Winston-Salem/ ForsythCountySchools
Pacing Guide:
Civics & Economics
developed: 2007/ last update: Summer 2009
*Download the Civics and Economics Support Document, essential to this pacing guide, at the North Carolina Department of Instruction’s website: or at:
WS/FCS Civics and Economics
Pacing Guide at a Glance
2010 - 2011
Unit / 1st Q / 2nd Q / 3rd Q / 4th Q / Current Adoption:Glencoe
Civics Today / % of EOC
Block / 1st Semester / 23 days / 23 days / 22 days / 22 days
2nd Semester / 22 days / 22 days / 23 days / 23 days
Yearlong / 45 days / 45 days / 45 days / 45 days
Introduction/ opening of school / B: 2 days
Y: 4 days / Chapters: 1.1, 1.2
Goal 1
Foundations of the American Political System / B: 8 days
Y: 16 days / Chapters: 1.3, 2, 3.1, 3.2 / 12%
Goal 2
The United States Constitution / B: 9 days
Y: 18 days
Obj. 2.01-2.04 / B: 6 days
Y: 12 days
Obj. 2.05-2.09 / Chapters: 3.3, 3.4, 4, 6, 7, 8, 11.3, 15.3, 25.1, 25.3 / 12%
Goal 3
The North Carolina Constitution / B: 7 days
Y: 14 days / Chapters:
12, 13, 14, 25.2 / 6%
Goal 4
Roles of citizens at local, state, and national levels of government / B: 6 days
Y: 12 days / Chapters:
5, 9, 10, 11, 15.2 / 8%
Midterm Exam
Unit / 1st Q / 2nd Q / 3rd Q / 4th Q / Current Adoption:
Glencoe
Civics Today / % of EOC
Block / 1st Semester / 23 days / 23 days / 22 days / 22 days
2nd Semester / 22 days / 22 days / 23 days / 23 days
Yearlong / 46 days / 45 days / 45 days / 45 days
Goal 5
Competing interests and resolving conflicts / B: 5 days
Y: 10 days / Chapters:
6.1, 6.4, 8.1, 8.2, 8.3, 11.2, 15.2, 16.1, 16.2 / 12%
Goal 6
Enactment, implementation, and enforcement of laws / B: 8 days
Y: 16 days / Chapters:
6.3, 11.3, 15.1, 15.2, 16.2, 16.3, 17.1 / 12%
Goal 7
Economic choices / B: 6 days
Y: 12 days / Chapters:
18, 19, 20, 26.2, 26.3 / 11%
Goal 8
Features of the U.S. economic system / B: 6days
Y: 12days / Chapters: 19.2, 19.3, 20.2, 20.3, 21, 22, 23.1, 24.1, 24.3, 26.2, 26.3 / 11%
Goal 9
Factors influencing the U.S. economy / B: 6 days
Y: 12 days / Chapters: 18.2, 23.1, 23.2, 24.2, 25.1, 25.3, 26.1, 27.1, 27.2 / 10%
Goal 10
Personal responsibilities of citizens / B: 2 days
Y: 4 days / Chapters:
1.1, 1.2, 5, 17.2, 17.3, 23.3, 27.1, 27.3 / 6%
EOC Testing
WS/FCS Detailed Civics & Economics Pacing Guide
2010 - 2011
Block ScheduleQuarter / Objectives / 1st Semester / 2nd Semester
1 / 1.01 – 2.04 / Aug. 25 – Sep. 27, 2010
23 days = 20 Inst. + 2 Flex + 1 Qtr. Test
Testing window: Sept. 23-27 / Jan. 24 – Feb. 23, 2011
22 days= 19 Inst. + 2 Flex + 1 Qtr. Test
Testing window: Feb. 18-23
2 / 2.05 – 4.09 / Sep. 28 – Oct. 28, 2010
23 days= 18 Inst. + 4 Flex + 1 Qtr. Test
Testing window: Oct. 26-28 / Feb. 24 – March 25, 2011
22 days= 19 Inst. + 2 Flex + 1 Qtr. Test
Testing window: March 23-25
3 / 5.01 – 7.06 / Nov. 1 – Dec. 6, 2010
22 days= 19 Inst. + 2 Flex + 1 Qtr. Test
Testing window: Dec. 2-6 / April 4 – May 6, 2011
23 days= 21 Inst. + 1 Flex + 1 Qtr. Test
Testing window: May 5-7
4 / 8.01 – 10.06 / Dec. 7 – Jan. 20, 2011
22 days = 14 Inst. + 3 Flex + 5 EOC days
EOC Exams: Jan. 13-20 / May 9 – June 9, 2011
23 days= 12 Inst. + 0 Flex + 11 EOC days
EOC Exams: May 25-June 9
Year-long Schedule
Quarter / Objectives
1 / 1.01 – 2.04 / Aug. 25 – Oct. 28, 2010
46 days= 38 Inst. + 4 Flex + 1 Qtr. Test
Testing window: Oct. 22 - 28
2 / 2.05 – 4.09 / Nov. 1 – Jan. 20, 2011
44 days= 38 Inst. + 5 Flex + 1 Qtr. Test
Testing window: Jan. 13 - 20
3 / 5.01 – 7.06 / Jan. 24 – March 26, 2011
44 days= 38 Inst. + 5 Flex + 1 Qtr. Test
