Social Studies for Georgia Schools Secondary Program Georgia Department of Education Georgia Department of Education, 1983 Foreword Social Studies for Georgia Schools: Secondary Program has been published by the Georgia Department of Education to assist local curriculum developers as they plan secondary social studies programs. Social studies programs should help students acquire the knowledge, skills and attitudes they will need to participate and function effectively as citizens in a democratic society. This guide is designed to assist local systems to develop programs that will meet the broad goals of an effective social studies program and also the requirements of the state's competency education program. The Georgia Department of Education thanks the many individuals throughout the state who assisted in writing, reviewing and refining this document. We hope it will be a useful and valuable tool to administrators and teachers as they plan quality programs for Georgia students. Charles McDaniel State Superintendent of Schools 1 Acknowledgments The office of Instructional Services is grateful for the time, effort and expertise of all the many people who assisted in developing this guide. These people represent all areas of the state and include classroom teachers and social studies specialists, a curriculum director, a principal and university personnel. To the educators who were involved in this process the Georgia Department of Education extends its appreciation. Advisory Committee Earl Bagley, Columbus College, Columbus Sylvia Gay, Wayne County Schools, Waynesboro Mary Nell Hiers, Harris County Schools, Pine Mountain Fannie P. Jenkins, Chatham County Schools, Savannah Jeanette Kirby, Muscogee County Schools, Columbus La Doris Leavell, Muscogee County Schools, Columbus Blanche J. Lindsay, Elbert County Schools, Elberton Jeannette B. Moon, Atlanta City Schools, Atlanta Helen W. Richardson, Fulton County Schools, Altanta Donald O. Schneider, University of Georgia, Athens Alfredo Stokes, Dougherty County Schools, Albany Lennie Wardlow, Chattahoochee-Flint Education Services Agency, Americus Betty Whisnant, Harris County Schools, Hamilton Harry D. Woodson, Stephens County Schools, Toccoa Writers Beverly Armento, Georgia State University, Atlanta Suzanne Eddinger, Gwinnett County Schools, Snellville Ralph Hogan, Upson County Schools, Thomaston Jeannette B. Moon, Altanta City Schools, Atlanta Helen W. Richardson, Fulton County Schools, Atlanta Marsha Scheppler, Graduate Student, University of Georgia, Athens Donald O. Schneider, University of Georiga, Athens William Tinkler, Graduate Student, University of Georgia, Athens Contributors Mary Hepburn, University of Georgia, Athens Phil Holland, Dekalb County Schools, Decatur Quida Dickey, Berry College, Mt. Berry Charles Boardman, Georgia State University, Atlanta Bill Rushing, Georgia State University Wanda Daniel, Fulton County Schools, Atlanta 3 Georgia Department of Education Staff Elizabeth B. Creech, Consultant, Student Assessment Gwendolyn N. Hutcheson, Coordinator, Secondary Education (Social Studies) Nannette N. McGee, Consultant, Elementary Education (Social Studies) A large number of educators reviewed and gave feedback to the writers throughout this development process. We are also grateful to this group for their contributions. 4 Introduction Social Studies for Georgia Schools: Secondary Program is intended to assist local school systems in developing their instructional programs in social studies and insure that students will have the opportunity to acquire the knowledge, skills and attitudes needed to assume the responsibilities and rights of citizenship. The Georgia curriculum is based on the concepts and methodologies of the social sciences. The following elements are addressed in this guide. Components and goal objectives which local school systems can use to develop a planned program for social studies. These are based on the concepts and methodologies of the social sciences. A comprehensive skills program is included and related to the Essential Skills for Georgia Schools. Exemplary units written by teachers are included to show how all these components can be brought together in the classroom. Emphasis is on involving students in many activities using a variety of resources. Course examples are related to the concepts of the disciplines, performance objectives, indicators and activities, and to Georgia Board of Education High School Graduation Policy IHF and to BST (Basic Skills Tests Objectives for the 10th grade testing program). The program expands and enriches the knowledge of and appreciation for one's own heritage and the social, political, cultural and economic structures of other nations so that students may understand and more readily accept responsibilities in their own society and in the community of nations. Lucille G. Jordan Associate State Superintendent Office of Instructional Services R. Scott Bradshaw, Director Division of Curriculum Services 5 Contents Social Studies Program I. The Social Studies - A Definition II. Curriculum Components for Social Studies Education III. Secondary Program: Social Studies Strands IV. Sample Course Guides A. Economics/Business/Free Enterprise B. United States History and Government C. Citizenship Education 7 9 25 27 28 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39 51 Social Studies Instruction V. Planning for Secondary Curriculum Development 81 VI. Suggested Strategies for Effective Teaching and Learning 85 VII. Measuring Student Performance 88 Appendices 1. General Objectives for Social Studies 2. General Objectives for Social Studies Skills 3. Checklists A. Sample Program Evaluation Forms B. Textbook Evaluation Criteria C. Supplementary Materials Evaluation 4. Bibliography 97 103 III 1I5 . . . . . . . . . . . . . . . . . . . . . . . 1I7 1I9 6 The Social Studies - A Definition Social Studies is the study of the variety of human relationships - social, political, economic, cultural and environmental, both in the past and the present. It therefore is concerned with instructional programs that are designed to assist learners to understand, analyze, evaluate and act upon relationships of human beings to the world in which they live, relationships of human beings to other human beings and relationships of human beings to themselves. The social studies classroom should provide an environment in which learners can inquire into questions dealing with social behavior. An atmo- sphere should prevail in which the search for truth assumes primary importance. In the social studies classroom, learners and teachers are concerned with ideas, skills, values and action. A sound social studies program should include the development of meaningful, objective knowledge and useful skills. A commitment to the value of human dignity unites the study of the social world. This value implies that students and teachers alike develop a positive sense of worth for themselves and for others who are different. A democratic society depends upon an informed and active citizenry sensitive to social issues and willing and able to engage in reflective decisionmaking. To these ends, social education strives. 7 Curriculum Components for Social Studies Education The social studies curriculum in Georgia's schools assumes that all students should be fully educated to help them function effectively in a democratic society. An effective citizen in democracy is a thinking individual who understands democratic ideas. and has knowledge. attitudes and skills necessary to assume responsibilities and rights of citizenship. The social studies curriculum should enrich and expand students' conceptual patterns about the world and provide continuity for the development of these concepts. A curriculum plan should be developed which deals with situations from life and draws on the appropriate knowledge of the social sciences to provide the needed understandings. Georgia's social studies curriculum is based on the concepts and methodologies of history. geography. political science, economics and behavioral sciences (anthropology. sociology and psychology). In addition. knowledge from the natural sciences and humanities is used when it bears on social problems. Below are given short definitions of the four major curriculum components of social studies followed by a breakdown of the goals teachers should work toward while involved in these components. Knowledge The knowledge component will enable students to have at their command selected basic concepts, facts and generalizations from the different social sciences. Values and Attitudes The values component will help students develop constructive values and attitudes about people. situations, ideas. institutions and other phenomena. In addition the development of valuing processes and skills useful for analyzing personal and social value is a part of this component. Skills This component will help students gain basic skills for obtaining and processing knowledge. for working with others. interpreting maps and globes and understanding time and chronology. A major part of this component is the development of higher level thought processes such as analysis. application. synthesis and evaluation. Social Participation The social participation component will help students gain the desire, confidence and skills necessary for participation in socio-civic affairs. Such participation should be based upon reasoned commitments to fundamental values such as justice. dignity and worth for all individuals. Goals Knowledge The social studies curriculum should draw from and emphasize current value concepts, principles and themes representative of peoples' knowledge, experiences, culture and benefits. This program should include the following. Draw upon all the social sciences as history, geography, political science, economics and the behavioral sciences Develop an understanding of the interaction and relationships among the individuals, ideas, societies and nations, past and present Represent some balance between the immediate social environment of students and the larger social world; among local, national and world affairs; among past, present and possible future directions; and among Western and non-Western cultures Use knowledge from the natural sciences and humanities, as needed, to aid in the full analysis of topics Values and Attitudes People having like values are the foundations of social institutions, since their values have consequences for action. Since all social issues involve choices, students must have a full knowledge of issues and must also be equipped with valuing skills to understand, analyze and evaluate these social issues and to engage in social action. The program experiences should include the following. Foster a reasoned commitment to the values that sustain a democratic society Develop an understanding that there are many alternative sets of values rooted in experience and legitimate in terms of culture Aid the growth of positive self-concepts and self-direction skills Develop respect for and appreciation of the worth and dignity of each individual Encourage a commitment to the process of learning as a lifelong activity and to the value of reflective thinking Enhance the development of valuing skills and processes Skills A social studies curriculum should provide a graduated vertical sequence of experiences in skills areas and a horizontal component providing for effective integration of the learner's experiences in the practice of these skills. The program should include the following. Provide for the development and application of problem-solving skills Provide for the consistent application of a full range of thinking and value skills Provide for the consistent development and practice of communicative arts skills pertinent to researching, organizing and processing data from a variety of sources and depicted in a variety of forms Provide for the development and refinement of effective reading and writing skills in the Social Studies content area Provide for development of map, globe, chart and graph skills in the context of all social science disciplines Social Participation Social participation in a democracy calls for individual behavior guided by human dignity and rationality. In addition, this behavior is based on a commitment to making choices in the context of concern for the society as a whole. The program experiences should include the following. Develop understanding of the roles of individuals in the decision-making processes Develop knowledge of current public issues and skills for the full analysis of such issues Develop effective use of techniques of social action (e.g., how to influence political leaders, generate community interest in crucial social problems and marshal support for desirable social objectives) Develop a sense of community and seek to maintain and improve the community in all of its ramifications (social, cultural, political, economic and psychological) and at all levels (informal groupings, neighborhoods, local communities, regions, nations and global areas). 10 Knowledge The importance of knowledge acquisition as one of the four broad goals of social studies instruction is apparent in the majority of daily classroom activities. The broad function of knowledge is to provide the reservoir of data, ideas, concepts, generalizations and explanations which in combination with thinking, valuing and social participation can be used by the student to function rationally and humanely in our society. A need for students to understand themselves and the world around them has increased tremendously during the past 25 years as a knowledge explosion has increased the complexities of life and brought new challenges. This new knowledge discovered by scholars during the past 25 years exceeds all discoveries made previously. Many of the new discoveries give students a broader knowledge of the world than before. Television, for instance, exposes students to violence, crime and war in a more forceful and intensive way than any other communication medium in history. Atomic energy has become a reality and the possibilities for effective use of other forms of energy are now being explored. Humans have been able to leave earth and set foot on the moon. Sophisticated equipment has given us new knowledge of the distant planets of Mars and Venus. Machines which were once operated by human hands are now run by other machines. Helping students to gain the knowledge, skills and attitudes for coping with their complex world is one of the nation's most urgent priorities. This section will focus upon those major components of knowledge around which social studies instruction should be organized. Components are facts. concepts. generalizations and explanations. An understanding of each of these components is necessary if students are to have an effective knowledge base for functioning in our society. 11 Facts There can be no education without facts. Facts are important, for they provide the evidence on which to build concepts and to support generalizations, and they promote precision in thinking. However, facts are not improtant just for the sake of learning facts. With the movement away from survey courses and less emphasis on coverage of facts, the educator is faced with an additional responsibility. The teacher must choose which facts will be taught. The need to make a selection of facts requires that an educator have a criteria for selection which is related to a specific objective. If the objective is to build a certain concept or generalization, only those facts relative to both the concept and the readiness of the pupil should be used. Facts are testable claims. The location of places, dates and events, activities of people, artifacts of past human activities, statements of rules, a physical description of something are facts or the bases for factual claims. Examples of Fact Statements Atlanta is the capital of Georgia. The United States produces less oil than it needs to meet domestic demand. (1970) Fewer than five percent of the people in the United States are engaged in farming as their major occupation. Facts need to be distinguished from opinion or statements involving value claims in which judgments of worth, right, wrong or aesthetic quality are expressed. Specific facts may be combined to form fact summaries that enable students to move toward conceptualizing, generalizing and explaining. Examples of Opinion Statements The Ford is a good automobile. Junk foods are bad for your health. The island inhabitants are a handsome people. Example of a Fact Summary Fact Statement In 1970 Georgia farmers produced approximately $2 million worth of products. Fact Statement During the same year manufacturing accounted for $20 million worth of goods. Fact Summary In 1970 manufacturing accounted for 10 times as much income to Georgia as did farming. 