1 of 24

Overview: Unit 1- Beginnings of American Government

​

​

​

Social Studies- Am. Govt

​

​

Content Statements

(Enduring Understandings)

​

Unit Learning Outcomes

​

​

Essential Questions

​

1. Opportunities for civic engagement with the structures of government are made possible through political and public policy processes.

​

2. Political parties, interest groups and the media provide opportunities for civic involvement through various means.

​

3. Issues can be analyzed through the critical use of information from public records, surveys, research data and policy positions of advocacy groups.

​

4. The processes of persuasion, compromise, consensus building and negotiation contribute to the resolution of conflicts and differences.

​

5. As the supreme law of the land, the U.S. Constitution incorporates basic principles that help define the government of the United States as a federal republic including its structure, powers and relationship with the governed.

​

6. The Federalist Papers and the Anti- Federalist Papers framed the national debate over the basic principles of government encompassed by the Constitution of the United States

​

Students will be able to:

  • Devise and implement a plan to address a societal problem by engaging either the political process or the public policy process.
  • Select a political party or interest group to address a civic issue, identify a type of media as a means of communication, then defend the viability of the choices made in an effort to achieve a successful result in resolving the civic issue.
  • Prepare a collection of documents pertaining to a civic issue that contains examples from at least two distinct information types (e.g., public records, surveys, research data, policy positions of advocacy groups), explain how each source is relevant, describe the perspective or position of each source and evaluate the credibility of each source.
  • Identify a civic issue and explain how persuasion, compromise, consensus building and/or negotiation were used to resolve the opposing positions on the issue.
  • Explain in context one of the basic principles which help define the government of the United States.
  • Federalists can be said to have won the overall debate on the basic principles of government with the ratification of the Constitution of the United States. Anti-Federalists did achieve some success with the limitations on government embraced by the Bill of Rights

​

What is the purpose of government?

​

Why was our government created?

​

As Americans, what are our rights? What are our responsibilities?

​

Do the basic principles help define the government of the United States including its structure, powers and relationship with the governed?

​

​

Page 1

​

​

Essential Vocabulary

CS 1 : Opportunities for Civic Engagement

CS 2: Civic Involvement

CS 3: Civic Issues

CS 4: Steps to Resolution

CS 5: Creating the Constitution

CS 6: Opposing views - Federalist vs. Anti-Federalists

​

​

​

​

​

​

​

​

​

​

​

2 of 24

Overview: Unit 1- Beginnings of American Government

​

​

​

Page 2

​

​

Social Studies- Am. Govt

​

Recommended Resources / Materials

​

Cross Curricular Connections

​

  • Digital Lessons (R, L, W, S)
  • DBQ (R, L, W, S)
  • Mini-Qs in Civics: What Types of Citizen Does a Democracy Need?
  • Mini-Qs in Civics: The Ideals of the Declaration: Which is the Most Important? Mini-Qs in Civics: Campaign Propaganda: Which Strategies Would You Use? Mini-Qs in Civics: Should the Electoral College Be Abolished?
  • Master Ohio’s American Government Assessment (R, W) Ch. 5, 6, 8, 9
  • Prentice Hall Textbook (R, W)
  • U.S. Constitution (p. 760), Bill of Rights (p. 771), Federalist No. 10 (p. 783), Federalist No. 78 (p. 787) Online Resources (R, L, W, S)
  • We the People http://new.civiced.org/programs/wtp
  • Project Citizen (http://www.oclre.org/programs/PC
  • Civic Action Project (http://www.crfcap.org/

Federalist Papers as a Key Text

​

​

Civic / Real World Connections

​

  • The 1st and 4th Amendments- post 9/11 and the Patriot Act
  • Pursuit of Happiness - Real World success and failure stories. Do you think America is living up to its promise to pursue happiness?

​

​

Common Misconceptions

​

It is important in this unit to do a review of the time period in which these documents were written and the events happening around them. When moving to Unit 3, make sure that students understand the jump in time.

