9.18.2015

Students will use immigration

demographics to practice evaluating

sources

Please get out a writing

utensil and a place to take notes for this

class!

Title your notes:Chapter 1--A Changing

America

Honors Civics, Ms. McGuire

DemographicsStatistical data relating to the population and particular groups within it

Some demographics of the United StatesPopulation: 318.9 million people13% African American17% Hispanic or Latino6% Asian American14.5% of Americans in povertyMedian Household Income: $53,046Population per square mile: 87

Immigration12% of our current population is foreign-born individuals

Evaluating Sources-----an IB skillThink of this task as a pre-assessment on this skill.Using an article that talks about immigration demographics, we are going to practice deciding how “reliable” a source is. This is a skill we will work on all year and that will be developed throughout your Junior and Senior years in IB. Today is your first crack at it :)

By following the OPVL format (purple worksheet), you will practice evaluating a source today. This is just practice. We will go over it in depth on Monday!

Pew Research Reading VocabUnauthorized: someone who has not followed a country’s immigration laws/process.

Birthright citizenship: if you are born in the United States, you are a citizen. It does not depend on your parent’s status. This practice was created by the 14th Amendment to our Constitution.

U.S. Census: a survey done every 10 years, recording data on who is in our country, family size, income, etc. A study to record demographics.

9.21.2015

Students will use economic demographics

to practice evaluating sources

Please get your ChromeBook, open your Entry Tasks doc, and answer the following questions:1. What are

demographics?2. How would you

describe values and limitations based on what you learned on Friday?

Kathleen McGuire

Imagine that I wrote an article for the Tacoma News Tribune Sports section on girls tennis prospects in Pierce County.

Discuss with your partner:What would the value of that article be for understanding girls tennis?

What would the limitations of that article be for understanding girls tennis?

Use your purple sheet as a reference for how to think about these.

Played tennis all 4 years at FPHS

Head coach, girls tennis at SHS for 4 years

You’re going to read an article about how geography and economics are related so here are some demographics for you!

Geography• U.S. population has been shifting to

the South and the West.We are moving from the Frostbelt to the Sunbelt.

• Population shifts affect the political balance in the U.S. House of Representatives.

Copyright © 2012, 2011 Pearson Education, Inc. All rights reserved.

LO 1-1To Learning Objectives

Income Distribution– Rising gap

between rich and poor

– Poorest 5th have 2% less of the national wealth

– Wealthiest 5th have 9% more

Damian Dovarganes/AP Photo

Copyright © 2012, 2011 Pearson Education, Inc. All rights reserved.

LO 1-1To Learning Objectives

Poverty

– Poverty level greater for:

1) Minority groups2) Children3) Families headed

by women4) Certain

geographical regionsRolf Haid/dpa /Landov

Poverty threshold: •2015 poverty threshold was $24,250 for a family of 4•14.3% of Americans live in poverty

Copyright © 2012, 2011 Pearson Education, Inc. All rights reserved.

LO 1-1To Learning Objectives

Open the Pew Research Poverty Article in your Honors Civics folder to practice again!

9.22.2015

Please grab your ChromeBook, open the Pew Research Poverty Article OPVL doc (from yesterday) and get out your purple OPVL handout!

Make sure both you and your partner have values and limitations for the poverty article (even if they were absent yesterday).

Students will know how the state of the U.S. economy is

determined.

Entry TaskAt the bottom of the document, use the

Sample OPVL Paragraph as a framework and fill in the blanks to write an OPVL paragraph

about the Pew Research Poverty article.

Chapter 1 Study Guide:

Due Mondayprinted off, written on

paper, or in Drive.

Definition ActivityYou are going to get a slip of paper with a word or

definition on it

(Please don’t rip, crumple, or throw away this small piece of paper)

Do your best to find the matching word or definition

(Be wise with your resources: brains, other people’s brains, electronic devices)

Once paired off, make sure to separate yourselves from the group

GDPthe value, expressed in dollars, of all final goods and

services produced in a year in a country.

Learning Target: Students will know how the state of the U.S. economy is determined.

9.23.2015

Turn and talk with your partner:

What’s one of the best indicators to determine the state of our economy?

(Hint: a prominent vocab word from yesterday)

Please get out your notes!

Students will know how the state of the U.S. economy is

determined.

GDP videohttp://www.econedlink.org/interactives/index.php?iid=204&type=student

GDP=C+I+G+N

C=Consumer Products, goods (groceries, clothes, iPods), services (haircuts, oil changes)

I= Investments by businesses and households (new homes, inventories, education, equipment)

G=Government Spending by local, state, and national gov’t (roads, schools)

N=Net exports, value of a country’s exports to other nations, minus its imports from other nations.