12 Concepts A concept is an idea represented by a word or term that stands for a class or group of things. It includes all the characteristics associated with that class or group of things. For example, the concept family includes all the characteristics that families have in common. A person's concept of something is built up from a variety of experiences. A young child's concept of family may be limited to the immediate group of people in the home. As the child grows older, the concept of family becomes more sophisticated as there is exposure to other family groups, pictures and stories of families until family includes the notion of a wide variety of units in terms of ethnic background, size and function. Concepts are the basic building blocks of all knowledge. Concept development is a fundamental part of the learning process. Students need a variety of experiences - both inside and outside of the classroom - that will help them develop such concepts as democracy. private enterprise. interdependence. citizenship. culture. scar city and rule. As a type of knowledge, concepts are powerful learning tools. If one knows a conceptual idea, one knows the concept's definition as well as many concept examples. One is able to distinguish examples from nonexamples of the concept. Thus, when one encounters a new example of the concept, one should be able to apply the conceptual idea and thus comprehend the new example. No other kind of learning is so freeing as is concept learning; knowing a concept enables the learner to go beyond the immediate. A concept may be a simple idea such as river or house, for which these are concrete referents. These are relatively easy to teach and for students to learn. Direct or vicarious experiences with the object associated with word labels are frequently sufficient. But many of the most significant concepts used in social studies are more abstract, complicated notions. Figure 1 illustrates a complexity-abstraction continuum of concept understanding. .."'C C Examples III 1ii High-level concepts QI "'C C ::J o -..QI .."'C III :I: Middle-level concepts I -."'C C III III QI "':l C Low-level concepts -.::J o ~i Figure I. Levels of Abstraction of Concepts Big, general ideas, very abstract General ideas, somewhat abstract May combine smaller ideas General ideas about concrete things Conflict Culture Institutions Interdependence Scarcity Barter Group Law Nation Role Food Mountain River Shelter Middle and high abstraction level concepts are more difficult to learn because they usually consist of two or more subcomponents that may be essential for complete understanding of the concept. In addition the higher level concepts are vague and often difficult to comprehend in and of themselves. Thus, the more general the idea, the more time and examples are usually needed before a learner is able to comprehend this abstract idea enough to use it. A concept of middle-level abstraction is money. This concept serves three functions, and has three major subcomponents. One way to visualize this is to develop a diagram. 13 Figure 2. Categorization of Concept, Money FUNCTIONS FORMS / / / / / / / ~--.I Initially elementary school might be introduced only to the subcomponent, medium of exchange. Later in their social studies program the other two purposes, measure of value and store of value, might be introduced. Thus students may develop more complete understanding of the roles money plays in modern economic systems. Eventually the concept becomes more useful to them in dealing with other economic concepts such as market, price, cost and inflation. 14 Concepts may be drawn from many disciplines, and many concepts are interdisciplinary. Following are listings of concepts categorized in two different ways that have been suggested as a basis for curriculum organizations. Examples of Social Science Concepts History Note: History does not have a special set of concepts that distinguish it from other social science disciplines. This historian forms concepts and generalizations using the terminology of the other social sciences. Geography Areal association Areal distribution Boundary Climate Culture Landscape Link Node Region Resource Scale Season Site Situation Spatial interaction Vegetation Anthropology Acculturation Artifacts Culture Diffusion Enculturation Evolution Innovation Language Role Tradition Economics Allocation Capital Consumer Cost Division of labor Economic systems Goods Market Money Price Producer Production Profit Scarcity Services Psychology Behavior Conflict Coping Frustration Language Motivation Socialization Political Science Authority Citizenship Decision making Executive Institutions Judicial Law Leadership Legislative Political systems Power Sanctions State Sociology Culture Groups Interaction Norms Roles Rules Sanctions Socialization Society Values 15 Examples of Interdisciplinary Concepts Substantive Concepts* sovereignty conflict its origin. expression and resolution the industrialization/urbanization syndrome secularization compromise and adjustment comparative advantage power morality/choice scarcity input/output saving the modified market economy habitat culture institution social control social change interaction Value Concepts human dignity empathy loyalty government by consent of the governed freedom and equality Aspects of Method historical method and point of view the geographical approach causation observation. classification and measurement analysis and sythesis question/answer objectivity skepticism interpretation evaluation evidence *Adapted from Roy A. Price et. 01.. Major Concepts for Social Studies. (Syracuse: Social Studies Curriculum Center. 1965). .en, ~ .,:oenI cc ~ "oE () ~lJeAOd 'SA e~uenlll\l' sell, Iden\iW LeiSUle 16 Generalizations Generalizations are statements or propositions that relate two or more concepts or ideas. Generalizations have wider applicability than factual claims because they can be applied to a variety of situations or give meaning to a set of factual claims. They may vary, however, in their breadth or universality. Note the variations in applicability of the following. Farming in the United States has changed greatly since colonial days. In a market economic system the demands of consumers primarily determine what things will be produced. Land and climate, in part, affect the way people earn their living. The first two generalizations are restricted either to a particular place and time or to a particular set of conditions. The latter generalization is universal in that it makes a claim purportedly true for all times, places and people. In selecting generalizations as a basis for organizing the social studies curriculum, it is usually more desirable to use those with the broadest applicability. It is those generalizations which enable the learner to explain the most examples. Examples of generalizations selected from various disciplines and their relationships to concepts and facts may be used as a basis for organizing social studies curriculum and classroom instruction are shown in the following table. Examples of the Relationship Among Generalizations, Concepts and Facts From Social Science Disciplines History and the Social Science Disciplines Complex Ideas (Generalizations) Concepts Specific Concepts Anthropology The life style of a culture is Culture shaped by the contribution I of groups that make up that I culture. Digging stick Specific Judgments of Fact -- Orthodox Hindus do not eat beef. Economics Every society faces a con- Scarcity flict between unlimited wants and limited resources. Factory The per capita income of the United States in 1965 was roughly twice that of Great Britain and four times that of India. Geography Every geographic area is Climate affected by physical, biotic and societal forces. Seaport Latosolic soils develop in the humid low latitudes where temperatures are high and rainfall heavy. History Historical events can rarely, Casualty if ever, be explained in terms of a single cause. Historical document The Quebec Act was passed in 1774. Political Science All societies establish auth Political oritative institutions that System can make decisions that are binding on the members of the society. Citizen The Federal Government of the United States has three main branches. Psychology Sociology The social groups to which Personality Person an individual belongs help shape his behavior. All social systems are im- Social portant and meaningful to System those individuals who are their members. Family The higher an animal is in the ontogenetic scale, the more complex is the organization of its nervous system. Some Pakistani families make their living by raising sheep on the plains of central Asia. ~rom Jack R. Fraenkel. Helping Students Think and Value: Strategies for Teaching these Social Studies. Englewood Cliffs, New ersey. Prentice-Hall, Inc., 1973, p. 109. 17 In addition to their restrictiveness or universality, generalizations may vary in a number of other qualities. It is important for students to understand some of these qualities in order to learn efficiently and think effectively. Some generalizations are definitional in nature. That is, they describe how terms of concepts are to be used or related. Example All bachelors are unmarried males. Some generalizations are empirically testable. These are of three basic types. First are those that make specific claims such as stating that a specific occurrence took place at a particular time and location. Example In the mid 1970s the United States' birth rate declined to the point where the population growth rate was nearly zero. A second type of generalization is a general claim that relates types of occurrences. Example Blue collar workers tend to vote for Democratic Party candidates. A third type of generalization includes those that state a theory or theory-like pattern of interdependent ideas. Social scientists, unlike their colleagues in the natural and physical sciences, have relatively few theories and few if any laws. But in disciplines such as economics and political science scholars have constructed well-known models or theories of human interaction that describe and relate phenomena and behavior. These models may also serve as guides to action. Models of our economic system, for example, enable economists to advise (though frequently they offer conflicting advice) on policies government leaders should pursue to maintain prosperity and stability. Example Increasing the money supply during a period of declining prices and rising unemployment will tend to stimulate economic recovery. As guides to action, these generalizations are testable claims and enable us to inquire further and to refine our understanding of various occurences and interrelationships. Some generalizations express conditional claims and in so doing they often express a casual relationship. Example If taxes are increased, then the party in power will tend to loose voting support in the next election. Notice that this generalization is stated in "if ... then" form. By stating it in this way, it becomes a testable hypothesis and is easily usable for classroom instructional purposes. Teachers may help students refine their thinking if they encourage students to state generalizations in this manner as tentative propositions to serve as further guides to inquiry. When teachers organize their instruction around generalization, they must face the inevitable problem of selection. Since some generalizations are more powerful than others, teachers should choose those that offer the greatest utility or broadest application. As a guide to selecting the most comprehensive generalizations, teachers may find useful the following criteria stated in question form. To how many varied areas, events, people, ideas, objects, etc., does the generalization apply? (applicability) How likely is that the relationship which the generalization suggests does not indeed exist? (accuracy) To what degree does the generalization as stated lead to other insights? (depths) To what extend does the generalization suggest important aspects of human behavior and explain important segments of today's world? (significance) How much information does the generalization encompass? (breadth) How many complex concepts does it include? (conceptual strengths)* *From Jack R. Fraenkel. Helping Students Think and Value: Strategies for Teaching these Social Studies. Englewood Cliffs. New Jersey. Prentice-Hall. Inc.. 1973. p. 109. 18 Explanations Teaching students to generate and use facts, concepts and generalizations in the social studies is obviously important. These are a means to an end. The important aim is for students to come to grips with explanations of phenomona, which is the work of social scientists and other scholars. Since the social studies draws its content from many disciplines, students will deal with several types of explanations. Briefly, explanations are a series of generalizations linking together concepts and factual claims to impart meaning to a series of occurrences or to behavior. Explanations follow different patterns. Some may be deductive; others may be based upon statistical probabilities; still others may be based upon a narrative reconstruction of a sequence of events or a description of ideas, interests and desires that motivate individual behavior. Explanations are answers to questions posed by the inquirer. Why did the French Revolution occur? Why does a relatively large percentage of Americans own automobiles? How was Jimmy Carter able to win election as president? What caused the Civil War? In response to the last question, a typical question dealt with in the study of U.S history, many explanations have been given. Sometimes historians cite multiple causes, sometimes they cite a single cause. For example, compare these two explanations. And of the American Civil War, it may safely be asserted that there was a single cause, slavery ... When events are reduced to their last elements, it plainly appears that the doctrine of states' rights and secession was invoked by the South to save slavery, and by a natural antagonism, the North upheld the Union because the fight for its preservation was the first step toward the abolition of Negro servitude ... Ifthe Negro had never been brought to America, our Civil War could not have occurred. Historian James F. Rhodes Slavery was the surface issue; the real conflict went deeper. Twice before in our history nullification had been attempted with veiled threats of secession, by New England during the second war with England, and by South Carolina in 1832. In neither case was slavery an issue; rather, it was the belief that local economic interests had been unjustly injured. In short, secession would have been quite possible if Negro slavery had never existed. Historian Harold U. Falkner It is important that students become aware of explanations when they come across them in their reading, viewing or listening. Students should understand that these explanations are a particular way of organizing factual claims and ideas, and that alternative explanations of the same phenomenon are possible, indeed even desirable, until the great weight of evidence clearly indicates the likely validity of one explanation over competing explanations. 