Testing window: March 21 - 25
4 / 8.01 – 10.06 / April 4 – June 9, 2011
46 days= 26 Inst. + 9 Flex + 11 EOC days
EOC Exams: May 25 – June 9
Notes:
-EOC days may also be used as instructional days, depending on individual school testing plans.
-The number of Instructional and Flex days are suggestions to assist in the planning process.
-Consider the following when planning for EOC courses: suggested pacing guide, testing calendar, EOC goal weights, and specific needs of students.
Appendix:
NC Department of Public Instruction’s cognitive level model: Bloom-Marzano hybrid (adopted-1989)
An Item Shells Approach to formulating questions for each cognitive level
Previewing Information: Correlating documents between Civics & Economics and U.S. History
Previewing Information: Correlating court cases between Civics & Economics and U.S. History
NCDPI Levels of Thinking & Reasoning (as adapted in 1989 from Bloom and Marzano)
NOTE: Knowledge, Organizing, & Applying are considered lower-order cognitive skills.
Analyzing, Generating, Integrating, & Evaluating are considered higher-order cognitive skills
- 60% of questions on EOC are higher-order, while 40% are lower-order
Knowledge
- Defining problems: clarifying needs, discrepancies, or puzzling situations
- Setting goals: establishing direction and purpose
- Observing: obtaining information through one or more senses
- Formulating questions: seeking new information through inquiry
- Encoding: storing information through long-term memory
- Recalling: retrieving information from long-term memory
Organizing
- Arranging information so it can be used effectively
- Comparing: noting similarities and differences between or among entities
- Classifying: grouping and labeling entities on the basis of their attributes
- Ordering: sequencing entities according to a given criterion
- Representing: changing the form but not the substance of information
Applying
- Demonstrating prior knowledge within a new situation. The task is to bring together the appropriate information, generalizations, or principles that are required to solve a problem.
Analyzing
- Clarifying existing information by examining parts and relationships
- Identifying attributes and components: determining characteristics or parts of something
- Identifying relationships and patterns: recognizing ways in which elements are related
- Identifying main idea: identifying the central element; for examples, the hierarchy of key ideas in a message or line of reasoning
- Identifying errors: recognizing logical fallacies and other mistakes, and where possible correcting them
Generating
- Producing new information, meaning, or ideas
- Inferring: going beyond available information to identify what reasonably may be true
- Predicting: anticipating next events or the outcome of a situation
- Elaborating: explaining by adding details, examples, or other relevant information
Integrating
- Connecting and combining information
- Summarizing: combining information efficiently into a cohesive statement
- Restructuring: changing existing knowledge structures to incorporate new information
Evaluating
- Assessing the reasonableness and quality of ideas
- Establishing criteria: setting standards for making judgments
- Verifying: confirming the accuracy of claims
An Item Shells Approach to formulating questions for each cognitive level (some examples)
KNOWLEDGE (Identifying):
Which ______best defines ______?
(fact, concept, principle, or procedure)
Which ______is characteristic of ______?