​

​

​

Pathways to Mastery: Summative Assessment

​

​

​

Pathways to Mastery: Formative Assessment

​

  • DBQ- What Types of Citizen Does a Democracy Need?
  • DBQ- The Ideals of the Declaration: Which is the Most Important?
  • Kahoot/ Exit Ticket
  • Schoology Discussion Board

​

  • Unit Test
  • Federalists vs. Anti-Federalists Structured Academic Controversy
  • CAP tests/ Short Cycle Assessments

​

3 of 24

Overview: Unit 1- Beginnings of American Government

​

​

​

Page 3

​

​

Social Studies- Am. Govt

​

Recommended Resources / Materials (Continued)

​

4 of 24

Overview: Unit 2- Importance of Rights/Responsibilities

​

​

Social Studies- Am. Govt

​

​

Content Statements

(Enduring Understandings)

​

Unit Learning Outcomes

​

​

Essential Questions

​

4. The processes of persuasion, compromise, consensus building and negotiation contribute to the resolution of conflicts and differences.

​

7. Constitutional government in the United States has changed over time as a result of amendments to the U.S. Constitution, Supreme Court decisions, legislation and informal practices.

​

8. The Bill of Rights was drafted in response to the national debate over the ratification of the Constitution of the United States.

​

16. In the United States, people have rights that protect them from undue governmental interference. Rights carry responsibilities that help define how people use their rights and that require respect for the rights of others.

​

22. Individuals and organizations play a role within federal, state and local governments in helping to determine public (domestic and foreign) policy

​

Students will be able to:

  • Identify a civic issue and explain how persuasion, compromise, consensus building and/or negotiation were used to resolve the opposing positions on the issue.
  • Select an example of how constitutional government in the United States has changed the meaning and application of any one of the basic principles which help define the government of the United States and summarize the nature of the change.
  • Relate one of the arguments over the need for a bill of rights to the wording of one of the first 10 Amendments to the Constitution of the United States.
  • Explain how the fulfillment of civic responsibilities is related to the exercise of rights in the United States.
  • Take different positions on public policy issues and determine an approach for providing effective input to the appropriate level and branch (agency) of the government

​

  • What does it take to change our government?
  • Why was the Bill of Rights added?
  • Why were some fearful of government?
  • As Americans, What are our rights? What are our responsibilities?

​

Page 1

​

​

Essential Vocabulary

CS 4: Steps to Resolution

​

CS 7: How the Constitution can change over time

​

CS 8: Bill of Rights

​

CS 16: Citizen Rights and Responsibilities

​

CS 22: Public Policy

​

​

​

​

​

​

​

​

​

​

​

​

​

5 of 24

Overview: Unit 2- Importance of Rights/Responsibilities

​

​

​

​

Page 2

​

​

Social Studies- Am. Govt

​

Recommended Resources / Materials

​

Cross Curricular Connections

​

​

Write a letter/ email to a public official taking a position on an issue.

​

​

​

Civic / Real World Connections

​

Rights and Responsibilities of Citizenship

​

​

Common Misconceptions

​

To Be Constructed

​

​

​

Pathways to Mastery: Summative Assessment

​

​

​

Pathways to Mastery: Formative Assessment

​

  • DBQ- Search and Seizure: Did the Government Go Too Far?
  • Kahoot/ Exit Ticket
  • Schoology Discussion Board

​

  • CAP tests/ Short Cycle Assessments

​

6 of 24

Overview: Unit 2- Importance of Rights/Responsibilities

​

​

​

​

Page 3

​

​

Social Studies- Am. Govt

​

Recommended Resources / Materials (Continued)

​

​

7 of 24

Overview: Unit 3- Extending Participation in a Democracy

​

​

Social Studies- Am. Govt.

