Dashboard: North Carolina Standards Civics and Economics

North Carolina Standards Civics and Economics

Lesson 1: A Different Kind of Government Course introduces students to CAP. First, students learn that one of the main purposes of public education is to prepare future citizens to participate in our democracy. Then they are given an overview of CAP. Finally, they brainstorm the attributes of an effective citizen.

Competency Goal 4: The learner will explore active roles as a citizen at the local, state, and national levels of government.

4.05 Analyze consequences of compliance or noncompliance with laws governing society.
4.06 Describe the benefits of civic participation.
4.07 Analyze costs and benefits of jury service, voting, seeking office, and civic action at the local, state, and national level.
4.08 Participate in civic life, politics, and /or government.

Competency Goal 10: The learner will develop, defend, and evaluate positions on issues regarding the personal responsibilities of citizens in the American constitutional democracy.

10.04 Demonstrate characteristics of effective citizenship

Lesson 2: Introduction to Public Policy introduces the link between policy and problems. First, students read and discuss a short article defining policy. Then they discuss policy and its connection to problems. Next, in small groups, they do a newspaper search to find examples of public policy.

Competency 5: The learner will explain how the political and legal systems provide a means to balance competing interests and resolve conflicts. 5.01 Evaluate the role of debate, consensus, compromise, and negotiation in resolving conflicts.

5.04 Evaluate the role of debate and compromise in the legislative process.
5.05 Explain how local government agencies balance interest and resolve conflicts.
5.06 Analyze roles of individual citizens, political parties, the media, and other interest groups in public policy decisions, dispute resolution, and government action.

Competency Goal 10: The learner will develop, defend, and evaluate positions on issues regarding the personal responsibilities of citizens in the American constitutional democracy.

10.05 Describe examples of recurring public problems and issues.

Lesson 3: Problems, Policy, and Civic Actions gives students further background in problems, policy, and civic action to prepare them for CAP. First, students analyze problems in terms of causes and effects. Next, they explore how policy can be linked to problems. Finally, they list possible civic actions that can be taken to when working on a problem.

5.06 Analyze roles of individual citizens, political parties, the media, and other interest groups in public policy decisions, dispute resolution, and government action.

Competency Goal 6: The learner will explain why laws are needed and how they are enacted, implemented, and enforced at the national, state, and local levels. 6.05 Investigate the role and responsibility of government to inform the citizenry.

6.08 Evaluate methods used by society to address criminal and anti-social behaviors.

Competency Goal 10: The learner will develop, defend, and evaluate positions on issues regarding the personal responsibilities of citizens in the American constitutional democracy.

10.01 Explain the distinction between personal and civic responsibilities and the tensions that may arise between them.
10.04 Demonstrate characteristics of effective citizenship.
10.05 Describe examples of recurring public problems and issues.
10.06 Discuss the consequences and/or benefits of the freedom of economic, legal, and political choices.

Lesson 4: Introducing Policy Analysis helps students develop a deeper understanding of public policy and the interaction between government and citizens in making policy. They look at case studies and are introduced to policy analysis.

5.06 Analyze roles of individual citizens, political parties, the media, and other interest groups in public policy decisions, dispute resolution, and government action.

Competency Goal 10: The learner will develop, defend, and evaluate positions on issues regarding the personal responsibilities of citizens in the American constitutional democracy.

10.01 Explain the distinction between personal and civic responsibilities and the tensions that may arise between them.
10.02 Develop, defend, and evaluate positions on issues regarding diversity in American life.
10.04 Demonstrate characteristics of effective citizenship.
10.05 Describe examples of recurring public problems and issues.
10.06 Discuss the consequences and/or benefits of the freedom of economic, legal, and political choices.

Lesson 5: Policymaking in the Three Branches of Government introduces students to executive, legislative, and judicial policymaking and to policy evaluation. First, students discuss how policy can be made by each of the branches. Then they read about and discuss how the Chicago City Council passed an ordinance to suppress gang activity and how each branch of government was involved in the policy. Finally, students are introduced to a policy-analysis rubric (GRADE) and apply it to the Chicago gang ordinance.