19 Skills Skill development is an essential part of the social studies program. As soon as children can talk, they begin to acquire information by asking questions. Sooner or later parents and teachers are unable to provide the information. Long before that. children begin developing the skills needed to answer their own questions and to solve their own problems. To achieve the success as a student and an adult, each student must become proficient in finding, analyzing, evaluating and applying information. Skills should be developed that will facilitate satisfying relationships with other people. Because these skills are vital to successful living, their development has become an important goal of education and a key part of the social studies curriculum. Skills are means to an end, not an end in themselves. Skill development must start very eary in life be- cause skills are acquired, retained and refined through practice. The more complex the skill, the more practice it takes to acquire and master its use. A skill indicates a specific proficiency which in combination with other interrelated skills enables one to become competent. A compentency indicates a broad statement that encompasses a combination of skills. Success in school and in many other settings is related to skills mastery. Being able to comprehend and communicate ideas, to find needed information, to work with other persons on a task, are essential life skills. The social studies program aims to develop these skills in students and to provide opportunities .for skills to be used. j) 20 Characteristics of Social Studies Skills As frequently as possible, skills should be taulht in situations that require their use. If the students see that the development of a certain skill will help them gain success in school or in life outside the classroom, they are usually much more eager to develop it than they would be if they had to learn the skill for use in an isolated situation. Students learn more successfully if they feel a real need for developing the skill. Social studies skills are highly interrelated. The student seldom uses anyone of the social studies skills without using others. For example, in order to communicate effectively in a report, a student might have to find materials in a library; read to find answers to questions; interpret maps, globes, graphs and charts; take notes; make a bibliography; write with clarity and accuracy. A skills program must provide for individual differences. In planning a skills program, the teacher must consider the different needs, interests, experiences and abilities of individual students. To achieve optimum student growth, classroom goals and teaching strategies must provide for these differences. Students must read social studies materials creatively and with comprehension. The inability of students to read social studies materials is one of the greatest problems that teachers face. The social studies teacher should be a teacher of reading who can help students read and comprehend social studies materials. Students should learn to read social studies materials creatively, i.e., they should learn to communicate with the author by adding ideas to those presented by the author and talking back to the author, agreeing or disagreeing with the ideas presented. Reading creatively involves the use of many of the thought processes. To comprehend written social studies materials, the student must be able to visualize what the author had in mind. "Picture-reading" is an effective way of achieving this goal. Social studies skills require students to think. All social studies skills call for thinking skills. A student cannot develop proficiency in any of these skills without developing though processes. For example, a student making a map comparing the main types of farming and industry in two states must learn map and globe skills. But just as important, the student should practice skills of comparing and contrasting, analyzing similarities and differences, inferring reasons and predicting future trends. To develop a skill, the student must practice it correctly. A student cannot gain a skill merely through observation or by reading about it. The student must practice the skill correctly with a desire to improve performance; mastery is attained with considerable practice. The student improves the ability to perform a skill over a period of time. The student develops skills gradually as the result of a succession of appropriate learning e'\(Jeriences. A skill is not mastered all at one time. Instead, the student begins by first learning the skill on a low level of performance. Then, gradually, progress is made to more advanced levels. 21 Values and Attitudes As people grow and learn through experience, they develop general guides to thinking about the world their behavior in it. These guides give meaning and direction to life and are called values. In essence, values are standards and principles for judging things, ideas, people, actions and situations. People build their own value systems through a multitude of experiences related to other people, ideas and events. Values are the things in life that are considered worthwhile or desirable. In addition to values, individuals develop attitudes to respond to particular people, objects, situations or actions in consistently specific ways. Attitudes may be defined as behavioral expressions of developing values. Attitudes are acquired tendencies to respond positively or negatively, favorably or unfavorably to persons, groups, objects, situations, ideas or events. Values, however, are more basic elements in one's way of looking at the world; they underlie attitudes. Whereas people may have a great many attitudes, they generally have far fewer values. The process by which people come to hold certain values and exhibit particular attitudes is referred to as socialization. Family, church, school, recreation, government and other institutions, as well as the society at large, serve as agents of socialization. Although many scholars have noted the special relationships among learning, personality and values, educators have been divided by several major questions. Should schools undertake a conscious, active role in values education? If so, should they attempt to teach specific values or be neutral? If schools attempt to teach acceptance or commitment to specific values, which value should be selected? How should instruction be organized and what teaching methods employed to deal with values? Certainly these are delicate issues and there are many interpretations of the statement that the school has definite responsibilities in helping young people develop values necessary for preserving and strengthening the principles of a free society. Educators should be concerned with helping students identify and analyze values from the substance of the social studies and helping them develop priorities of social, political and economic values that advance the cause of responsible civic behavior. Some of these values are the dignity and worth of the individual; democracy as a way of life and government; enrichment of society through cultural diversity; acceptance of rights and responsibilities to one's nation; a free and open market in the exchange of goods and services; respect for those who are different in terms of appearance, race, creed or national origin; the peaceful interdependence of nations; education as a vehicle in the pursuit of human and social happiness. There are many other important values, but certainly these rank high on the scale of values which the social studies can convey to students. If schools have responsibility for openly dealing with values and attitudes, then what values should be dealt with? How do schools deal with them? Value phenomena may be studied, examined, compared and evaluated much like any other kind of social science data. Students must first understand what it is their society stands for before they are able to develop an appreciation or commitment to it. What are the specific implications for those who teach social studies? In addition to studying about values as content, students should also be provided with opportunities to analyze value issues. The selection of learning experiences should be guided by the cognitive and emotional maturity of the student. As students gain in logical, analytical skills, they can apply these skills to dilemmas occurring in personal, community, national or global situations. Certainly the values component of the social studies program is complex and often controversial. Local school systems and communities must address this area carefully and make appropriate curricular choices. A value-free classroom is neither possible nor desirable. Public school educators and social studies teachers in particular have definite responsibilities to help young people develop those values and attitudes necessary for preserving and strengthening a free, humane and just society. Essential to this society is the development of citizens who are able to exercise reasoned, critical thinking and who have developed a commitment to democratic ideals and way of life. 22 Social Participation Roles, Skills and Experiences The acquistion of knowledge, the learning of fundamental cognitive skills, the development of attitudes and values and the ability to engage in value analysis and moral reasoning are but prerequisites for students' social participation. A curriculum that does not have as a fundamental goal the development of students' willingness and abilities to participate effectively in a society's political economic, social and cultural affairs is incomplete. Good citizenship has consequently been a longtime goal of social studies instruction. Too often the goal has not been translated into specific meaningful experiences that provided opportunities for students to develop a willingness to participate, a sense of belonging, a sense of community, a feeling of power to influence people and institutions. Specific skills and abilities are needed to translate personal and group goals into effective action in civic affairs. When a student completes a high school program, he or she should be able to say, "I know what's going on, I'm part of it and I'm doing something about it."} Such a sense of community involves multiple levels; it begins with the family and expands outward as children mature-to involve peer groups, neighborhoods and the school's larger community. Eventually, this sense of community extends beyond to a region, the nation and perhaps in some respects to all humanity. In its basic form, however, a community may be viewed as a group "(1) in which membership is valued as an end in itself, not merely as a means to other ends; (2) that concerns itself with many and significant aspects of the lives of members; (3) that allows competing factions; (4) whose members share commitment to common purposes and to procedures for handling conflict within the group; (5) whose members share responsibility for the actions of the group; and (6) whose members have enduring and extensive personal contact with each other.,,2 The development of a sense of community, argued to be the single most important goal for education in the decades ahead, requires a useful fund of knowledge, clarity of attitudes and values, cognitive and human relations skills and responsible social participation.3 In a democracy social participation should be based upon a reasoned commitment to fundamental values such as justice, dignity and worth of individuals and rationality. Such participation should be encouraged from the primary grades through senior high school. Students should participate in both in-school and out-of-school activities. Some activities may fall more into the categories of observation and data collection. Others may involve more active categories of organizational and leadership roles. Not all social action involves direct or actual participation in school or community affairs, although that may be an ultimate goal. Some activities may also be categorized as readiness activities. These include role playing, simulation games and other devices assigned to develop readiness for handling actual experiences that can be provided later or for which suitable direct activities cannot be provided. Finally, although social participation activities may focus on the resolution of issues or problems or attempts to bring about change, they also may involve activities supportive of institutions, organizations, group or socially accepted patterns of civic behavior. Some participation may include voluntary efforts in community agencies that provide services to citizens such as day care centers or scouting groups. What is important is for the individual to develop a sense of community, that is, a feeling of belonging, of shared goals, responsibilities and rights and a sense of personal worth and power to contribute usefully. In planning school programs to provide opportunities for achieving social participation goals, the following descriptions of roles, skills and experiences may serve as a useful guide. lNational Council for the Social Studies. Social Studies Curriculum Guidelines. Washington. D.C.. NCSS 1971. p.15. 2Fred M. Newmann and Donald Oliver, Clarifying Public Controversy: an Approach to Teaching Social Studies, Boston; Little, Brown 3and Company 1970. pp. 329-30. R. Freeman Butts, "The Search for Purpose in American Education," Today's Education, March/April, 1976,65:84. 23 Socio-Civic Participation Roles and Related Skills* Role Skills Participation Experiences Observing and reporting listens and observes Attends group meetings Records main ideas or other Interviews individuals information Prepares and distributes question- naires Gives reports by written or oral account, media presentations or panel discussions. Supporting and helping Performs tasks as directed Works well with others Treats others with respect and fairness Tutors others Supervises activities or tends younger children Shares experiences with older persons Assists teachers. public officials or volunteers in service-related tasks Works for the election of political candidates Participates in a community interest group Soliciting and advocating Obtains the views of others States position clearly Provides reasons for advo- cated position Knows how to influence others through appeals to their interests Engages others in discussion of selected issues or problems Establishes positions based on logic and evidence Brings problems and potential solutions to the attention of leaders and others in school. community or organizations Mobilizes support for course of action Organizing and leading Identifies goals and Implements plans of action priorities Establishes a special interest group for Plans and coorcUnates the purpose of meeting a special need group activities in school or community Matches roles and tasks Volunteers to chair action or task with individuals according committees in school, church or civic to their interest and organization skills Seeks elective office in a group or Creates a favorable working organization climate *Adapted from Judith Gilliespie and Stuart lazarus, "Teaching Political Participation Skills," Social Education, October, 1976, 40:373-78. 