Content Statements

(Enduring Understandings)

​

Unit Learning Outcomes

​

​

Essential Questions

​

9. The Reconstruction Era prompted Amendments 13 through 15 to address the aftermath of slavery and the Civil War.

​

10. Amendments 16 through 19 responded to calls for reform during the Progressive Era.

​

11 Four amendments have provided for extensions of suffrage to disenfranchised groups.

​

​

​

​

​

​

​

​

​

​

​

Students will be able to:

  • Summarize how the 13th through the 15th Amendments addressed the aftermath of slavery and the Civil War.
  • Summarize how the 16th through the 19th Amendments addressed the calls for reform during the Progressive Era.
  • Cite evidence to show that the Constitution of the United States has been repeatedly amended to extend suffrage to disenfranchised groups.

​

How has the United States broadened participation in democracy?

​

In what ways has the government extended suffrage?

​

Page 1

​

​

Essential Vocabulary

CS 9 & 10: Civil War and Progressive Amendments

​

CS 11: Suffrage Amendments

​

CS 12 & 13: Presidential and unique amendments

​

​

​

​

​

​

​

​

Pathways to Mastery: Formative Assessment

​

Pathways to Mastery: Summative Assessment

​

  • Kahoot/ Exit Ticket
  • Schoology Discussion Board
  • Unit Test
  • CAP tests/ Short Cycle Assessments

8 of 24

Page 2

​

​

Overview: Unit 3- Extending Participation in a Democracy

​

​

​

Social Studies- Am. Govt.

​

Recommended Resources / Materials

​

Cross Curricular Connections

​

  • Digital Lessons: Extension of Suffrage
  • DBQ Mini-Qs in Civics: Should Americans be Required to Vote?
  • American History Mini-Q Volume II, Unit 3: Prohibition: Why Did America Change its Mind?
  • Master Ohio’s American Government Assessment (R, W)
  • Prentice Hall Textbook (R, W)
  • http://avalon.law.yale.edu/default.asp

Excerpts from the:

The Jungle by Upton Sinclair.

The Souls of Black Folk by W.E. Dubois.

​

​

Civic / Real World Connections

​

  • 26th amendment gives 18 year olds the right to vote which is important to them because many of them are close to or 18 when they take government.

​

  • Voting and Citizenship rights gave various groups increased political power.

​

​

Common Misconceptions

​

To Be Constructed

​

9 of 24

Overview: Unit 4- Changes to Our Constitution

​

​

Social Studies- Am. Govt.

Content Statements

(Enduring Understandings)

​

Unit Learning Outcomes

​

​

Essential Questions

​

  1. Five amendments have altered provisions for presidential election,terms and succession to address changing historical circumstances.

​

Students will be able to:

  • Explain the historical circumstances surrounding the adoption of constitutional amendments pertaining to presidential election, terms and succession.
  • Describe the unique circumstances surrounding the adoption of Amendments 11, 21 and 27.

​

What is the significance of the Presidential Amendments?

​

Why were other unique amendments added to our Constitution?

Page 1

​

​

Essential Vocabulary

CS 12 & 13: Voting rights, presidential, and unique amendments

​

​

​

​

​

​

​

​

Pathways to Mastery: Formative Assessment

​

Pathways to Mastery: Summative Assessment

​

  • DBQ
  • Kahoot/ Exit Ticket
  • Unit Test
  • CAP tests/ Short Cycle Assessments

​

10 of 24

Page 2

​

​

Overview: Unit 4- Changes to Our Constitution

​

​

​

​

Social Studies- Am. Govt.

​

Recommended Resources / Materials

​

Cross Curricular Connections

​

To Be Constructed

​

Civic / Real World Connections

​

Understanding the timing of the Presidential Inauguration, the reason for Presidential term limits and what happens when the President is unable to continue serving.

​

​

Common Misconceptions

​

Students need to know the amendment number, historical background and its function. Students often confuse the amendment numbers. These amendments in particular are difficult to remember because they are all in the 20s.

​

11 of 24

Overview: Unit 5- Financial Literacy- Financial Decision Making

​

Social Studies- Am. Govt

​

​

Content Statements

(Enduring Understandings)

​

Unit Learning Outcomes

​

​

Essential Questions

​

Decision-making (Financial Literacy Content Statements 1-2)

  • Financial responsibility entails being accountable for managing money in order to satisfy one’s current and future economic choices.
  • Financial responsibility involves life-long decision-making strategies which include consideration of alternatives and consequences.