Competency Goal 2: The learner will analyze how the government established by the United States Constitution embodies the purposes, values, and principles of American democracy.

2.02 Explain how the United States Constitution defines the framework, organization and structure of the three branches of government at the national level.

Competency 5: The learner will explain how the political and legal systems provide a means to balance competing interests and resolve conflicts. 5.05 Explain how local government agencies balance interest and resolve conflicts.

5.06 Analyze roles of individual citizens, political parties, the media, and other interest groups in public policy decisions, dispute resolution, and government action.

Competency Goal 6: The learner will explain why laws are needed and how they are enacted, implemented, and enforced at the national, state, and local levels.

6.05 Investigate the role and responsibility of government to inform the citizenry.
6.08 Evaluate methods used by society to address criminal and anti-social behaviors.

Lesson 6: Analyzing Anti-Gang Policies provides students with practice in analyzing policy. First, as a whole group, they evaluate an anti-gang policy using GRADE. Then in small groups, they are given policies that address gang violence and they evaluate each.

Competency Goal 4: The learner will explore active roles as a citizen at the local, state, and national levels of government.

4.04 Demonstrate active methods of promoting and inhibiting change through political action.
4.08 Participate in civic life, politics, and /or government.

Competency 5: The learner will explain how the political and legal systems provide a means to balance competing interests and resolve conflicts. 5.06 Analyze roles of individual citizens, political parties, the media, and other interest groups in public policy decisions, dispute resolution, and government action.

6.08 Evaluate methods used by society to address criminal and anti-social behaviors.

Competency Goal 10: The learner will develop, defend, and evaluate positions on issues regarding the personal responsibilities of citizens in the American constitutional democracy.

10.01 Explain the distinction between personal and civic responsibilities and the tensions that may arise between them.
10.02 Develop, defend, and evaluate positions on issues regarding diversity in American life.
10.04 Demonstrate characteristics of effective citizenship.

Lesson 7: Policymaking at the Local Level gets students to examine an instance of policymaking at a school board, one of the most common institutions at the local level. First, students read about and discuss a common local (and national) problem, the dropout rate. Then they role play subcommittees of a hypothetical school board, examine documents about the dropout problem, and craft a policy to address the dropout problem. Finally, they exchange policies with other groups and evaluate one another’s policies using the GRADE rubric.

Competency Goal 4: The learner will explore active roles as a citizen at the local, state, and national levels of government.

4.04 Demonstrate active methods of promoting and inhibiting change through political action.
4.08 Participate in civic life, politics, and /or government.

Competency Goal 10: The learner will develop, defend, and evaluate positions on issues regarding the personal responsibilities of citizens in the American constitutional democracy.

10.01 Explain the distinction between personal and civic responsibilities and the tensions that may arise between them.
10.02 Develop, defend, and evaluate positions on issues regarding diversity in American life.
10.03 Evaluate the importance of supporting, nurturing, and educating oneself in the United States society.
10.04 Demonstrate characteristics of effective citizenship.

Lesson 8: Law & Policy informs students about how existing law can influence public policy. First, students read about and discuss how law can affect public policy. Then they examine hypothetical situations involving CAP students and identify laws and policies in the hypothetical situations. Then in small groups, students are assigned one of the hypothetical situations, given legal updates on the situation, and asked how the law might affect the problem and the proposed civic actions.

Competency Goal 6: The learner will explain why laws are needed and how they are enacted, implemented, and enforced at the national, state, and local levels. 6.03 Identify the various procedures in the enactment, implementation, and enforcement of law.

6.02 Cite examples of common, criminal, civil, constitutional, administrative, and statutory law.
6.04 Identify ways citizens can be informed about the laws.
6.05 Investigate the role and responsibility of government to inform the citizenry.

Lesson 9: Persuading introduces students to the art of persuasion. First, they read about and discuss the three types of persuasion: logos, ethos, and pathos. Then students prepare two-minute persuasive talks on why the issue that they have chosen to address in CAP is important. Finally, in pairs, students present and critique one another’s talks.

Competency Goal 10: The learner will develop, defend, and evaluate positions on issues regarding the personal responsibilities of citizens in the American constitutional democracy.