(fact, concept, principle, or procedure)
ORGANIZING (Classifying):
Which ______is an example of ______?
(fact, concept, principle, or procedure)
What completes this ______?
APPLYING (Problem Solving)
What is the true nature of the problem?
Which ______is an example of ______?
What is a possible solution?
ANALYZING:
What must ______consist of?
Given ______, what is the primary cause ______?
What is the relationship between ______and ______?
GENERATING (Predicting):
What would happen if ______?
What is needed to solve this problem?
If ______happens, what should be done to ______?
On the basis of ______, what should be done to ______?
INTEGRATING (Combining):
______and ______will likely make/result in ______?
How can ______best accomplish ______?
EVALUATING (Judging):
What is most effective for ______?
Which ______is better (worse) than ______?
(fact, concept, principle, or procedure)
What is most effective method for ______?
What is the most critical step in this procedure?
Which step in unnecessary in this procedure?
Which is the most effective (efficient) solution?
Why is ______the most effective (efficient) solution?
Adapted from Thomas M. Haladyna, Writing Test Items to Evaluate Higher Order Thinking, Boston: Allyn and Bacon, 1999.
Previewing Information: Correlating documents between Civics & Economics and U.S. History
From: United States History Curriculum Document, 11th Grade Social Studies, NCDPI, 2004 180
Core Documents for Teaching U.S. History in the State of North Carolina
A. Basic Documents Taught in Civics and Economics that US History teachers will reference to:
Mayflower Compact
Articles of Confederation
Declaration of Independence
U.S. Constitution
Bill of Rights
The Federalist Papers 10, 22, 85, 45, 17
Anti-Federalist Papers
B. Basic Documents Taught in US Historythat you may want to “preview” in C&E, if the situation
presents itself:
Pledge of Allegiance
Star Spangled Banner
Washington’s Farewell Address
Alien and Sedition Acts
Virginia and Kentucky Resolves
Monroe Doctrine
Missouri Compromise
KansasNebraska Act
Compromise of 1850
Emancipation Proclamation
Gettysburg Address
Cross of Gold Speech
Pendleton Civil Service Act
Sherman Anti-Trust Act
Sherman Silver Purchase Act
Seneca Falls Constitution- Declaration of Sentiments
Teller Resolution and Platt Amendment
Roosevelt Corollary
Wilson’s War Message
Zimmerman Note
Treaty of Versailles Article 231
Fourteen Points (1-5 and 14)
FDR’s War Message
Munich Pact
Kellogg-Briand Pact
Previewing Information: Correlating court cases between Civics & Economics and U.S. History
From: United States History Curriculum Document, 11th Grade Social Studies, NCDPI, 2004 181
C. Number of Supreme Court Cases for U.S. History (16) and Civics and Economics (20)
Brown v. Board of Education of Topeka,1954 (both)
DartmouthCollege v. Woodward, 1819 (C&E)
Dred Scott v. Sandford, 1857 (both)
Engel v.Vitale, 1962 (C&E)
Escobedo v. Illinois, 1964 (C&E)
Gibbons v. Ogden, 1824 (both)
Gideon v. Wainwright, 1963 (C&E)
HazelwoodSchool District v. Kuhlmeier, 1988 (C&E)
In re Gault, 1966 (C&E)
Korematsu v. United States, 1944 (both)
Mapp v. Ohio, 1961 (C&E)
Marbury v. Madison, 1803 (both)
McCulloch v. Maryland, 1819 (both)
Miranda v. Arizona, 1966 (C&E)
Munn v. Illinois 189? (US)
Wabash v. Illinois (US)
U.S. v.E.C. Knight (US)
Plessy v. Ferguson, 1896 (both)
Regents of California v. Bakke, 1978 (both)
Roe v. Wade, 1973 (both)
Schenck v. United States, 1919 (US)
Swann v. Charlotte Mecklenburg, 1969 (US)
Tinker v. Des MoinesSchool District, 1969 (C&E)
Texas v. Johnson 1991 (C&E)
United States v. Nixon (both)
Worcester v. Georgia (US)
**Note: State v. Mann, “Leandro Case” & other court cases are also found in the DPI Support Document