​

Consumerism (Financial Literacy Content Statements 11-15)

  • Consumerism choices consistent with one’s financial plan include decision-making strategies on purchasing.
  • Consumer advocates, organizations and regulations provide important information and help protect against potential consumer fraud.
  • Identify ways that consumers can identify fraud and protect themselves from becoming a victim of fraud. Describe the process for consumers who believe they are victims of fraud to seek recompense. Describe the consumer protections provided to citizens through government and consumer agencies.

​

Students will be able to:

  • Identify responsible ways for managing money for short and long term goals. Describe actions that are both responsible and irresponsible uses of money.
  • List financial decisions made at different stages of life and factors that will affect those decisions. Explain how education and career decisions affect incomes and job opportunities. Understand that there are positive and negative consequences for all financial decisions. Using a sample financial decision, explain the potential positive and negative consequences.
  • Explain the factors a consumer considers before making a particular purchase. Explain how various advertising strategies impact decision making.
  • Identify ways that consumers can identify fraud and protect themselves from becoming a victim of fraud. Describe the process for consumers who believe they are victims of fraud to seek recompense. Describe the consumer protections provided to citizens through government and consumer agencies.

​

  • What role do individuals play in making responsible financial decisions that provide for wants, financial success, and security.
  • How can individual financial decisions influence the overall U.S. economy?

​

Page 1

​

​

12 of 24

Overview: Unit 5- Financial Literacy- Financial Decision Making

​

Social Studies- Am. Govt

​

​

Content Statements

(Enduring Understandings) (Continued)

​

Unit Learning Outcomes (Continued)

​

​

Cross Curricular Connections

​

  • Consumer protections laws help safeguard

individuals from fraud and potential loss.

  • Planned purchasing decisions factor in direct (price) and indirect costs (e.g. sales/use tax, excise tax, shipping, handling, and delivery charges, etc.).

​

Credit & Debt (Financial Literacy Content Statements 19-23)

  • Credit is a contractual agreement in which a borrower receives something of value now and agrees to repay the lender at some later date.
  • Debt is an obligation owed by one party to a second party.
  • Effectively balancing credit and debt help one achieve some short and long-term goals.
  • Financial documents and contractual obligations inform the consumer and define the terms and conditions of establishing credit and incurring debt.
  • Credit and debt affect tax obligations.

​

  • Compare the terms and conditions of the consumer lending statements from two or more financial institutions to determine which one is better for a given consumer. Compare different types of student loans and have students rank the terms of the loans from best to worst considering both the long and short term effects.
  • Identify a consumer protection law and explain why it was developed and how it serves to protect individuals from fraud and potential loss.
  • Identify the difference between direct and indirect costs. Compare and contrast the overall costs of goods and services from various distributors (wholesale, retail,

online).

  • Describe the difference between a loan from a bank and one from a payday lender. Compare the final repayment amount of a loan from a bank and from a payday lender on a large purchase such as a car. Investigate barriers to individuals which may lead them to be unbanked.

​

​

​

Connections to Math within Financial Literacy Concepts

Page 2

​

​

Civic / Real World Connections

Financial Planning including how to save for large purchases (ex. car)

​

​

​

​

​

​

​

​

​

​

​

​

​

​

Common Misconceptions

To Be Constructed

13 of 24

Overview: Unit 5- Financial Literacy- Financial Decision Making

​

Social Studies- Am. Govt

​

​

Pathways to Mastery: Formative

​

​

Pathways to Mastery: Summative

​

​

  • Kahoot/ Exit Tickets

​

​

  • Unit Test
  • CAP tests/ Short Cycle Assessments

​

Page 3

​

​

Recommended Resources / Materials

​

​

14 of 24

Overview: Unit 6- How Do The Three Branches Implement Public Policy?