24 Secondary Program Social Studies Strands A social studies program for grades 9-12 should enable students to meet minimum Georgia Board of Education graduation requirements. The program should be developed on the basis of the following three considerations. First, it should be a systematic extension of the K-8 curriculum in the areas of knowledge, skills, attitudes and values and social participation. Second, the program should be compatible with local needs and resources. Finally, students should be provided with a choice of alternatives to meet state and local requirements. The social studies curriculum of the secondary schools should be designed around three strands, Global Studies, United States Studies and Behavioral Studies. No single pattern of courses and grade-level program recommendations is suggested. Some courses may be designed basically for ninth and 10th graders, others may be more appropriate for 11th and 12th graders. The grade-level placement of such content is not crucial, but the inclusion of program options for students is important. World Studies. This includes emphasis on world history, world geography, cross-cultural studies (anthropological, historical, geographic) and comparative institutional studies (economic, political, social). It also deals with contemporary world problems and issues, current affairs and future studies. The problems of population, pollution, resource and energy management and food availability require an increasing awareness of the interdependence of people in producing solutions both from the historical perspective and in a contemporary context. An effective world studies program must emphasize relationships among people and cultures. United States Studies. This includes emphasis on U.S. history, constitutional development, foundation of government, citizenship, social and economic development and domestic or foreign issues confronting the United States. The schools must teach a firm understanding of the basic principles of our democratic heritage, the nature of selfgovernment and the responsibilty of each citizen. A U.S. Studies program should provide students with opportunities to examine complex political, social and economic issues and to develop decision-making skills necessary for effective citizenship. Behavioral Studies. The fields of psychology, sociology and anthropology are the major areas in this strand. Focus is upon concepts and principles that help students understand individual human behavior, behavior toward others and group behavior. Students should be given opportunities to deal with both research and practical applications that illustrate the validity of basic principles of behavior which tend to strengthen the individual and society. Requirements and Recommendations For Georgia High School Social Studies Programs U.S. Studies .U.S. History and Government .Citizenship (functions of government, political processes and law-related studies) .Economics/Business/Free Enterprise World Studies Behavioral Studies Electives Required QU. Sem. 3 2 1 1 1 1 3 2 0 0 1 0 Minimum Recommended QU. Sem. 3 2 1 1 1 1 3 2 1 1 0 0 Desirable QU. Sem. 3 2 1 1 1 1 3 2 1 1 3 1 Total 9 6 9 7 12 8 25 High School Social Studies Program The social studies program in Georgia schools for students in grades 9-12 should provide opportunities in the following areas of study. These topics can be organized in a number of patterns; these are not suggested as discrete courses. UNITED STATES STUDIES United States History/Government * American Culture * American People * An Expanding America * Reform Movements * American Government * American Economic Life * United States in World Affiars Principles of Economics/Business/Free Enterprise * Economic Concepts * Private Enterprise * Product and Resource Markets * Function of Government * Economic Systems Citizenship Education * Structure of American Government * Branches of Government * Political Process * Foundation of Law * Citizen Participation * Principles of Constitutional Govern- ment * Principles of Democracy * Decision Making Skills WORLD STUDIES World History * Early Civilizations * Development of Western Civilization * Development of Eastern Civilization * Development of Latin American History * Modern World History * Cultural Expressions of Various Civilizations (art. music. literature. etc.) * Economic Issues * Political Issues * Interdependence World Geography * The Nature of Geography * Cultural Area Studies Latin America Middle East North America Europe AJrica Asia Australia * World Geographic Patterns * Urban Analysis * Interdependence BEHAVIORAL SCIENCES Anthropology * Nature of Anthropology * Anthropological Theories of Cul- tures * Social Groups. Organizations and Institutions * Linguistic Patterns as Reflections of a Culture Psychology * Nature of Psychology * Stages of Human Growth and Development * Creative Thinking Process Learning and Language Development Personality Theories * Individual Development Development oj Self-concept Understanding RelationshipsIndividual and Group Sociology * Nature of Sociology * Culture. Socialization. Groups and Institutions * Communication * Cultural and Social Change * Cultural Contact and Diffusion * If advanced placement credit is to be awarded for World History or American History, content and specific objectives developed by the College Board should be used. 26 Sample Course Guides This section includes three examples from the U.S. Studies Strand (see page 25). Each example incorporates elements of a curriculum guide (see page 27) illustrating different degrees of detail. The content areas are Economic/Business/Free Enterprise, United States History and Government and Citizenship Education. Each of these samples illustrates essential elements of curriculum design discussed in this guide. The outline of a course guide uses the economics content to highlight elements of a guide. The concept scarcity is used to relate examples of content to elements of a guide. The sample course outline uses the history content to show two ways a course can be outlined. This sample outline, using the thematic approach and the unit topic of American Culture, illustrates how course elements can be developed. The sample lesson plan uses content from Citizenship Education to chart exemplar lessons in detail. The lessons are matched with corresponding concepts. performance objectives, indicators, activities and resources and are keyed to Georgia Board of Education high school graduation requirements (Georgia Board of Education Policy IHF) and to Basic Skills Tests objectives used for tenth grade testing program. Elements of a Guide Course Description Objectives Content Outline Activities Resources Evaluation 27 Sample Course Outline Economics/Business/Free Enterprise Definition Because economic problems in our society have become increasingly serious and because solutions require a basic knowledge of economic principles. greater emphasis on economics is needed from kindergarten through high school. As citizens mature they face increasingly complex economic problems. An understanding of basic principles and a grasp of the workings of the American economic system are essential. To function effectively as a citizen one must not only understand our economic system but also relate this knowledge to our political system. Only then can citizens totally fulfill their responsibilities as part of an informed electorate. The process of economic analysis can increase the ability of the student to reason rationally and objectively, and thus can contribute to mental growth. The rationale for the course EconomicslBusiness/Free Enterprise is found in the commitment of the schools to contribute to the educational growth of students while enabling them to become more useful and economically literate citizens. General Objectives 1. Explain the basic economic problem facing all societies. 2. Identify the three questions facing every economic system and analyze how our society has organized to answer these questions. 3. Explain the interrelationships among natural, human and capital resources and human needs and wants. 4. Describe how specialization permits scarce resources to be more efficiently used and assess why it is important for both domestic and international economic activity. 5. Describe how supply and demand determine prices for each good. service or factor of production. 6. Complete a decision-making exercise using a method of problem solving designed for making economic choices. 7. Describe the characteristics of the private enterprise system. 8. Describe and analyze how the profit motive helps to determine resource allocation and distribution of income. 9. Describe and analyze the relationship between profit motive and rewards for risk-taking. 10. List a variety of sources of funds for financing business enterprise. 11. Identify and discuss the various forms of business organization and the advantages and disadvantages of each. 12. Explain the role of competition in the private enterprise system and list its benefits to consumers. 13. Describe the role of savings and investment in capital formation and relate its significance to levels of production. 14. Explain how the advancement of technology increases productivity, benefits the consumer and stimulates the growth of the economy. 15. Describe the various types of market structures with regard to number of firms, level of competition. type of products and determination of prices by competitive or noncompetitive processes. 16. Describe the role of prices in allocation of resources and goods and services. 17. Explain the relation between price and quantity of goods demanded and supplied. 18. Discuss how the productivity of labor. capital, land and entrepreneurship helps to determine 28 the incomes to each of the factors of production. 19. DiscusS the effects of unionization on income distribution and resource allocation. 20. Describe the role of money and the effects of increasing or decreasing the quantity of money in a private enterprise economy. 21. Investigate career opportunities by studying the current and future availability of jobs in various industries. professions and the public sector. 22. Analyze the skill requirements for various job choices and assess the personal qualifications. education and training necessary to acquire and retain these jobs. 23. Analyze distribution of income among various skill levels and relate how changes have occmed over a specific period of time. 24. Compare and contrast the principles, purposes, characteristics and effects of various kinds of taxation. 25. Discuss several effects of government regulation on consumers and producers in the American economy. 26. Looking at the history of American economic development, tell why the federal government assumes a role in helping stabilize the economy. 27. Explain how economic specialization promotes foreign trade and world interdependence. 28. Differentiate among traditional, command, market and mixed economic systems with regard to a. ownership of property, b. distribution of income, c. role of government, d. economic incentives. 29. Describe the structure organization of the FederaI Reserve System and list its main monetary policy functions. 30. State what Gross National Product measures. 31. Analyze the role of savings and investment in capital formation and growth. 32. Describe the impact of inflation on the economic decisions of business and households. 33. Explain how the federal government's taxation and expenditures policies affect inflation and employment. 29 Principles of Economics/Business/Free Enterprise Modified Structural Content Diagram Function of Government Services Regulations Redistribution of income (taxes and transfer payment) Stabilization What? Economic concepts Wants and needs Scarcity/choices Resources Opportunity cost Supply and demand Specialization. division of labor. interdependence How? Private enterprise Forms of organization Competition Risk Profit Values and goals Economic incentives Financing private Enterprise Functions of business (production. etc.) Growth and Stabilization Policies Monetary policies Fiscal policies Inflation policies Employment Saving and investment Measuring the performance of economy (GNP. etc.) Decision Making Values Goals Goal conflicvtrade offs Resource constraints'limitations Utility Optimization Demand Advertising Lifestyles Decision-making Consumer surplus For Whom? Product and Resource Markets Markets for goods and services Price mechanism Types of competition (monopoly. etc.) Factors of Production - land. labor. capital, entrepreneurship Circular Flow of Money Income Distribution Foreign Trade Balance of payments Balance of trade Comparative advantage Economic Systems Traditional Command Market Mixed 30 Sample Performance Objectives and Indicators Concepts - scarcity, unlimited wants, limited sources, opportunity costs, specialization, interdependence. Performance Objectives The student will be able to 1. demonstrate an understanding of the basic economic problem facing all societies. 2. describe how the American society deals with the problem of scarcity. Sample Course Content Unit Theme-Scarcity Economic Concepts Wants and needs Scarcity and choices Resources Opportunity cost Supply and demand Indicators/Tasks The student will be able to *1A. list the three questions facing every economic system; *18. label correctly each ofthe economic systems, given the definitions; *IC. list four basic kinds of economic systems; *ID. match five key concepts from the lesson with their respective definitions; IE. describe and distinguish in writing among the command, market, traditional and mixed economic systems; I-F. chart on a poster or the chalkboard the key principles of socialism, communism and capitalism; IG. identify the economic system in U.S., England, Soviet Union, Japan, China and selected other countries; *2A. define the concept scarcity; *28. list the basic elements of a market economy; *2C. explain orally or in writing how specialization permits scarce resources to be used more efficiently; 20. trace the process of utilizing resources to meet demands in the private enterprise system; 2E. list examples of human and capital resources; 2F. distinguish between examples and nonexamples of renewable natural resources; 2G. chart the process of using resources to meet consumer demand when given a simple model of scarce resource allocation; 2H. contribute to a class discussion on the ways the American society determines how a given economic good (such as cars) will be produced; 21 determine the opportunity cost of certain choices from a list of personal wants; 2J suggest solutions to the problem of the gap between unlimited wants and limited resources. *minimum competencies II. Economic Systems Traditional Command Market Mixed 31 mixed market traditional command redistribution of income regulations services stabilization taxation business cycle inflation recession unemployment What? supply and demand equilibrium price resources opportunity costs interdependence specialization division of labor How? factors of production forms of organization competition economic incentives risk profit values and goals enterprise functions of business For whom? circular flow of money income distribution career choices 32 GNP monetary policy fiscal policy labor unions unemployment insurance Sample Activities 1. Introduce the three basic questions facing every economic system. What? How? For Whom? a. Have a class discussion in which the students derive the three questions themselves. Ask students to brainstorm as many questions as they can. Record them on the chalkboard. Lead them to condense their questions into the three basic ones. The advantage here is that they are thinking of the questions themselves and are involved. b. Have students read a section in the textbook or relevant pamphlets or other reference material. Guided reading techniques enhance learning. Which system would you prefer if you were a. an average hard-working citizen who just wanted a job so you could take care of your family? b. the leader of a country rich in coal who wanted industry to get away from using imported foreign oil? c. the head of the agriculture department who needed to plan for enough food to feed the people of the nation? d. a market analyst or business executive who had money and support enough to manufacturer a new product? 2. Data retrieval chart Economic systems Ownership of property traditional command market mixed Distribution of income Role of government Economic incentives 3. Mapping Use a desk-size outline map of the world. Have enough colored pencils or pens for each student or small group of students to have at least four different colors. Help students identify the top 10 or 15 major economic powers in the world. Help students identify each of those countries by its economic system (traditional, command, market or mixed). Have students fill in their maps with an appropriate title, relevant information in the key or legend and data displayed in an attractive manner. Then ask students to generalize and evaluate what they found out. 4. Musical Chairs In order to illustrate scarcity, have students playa short game of musical chairs. In the game, the chairs represent the limited supply of resources. label each chair Goods and Services. The students represent the unlimited material wants of people. and each student carries a sign labeled Unlimited Wants. The music starts and stops as in the traditional game of musical chairs. The game begins with 10 chairs and 10 students. When the music stops, each student will find a chair. This illustrates that all needs for goods and services are fulfilled. To adjust the situation to represent increased population, add one more student (increased needs). The game begins again. When the music stops. one student will be left standing (that is, a need is unsatisfied). Continue the game, adding one more student each time. Two wants will be uns~tisfied, then three and so forth. After the second round ask the students what should be done with the student left standing. One of his or her wants was unsatisfied because there were not enough resources to go around. (The response will usually be to share.) Keep repeating this question in rounds 3, 4, etc. As more people are left with unsatisfied wants and needs. the remaining students become less willing to share and often refuse. At this point, discuss the following. 