed out)
Lesson Three: The Election
Goal Statement: Students will be able to analyze the election process at the national, state, and local levels in terms of the checks and balances provided by qualifications and procedures for voting.
Essential Questions - How are elections organized? What role to political parties in electing candidates? What are the different types of ballots and elections?
Standards
Critique the extent to which women, indigenous, religious, racial, ability and identity groups have had access to justice as established in the founding principles of government (CL.C&G 4.6)
Compare strategies used by individuals to address discrimination, segregation, disenfranchisement and other discriminatory practices that have existed in the United States (CL.C&G.3.2)
Distinguish the relationship between the media and government in terms of the responsibility to inform the American public (CL.C&G.3.6)
Explain geopolitical and environmental factors which affect civic participation and voting in various regions of the United States (CL.G.1.2)
Compare competing narratives of the historical development of the United States and North Carolina in terms of how each depicts race, women, tribes, identity, ability, religious groups (CL.H.1.2)
Interpret historical and current perspectives on the evolution of individual rights in America over time, including women, tribal, racial, religious, identity and ability (CL.H.1.3)
Explain the impact of social movements and reform efforts on government change, both current and in the past (CL.H.1.4)
Exemplify ways individuals have demonstrated resistance and resilience to inequities, injustice and discrimination within the American system of government over time (CL.H.1.6)
Lesson - Students will be lead through direct instructions on the information related to the Election Process and Political Parties.
Slideshow for direct instruction - Election Process and Political Parties
Student work - As the class is covering the information or after the class has covered the information, students should use the Election Process and Political Parties Student notes to continue to build their notebook.
This can either be printed or digital
Homework/Asynchronous
Student will review their notes from the lesson and finish work on their Presidential Election Quiz Results assignment.
Lesson Four: The Election and Current Events
Goal Statement: Students will be able to analyze the election process at the national, state, and local levels in terms of the checks and balances provided by qualifications and procedures for voting.
Essential Questions - How do elections work? Can we find current event articles that relate to what we have discussed so far in our unit?
Standards
Critique the extent to which women, indigenous, religious, racial, ability and identity groups have had access to justice as established in the founding principles of government (CL.C&G 4.6)
Compare strategies used by individuals to address discrimination, segregation, disenfranchisement and other discriminatory practices that have existed in the United States (CL.C&G.3.2)
Distinguish the relationship between the media and government in terms of the responsibility to inform the American public (CL.C&G.3.6)
Explain geopolitical and environmental factors which affect civic participation and voting in various regions of the United States (CL.G.1.2)
Compare competing narratives of the historical development of the United States and North Carolina in terms of how each depicts race, women, tribes, identity, ability, religious groups (CL.H.1.2)
Interpret historical and current perspectives on the evolution of individual rights in America over time, including women, tribal, racial, religious, identity and ability (CL.H.1.3)
Explain the impact of social movements and reform efforts on government change, both current and in the past (CL.H.1.4)
Exemplify ways individuals have demonstrated resistance and resilience to inequities, injustice and discrimination within the American system of government over time (CL.H.1.6)
Lesson - Students will be lead through direct instruction and complete the information related to the Election Process and Political Parties. Student will also search trusted sources to share articles related to the information we have covered in this Unit. Students will also review the election and voting vocabulary provided by Kids Voting
Slideshow for direct instruction - Election Process and Political Parties (see Lesson #3)
Resource - Elections and Voting Vocabulary
Student work - As a class, we will complete the Election Process and Political Parties notes. The student version of the notes can be found in Lesson #3. Additionally, as part of a discussion, students will be given 5-10 minutes to find an article related to our unit of study and share the information with the class (including - summary of the article, how it relates to the unit of study). Lastly, students will review the Elections and Voting Vocabulary in order to build a knowledge base of the terminology used during this unit.
Homework/Asynchronous
Students will work to update their notebooks (either digital or printed) with the completed Election Process and Political Parties notes.
Lesson Five: Propaganda
Goal Statement: Students will be able to explain ways laws have been influenced by political parties, constituents, interest groups, lobbyists, the media, and public opinion.
Essential Questions - What is propaganda? How is it used? Why is it used?