​

​

​

Social Studies- Am. Govt

​

​

Content Statements

(Enduring Understandings)

​

Unit Learning Outcomes

​

​

Essential Questions

​

1. Opportunities for civic engagement with the structures of government are made possible through political and public policy processes.

​

3. Issues can be analyzed through the critical use of information from public records, surveys, research data and policy positions of advocacy groups.

​

4. The processes of persuasion, compromise, consensus building and negotiation contribute to the resolution of conflicts and differences.

​

14. Law and public policy are created and implemented by three branches of government; each functions with its own set of powers and responsibilities.

​

15. The political process creates a dynamic interaction among the three branches of government in addressing current issues.

​

Students will be able to:

  • Devise and implement a plan to address a societal problem by engaging either the political process or the public policy process
  • Prepare a collection of documents pertaining to a civic issue that contains examples from at least two distinct information types (e.g., public records, surveys, research data, policy positions of advocacy groups), explain how each source is relevant, describe the perspective or position of each source and evaluate the credibility of each source.
  • Identify a civic issue and explain how persuasion, compromise, consensus building and/or negotiation were used to resolve the opposing positions on the issue.
  • Compare the powers and responsibilities of each branch of government as they pertain to law and public policy.
  • Use historical or contemporary examples of interactions among two or three branches of the federal government to analyze the political dynamics involved.

​

  • How do the three branches implement public policy?
  • Is the government effective in addressing public policy?

​

Page 1

​

​

Essential Vocabulary

CS 1: Opportunities for Civic Engagement

​

CS 2: Civic Involvement

​

CS 3: Civic Issues

​

CS 4 : Steps to resolution

​

CS 14: Basic structure of Constitution and legislative branch

​

CS 14 & 15: Three branches, checks & balances, policy

​

​

​

​

​

​

​

​

​

​

​

​

15 of 24

Overview: Unit 6- How Do The Three Branches Implement Public Policy?

​

​

​

​

Page 2

​

​

Social Studies- Am. Govt

​

Recommended Resources / Materials

​

Cross Curricular Connections

​

​

​

​

To Be Constructed

​

​

Civic / Real World Connections

​

State, local, national budget debates. Laws created at state, national and local levels.

​

​

Common Misconceptions

​

It is important in this unit to do a review of the time period in which these documents were written and the events happening around them. When moving to Unit 3, make sure that students understand the jump in time.

​

​

​

Pathways to Mastery: Summative Assessment

​

​

​

Pathways to Mastery: Formative Assessment

​

  • Kahoot/ Exit Ticket

​

​

  • CAP tests/ Short Cycle Assessments

​

16 of 24

Overview: Unit 6- How Do The Three Branches Implement Public Policy?

​

​

​

​

Page 3

​

​

Social Studies- Am. Govt

​

Recommended Resources / Materials (Continued)

​

​

​

17 of 24

Overview: Unit 7-How Our Government Functions within the Three Branches

​

Social Studies- Am. Govt.

Content Statements

(Enduring Understandings)

​

Unit Learning Outcomes

​

​

Essential Questions

​

7. Constitutional government in the United States has changed over time as a result of amendments to the U.S. Constitution, Supreme Court decisions, legislation and informal practices.

​

17. Historically, the United States has struggled with majority rule and the extension of minority rights. As a result of this struggle, the government has increasingly extended civil rights to marginalized groups and broadened opportunities for participation.

​

21 - A variety of entities within the three branches of government, at all levels, address public policy issues that arise in domestic and international affairs

Students will be able to:

  • Select an example of how constitutional government in the United States has changed the meaning and application of any one of the basic principles which help define the government of the United States and summarize the nature of the change.
  • Identify an issue related to the denial of civil rights to a particular minority group and explain how at least one branch of the federal government helped to extend civil rights or opportunities for participation to that group of people
  • Analyze a public policy issue in terms of collaboration or conflict among the levels of government involved and the branches of government involved.

​

How have the 3 branches encouraged change over time?

​

What are examples of how the 3 branches changed over time?