1. Why did the desire for goods and services increase? (population increase) 2. Why weren't there enough goods to go around to everyone? (Not enough resources) 33 3. How can the gap between unlimited needs and limited resources be resolved? (Cut back on population, learn how to produce the same with less resources, get along with less or learn how to produce more with existing resources) 4. Why didn't the sharing the resources work as more people were added to the game? 5. Are there other ways to allocate resources? Discuss some ofthese (command, traditional. market, mixed economies). (Taken from AMERICAN ENTERPRISE, TEACHING NOTES; see Sample Resources list.) 5. Define resource Define resource as anything that people can use to satisfy wants. Ask students to list some unusual things that would fit that definition. Ideas a mind is a terrible thing to waste buffalo chips for housing handle from worn out broom for window guard body heat in office building aspirin from coal laser beams 6. Choices It is essential to apply economic understandings to the students' personal situations. This can be done with sarcity and opportunity cost simply by asking students to compile a list of everything they want. The lists will be endless. After the lists are completed, discuss the following. a. Are you able to satisfy all these wants? Why not? (impossible due to more wants relative to available resources) b. Announce that each student has just received a gift of $100 to satisfy personal wants. Since $100 will not cover the cost of all the wants on their lists, choices must be made. Ask them to fill out a chart placing their choices in the lefthand column and all the unsatisfied wants under costs in the righthand column. Choices Costs 1_----->--_1 c. Why are the items in the righthand column costs? (By satisfying the wants in the choice column, they had to forego the opportunity to buy the remaining items. This is opportunity cost.) d. Is scarcity a problem experienced only by students? Give an example of a scarcity problem faced by your family, community, state, nation or the world. e. Ask the students to keep a log of economic decisions they make during a week. Have them analyze their log entries in terms of how scarcity affected their decision. What was the opportunity cost of each decision (what was given up?). Now that the students have an understanding of scarcity and opportunity cost, ask them to discuss other situations. Scarcity is a relative concept. For example, in the southern colonies labor was scarce relative to the large amount of land available for farming. (Taken from AMERICAN ENTERPRISE: TEACHING NOTES; see Sample Resources list.) 7. A Model - By Bread and Cheese Alone Imagine a market economy somewhere in the world which produces and consumes only two products. The people in the economy live entirely on bread and cheese. Study the model carefully, and consider how this economy decides what to produce, how to produce it and for whom to produce it. First, much of the what question is answered by the fact that these people just happen to like bread and cheese, and only bread and cheese. But how much of each? Since these people live in a free market economy, they are not told which to buy. They will divide their spending between bread and cheese in whatever way appeals to their tastes. Assume that they have been spending half of their income on bread and half on cheese. Now suppose these people decide, of their own free will, that they want more cheese and less bread. What happens? First, the bakers and the cheesemakers learn of the change in taste not from a king or commissar, but from simple observation. The bakers find themselves with bread unsold at the end of the day. That is a signal to them to cut back production. The cheesemakers, on the other hand, find that they have sold all their cheese before the end of the day. That is their signal to try to expand production. But the chain of events has just begun. The cheesemakers cannot simply make more cheese immediately. First, they will have to get more milk, more labor and more equipment. If any of these ingredients is in short supply, the cheesemakers may change the way in which they make cheese as well as the amount. If skilled labor is hard to come by, the cheesemakers may train more people, work their present staff overtime, cut corners in the 34 cheesemaking process or try to devise new machinery to do part of the work that has been done by labor. From any of these changes, a new how answer would result. At the same time bakers will find that they must lay off some of their skilled workers as production is cut back. These workers may be lucky enough to find jobs in the expanding cheese industry. However, their new jobs will probably neither pay as well nor be at as high a skill level as their old jobs in the bread industry. Farmers with land that is fine for raising wheat but not so good for raising dairy cattle will also feel the squeeze (at least until they can shift to another crop that is just as profitable). Their friends with good dairy lands will prosper. Thus, there will be a redistribution of income as a result of the shift in tastes from bread to cheese. The for whom question is answered not by law but by impersonal market forces. Those who gain from the shift in taste get more income with which they can buy more of the economy's bread and cheese than before. Those who lost from the shift in taste end up with less money to buy bread and cheese. The real world, however, is more complicated than this imaginary economy of bread eaters and cheese eaters. In the real world, thousands of products exist. But the same basic process is still at work. In a market economy, free market forces, responding to the demand of consumers alone, make the major decisions about what goods are to be produced, how they are to be produced, and for whom they are to be produced. (Taken from STRATEGIES FOR TEACHING ECONOMICS; see Sample Resources list.) 8. Federal Budget Exercise* Suppose the U.S. Congress was faced with the decision to allocate $100,000,000 for new programs. How would you recommend the money be spent? I. food for poor Americans 2. research on cure for cancer 3. food for poor in India or Africa 4. development of nuclear power by federal government 5. research and development of mass transit 6. housing for low income families 7. low or no cost loans for college students 8. grants to local governments for education needs 9. subsidies to U.S. farmers to encourage production of food Rank the above nine items in order according to your priorities, i.e., which program would you give the highest, which the lowest priority, etc.? Highest priority Lowest priority Rank 1. 2. 3. 4. 5. 6. 7. 8. 9. Program No. "Focus for Discussion," By S. Stowell Symmes, Director of Curriculum, Joint Council on Economic Education, 1212 Avenue of the Americas, New York. N.Y. 10036 35 Sample Resources Resources should be drawn from a variety of sources. The following are examples of some of the many materials available. Teacher Materials American Enterprise Teaching Notes. New York: Playback Associates. Aspects of Economic Education in the Classroom. Washington, D.C.: Securities Industry Foundation for Economic Education, 1979. Brown, M.J., Improving Comprehension and Vocabulary Development in Economics, Athens, GA: Center for Economic Education, Univ. of Ga. Calderwood, J.D.. and G.L. Fersh. Economics for Decision Making, New York: Macmillian, 1974. Campbell, S.R. ed., Our Economic System: Essays and Teachers' Guides. Chicago: Sears, Roebuck, and Co., 1976. Coleman, Comparative Economic Systems. New York: Holt, Rinehart and Winston, 1968. Hansen, W.L. and others, A Framework for Teaching Economics: Basic Concepts, New York: Joint Council on Economic Education, 1977. Patton, Improving the Use of Social Studies Textbooks, Washington, D.C.: National Council for the Social Studies, 1980. Prehn, E.C., Teaching High School Economics. New York: New York City Council on Economic Education, 1976. Strategies for Teaching Economics. New York: Joint Council on Economic Education, 180. Warmke, R.F., and others, The Study and Teaching of Economics. Columbus. Ohio: Charles E. Merrill, 1980. Catalog (1980) for consumer education and economics: Social Studies School Services 10,000 Culver Blvd., Dept. D Box 802 Culver City, Calif. 90230 Textbooks A wide selection can be found in The Georgia Textbook List. Student Materials About the American Economy, Channing L. Bete Co.. Inc. Greenfield, Mass. #01301. cost: $1, grade level: 9-12. The American Economic System . .. and Your Part in It, Economics. Pueblo, Colorado, 81009. Single Copy, free; grade level, 10-12. The Market System: Does It Work? Educational Service Bureau. Dow Jones and Co., Inc., P.O. Box 300, Princeton, New Jersey, 08540. cost: free catalog of materials available, grade level: 1-12. U. S. Economic Growth, U.S. Dept. of Commerce. Supt. of Documents, U.S. Government Printing Office. Wasington, D.C., 20402. cost: write for free catalog, grade level 10-12. Films 16 mm American Enterprise Series, Phillips Petroleum. order through Modern Talking Pictures Service, 4705-F Baker's Ferry Rd., Atlanta, Ga., 30336. Color, 30 min., with William Shatner. cost: free loan as a series or individually. grade level: 7-12. Series: Innovation. Organization, Government, Land People 36 Free Enterprise, Fisher Barfoot, Piggly-Wiggly Southern, P.O. Box 569, Vidalia, Ga., 30474. Color, 14 min., 1975, with Efrem Zimbalist Jr., cost: free loan. grade level: middle-secondary The Kingdom of Mocha, Standard Oil, order through Modern Talking Picture Service, File Scheduling Center, 2323 New Hyde Park Rd., New Hyde Park, New York, 11040. Color, 26 min., animation. cost: free loan, grades: 7-12. The National Economy Quiz, Film Librarian, Public Relations and Advertising, Aetna Life and Casualty, Hartford, Conn., 06156. Color, 28 min., 1976. cost: free loan. grade level: 10-12. Film Strips Economics of the Energy Problem, Public Affairs Dept., Exxon Co., USA, P.O. Box 2180, Houston, TX, 77001. Color, animation, cassette included, cost: one set free per school. grade level: 9-12. The Family Economic System, J.e. Penney Co., available through any retail store. Color, 13 min., cost: free loan. grade level: 7-12. Film Loops Chain of Experts: Division of Labor, Ealing Corp., Cambridge, Mass., 02140. Color, 3 min., 1969. grade level: elem. - secondary. Games and Simulations Enterprise, Interact Co., P.O. Box 262, Lakeside, Calif., 92040. grades 7-12. New City Telephone Company, Southern Bell Telephone Co., Hurt Bldg., Atlanta, Ga., 30303. cost: free for school resource center, grades 9-14. Programmed Instruction The American Economic Series, Behavioral Research Laboratories, Box 577, Palo Alto, Calif., grades 8-11. Seven books-The Free Enterprise System; The Gross National Product; Problems of Economic Stability and Growth; The Federal Reserve System; Taxes and Government Spending; International Trade; Capitalism, Communism and Socialism. Community Resources Such a list should reflect what each community offers. Consider the following. State Consumer Affairs Office State Capitol Atlanta, Ga. 30334 Public relations officer of local industry American Association of Retired Persons Officials of local banks and loan companies Local, state and federal agencies Parent with a particular expertise Better Business Bureau Chamber of Commerce 37 Sample Evaluation Varied instructional assessment strategies recommended for use in economics. A. Teacher-made test B. Commercial examination C. Teacher observation D. Student self-evaluation E. Peer evaluation F. Student contracts G. Independent study H. Participation in simulation and role playing I. Effective use of computer-assisted instruction J. Research economic issues and problems K. Student conference L Classroom questions The measurement of the behavior to be demonstrated or performed should be keyed to performance objectives and indicators. 38 Sample Course Outline United States History and Government Introduction The first law which required students graduating from high schools in Georgia to complete a full year in the study of United States history and government was passed in 1923 and updated in 1953. When APEG (Ga. Code 32-657a) was passed in 1974, this requirement was retained. The High School Graduation Requirements Policy (IHF) passed by the Georgia Board of Education in March 1980 reinforces this requirement. The course must be equivalent to one Carnegie unit - one year, two semesters or three quarters depending on the organizational pattern of the school. Rationale The study of history and government should help students become knowledgeable in the heritage of our nation. They need knowledge of our country, its peoples and its institutions. Through the study of historical development students gain an understanding of the lessons of the past and an appreciation of the struggles and contributions of the men and women who made America what it is today. This study should include an understanding of the problems confronting our political leaders and the role of our country in the modern world. Fundamental beliefs are drawn from the Declaration of Independence and the United States Constitution with its Bill of Rights. Our country is the oldest large-scale democracy and maintains its growth under the oldest of written constitutions. To be a functioning citizen in a democratic society, the student must develop an understanding of and commitment to democratic principles and their applications. General Objectives The student will be able to 1. Analyze the factors that led to the colonization of the North American continent. 2. Distinguish between various state and local governmental patterns which developed during the Colonial Period. 3. Analyze social and economic patterns which developed in the American colonies. 4. Analyze the Declaration of Independence and give examples of the hardships faced by the colonists, the loss of personal freedoms, the economic restrictions and governmental regulations that led to the American Revolution. 5. Compare and contrast the Articles of Confederation and the Constitution of the United States. 6. Analyze the Bill of Rights in the Constitution as it applies to the citizens of America today. 7. Analyze the meaning of constitutionalism and limited government. 8. Trace the growth of the party system in the American Political System. 9. Interpret "Manifest Destiny" and expansion of the West. 10. Identify the causes and events leading to the Civil War. ll. Analyze the results of the Civil War and the effect on Reconstruction. 12. Trace the development ofthe Industrial Revolution in America. 13. Demonstrate an understanding of the changes in American lifestyles and though as industrial- 14. Trace the developments which led to America emerging as a world power. 15. Analyze the Progressive Movement as a political force in American politics. 16. Analyze the causes and effects of World War I on the American public. 17. Analyze social changes in America from 1902-1937. 18. Illustrate the Crash of 1929 through understanding of the American economy. 19. Explain the causes and effects ofthe New Deal policy from 1932 to 1940. 20. Analyze causes and effects of World War II. 21. Give causes and effects of the Cold War period. 22. Evaluate the Voices of Protest and the demand for reforms in the 1960s. 23. Analyze the role assumed by the American government after World War II in foreign relations. 39 24. Demonstrate how Americans attempt to solve domestic problems. 25. Analyze the social and economic conflicts throughout the world as related to our own government. 26. Analyze how conflicting philosophies of private enterprise and socialized control affect the American government's role in solving domestic economic problems. History is Elements Common to Historical Development Chronology Time Record of past facts patterns interpretations Systematic narrative Restrospection Chronicle Types of History ::::.