Standards
Critique the extent to which women, indigenous, religious, racial, ability and identity groups have had access to justice as established in the founding principles of government (CL.C&G 4.6)
Compare strategies used by individuals to address discrimination, segregation, disenfranchisement and other discriminatory practices that have existed in the United States (CL.C&G.3.2)
Distinguish the relationship between the media and government in terms of the responsibility to inform the American public (CL.C&G.3.6)
Explain geopolitical and environmental factors which affect civic participation and voting in various regions of the United States (CL.G.1.2)
Compare competing narratives of the historical development of the United States and North Carolina in terms of how each depicts race, women, tribes, identity, ability, religious groups (CL.H.1.2)
Interpret historical and current perspectives on the evolution of individual rights in America over time, including women, tribal, racial, religious, identity and ability (CL.H.1.3)
Explain the impact of social movements and reform efforts on government change, both current and in the past (CL.H.1.4)
Exemplify ways individuals have demonstrated resistance and resilience to inequities, injustice and discrimination within the American system of government over time (CL.H.1.6)
Lesson - Students will be through direct instruction on the information related to Public Opinion and Propaganda
Slideshow for direct instruction - Public Opinion, Interest Groups and Propaganda
Student work - As the class is covering the information or after the class has covered the information, students should use the Public Opinion, Interest Groups and Propaganda Student
notes to continue to build their notebook
This can either be printed or digital
Homework/Asynchronous
Propaganda Assignment (To Be Handed Out)
Lesson Six: Class Election Project
Goal Statement: Students will use the information gained throughout the study of our unit to design and develop a campaign for a candidate.
Essential Questions - How do you get elected? What does it take to win an election? How much money does it take to win an election?
Standards
Critique the extent to which women, indigenous, religious, racial, ability and identity groups have had access to justice as established in the founding principles of government (CL.C&G 4.6)
Compare strategies used by individuals to address discrimination, segregation, disenfranchisement and other discriminatory practices that have existed in the United States (CL.C&G.3.2)
Distinguish the relationship between the media and government in terms of the responsibility to inform the American public (CL.C&G.3.6)
Explain geopolitical and environmental factors which affect civic participation and voting in various regions of the United States (CL.G.1.2)
Compare competing narratives of the historical development of the United States and North Carolina in terms of how each depicts race, women, tribes, identity, ability, religious groups (CL.H.1.2)
Interpret historical and current perspectives on the evolution of individual rights in America over time, including women, tribal, racial, religious, identity and ability (CL.H.1.3)
Explain the impact of social movements and reform efforts on government change, both current and in the past (CL.H.1.4)
Exemplify ways individuals have demonstrated resistance and resilience to inequities, injustice and discrimination within the American system of government over time (CL.H.1.6)
Lesson - Students will be divided up into groups to begin to design and develop a campaign based around the assignment given in class.
Student work - During class, students will work together to complete the Class Election Project. Students will be expected to do research, communicate expectations, develop a campaign slogan, create a political ad and write a speech. Additionally, each student will be required to keep a log of each day spent on the project indicating what they contributed to the group along with what everyone else contributed to the group.
Homework/Asynchronous
Complete work on your Class Election Project (multiple days).
Due Date (Election Day) - TBD
Review Day
Goal Statement: Students will review for their upcoming final exam
Essential Question: What do I know about Civic Literacy
Lesson - Students will participant in a review of the entire course
We will log on to:
I will provide a game code to the class and we will complete the quiz
Quizizzes that can be used to review for the test
Unit #6
Unit 7 - Public Policy
FINAL EXAM
Student Work - Students will actively review for the upcoming assessment by reviewing their final exam review materials and taking part in a online quiz and asking questions for clarification.
Homework/Asynchronous
Study for your upcoming Final Exam
Schedule for Final Exam Period
Wednesday, January 18th - First Period Exam
Thursday, January 19th - Second Period Exam
Friday, January 20th - Third Period Exam
Monday, January 23rd - Fourth Period Exam
Tuesday, January 24th - Make Up Exam Day
Wednesday, January 25th - Teacher Workday
Thursday, January 26th - Start of Second Semester
Fall Semester 2019-2020
World Warm Up!
Unit 7 & 8 - Money Makes the World Go Around! ... coming to an end.
1st Block:
2nd Block:
Unit 7 - Who wants to be a Millionaire?!
Intro to Unit 7 & the Personal Economic Project
Objectives and Essential Questions:
What are the differences between expenses and costs?
What is the Uncle Jody Rule?
How do you create a budget?
Homework & Reminders:
Make sure you check UNIT 7 & 8 for our Daily Agendas
DUE: Thursday December 19, 2019: Fiscal and Monetary Policy Worksheet or notes.