Page 1

​

​

Essential Vocabulary

CS 7: How the Constitution can change over time

CS 7: How the Constitution can change over time - Supreme Court

CS 17: Protecting minority rights

CS 21 & 22: Public Policy

​

​

​

​

​

​

​

​

​

​

​

​

​

Pathways to Mastery: Formative Assessment

​

Pathways to Mastery: Summative Assessment

​

  • DBQ- How Did the Constitution Guard Against Tyranny?

​

  • Kahoot/ Exit Ticket
  • CAP tests/ Short Cycle Assessments

​

18 of 24

Page 2

​

​

Overview: Unit 7-How Our Government Functions within the Three Branches

​

​

​

​

​

Social Studies- Am. Govt.

​

Recommended Resources / Materials

​

Cross Curricular Connections

​

​

Host Civil Rights Movement speakers into the classroom to consider the question of how the 3 branches have facilitated changed over time

​

Civic / Real World Connections

​

Need to know the powers of each of the branches. Relate government action to extension of rights.

​

​

Common Misconceptions

​

To Be Constructed

​

19 of 24

Overview: Unit 8- Democracy in Ohio

​

Social Studies- Am. Govt.

Content Statements

(Enduring Understandings)

​

Unit Learning Outcomes

​

​

Essential Questions

​

18. The Ohio Constitution was drafted in 1851 to address difficulties in governing the state of Ohio.

​

19. As a framework for the state, the Ohio Constitution complements the federal structure of government in the United States.

​

20. Individuals in Ohio have a responsibility to assist state and local governments as they address relevant and often controversial problems that directly affect their communities.

Students will be able to:

  • Provide examples of how the 1851 Ohio Constitution addressed difficulties in governing Ohio at that time.
  • Determine how the Ohio Constitution complements the federal structure of government in the United States and compare the structures, powers and relationships between both levels of government as defined in the Constitution of Ohio and the Constitution of the United States.
  • Identify and explain roles that Ohio’s citizens can play in helping state and local government address problems facing their communities.

​

  • How has Ohio become more democratic?
  • How does the Ohio Constitution complement the federal structure of government?
  • How can citizens participate in state and local government?
  • How does the Ohio Constitution differ from the
  • U.S. Constitution?

Page 1

​

​

Essential Vocabulary

CS 18: Ohio’s Government

CS 19: US and Ohio Constitution

CS 20: Participation at state and local levels

​

​

​

​

​

​

​

​

​

​

​

​

​

​

​

​

​

​

Pathways to Mastery: Formative Assessment

​

Pathways to Mastery: Summative Assessment

​

  • Kahoot/ Exit Ticket
  • CAP tests/ Short Cycle Assessments

​

20 of 24

Page 2

​

​

Overview: Unit 8- Democracy in Ohio

​

​

​

​

​

​

Social Studies- Am. Govt.

​

Recommended Resources / Materials

​

Cross Curricular Connections

​

  • Digital Lesson: Grade 11 Lesson 13 CS 18
  • Mastering Ohio’s American Government Assessments
  • Prentice Hall Textbook
  • Mastering Ohio’s American Government Assessment, Chapter 24
  • Ohio Local Government Structure and Finance – Bulletin 835
  • League of Women's Voters, Corporation for National and Community Service (http://www.nationalservice.gov/)
  • Smart Voter (http://www.smartvoter.org/)
  • Project Vote Smart (http://votesmart.org/)

​

Encourage students to develop a social media campaign to address an issue at the state level.

​

Civic / Real World Connections

​

Consider an Ohio ballot or legal debate. Encourage students to research and debate differing sides of the issue.

​

​

Common Misconceptions

​

Students need to compare and contrast national and state levels.

21 of 24

Overview: Unit 9- Government Influence on the Economy

​

Social Studies- Am. Govt.

Content Statements

(Enduring Understandings)

​

Unit Learning Outcomes

​

​

Essential Questions

​

23. The federal government uses spending and tax policy to maintain economic stability and foster economic growth. Regulatory actions carry economic costs and benefits.

​

24. The Federal Reserve System uses monetary tools to regulate the nation’s money supply and moderate the effects of expansion and contraction in the economy.

