What I Need to Know to Successfully

– These sample pages are from the What I Need to Know to Successfully
Teach Civics and Economics to ALL Students book (teacher book).
– This book contains the content in the student book, plus strategies and
tips for teaching the content, and answers to all the worksheets and
activities.
– There are 126 pages in the WINK teacher book and fifty-six in the
student book.
– Included samples are:
1) Reformatted Standards for Students (also in the student book)
2) Student Worksheet with Answers (worksheets without answers are in
student book)
3) Student Review Page (in student and teacher book)
4) Strategy from the Strategies section of the teacher book (twentyfive strategies total)
Please note: Sample pages have been put into PDF so that fonts and graphics will transfer
electronically—and are thus a bit smaller than the actual print. All samples are copyrighted materials.
Contact Information:
Bobbie J. Cutlip
Gary L. Cutlip
PO Box 2463
Abingdon, VA 24212
[email protected]
[email protected]
276 623-1617 or 276 356-3204 (phone)
703 997-4331 (fax)
Bobbie J. Cutlip
What I Need to Know…CE
Fundamental political principles
THE SKILLS STANDARD
CE -1 a,b,c,d,e,f,g
The student will develop the social
studies skills responsible
citizenship requires, including the
ability to
a) examine and interpret
primary and secondary
source documents;
b) create and explain maps,
diagrams, tables, charts,
graphs, and spreadsheets;
c) analyze political cartoons,
political advertisements,
pictures, and other graphic
media;
d) distinguish between relevant
and irrelevant information;
e) review information for
accuracy, separating fact
from opinion;
f) identify a problem, weigh
the expected costs and
benefits and possible
consequences of proposed
solutions, and recommend
solutions using a decisionmaking model;
g) select and defend positions in
writing, discussion, and
debate.
FOUNDATIONS OF AMERICAN
GOVERNMENT
CE-2a
Fundamental political principles
define and shape American
constitutional government.
What are the fundamental
political principles that have
shaped government in the United
States?
2
 Consent of the governed—
People are the source of any and
all governmental power.
 Limited government—
Government is not all-powerful
and may do only those things
people have given it the power to
do.
 Rule of law—The government
and those who govern are bound
by the law.
 Democracy—In a democratic
system of government the people
rule.
 Representative government—
In a representative system of
government people elect public
officeholders to make laws and
conduct government on their
behalf.
CE-2b
American constitutional
government is founded on
concepts articulated in earlier
documents, including the charters
of the Virginia Company of
London, the Virginia Declaration
of Rights, the Declaration of
Independence, the Articles of
Confederation, and the Virginia
Statute for Religious Freedom.
How does the Constitution of the
United States of America reflect
previous documents, including
the charters of the Virginia
Company of London, the
Virginia Declaration of Rights,
the Declaration of Independence,
the Articles of Confederation,
and the Virginia Statute for
Religious Freedom?
Influence of earlier documents
on the Constitution of the United
States of America
· Charters of the Virginia
Company of London
Rights of Englishmen guaranteed
to colonists
· The Virginia Declaration of
Rights
Served as a model for the Bill of
Rights of the Constitution of the
United States of America
· Declaration of Independence
Stated grievances against the
king of Great Britain
Declared the colonies’
independence from Great Britain
Affirmed “certain unalienable
rights” (life, liberty, and the
pursuit of happiness)
Established the idea that all
people are equal under the law
· Articles of Confederation
Established the first form of
national government for the
independent states
Maintained that major powers
resided with individual states
Weakness of central government
(e.g., no power to tax and enforce
laws)—Led to the writing of the
Constitution of the United States
of America
· Virginia Statute for Religious
Freedom
Freedom of religious beliefs and
opinions
· Constitution of the United
States of America, including the
Bill of Rights
Establishes the structure of the
United States government
Guarantees equality under the
law with majority rule and the
rights of the minority protected
Affirms individual worth and
dignity of all people
Protects the fundamental
freedoms of religion, speech,
press, assembly, and petition


CE-2c
The preamble of a constitution sets
forth the goals and purposes to be
served by the government.
Virginia Department of Education 2008 Curriculum Framework for Civics and Economics as arranged by Dr. Bobbie J. Cutlip
THE POLITICAL PROCESS
Political parties play a key role in government and provide opportunities for citizens to participate
in the political process.
FUNCTIONS OF POLITICAL PARTIES (5a)
candidates