Homework:
Keep up with all news, especially economic news.
Announcements:
IB Global Studies is on for next year. Remember to tell your friends! Spread the word!
Civitas Club! .
Contact info:
Remind - @mphsci to 81010
Website -mphscivitas.weebly.com
Agenda:
World Warm Up!
Fiscal & Monetary Policy Due
Unit 9 - Who Wants to be a Millionaire?!
Review for Econ Test!
Objectives and Essential Questions:
How does finance effect your personal budget?
What are the differences between expenses and costs?
What is the Uncle Jody Rule?
How do you create a budget?
Homework & Reminders:
Make sure you check UNIT 9 for our Daily Agendas
DUE: Thursday December 19, 2019: Fiscal and Monetary Policy Worksheet or notes.
Homework:
Keep up with all news, especially economic news.
Announcements:
IB Global Studies is on for next year. Remember to tell your friends! Spread the word!
Civitas Club! .
Contact info:
Remind - @mphsci to 81010
Website -mphscivitas.weebly.com
Agenda:
Economics Unit Test
Objectives and Essential Questions:
Do well on the test
What do I need to know to suceed on the test?
Homework & Reminders:
Make sure you check UNIT 9 for our Daily Agendas
DUE: Thursday December 19, 2019: Fiscal and Monetary Policy Worksheet or notes.
Homework:
Keep up with all news, especially economic news.
Announcements:
IB Global Studies is on for next year. Remember to tell your friends! Spread the word!
Civitas Club! .
Contact info:
Remind - @mphsci to 81010
Website -mphscivitas.weebly.com
Agenda:
World Warm Up!
Objectives and Essential Questions:
What is going on in the world and how does that impact me?
What are the differences between expenses and costs?
What is the Uncle Jody Rule?
How do you create a budget
Homework & Reminders:
Make sure you check UNIT 9 for our Daily Agendas
DUE: Thursday December 19, 2019: Fiscal and Monetary Policy Worksheet or notes.
Homework:
Keep up with all news, especially economic news.
Announcements:
IB Global Studies is on for next year. Remember to tell your friends! Spread the word!
Civitas Club! .
Contact info:
Remind - @mphsci to 81010
Website -mphscivitas.weebly.com
Agenda:
World Warm Up!
Everfi
Objectives and Essential Questions:
What is going on in the world and how does that impact me?
What are the differences between expenses and costs?
What is the Uncle Jody Rule?
How do you create a budget?
Homework & Reminders:
Make sure you check UNIT 9 for our Daily Agendas
DUE: Thursday December 19, 2019: Fiscal and Monetary Policy Worksheet or notes.
Homework:
Keep up with all news, especially economic news.
Announcements:
IB Global Studies is on for next year. Remember to tell your friends! Spread the word!
Civitas Club! .
Contact info:
Remind - @mphsci to 81010
Website -mphscivitas.weebly.com
Agenda:
World Warm Up!
Everfi reminder
Turn in Study Sheet
Re-take Economics Short Answer
Objectives and Essential Questions:
What is going on in the world and how does that impact me?
What are the differences between expenses and costs?
What is the Uncle Jody Rule?
How do you create a budget?
How much do you need to make to survive?
Homework & Reminders:
Make sure you check UNIT 9 for our Daily Agendas
Homework:
Keep up with all news, especially economic news.
Announcements:
Civitas Club meeting next week on Wednesday January 15th, 2020 in the small cafeteria
IB Global Studies is on for next year. Remember to tell your friends! Spread the word!
Civitas Club...
Contact info:
Remind - @mphsci to 81010
Website -mphscivitas.weebly.com
Agenda:
World Warm Up!
Everfi reminder
Turn in Study Sheet
Re-take Economics Short Answer
Objectives and Essential Questions:
What is going on in the world and how does that impact me?
What are the differences between expenses and costs?
What is the Uncle Jody Rule?
How do you create a budget?
How much do you need to make to survive?
Homework & Reminders:
Make sure you check UNIT 9 for our Daily Agendas
Homework:
Keep up with all news, especially economic news.
Announcements:
Civitas Club meeting next week on Wednesday January 15th, 2020 in the small cafeteria
IB Global Studies is on for next year. Remember to tell your friends! Spread the word!
Civitas Club...
Contact info:
Remind - @mphsci to 81010
Website -mphscivitas.weebly.com
Agenda:
World Warm Up!