What isn’t included in GDP

Intermediate goods (the raw denim that was produced to make the jeans you’re wearing)

Used goods Underground production (black market)

Household production (if your family makes its own laundry soap)

Learning Target: Students will know how the state of the U.S. economy is determined.

For a developed economy like the United States, a desirable rate of growth is approximately 3 % to 3.5%.

Real and nominal GDPReal GDP: The dollar price of GDP in a base year’s price, used to compare changes in GDP from one year to the next. An increase in real GDP is an increase in economic growth.

Nominal GDP: GDP that is not adjusted for inflation. The value of goods and services in current prices.

Inflation: A loaf of bread the year I was born (1989) cost roughly 60 cents. Today it costs roughly $1.98

http://www.thepeoplehistory.com/pricebasket.html

Learning Target: Students will know how the state of

the U.S. economy is determined.

What GDP does not tell us● Does not measure income distribution● Does not measure non-monetary output or

transactions (e.g., barter, household activities)

● Does not take into account desirable externalities, such as leisure or environment

● Does not measure social well-being● Correlates to standard of living but is not a

measure of standard of living

Learning Target: Students will know how the state of the U.S. economy is determined.

Exit TaskTo what extent is GDP the most important

factor in determining quality of life in a country (particularly the United States)?

9.24.2015

Brainstorm with your partner:

List every type of government you can think of!

(No ChromeBooks)

Students will understand how economics and government are tied

together.

Forms of Government

Wait--What is government

anyway? Government is a system of social control

under which the right to make laws, and the right to enforce them, is given to a particular group in society.

A little more about government…Modern governments have many jobs including: • providing for the security and order of their country• Establishing a system of justice so that people are treated fairly• providing welfare services to those in need• regulating the economy • establishing educational systems***In extreme cases of governmental regulation, every

aspect of people's lives is controlled. This is called totalitarianism. Can you think of a novel/movie that shows a totalitarian government?

Government• We distinguish between forms of government

on the basis of its organizational structure and the degree of control exercised over the society.

Forms of GovernmentWe will be learning about the following forms of

government:

• Democracy

• Monarchy

• Theocracy

• Dictatorship

• Transitional

Economic Systems

And a few economic systems…because they are closely connected to governments!

• Capitalism

• Socialism

• Communism

Forms of Government

Democracy• Supreme power is given to the people and

exercised by them directly or indirectly through a system of representation. (Republic--most are this)

• Democratic countries have free elections where all citizens have a vote.

DemocracyExamples of Democratic countries today:

• United States of America

• Philippines•(although none are pure democracies)

Monarchy•The office of head of state is usually held until death or abdication

•Often hereditary

•Longest lasting form of government

•King, Queen, Emperor, Empress is the leader• Constitutional monarchies are more common today.

Under this system, the powers of the king or queen are restricted to those granted in the constitution.

MonarchyExamples of countries with monarchies today:• Saudi Arabia• Brunei• Qatar• Oman• Great Britain (Constitutional Monarchy)• Australia (Constitutional Monarchy)• Morocco (Constitutional Monarchy)• Bhutan (Constitutional Monarchy)

Theocracy• In a theocracy, government leaders are

members of the clergy (church officials), and the state's legal system is based on religious law.

• Rulers are thought to be “divinely guided”.• Religious text = the law

• EX: The Quran = the law, The Bible= the law

Theocracy

Examples of theocracies today:

• Iran

• The Vatican

Dictatorship• A government in which a single leader or party

exercises absolute control over all citizens and every aspect of their lives.

• In many cases, this absolute power is exercised in a cruel way.

• Other names for a dictatorship include: Autocracy, Military Junta, Right Wing, Authoritarianism, Totalitarianism or Fascism

Dictatorship

Examples of Dictatorships today:

• North Korea

• Libya

• Myanmar (Burma)

• Sudan

Transitional• A transitional government is one that is in the

process of changing from one form to another–This usually happens after a civil war in a country in which the government has been destroyed and rival groups are fighting to take its place.

• Countries with transitional governments are often unstable

Transitional

Examples of countries with transitional governments:

• Afghanistan

• Iraq• Somalia

9.25.2015

Please get out your coral graphic organizer!

Discuss with your partner:

Which type of government do you believe has the most advantages? Explain.

Students will understand how government and

economics work together

HW: Chapter 1 Study Guide

Economic Systems Wait—what is economics about anyway?

Economics has to do with the production, distribution and consumption of goods and services…

Econ heavy one...good!!

