1. How is the power divided between the three branches of government? Make a three column chart, label each column with three branches, identify the differences between each branch, and discuss the way the branches function.
2. Distribute copies of the teaching activity “Outlining the Constitution” (pages 26-27 of The Constitution: Past, Present, and Future) for students to complete individually. This activity helps students to outline the main points, powers, and duties listed in the U.S. Constitution. After completing this activity, discuss (and review) the main points with students. Then, using class discussion, answer the following questions:
Would it be constitutional if the Governor of the State of Michigan decided to make a trade agreement with the Prime Minister of Canada? Why or why not?
Could the President decide to send U.S. troops abroad during peacetime? Why (specifically), or why not?
Can a person be imprisoned without just cause (habeas corpus)? Why or why not?
What makes the Constitution the supreme law of the land?
8-14 Demonstrate American government and world affairs
to Reconstruction.
Grade Level Benchmark:
1. Describe means used by the United States to resolve
international conflicts. (III.5.MS.2)
Learning Activity(s)/Facts/Information
1. Identify ways to resolve conflict, i.e., ignore conflict, war, embargos, appeasement, negotiations, mediation, treaties, international tribunal (U.N.), world court, and economic pressure.
2. Identify ways in which the United States resolved conflicts in the world.
3. Given a current conflict between two nations of the world, describe means the United States could use to resolve the conflict.
4. Use current events and compare to past conflicts. Have students come up with different ways those conflicts could have been handled. Where would we be today?
Resources
Internet
Text
Newspapers
New Vocabulary: Conflict, embargos, appeasement, negotiate, mediate, treaties
8-15 Gather individual and household choices of United
States history to Reconstruction.
Grade Level Benchmark:
1. Use economic reasoning when comparing price, quality,
and features of goods and services. (IV.1.MS.1)
Learning Activity(s)/Facts/Information
Students need to assess the information that they receive everyday. In order to make intelligent and well reasoned choices they must have the skills to obtain, compare, and analyze this information. By developing economic reasoning skills and applying economic knowledge students will be able to make effective choices in the global market of today and tomorrow. The economically literate citizen is an effective participant in this market place.
1. Using pizza (or any other product), have students give examples of price and non-price competition. First have them brainstorm all the types and brands of pizza available in their area. List these on the board and devise categories for them such as “best tasting”, “best value”, “best looking”, etc. Have the students research the price for the various pizzas. Finally have them make a chart of ten pizzas comparing them for price, taste, attractiveness and value. Tabulate the results of their charts and announce the winning pizza. An actual taste test would also be a fun culminating activity.
Resources
New Vocabulary: Economic reasoning, price, quality goods, services
Social Studies
Activity Worksheet
GRADE LEVEL:
Eighth
Course Title:
U.S. History to Reconstruction
Strand:
IV. Economics
Topic:
Individual and Household Choices
Grade Level Standard:
8-15 Gather individual and household choices of United
States history to Reconstruction.
Grade Level Benchmark:
2. Evaluate employment and career opportunities in light of
Economic trends. (IV.1.MS.2)
Learning Activity(s)/Facts/Information
1. Discuss the effects of globalization on employment and career opportunities in the United States.
2. Given an economic trend, students will evaluate employment and career opportunities in the global market.
Resources
New Vocabulary: Employment, career, economic trends, globalization, global market
Social Studies
Activity Worksheet
GRADE LEVEL:
Eighth
Course Title:
U.S. History to Reconstruction
Strand:
IV. Economics
Topic:
Individual and Household Choices
Grade Level Standard:
8-15 Gather individual and household choices of United
States history to Reconstruction.
Grade Level Benchmark:
3. Analyze the reliability of information when making
economic decisions. (IV.1.MS.3)
Learning Activity(s)/Facts/Information
1. Analyze advertisement materials.
2. Discuss advertisement materials to distinguish fact from fiction by using the following reliability factors:
Who wrote the materials?
Why did they write the material?
What actions did they expect from the writing?
What evidence did they provide?
3. Given two advertisements, the students will judge which is more reliable by analyzing the information based on the reliability factor.
Resources
New Vocabulary: Reliability, advertisement, fiction
Social Studies
Activity Worksheet
GRADE LEVEL:
Eighth
Course Title:
U.S. History to Reconstruction
Strand:
IV. Economics
Topic:
Business Choices
Grade Level Standard:
8-16 Explain how businesses in the United States confront
scarcity.
Grade Level Benchmark:
1. Using a real example, describe how business practices
profit, and a willingness to take risks, enabled an entrepreneur to operate.
(IV.2.MS.1)
Learning Activity(s)/Facts/Information
1. Discuss how entrepreneurs take risks to make a profit.
2. Discuss how entrepreneurs use Business Practices to ensure the success of their company.
3. Given a real business, students will describe how the business practice used and a willingness to take risks contributed to the profit of the company.
Resources
Internet
Textbook
New Vocabulary: Business practices, profit, risk, entrepreneurs
Social Studies
Activity Worksheet
GRADE LEVEL:
Eighth
Course Title:
U.S. History to Reconstruction
Strand:
IV. Economics
Topic:
Business Choices
Grade Level Standard:
8-16 Explain how businesses in the United States confront