-::::::.._ _- Political Economic Cultural Geographic Social Military Technological Intellectual Biographical 40 Thematic Approach United States History and Government United States History and Government Themes - American government EThe Constitution - background and development The role of government The living Constitution - challenges and changes American economic life Background of our economic system American colonies - mercantile capitalism New nation - industrial capitalism -f Era of finance capitalism business farmers workers - - Regulated capitalism - role of government ~ United States in world affairs Background to U.S. policy The young ~ation The expanding ~ation. . . A powerful nation - IsolatiOniSm A powerful nation - leadership and involvement ~ American -------1 culture American ideals and values Changing lifestyles Infulences of science and technology Literature and the arts - reflections Changing culture - influences and issues American people Earliest americans Nation of immigrants --- Melting pot theory - - { Population patterns Minorities in the United States E An expanding America -------' Eupopeans come to America Westward to the Pacific Beyond the nation's boundaries Reform movements Education EPhy,;~lIy h."d;~_ Labor Mental health Women's movements Prison reform 41 Chronological Approach United States History and Government Three Quarter Plan First Quarter Colonial Period to 1875 -----Ie The colonial period Europe makes use of the New World English colonists develop a new way of life - - - - - t r - New nation arises Causes and effects of the American Revolution L- An experimental period Democracy flourishes--r- The Constitution is adopted L - Functions and services of local government The republic is launched E - - - - - - I Domestic policy emerges Development of political parties Jacksonian Era ~ Social reforms and the American civilization TeChnOIOgy and industry emerge A nation of immigrants Reform movements Influences in American culture From compromise to conflict - t From compromise to conflict Manifest Destiny and westward expansion From compromise to conflict The Civil War Reconstruction 42 Post Reconstruction to the New Deal (1932) Second Quarter Expansion and . development -------1 R~i1~oad building Mmmg Cattle Farming ~ The triumph of the machine wagons to railroads Steel Coal Oil Inventions stimulate growth Urban growth -----..,r- Labor movement L- Slums and palaces - sharp contrast Agricultural - - - - - - ! r - - Major changes in farming methods revolution Minority L-- Commercial agriculture emerges EThe fate of the Indian explOri'''"c'':-------- Black experience Oriental immigrant ~ Growth of business Laissez faire Free enterprise Government control Changing culture r - New ideas challenge older beliefs influences and issu""eO":s,----IL....- Major advances in American culture The United States r--International influences and responsibilities emerges as a world-p-o-w-e-r---tL- Reforms of the Progressive Era Crusade and disillusion--.r- New attitudes in world affairs -~The First World War Return to isolation ----Ir- The Roaring Twenties L-The Depression begins - The great change 19021937 Autos Ad men Aviation The Jazz Age 43 Third Quarter New Deal (1932) to Present _____r - The New Deal The Roosevelt years L-.. The New Deal evaluated The world at the crossroads ~r- War comes to Europe L - The nation fights in greatest war E The U.S. emerges as a -------1. world leader Toward collective security The Marshall Plan The Truman Doctrine The Cold War - - - - - - ! r _ Atomic and nuclear power L-.. Creation of the United Nations The Korean Conflict Problems of loyalty and internal security ~ - E The Cold War thaws Eisenhower - Dulles foreign policy The New Frontier The Great Society The Vietnam experience -r-- The Nixon Years L- The national trauma Social changes accelerate - i Modern U.S. emerges Protests of the 19605 Reform movements (post WW II) Mass culture as influence Science technology - t America's future Environmental demands Economic issues Role in world affairs __ Role of government New American ideas and ideals 44 Two Approaches: Chronological and Thematic This section attempts to identify basic ideas which might be used in developing the course of study. Two approaches are suggested. One is chronological and simply studies the ideas in each time period as one event folIows another. The second approach is thematic. A theme is chosen and an in-depth study of that theme is developed. Whichever approach is used, the goal is to help students gain a basic understanding and appreciation of United States history and government. Thematic Approach United States History and Government can be arranged around various themes or general topics. This approach allows for the chronological development of an idea or theme as it recurs throughout history. Some suggested topics have been outlined on page 41-44. The following outline illustrates the steps to consider when planning a course, minicourse or unit of instruction. Course Title - United States History and Government Course Description - This course will provide students with opportunities to explore national and personal ideals and values, to trace changing lifestyles throughout history, to analyze the influence of science and technology, to study American literature and the arts as reflections of American history, and to identify, analyze and evaluate the issues and influences on the changing American Culture. Sample Performance Objectives and Indicators Performance Objectives American Culture-Ideals and Values The student will be able to 1. identify some basic American ideals and values. Indicators/Task The student will be able to la. distinguish among the definitions of various concepts dealing with ideals and values by matching terms with appropriate definitions; lb. list at least five basic ideals and values; lc. discuss relationship between national and personal values; Id. identify basic American ideals and values from literature; Ie. prepare a time line showing the historical development of basic American ideals and values; If. use both primary and secondary sources while preparing an outline for an essay. 45 American Culture-Changing Lifestyles The student will be able to 2. identify and analyze the changes in American values and attitudes through lifestyles. Sample Course Content Unit Theme - American Culture I. Ideals and Values A. Identification of ideals and values 1. Individualism 2. Protestant work ethic 3. Religious tolerance 4. Mobility B. Historical perspective 1. Origin 2. Development 3. Changes The student will be able to 2a. place on a map the major population and trade centers during the colonial period of 17001750; 2b. describe the influence of the 'frontier' on the American way of life - past and present; 2c. trace population shifts using historical geography; 2d. construct a bar graph illustrating population growth from 1790-1970; 2e. identify the major manufacturing (and farming) regions of the U.S.; 2f. analyze differences between generations in values, attitudes and lifestyles of people in the community. II. Changing Lifestyles A. Colonial experiences B. Frontier influences C. Family roles D. Transportation E. Rural to urban migration -- -------. 46 Sample Instructional Activities la. Use the dictionary and thesaurus to find definitions and synonyms for the following terms. ideals values principles beliefs goals attitudes symbolism assimilation acculturation conflict compromise lb. Brainstorm answers to the question, What would the Man On The Moon see and say about Americans if he looked down and observed people in the United States? List the student answers. Responses into basic ideals, values and beliefs. lb. Read aloud to the class portions of the article Miner, Horace. "Body Ritual Among the Nacirema." American Anthropologist, Vol. 58, 1956, pp. 503-507. Identify several key aspects of the American culture highlighted in the article. Encourage students to observe their surrondings and try writing a similar article about some feature of our American culture. Ie. Have students number down their papers from 1 to 15. Ask students to write down a list of at least 10 to 15 answers as quickly as they can to the question, Who Am I? Catalog the first three answers. Then catalog their last three answers. Categorize and analyze the responses. Do they relate just to the individual or do they relate to others. (One survey showed that American answers revolve around I, while German answers relate to others around the individual.) If. Have students systematically prepare an essay. Given a list of possible essay topics, the students should conduct research to make an outline of points to be made in an essay. Have students use at least one primary and two secondary sources in their research. Suggested topics include Who comes to America and why? Why intergration was (is) bad (good). Why segregation was (is) bad (good). Who were the immigrants? Who are the immigrants? Have the students actually write an essay from their prepared outlines. To further develop their ideas, have them share and discuss what they wrote with others. 2b. Read the following discussion of the Frontier Myth. Have students write an answer to the question. Is there a Frontier Myth? Frontier Myth The development of movies, pulp magazines and television created a tremendous demand for stories that would be simple to comprehend, spiced with interesting characters and full of action and excitement-a surefire recipe for success. Writers created stories embodying the frontier mytha. that frontier people were sharply delineated into good and bad, such as the settlers against the Indians, the homesteaders against the cattle ranchers, the honest sheriff against the rustlers; b. that the frontier contained interesting, sometimes eccentric people such as the town drunk, the gambling casino woman with the heart of gold, the Indian giving his or her life for a settler friend; c. that frontier life was exciting, filled with escapes from jail, long chases, fisticuffs and gun battles. In other words...did you ever see the good characters losing? or the white hat cowboys not doing the honorable thing? Recently, writers have created Westerns poking fun in a goodnatUied way at the frontier myth. Movies such as Support Your Local Sheriff, and television shows such as F Troop are examples. Debunking the frontier myth through satire is now a popular art among writers. Denying the frontier myth by realism was paramount in the film High Noon, which, although fanciful in the ending, was realistic in portraying the motives of the townspeople for refusing to assist the sheriff. A Swedish production, The Immigrants, showed settlers facing everyday problems as they sought to secure the necessities of life and build homes in the American West. Is there a frontier myth? 47 Growth Game - Population Explosion 2d. Draw a circle on the floor or playground or place a string in a circle approximately 10 feet in diameter. Ask two students to come forward and get inside the circle. Ask them to move around to see how much space they have in the circle. Add two more students to the circle, Ask them to move around. Keep adding two students to the circle...each time asking them to move around. The students will find it more difficult to move and problem of space will be emphasized. 2f. Have students construct an interview schedule to determine the lifestyles of older people in the community. Encourage them to try to interview two people (one with a rural background and one who grew up in an urban setting). The follOWing questions could be used to help students compose the questions they want to ask. 1. What games did you play in your preteen years? 2. What kinds of foods did you eat? 3. How did you spend your leisure time? 4. Describe a typical school day? 5. Outline a typical day during the winter months of your teens? 6. How would you and your family celebrate the Fourth of July? 7. Who were some of your heroes or heroines? 8. What was you relationship with your family members? 9. What did you like most (least) about your environment in your early years? 10. What do you think about America today? Have students conduct an interview with older members of their community. Record the responses to find changes in values and attitudes which may explain changes in lifestyles. Analyze the results of the interviews. Evaluate the interview questions and technique for effectiveness. Devise visual displays to present the data collected. THE WORLD'S POPULATION GROWTH: BILLION PERSONS YEARS PAST AND PROJECTED .25O? I 1998 I 1987 I 1975 1960 1930 EARLY 1800's 6.2 6.0 ~ 11 5.0' ~ 12 4.0 ~ 15 3.0 ~ 30 2.0 ~ 100 1.0 0 ~ FROM THE BEGINNING AD 100 500 1000 1600 1800 2000 1500 1700 1900 U.N. MEDIUM PROJECTION VARIANT 48 Sample Resources Activities Grobe, E.P., 500 Essay Projects For American History Classes. J. Weston Walch, 1976. Atlas Atlas of U.S. History. Hammond, 1977. Sale, R.D. and Karn, E.D. American Expansion: A Book of Maps. Bison Books, 1979. Catalog Social Studies School Service Catalog, 10,000 Culver Blvd., Dept. 10, P.O. Box 802, Culver City, Calif. 90230 Films A wide selection of films may be borrowed from the Georgia State Film Library. Filmstrips American West: Myth and Reality. EAV, 1976. American History on Stamps. Kevin Donovan Films, 1976. Exploring American Values. Sunburst Communications, 1975. General References Armour, Richard, It All Started with Columbus: A Merry Mangling of American History from Columbus to Nixon. New York: McGraw-Hili, 1961. Finch, C. Norman Rockwell's America. New York: Harry N. Abrams, Inc., 1975. Fine, S. and Brown, G.S., The American Past: Conflicting Interpretations of Great Issues. Vol. I & II, New York: Wm. Morrow and Co., 1965. Morris, Richard B., 400 Notable Americans. New York: Harper and Row, 1965. Photo Aids Teaching U.S. History: 50 Political Cartoons. J. Weston Walch, 1975. Simulation Disunia: A Simulation of the 21st Century Paralleling the Problems of Sovereignty in 1781-1789. Interact, 1976. Teacher Materials Freidel, F. ed., Harvard Guide to American History, Boston: Harvard University Press, 1974. King, D.C. and Long, c.J., Themes for Teaching U.S. History: Conflict and Change. Global Perspectives in Education, 1979. Textbooks A wide selection can be found in the Georgia State Textbook List. Transparencies Transparency and Duplicating Master Book (eight sets of12 lessons). AEVAC, 1976. 49 Sample Evaluation The measurement of behavior should be keyed to performance objectives and indicators. Evaluation should not only be used to assess student performance but also to determine the effectiveness of the class work toward meeting stated objectives. The following instructional assessment strategies are recommended. Teacher-made test Commercial testing program Teacher observations and anecdotal records Participation in simulation and role-playing activities Classroom questions and discussions Student conference Student self-evaluation Student contract agreements Independent study Research projects, reports and presentations peer evaluation Evaluation of student progress and teaching effectiveness should be diversified and systematic. Some strategies are more reliable than others for assessing the variety of student behavior. It is important for the teacher to develop a conscious plan of evaluation that goes beyond final exams and report card grades. Summative evaluations should be combined with formative assessments done continuously throughout instruction. The following proposal is one example of how a teacher designed a grading system which provided alternatives to teacher-made tests and homework questions. Remaking the Grade* To achieve an A in the course, the student needs 12 points; a B. 10-11 points; a C. 8-9 points; and a D. 6-7 points. Points can be earned in a combination of options from the following list. Tests. Two tests per grading period. An A grade is worth 4 points; a B. 3 points; a C. 2 points; and a D. 1 point. Book Review. Either a standard book review of a chapter-bychapter reaction paper. Pass/Fail; 3 points for Pass. Debate. Arrange details as to time, format and organization of the group. Pass/Fail; 2 points for Pass. Art. A collage. painting or sculpture depicting a social problem or current event is acceptable. Prior approval of theme is necessary. Pass/Fail; 2 points for Pass. Oral. One point given at the teacher's discretion to those who make an unusually good comment or point in class discussion. Research Paper. Topics can be anything covered in class or in a related field. Prior approval of topic and format of paper is necessary. Papers will be graded: Honors, 4 points; Pass. 3 points; Fail. O. TV and Movie Reviews. Specific shows mentioned in class will be suitable for 300-500 word reaction paper. Pass/Fail; 2 points for Pass. Civic. Community volunteer work requiring a minimum of 6 hours per grading period plus a 300-500 word reaction paper on the work done for the organization; 5 points for Pass. All assignments are due the Monday of last week of the grading period. Students can bring failed assignments up to passing standards. Except for the tests category. students are to select only one assignment in each of the above categories. This scheme could be adapted or adopted by teachers to fit their particular environment of local community resources. student abilities and interests. and administrative requirements for grading. "Henderson. J. M.. "Remaking the Grade" Today's Education. March 1973. p. 15. 