Everfi reminder
Turn in Study Sheet
Re-take Economics Short Answer - Last chance!
Objectives and Essential Questions:
What is going on in the world and how does that impact me?
What are the differences between expenses and costs?
What is the Uncle Jody Rule?
How do you create a budget?
How much do you need to make to survive?
Homework & Reminders:
Make sure you check UNIT 9 for our Daily Agendas
Homework:
Keep up with all news, especially economic news.
Finish your Personal Economic Project
Announcements:
Civitas Club meeting next week on Wednesday January 15th, 2020 in the small cafeteria
IB Global Studies is on for next year. Remember to tell your friends! Spread the word!
Civitas Club...
Contact info:
Remind - @mphsci to 81010
Website -mphscivitas.weebly.com
Spring Semester 2018-2019
Wednesday May 22, 2019 - Money Makes the World Go Around'
Agenda:
Unit 7 - Who wants to be a Millionaire?!
Intro to Unit 7 & the Personal Economic Project
Objectives and Essential Questions:
What are the differences between expenses and costs?
What is the Uncle Jody Rule?
How do you create a budget?
Reminders:
TBD
Homework:
Start working on the Personal Finance Project
Due: Thursday May 30, 2019 - The Personal Finance Project
Announcements:
Thursday May 23, 2019 - Money Makes the World Go Around'
Agenda:
Unit 7 - Who Wants to be a Millionaire!
Work on the Personal Economic Project !
Objectives and Essential Questions:
Gain a fundamental understanding of personal finance.
What are the fundamentals of the United States' stock market?
What types of economic choices must individuals make on a daily basis?
Reminders:
TBD
Homework:
Work on your project
Due: Personal Budget Project due May 30, 2019
Announcements: Remember to check Unit 7 for our daily logs.
Friday May 24, 2019 - Money Makes the World Go Around'
Agenda:
Unit 7 - Who Wants to be a Millionaire!
Investing...
Work on the Personal Economic Project !
Objectives and Essential Questions:
Gain a fundamental understanding of personal finance.
What do I need to do to retire in the style that I have become accustom to living?
What types of economic choices must individuals make on a daily basis?
Reminders:
TBD
Homework:
Work on your project
Due: Personal Budget Project due May 30, 2019
Announcements: Remember to check Unit 7 for our daily logs.
Monday May 27, 2019
Memorial Day! Please take a moment and remember those that gave their "last full measure" for you and your country. Indeed, Freedom is not Free!
Tuesday May 28, 2019 - Money Makes the World Go Around'
Agenda:
Unit 7 - Who Wants to be a Millionaire!
Work on the Personal Economic Project !
Objectives and Essential Questions:
Gain a fundamental understanding of personal finance.
What impact does Credit, and Credit Cards have on my economic life?
What do I need to do to retire in the style that I have become accustom to living?
What types of economic choices must individuals make on a daily basis?
Reminders:
Remember to always come to class with your fully charged Chromebook. In addition, Final Exams are coming... that means you absolutely have to have your Chromebook (Fully Charged!) for the final exam. You will turn in your Chromebook at the end of the day Homeroofollowing your last final exam.
Homework:
Work on your project
Due: Personal Budget Project due May 30, 2019
Announcements: Remember to check Unit 7 for our daily logs.
Wednesday May 29, 2019 - Money Makes the World Go Around'
Agenda:
Unit 7 - Who Wants to be a Millionaire!
Final Exam Review
You asked for it, here it is... Review Material for the final!
Good luck!
C&E ... Another Final Review
C&E ... and yet Another Final Review II
Objectives:
Prepare for the exam and
Finish the Project
Gain a fundamental understanding of personal finance.
Essential Questions:
What impact does Credit, and Credit Cards have on my economic life?
What do I need to do to retire in the style that I have become accustom to living?
What types of economic choices must individuals make on a daily basis?
What do I need to know for the final exam?
What can I do to prepare for the exam?
Reminders:
Remember to always come to class with your fully charged Chromebook. In addition, Final Exams are coming... that means you absolutely have to have your Chromebook (Fully Charged!) for the final exam. You will turn in your Chromebook at the end of the day Homeroofollowing your last final exam.
Homework:
Work on your project
Prepare for the final exam!
Due: Personal Budget Project due May 30, 2019
Announcements: Remember to check Unit 7 for our daily logs.