Students will be able to:

  • Explain how the federal government uses spending and tax (fiscal) policy to effect changes in the nation’s economic conditions. Examine applications of government regulation and determine a cost and benefit of each application.
  • Explain how the Federal Reserve System uses monetary tools to regulate the nation’s money supply and moderate the effects of expansion and contraction in the economy.

​

  • How can the government tax and spend to impact the economy?
  • How can the government use monetary tools to impact the economy?
  • What might the government do to try and stimulate growth? What might the government due to slow growth? What are the limits to government’s influence on the economy?

Page 1

​

​

Essential Vocabulary

CS 23: Federal Government - Fiscal Policies

CS 23: Federal Government - economy

CS 24: Federal Reserve

​

​

​

​

​

​

​

​

​

​

​

​

​

​

​

​

​

​

Pathways to Mastery: Formative Assessment

​

Pathways to Mastery: Summative Assessment

​

  • DBQ-The Preamble and the Federal Budget: Are We Slicing the Pie Correctly?

​

  • Kahoot/ Exit Ticket
  • CAP tests/ Short Cycle Assessments

​

22 of 24

Page 2

​

​

Overview: Unit 9- Government Influence on the Economy

​

​

​

​

​

​

​

Social Studies- Am. Govt.

​

Recommended Resources / Materials

​

Cross Curricular Connections

​

​

Encourage students to develop a social media campaign to address an issue at the state level.

​

Civic / Real World Connections

​

Consider an Ohio ballot or legal debate. Encourage students to research and debate differing sides of the issue.

​

​

Common Misconceptions

​

Students need to compare and contrast national and state levels.

23 of 24

Overview: Unit 10- Financial Literacy- Financial Decision Making

​

Social Studies- Am. Govt

​

​

Content Statements

(Enduring Understandings)

​

Unit Learning Outcomes

​

​

Essential Questions

​

Planning and Money Management (Financial Literacy Content Statements 6-10)

​

Investing (Financial Literacy Content Statements 16-18)

​

Risk Management and Insurance (Financial Literacy Content Statements 24-27)

​

Income and Careers (Financial Literacy Content Statements 3-5)

​

Students will be able to:

  • Devise a spending and savings plan (budget) for current short- and long-term goals, income and expenses. Identify factors that could force an individual to change their budget. Prepare a monthly budget for a family or individual given their income, savings goals, taxes, and list of fixed and variable expenses.
  • Apply the D.E.C.I.D.E decision making strategy (Define your goal; Establish your criteria; Choose two or three good options; Identify the pros and cons; Decide what’s best; Evaluate the purchase) in a simulation prior to making a large purchase, such as a vehicle.
  • Evaluate products and services from financial institutions that a student might use such as a checking and savings account and discuss advantages and disadvantages of different products. Reconcile a checking and savings account balance using both an account register and an electronic tool.
  • Explain the roles and responsibilities of a financial expert. Identify qualifications to look for when searching for a financial planner.

​

​

  • How can individuals make smart financial decisions now that will have a positive impact on themselves in the future?
  • What benefits, drawbacks, and risks does investing and insurance present?

​

Page 1

​

​

​

Pathways to Mastery: Formative Assessment

​

  • Kahoot/ Exit Ticket

​

​

Pathways to Mastery: Formative Assessment

​

  • Unit Assessment

​

24 of 24

Page 2

​

​

Overview: Unit 10- Financial Literacy- Financial Decision Making

​

​

​

​

​

​

​

Social Studies- Am. Govt.

​

Recommended Resources / Materials

​

Cross Curricular Connections

​

​

Collaborate with Math teacher to develop budgets.

​

​

Civic / Real World Connections

​

  • Prepare an actual budget for personal use. Students develop budget for an upcoming field experience.
  • Pair with financial advisor to speak to the class and give financial advice.
  • Interview family/ community members about effective budgeting strategies.
  • Have insurance agents discuss benefits, drawbacks and risks of insurance policies.

​

Common Misconceptions

​

To Be Constructed