50 Sample Course Outline Citizenship Education Citizenship education should provide students an opportunity to acquire the basic competencies for understanding and participating in the political world. Knowledge of political concepts enables students to gain a clear and useful picture of political relationships. Students also need the skills to acquire information, to analyze critically and to make decisions about public issues. Citizenship Education encourages commitment to democratic General Objectives The student will be ahle to 1. Support the basic principles of individual rights and freedoms, making choices within the framework of concern for the general welfare; 2. Respect and appreciate the worth and dignity of the individual; 3. Explain the techniques of social action (e.g., how to win support for desirable change) and how to cooperate with others in achieving goals; 4. Make reasoned decisions based on the skills of gathering, interpreting, analyzing and evaluating data; 5. Demonstrate a knowledge of the structure and function of local, state and national governments; 6. Demonstrate knowledge of constitutionalism and federalism as the framework within which our government is organized and operates at national, state and local levels; 7. Illustrate governmental operations and how policies are formed and executed; 8. AcqUire a knowledge of the role and responsibilities of the individual in promoting effective government; 9. Exercise the citizen's roll in the decision-making process of government and policies; 10. Demonstrate a commitment to the idea that a public office is a public trust; values, participation in the democratic process and a reasoned review of the political system. The school, from primary grades to secondary level, serves as a laboratory for participatory citizenship. The knowledge, skills and attitudes acquired by students at school influence their views of their roles in the democratic process. 11. Accept civic responsibilities and discharge them faithfully; 12. Recognize the importance of skills and knowledge needed for responsible citizenship participation; 13. Illustrate the importance of the citizen exercising the rights and privileges in the democratic process; 14. Demonstrate a commit to law and understand the structure, purpose and processes of the American legal system; 15. Identify the basic goals of United States foreign policy in order to make rational judgments about foreign policy decisions; 16. Demonstrate knowledge of our relations with other nations and the manner in which these relations are conducted; 17. Demonstrate knowledge of human interdependence and the need for cooperation among people of the world in the interest of peace and human welfare; 18. Recognize contributions to the development of country and culture by people from many nationalities and ethnic groups; 19. Identify basic beliefs and values of the democratic heritage; 20. Develop a positive attitude toward the idea of democracy and the method by which Americans have solved their problems; 21. Develop a positive attitude toward democratic values and their contributions to human welfare and happiness. 51 Conceptual Framework for Citizenship Education Principles of Dentocracy Majority rule Minority rights Individual rights Popular sovereignty Dignity of the individual Compromise Education Globalism Compact Change G l o b . U s. . Trade Communications Interdependence Resource allocation International organization International alliances Connict resolution Foreign policy I Governntental Structure Branches of Government Judicial Executive legislative Federal system State government local government Representation Civil Service Bureaucracy leadership Republic Federalism Bill of Rights Separation of powers limitations of power Representative democracy Checks and balances General welfare legitimacy Rule of law Positive Disposition Toward Democratic Values Equality liberty Humanitarianism Justice Freedom Citizenship Participation Voting Citizenship Rights and Responsibilities Citizen influence Decision making Public opinion Mass media Political Process Politics law making Policy making Election process Political ethics Political parties Political leadership Implementation of laws Electoral college Interest groups Caucus Power Foundations of Law law Fair trail Due process Judicical system legal responsibilities Rights of the accused Judicial review Penal system Appeal 52 Structure of American Government Foundations of American Government ~ poPular sovereignty Government Representative democracy Federalism Separation of powers Checks and balances ~ The Presidency - - - - - - - - - - - - - - Formal and informal rules on presidential recruitment Constitutional guidelines for the presidential role Roles of the president Presidential decision making Agencies of the executive branch ~. The Congress ---------------1 Formal and informal rules on congressional recruitment Organization of Congress Roles of the congressional representatives The influence of informal rules on legislative role Congressional decision making The Courts purpose of the federal courts 1 Organization of our federal court system Selection of tenure of judges Interpretation of individual rights State and Local. Governments EOrganization of state and local governments ~ Services provided by state and local governments Major problems of state and local governments Relations between local, state and national governments Role of the Citizen in the American Political Process E To Be An ------------- American Citizen People of the United States-a nation of immigrants Who is a citizen? Rights and responsibilities for American citizenship E - - c ________________--1 Politics in Action What is politics? Political parties and government Political parties and politicians Elections Campaigning for office Electing our leaders E Politics and -----------------1. the Citizen What is political behavior? Political participants Voter behavior patterns ~ Citizenship ________________ in Action What kind of citizen are you? Individual political actions Pressure groups How the citizen keeps informed The Citizen in - - - - - - - - - - - - - - the World Community Forces of change in world affairs Preserving freedom in a divided world Alliances with other countries The individual in world affairs The United States and the United Nations 53 The Citizen and the Law Foundation r - Origin of our legal system of Law ----------------1L.......- Functions of law Federal Court System E - - - - - - - - General organization The Supreme Court Judicial review ~ First Amendment_____________ Freedoms ReligiOn Expression Assembly Petition ~ Rights of - - - - - - - - - - - - - - - the Accused search and seizure Right to a speedy trial Right to counsel Right to an impartial judge and jury Right to confront and cross-examine witnesses Right to be able to call witnesses on one's behalf Right against self-incrimination Concepts for Three Components of Citizenship Education The Citizen and The Law law due process rights responsibilities judicial review Bill of Rights courts appeal trial amendment plaintiff prosecution defendant jurisdiction opinion Structure of American Government democracy republic constitution federalism compromise executive legislative judicial President Congress courts state county city governor mayor council separation of powers Bill of Rights checks and balances jurisdiction bureaucracy rules agency commission law decision making The Role of the Citizen in the American Political Process immigrants citizen citizenship responsibilities politics vote parties politicians election government decision making groups primary system Electoral College 54 Sample Lesson Plans Citizenship in Action The following lessons were designed for a teaching unit on Citizenship in Action. The Sample Lesson Plan uses the same elements of curriculum found in the Outline of a Course Guide and the Sample Course Outline. This section goes into more detail about planning for classroom instruction. The sample lesson plans coordinate performance objectives, indicators, concepts and activities for use in an instructional unit in citizenship education. The curriculum components of knowledge, skills, values and attitudes and social participation are addressed in the sample unit plan, Citizenship in Action. Four performance objectives have been used to illustrate the four components. Performance objective one deals with knowledge, two with skills, three with values and attitudes and four with social participation. Teachers and instructional planners should feel free to use, delete or substitute their own activities or indicators for those included in this guide. The purpose of this section is to show examples of lesson plans, not a completed guide. 55 Concepts Performance Objectives Indicators Lesson Plan I Citizenship in Action Activities Resource Materials Evaluation CBE BST 1. government federalism checks and balances division of powers lobbying value conflict public regulation compromise zoning taxation t.n 0' The student will be able to illustrate governmental operations and how policies are formed and executed. The student will be able to la. Chain of command charts. interviewing *a. trace the chain of command in a lb. How a bill becomes governmental structure. law--charts. sequencing *b. given the steps necessary for a bill to become a federal law. list them in sequence. *c. identify different types of taxes and relate the to different levels of government. Ie. Property taxes- d. describe specific problems and computations. surveys. advantages to various governments reading pie charts working together. e. compile and rank by relative importance. a list of city (or county) services. f. describe and analyze the problem of Id. Levels of government- representing multiple interests in providing using newspaper. group a public service. discussion g. apply procedures of public regulation of land (open space) to a hypothetical Ie. Government services-- situation. ranking. rating system. (*Minimum competencies) value judgments. data retrieval chart If. Representing multiple interests-role play. research. using newspapers Ig. City council meetingsimulation Georgia Government Organization Chart 1. Teacher-made texts "How a Bill Becomes Law in Georgia" pamphlet from Secretary of State. 1974 The Law Chart Set Comparison of the Georgia and U.S. budgets "Major State and Local Taxes in Georgia" from Improving Citizenship Education. 1980 Hepburn. 1980 Atlanta and/or local newspapers 2. Self-evaluation 3. Peer-evaluation 4. Observation instruments 5. Assessment of student research 6. Group interaction checklist Functions of federal, state and local government chart Hepburn. 1976 Shields. "Great Park Debate." Atlanta Constitutions. June 8. 1980 Berryman. 1973 Hepburn. 1980 Tretten. 1977 Learner A. B. D. E. Citizen 1. 2. 3. Reading 1.3. 4.6. 7.8 9.10. 11.12. 13 Math 6.7. 9.11. 15 Problemsolving 1, 2. 3.4. 6.8. 10.11 12 Concepts Performance Objectives Indicators Activities Resource Materials Evaluation CBE BST 2. fiscal policy budget politician frame of reference bureaucracy mayor-council commission council-manager Cit ...:J The student will be able to make reasoned decisions based on skills of gathering. inter preting. analyzing and evaluating data. The student will be able to *a. graph a breakdown of the state budget for the most recent fiscal year. *b. analyze a news story as reported in at least two different publications to identify exam pies of bias or misleading use of facts. c. analyze the accuracy and discuss the appropriateness of technical data. d. describe advantages and disadvantages of various forms of city governmental organization. e. project some effects which changes in population will have on government regulation of limited resources. (* minimum competencies) 2a. Budgets-interpreting data. graphs 2c. Data analysis-use and misuse 2d. City Governmentcharts. interviews. writing reports 2e. Population changeshypothesize. plan a new city Jackson. 1979 Office of Planning and Budget. 270 Washington St. Atlanta. Ga. 30334 Jackson. 1979 GiIliom.1977 Hepburn. 1980 Local city officials Dept. of Natural Resources Pound. 1975 Regional planning commission I. Assessing student written reports 2. Observation of student partici pation 3. Student checklist of concepts and related activities 4. Student completion of charts or diagrams 5. Teacher check list of decisionmaking skills Learner A. B. C. D. E. Citizen I. 2. 3. 6. Classroom questions and discussions Reading 1.3.4. 7,8,9, 10, II, I 2, 13 Math 17, 10, 12-15 Problemsolving 1-6.8-9. 10. 11 Concepts Performance Objectives Indicators Activities Resource Materials Evaluation CBE BST 3. The student will be able to o courts o jurisdiction o due process o rules of evidence o burden of proof o plea bargaining o verdict o precedent o sentencing demonstrate a commitment to law and underthe structure, purposes, and processes of the American legal system. system. '-11 00 The student will be able to *a. define legal terms dealing with rights of the accused and due process of law. *b. describe the governor's powers and the Constitutional limitations on the governor's authority. c. describe the consequences of alternatives for resolving a political value conflict. d. match different types of courts with their jurisdictions and level of government. e. defend in writing whether our criminal justice system does an adequate job of protecting society. f. write a paper analyzing the contributions of Roman law, Greek democracy and Judeo-Christian ethics to the American legal system. (*Minimum competencies) 3b. Responsibilities of Governor-research and report 3c. Nuclear power plant dilemma-value conflict and resolution 3d. Courts and their jurisdiction-using telephone book for data, group interaction and consensus 3e. Criminal justice system-field trip. write position paper Office of the Governor Pound, 1975. Nuclear Power Plant Dilemma-handouts Municipal Electric Authority-handbook of Georgia state agencies Telephone books Courts and their Jurisdiction. Georgia Court System-chart and fact sheet. U.S. Court Systemchart and fact sheet. Situations: Which Court?handouts Gifis, 1975 Kids In Crisis Local Bar association 1. Teacher evaluation and observation of student participation and group interaction 2. Assessment of student research paper 3. Teacher-made tests of basic concepts 4. Student oral presentations to class 5. Attitude assessment scales 6. Questionnaires for students, parents or community Learner A. B. D. E. Citizen 1. 2. 3. Reading 1,3, 4.6. 7.8, 9,10. 11. 