Recruiting and nominating

electorate about campaign issues
Helping candidates win elections
Monitoring actions of officeholders


Educating the
AMERICAN POLITICAL PROCESS—TWO-PARTY SYSTEM
(5b)
(Third parties rarely win elections, but they play an important role in public politics.)
Similarities between parties
Differences between parties


Organize to win elections
Influence public policies


Reflect both

liberal and
conservative views
Stated in a party's
platform and reflected in
Third parties

Introduce new ideas or
press for a particular
issue

Often revolve around a
political personality
campaigning
Define themselves in a way that
wins majority support by
Theodore
Roosevelt)
(e.g.,
appealing to the political
center
VOTERS EVALUATING CHOICES (5c)
What are some of the strategies that citizens can use for evaluating campaign speeches,
literature, and advertisements for accuracy?
 Separating
fact from opinion
Detecting bias (This means to find out and think about the subject in a more objective manner.)
 Evaluating sources (Who wrote it? Who said it? Is he/she credible?)

 Identifying propaganda (meaning to spread information to promote or hurt a cause or a group)
What are the two major political parties in the United States of America?
Republican Party and Democratic Party
© Bobbie J. Cutlip
21
What I Need to Know…CE-5
THE CONSTITUTION PROVIDES FOR CHECKS AND BALANCES AT THE FEDERAL LEVEL (6b)
The Constitution of the United States in Articles I, II, and III defines the powers of the legislative, executive, and judicial branches of
the national government. Each one of the three branches of the national government limits the exercise of power by the other
two branches. This is known as checks
and balances.
An example for reading this
chart—Ask, “How do the judges
check Congress (or legislators)?”
(They can make a decision that a
law is unconstitutional.) Or, “How
do judges check the President?”
(Judges can decide an action of
the President is unconstitutional).
Who has the power?
(federal level)
Executive
Legislative
 Proposes legislation
 Prepares an annual
budget for Congress
to approve
 Convenes a special
session of Congress
 Vetoes legislation
Congress has
passed
Legislative
Judicial

Nominates
judges/
justices
Executive
 Override
Presidential
vetoes
 Impeach and
convict a
President
Judicial
Judicial
Legislative
Executive
 Confirm or
refuse to confirm
judges/justices
 Declare acts of
Congress to be
unconstitutional
 Declares
executive
actions to be
unconstitutional

Impeach and
convict
judges/justices
WHO HAS THE POWER? Power is distributed among the three branches of government that work within a system of “checks and
balances”. An example might be that the legislators (Congress) work together to pass a bill stating that morning prayers are
now going to be required in all public schools. The President disagrees and vetoes the bill (and later appoints a Supreme Court
Justice who feels the way the President does on this and other issues). The legislators feel so strongly about this bill that they
work together and get enough votes to override the veto—and thus pass the bill. The Supreme Court then steps in and declares
the law unconstitutional (judicial review). The Supreme Court references the Constitution as prohibiting the government from
mandating or supporting any religious activity for a public institution (“separation of church and state”). All three branches of
the federal government have worked to check the others while keeping the balance needed to ensure that laws fit the intent of
the Constitution.
49 © Bobbie J. Cutlip
What I Need to Know…CE
Strategy #22: Comparing and Contrasting
(Mixed content)
The Civics and Economics standards lend themselves to “comparing and contrasting”. The graphic
organizers visually present the information—and often compare and contrast information. For example
in the student book the three levels of the national, state and local governments are represented on
page 48 and could be compared with the three levels of judicial processes—or the differences and
similarities among the executive and legislative functions. Using a Venn diagram is another format for
comparing that many teachers use. An example is on page 102—and included as a possible handout for
students.
Two simple boxes make it possible to use this skill. On the next page is a potential handout comparing
and contrasting the lawmaking processes of Congress and the General Assembly, the roles of the
President and the Governor, and the sometimes confusing Judicial Review and Due Process. If you note
an area of confusion for your students, this is a skill that will make the subtle more obvious and the
mysteries less so.
© Bobbie J. Cutlip
100
What I Need to Know...CE