John Green one...a little dense...still good :)

Capitalism•In a capitalist country, people own their own

companies and can manage them to earn a profit.• Free from most gov’t influence

• EX: United States, New Zealand

Socialism

• A political and economic system in which some businesses are controlled by the government rather than by individuals.

• In a socialist country, there is an effort to limit the inequalities of wealth and power.

• Taxes often high• People can hold private property in socialist countries.• A country can be both socialist and democratic• EX: Sweden

Communism

• A political and economic system in which the government controls all business.

• Classless society-all people equal• Communist countries have totalitarian governments.• All communists are socialists, but not all socialists are

communists.• Ex: China, Cuba

Think of it as a spectrum…

Capitalism Socialism Communism_______________________________________United States

Canada Sweden

China

Cuba

North Korea

Capitalism

Businesses and individuals should own property, factories, and tools.

Progress comes from individuals following their own self-interest

Free-market--Gov’t doesn’t interfere with economy much

Competition is good

Capitalism vs SocialismSocialism

Producers should cooperate for the benefit of all

The gov’t must step in and act to protect workers since employers will take advantage of them

The gov’t owns some property and factories

Goods are distributed according to each person’s need

Exit Task

Summarize in one sentence what capitalism is

and in one sentence what socialism is

USE YOUR OWN WORDS FOR THIS

Chapter 1 Study Guide

1.Read the chapter

2.Define vocab words from your textbook

3.Answer the short answer questions based on the reading and what we’ve learned in class

4.DUE MONDAY

9.28.2015

1.Grab ChromeBook

2.Get out Chapter 1 Study Guide (paper or drive?)

3.Answer the following in your Entry Tasks doc:

What type of government does the US have? What are some disadvantages of it?

What economic system do we [mostly] have? What are some advantages of it?

Students will understand economic systems by

analyzing demographics of the US, North Korea, and

Chad.

Chapter 1 Study Guide

If you completed it in your Drive and it is done, write your name on the sheet of

paper circulating.

Your text describes that the U.S. economy is facing increased competition. Explain the nature of that competition.

Discuss what you came up with your partner

Economic Systems PracticeTeacher Web Page > Links > World Factbook

Look at some demographics and economic data to see some real life examples of different economic systems

Remember: These are only 3 examples. There is a wide variety.

developing country: (Economics) a nonindustrialized poor country that is seeking to develop its resources by industrialization

If you finish early, fill out the same table for a country of your choice...I would suggest Sweden, Germany, Japan, Vietnam, South Africa, or India

9.29.2015

1.Grab ChromeBook

2.Begin working on your Economy Practice chart.

Please.

Students will understand economic systems by

analyzing demographics of the US, North Korea, and

Chad.

Split up the work-load with your partner!

Make sure you are finding the right data.

Employment = take out

Literacy rate = google if not listed. If not findable, skip.

Spending = Expenditures

Analysis ?’s1.What are some key differences between the market/planned economy

examples you looked at?

2.In what ways were the countries similar?

3.Do you think all market economies have #’s like the United States? Why or why not? Be specific.

4.Do you think all planned economies have #’s like North Korea? Why or why not? Be specific.

5.Write a paragraph arguing for why a mixed economy is the best form of economic system. (Yes, you must argue for this; it’ll be a nice

challenge for your brains if you disagree)

Type at the end of the Economy Practice worksheet

Due Thursday(no class time tomorrow)

Reading AssessmentsMade up of 3 parts❏ Content Comprehension

Questions❏ Compare/Contrast❏ OPVL

Based on last year, we

assume most of you are pretty good at this.

We have been introduced to

this already! We will practice lots

more.

That leaves Compare/ContrastTime to practice that!

Some ideas to get you rolling:

Communism:Cuba, Vietnam, North Korea, China

Socialism:Sweden, Finland, Denmark

Theocracy:Iran

Republic:United Kingdom, Brazil

Monarchy:Saudi Arabia, Sweden

So many more options!

You will be selecting a country for its type of

government OR economic system and

finding 2 sources about that country’s

government or economic system to

compare/contrast.

Today we are just worried about this part.Leave class today with a country and its

type of gov’t OR economic system you are interested in

9.30.2015Students will understand how to improve on their

argumentative writing by looking at their pre-assessment scores.

10.1.2015Students will learn research and source finding skills by

practicing in the library.

10.2.2015Students will compare and contrast two articles about

an economic system.

Get your ChromeBook

Entry Task Doc → Where are the most reliable sources found?

Reading Assessment PracticeContinue finding your two sources and once finalized, begin comparing and OPVLing!