12, 13 Math 7.10, 12,15 Problem solving 1, 2, 3,4, 6,8, 11 Concept. Performance Objectives Indicators Activities . Resource Materials Evaluation CBE BST 4. The student will The student will be able to 4a. Lobbying-data from be able to ETV and newspaper decision making powers voting rights responsibilities ordinances charter groups demonstration exercise the citizen's role in decision-making process of government and politics. *a. describe two cases in which lobbying or mass demonstrations were used to influence the decision of legislators. *b. describe the process for chartering municipalities in Georgia. c. develop and defend positions on one or more local issues involving governmental action. d. draw up, discuss and vote on mock city council proposals. (* minimum competencies) 4c. Decision-making powers debate, pointcounterpoint 4d. Mock city council meeting--rules of procedure and debate The Newspaper and Your 1. Student partici- Quest for Truth pation and group " L a w m a k e r s " -WGTV interaction League of Women Voters National Organization for 2. Teacher made Women tests of basic National Rifle Association concepts Operation PUSH 3. Peer evaluation local newspapers Georgia County Government of group activities Magazine 4. Evaluation of Hepburn, 1980 Local city council members student written reports, of student oral presentation Learner A. B. D. E. Citizen 1. 2. 3. Reading 1,3, 4,6, 7,8, 9,10, 11,12, 13 Math 7,10, 12, 15 Problemsolving 1, 2, 3, 4,6,8, 11 CJ1 \C Sample Lesson Plan 2 Citizenship Education I. Citizenship Education A. The role of the citizen in the American political process 1. Citizenship in action a. How the citizen keeps informed Sample Performance Objectives and Indicators Tasks Performance objectives The student will be able to 1. demonstrate knowledge and understanding of the form and function of governmental structure. 2. make reasoned decisions based on skills of gathering, interpreting, analyzing and evaluating data. 3. demonstrate knowledge of the structure and processes of the American legal system. Indicators/Tasks The student will be able to *a. trace the chain of command in a governmental structure; *b. given the steps necessary for a bill to become a federal law, list them in sequence; *c. identify different types of taxes and relate them to different levels of government; d. describe specific problems and advantages to various governments working together; e. compile and rank by relative importance a list of city (or county) services; f. describe and analyze the problem of representing multiple interests in providing a public service; g. apply procedures of public regulation of land (open space) to a hypothetical situation; *a. graph a breakdown of the FY (Fiscal Year) 1982 state budget; *b. analyze a news story as reported in at least two different publications to identify examples of bias or misleading use of facts; c. analyze the accuracy and discuss the appropriateness of technical data; d. describe advantages and disadvantages of various forms of city governmental organizations; e. project some effects which changes in population will have on government regulation of limited resources; *a. define legal terms dealing with rights of the accused and due process of law; *b. describe the governor's powers and the Constitutionallimitations on the governor's authority; c. describe the consequences of alternatives for resolving a political value conflict; d. match different types of courts with their jurisdictions and level of government; *Minimum Competencies 60 Performance Objectives The student will be able to 4. exercise the citizen's role in the decisionmaking process of government and politics. Indicatorsrrasks The student will be able to e. defend in writing an opinion on whether our criminal justice system does an adequate job of protecting society; f. write a paper analyzing the contributions of Roman law, Greek democracy and JudeoChristian ethics to the American legal system; *a. describe two cases in which lobbying or mass demonstrations were used to influence the decision of legislators; *b. describe the process for chartering municipalities in Georgia; c. develop and defend positions on one or more local issues involving governmental actions; d. draw-up, discuss and vote on mock city council proposals. *minimum competencies Sample Lesson Concepts 1. government 3. courts federalism jurisdiction checks and balances due process division of powers rules of evidence lobbying burden of proof value conflict plea bargaining public regulation verdict compromise precedent zoning sentencing taxation 2. fiscal policy budget politician frame of reference bureaucracy mayor-council commission council-manager 4. decision-making powers voting rights responsibilities ordinances charter groups demonstration Sample Activities For the purpose of this guide the following activities have been keyed to particular indicators and not all indicators are represented by specific activities. 1.a. Chain of Command concepts - division ofpowers, organizational structure, government Working with Charts Show students an organizational chart of state government and explain that it is used to illustrate how groups of persons, in business as well as government, are organized to get a job done. Charts can show the rankings of personnel, different levels of the organization and lines of authority - sometimes called the chain of command. How is your school organized? Help students draw up an organizational chart showing how all school personnel are organized to carry out the job of educating students. Charts should include not only teachers and principals, but also counselors, librarians, custodians, lunchroom workers, school nurses and other personnel. Small Group Interviewing Divide the students into research groups of four or five and ask different groups to interview the principal, counselor, superintendent, etc., as to how they view the organizational structure of the school. Have them find out the difference between line and staff authority. Each group then should make out an organization chart. 61 GEORGIA STATE GOVERNMENT GEORGIA ELECTORATE 0'\ N I I I I I I I I ,.----------T----~~----T----I-~: -i----,-----,-,--------1J i : ii EXAMINING AND LICENSING BOARDS GEORGIA GOVERNMENT ORGANIZATION CHART PREPARED BY THE INSTITUTE OF GOVERNMENT UNIVERSITY OF GEORGIA 1983 =0 ELECTED c=J = APPOINTED l.c. Property Taxes concepts taxation. zoning Tax Computations Briefly outline the different types of taxes and levels of government which collect them (see Department of Revenue: Statistical Reports; Improving Citizenship Education: Secondary Handbook. 1980; Tretten, 1977). The teacher should review the tax rates for the local governmental districts with the students. The following taxes should be described in detail. ad valorem taxes on tangible property (ex. houses). intangible property (ex. stocks) and motor vehicles taxes on business activities sales (and local option) taxes income tax gasoline tax A brief example of how property tax is figured follows. A county board tax assessor determines the real market value of Peter Barn's property in Floyd County to be $40.000 in 1976. Because Barn lives on his land, he is entitled to a homestead exemption of $2,000 ($40,000 ~ $2.000 = $38.000). The assessed valuation (40 percent of 38,000) was $15.200. The tax rate was 30.00 mills which is $30.00 for every $1,000 (or three percent. So the tax on that property is $456.00 ($15,000 x 3 percent). Conducting a Survey Have students compose a survey questionnaire for their community and collect samples of peoples' opinions about whether or not they think property taxes are good or bad and why. What other ways of collecting revenue can people suggest. Some students may also want to interview a county tax assessor to get his or her opinions on the matter. Discuss as a group the problems in collecting a sample of opinions which accurately reflects that of the community. Comparison of the Georgia and United States Budgets: FY 1979 Georgia United States Excise Taxe-s>r-.....- - . / Where it comes from ... ldllC " \.. \ Fall Line ~ ( j ( ) o 1> 1.. ( ~ \.,.---------0--..../ POPULATION 1820 EACH DOT REPRESENTS 200 INHABITANTS COUNTY BOUNDARY PRESENT --------- STATE BOUNDARY \ '. \.., / '/ . -. ..... ..... , '~ ...... -r-'""L_-....... \ ./ ----...._~_/ I I I I I 1 I I I i I I I I BUREAU OF THE CENSUS o 50 ~~ MILES 67 , /! "" ) ) GEORGIA POPULATION 1960 EACH DOT REPRESENTS 200 RURAL INHABITANTS URBAN PLACES OF 2500 OR MORE SHOWN BY GRADUATED CIRCLES . e ~ ~ 2500 5000 10.000 25.000 50,000 100.000 500,000 o ~o MILES 68 GEORGIA POPULATION 1970 EACH DOT REPRESENTS 200 RURAL INHABITANTS URBAN PLACES OF 2500 OR MORE SHOWN BY GRADUATED CIRCLES 2500 5000 o 10,000 @) 75.000 150,000 500,000 -~-r ~T ~~. -~ -r I BuREAU OF THE CfNSUS MILES Boroes"nJRo"od CARTOGRAPHIC SERVIC~5 LA80RATORY AND OEPARTM[NT OF GEOGRAPHY UNIVERSITV Of- 69 2.e. Population Changes Plan a new city Some students might verify some of their hypotheses by contacting various angencies dealing with census, resources and government services. They could also try to illustrate their findings by planning a new city somewhere in the state and discussing some of the problems of setting up a government and providing community services. 3.b. Research and report Responsibilities of Governor Assume you are the governor's press secretary. The governor has received a letter from an eighth grader (in a Georgia history and government class) who asks, "What kinds of things can the governor order people to do? What kinds of things must the governor persuade people to do?" After discussing the answers with you, the governor asks you to draft a reply to the eighth grader. Write the letter. Be sure to include what you feel are the most important of the governor's powers. Students should consult the Georgia Constitution, textbooks and the Governor's Office for factual details. Use the chart, "Responsibilities of Governor" as a guide. The issue of ordering or persuading is exemplified in the governor's role in preparing and cutting the state budget. Responsibilities of Governor 1. Director of the budget. Has great control of state finances 2. Signs or vetoes bills passed by the General Assembly 3. Appoints 1.000 state officials and members of boards and commissions-most with approval of state senate 4. May call out national guard and state patrol for emer- gencies 5. Recommends programs and legislation to the General Assembly 6. May grant 90-day stay of execution 7. Fills judicial vacancies 8. Returns out-of-state fugitives back to state they escape from for justice there 9. Represents the state at all important functions around the United States and the world-our state ambassador. Seeks international trade for Georgia products. as well as attempts to get foreign companies to invest in Georgia 3.c. Value conflict and resolution Nuclear Power Plant Dilemma Provide students with a copy of "The Nuclear Power Plant Dilemma" and ask them to read it. The teacher may want to introduce other background information about nuclear power plants in Georgia and about the Public Service Commission. After the students read about the dilemma have them write down what they think Billy should do. They should also write out one reason supporting his decision. In a large group discussion ask a couple of students to summarize the problem in their own words and to clarify the value conflict. Then ask several students to share what they think Billy should do and why. Divide students into groups of five or six, based on their decisions, and have each group come up with the two most important considerations supporting Billy's decision. After about 10 minutes bring students back together in a large circle to discuss their reasoning. The teacher should serve as a moderator encouraging students to listen to and respond to each other's comments and reasonings. Challenges to student reasoning should involve appeals to the higher standards of fairness, liberty and the universal value of human life. Instructions for Using the Nuclear Power Plant Dilemma Ever since the incident at Three-Mile Island Power Plant, Americans have become more suspicious of the use of nuclear power to produce electricity. The problem is that while there is a tremendous need for inexpensive electricity, there are certain risks with splitting atoms to obtain it. Three-Mile Island presented the very real danger of a "meltdown accident," though some would have us believe the danger is small. There is also the problem of what to do with the nuclear fuel which is no longer useable in the reactor but which is still lethal. Some of this waste fuel remains radioactive for hundreds and even thousands of years. The dilemma which follows is meant to help students become more aware oftheir decisionmaking responsibility in this area. Although the case is hypothetical, the information about plants Hatch and Vogtle is not. The teacher should help students understand, the ethical considerations in the public service commissioner's decision whether to allow the plant to begin its operation in 1984. It might be wise to make sure all students understand basically what 70 Nuclear Power Plant A power company in Georgia has been building a nuclear power plant just outside of Waynesboro. It is expected to be completed by 1984. Citizens in the county had approved ofthe plant's construction, as had the Nuclear Regulating Commission (NRC) back in 1974. However, there is going to be a problem of where to dispose of the spent nuclear fuel from this plant in the year 2001 and from another nuclear plant as early as 1986. Many of the younger residents in this area are not sure now that they want a nuclear power plant near where they live. They have become afraid of what happened at Three-Mile Island. They have contacted the public service commissioner to prevent the nuclear plant from starting up. The public service commission, among other things, decides whether a power plant in the state can begin to operate. The power company has replied that this new plant will be safe. It is also vital to the future power needs in the state. It will help our country become independent of foreign oil. Millions of dollars will go down the drain if it does not open. Yet some citizens think that the danger of another accident such as a leak from radioactive waste being stored is just too great. One commissioner has recently voted against a power company request to increase the price of electricity. He wonders now whether he should vote against this nuclear power plant too. What considerations should he think about before deciding how to vote? How would you advise him and why? occurred at Three-Mile Island Nuclear Power Plant. In addition, there are supplementary materials from the Municipal Electric Authority of Georgia and the Handbook of Georgia State Agencies. This information should be used to explain vocabulary and the dilemma's setting. However, it should not take the place of a discussion of the ethical considerations in the commissioner's decision. 3.d. Finding information in the telephone book Courts and Their Jurisdiction concepts - courts, jurisdiction, due process, precedent As a preparation for and introduction to this activity, have students do the following homework assignment. Using your telephone book, list on handout "Courts and Their Jurisdiction" all of the courts available to a County resident in the Georgia court system and in the U.S. court system. Based only on the information found in the telephone directory, have students include what they think is the jurisdiction of each court (the kinds of cases the court has the power to deal with). In class using the completed handout "Courts and their Jurisdiction," students should be asked for the names of courts found by looking in the telephone book. On the chalkboard, the teachers should write Georgia court system and U.S. court system. For each court the student should indicate which system it should be listed under and what types of cases are dealt with in this court (jurisdiction); this should be written on the chalkboard. When this has been completed, show transparency (or chart) of "The Georgia Court System." After students have looked at the diagram noting where each court is located, discuss (starting at the lower levels working up) each court using the information on handout "Courts and their Jurisdiction." The same should be done with transparency "The U.S. Court System." Be sure students understand the difference between original and appellate jurisdiction. Students should understand that most judicial opinions in appellate cases are based on prior court dicisions. At the conclusion to this part of the lesson, the teacher could distribute handouts, "Fact Sheet-Georgia Court System," "Fact Sheet-U.S. Court System" to be reviewed for homework that night. 71 The Georgia Court System ,.------Appeal 'is OJ Q.. Q.