10.02 Develop, defend, and evaluate positions on issues regarding diversity in American life.

Lesson 10: Building Constituencies introduces students to the importance of building a constituency to support or oppose public policies. First, students read and discuss about how a historically significant movement gained support in the community. Then in small groups, students brainstorm how they can get support for their CAP issue.

6.04 Identify ways citizens can be informed about the laws.
6.05 Investigate the role and responsibility of government to inform the citizenry.
6.06 Analyze the role of lobby groups and special interest groups in the enactment of legislation.
6.07 Compare responsibilities, jurisdictions, and methods of law enforcement agencies.
6.08 Evaluate methods used by society to address criminal and anti-social behaviors.

Competency Goal 10: The learner will develop, defend, and evaluate positions on issues regarding the personal responsibilities of citizens in the American constitutional democracy.

10.01 Explain the distinction between personal and civic responsibilities and the tensions that may arise between them.
10.02 Develop, defend, and evaluate positions on issues regarding diversity in American life.
10.05 Describe examples of recurring public problems and issues.

Lesson 11: Setting the Public Agenda introduces students to the public agenda and its importance to policy. First, students read about and discuss the public agenda and ways that citizens can influence it. Then in small groups, students are given different situations and they develop strategic plans for getting their issues or solutions to issues on the public agenda.

Competency Goal 6: The learner will explain why laws are needed and how they are enacted, implemented, and enforced at the national, state, and local levels. 6.04 Identify ways citizens can be informed about the laws.

6.05 Investigate the role and responsibility of government to inform the citizenry.
6.06 Analyze the role of lobby groups and special interest groups in the enactment of legislation.

Competency Goal 10: The learner will develop, defend, and evaluate positions on issues regarding the personal responsibilities of citizens in the American constitutional democracy.

10.01 Explain the distinction between personal and civic responsibilities and the tensions that may arise between them.
10.02 Develop, defend, and evaluate positions on issues regarding diversity in American life.
10.05 Describe examples of recurring public problems and issues.

Lesson 12: Using the Media helps students learn about the importance of the media in setting the public agenda. First, they read about and discuss how the media help set the public agenda and how citizens can influence the media and even create their own media to help change the public agenda. Then they develop a plan to do one action to use or affect the media. Finally, they begin to implement their plan. As homework, they complete their action.

6.05 Investigate the role and responsibility of government to inform the citizenry.
6.06 Analyze the role of lobby groups and special interest groups in the enactment of legislation.

Competency Goal 10: The learner will develop, defend, and evaluate positions on issues regarding the personal responsibilities of citizens in the American constitutional democracy.

10.02 Develop, defend, and evaluate positions on issues regarding diversity in American life.
10.05 Describe examples of recurring public problems and issues.

Lesson 13: Persuading Policymakers informs students that legislative and executive bodies often hold public hearing and how students can make effective presentations at these hearings. First, students read about public hearings and techniques for making presentations at these hearings. Then students role play a city council and people appearing before it attempting to persuade policymakers on hypothetical issues.

5.06 Analyze roles of individual citizens, political parties, the media, and other interest groups in public policy decisions, dispute resolution, and government action.

6.05 Investigate the role and responsibility of government to inform the citizenry.
6.06 Analyze the role of lobby groups and special interest groups in the enactment of legislation.

Competency Goal 10: The learner will develop, defend, and evaluate positions on issues regarding the personal responsibilities of citizens in the American constitutional democracy.

10.01 Explain the distinction between personal and civic responsibilities and the tensions that may arise between them.
10.02 Develop, defend, and evaluate positions on issues regarding diversity in American life.
10.05 Describe examples of recurring public problems and issues.

Lesson 14: Creating Change Through the Electoral Process focuses on electoral politics and how it deeply influences policymaking. First, students read about and discuss the role that electoral politics plays in policymaking. Then in small groups, students role play campaign workers and create strategies to attract young people to participate in an election campaign.

5.06 Analyze roles of individual citizens, political parties, the media, and other interest groups in public policy decisions, dispute resolution, and government action.