SC SAM Civics Now Student I-vii 12/5/05 4:00 PM Page I .

2y ago
3 Views
3 Downloads
2.67 MB
32 Pages
Last View : 16d ago
Last Download : 2m ago
Upload by : Genevieve Webb
Transcription

SC SAM Civics Now Student i-vii12/5/054:00 PMPage iNelsonSample Material fromUnit 1: The Good CitizenAvailable6!January 200

SC SAM Civics Now Student i-vii12/5/054:00 PMPage iiCivics Now Program ComponentsStudent Text 100% match to the new Ontario Grade 10 Civics curriculum(CHV20) Accessible text designed to engage all students Accessible reading level Literacy strategies and skills embedded throughout High visual-to-text ratioTeacher Resource (Print/CD/Web)Teacher’s Resource Teacher’s Resource provided in a three-way media format,including print binder Content accessible via CD-ROM and secure website for greaterflexibility in planning Assessment strategies and tools Answers to all questions Strategies for accommodating individual needs Reproducible Blackline Masters (in modifiable format)Computerized Assessment BankComputerizedAssessment Bank Easy-to-use ExamView software enables the creation of testsand quizzes with full answers to all questions Provides hundreds of questions ranging from multiple choice,short answer, and extended completionCatholic ValuesSupplementCatholic Values Supplement Provides connections between the Civics Now resources andCatholic curriculum frameworkDVD PackageA set of visual DVDs will make the course interesting and bringcontent to lifeii

SC SAM Civics Now Student i-vii12/5/054:00 PMPage iiiNelsonAuthorsReviewersDoug GordonRachel PowellJulie NeebDr. Norman Bethune Collegiate InstituteToronto District School BoardCameron Heights Collegiate InstituteWaterloo Region District School BoardDoug MacMillanBrent BirchardWA Porter CollegiateToronto District School BoardAnderson High SchoolDurham District School BoardIvan IusAlexandra KucharczykSt. James Catholic High SchoolWellington Catholic District School BoardFrancis Libermann Catholic High SchoolToronto Catholic District School BoardRoma FrancisGillian BrackingDe La Salle CollegePrivateLincoln M. Alexander Secondary SchoolPeel District School BoardJack MacFaddenJennifer WattJulia CaleSt. Anne’s Catholic Secondary SchoolHuron Perth Catholic District School Boardiii

SC SAM Civics Now Student i-vii12/5/054:00 PMPage ivNelsonTable of ContentsUnit 11.1. What is Civics?1.2 Your Classroom: A Society in Miniature1.3 Power1.4 Democratic Decision MakingSkills for Social Action—Locating and Evaluating Sources: Determiningthe Reliability of SourcesUnit 22.1. Citizenship Rights and Responsibilities2.2 Elections2.3 Parliament and Government2.4 Public Policy2. 5 Political Parties2.6 The Judicial SystemSkills for Social Action—Role-plays: Simulationsiv

SC SAM Civics Now Student i-vii12/5/054:00 PMPage vUnit 33.1. Political Participation3.2 Interest Groups3.3 Government Accountability3.4 Quebec and Citizenship3.5 Aboriginal CitizensSkills for Social Action—Values Exploration: Personal and Social ValuesUnit 44.1. You as a Global Citizen4.2 How the Media Inform Us4.3 Contemporary Global Concerns4.4 Human Rights4.5 War and Armed Conflict4.6 Environmental Citizenship4.7 The Indigenous Citizen4.8 Protecting Democratic Rights4.9 The United Nations4.10 Canada’s Role in the Global CommunitySkills for Social Action—Using Inquiry Skills to Study Civics Topics: Howto Write a Research Reportv

SC SAM Civics Now Student i-vii12/6/0510:46 AMPage viUsing Civics NowFeatures of the Student TextUnit OpenerEach unit opens with a large photograph that represents the unit. This is followed by a listof Focus Questions that contain the “big ideas” of the unit. The Focus Questions are repeated throughout the unit when a major topic is introduced.Use the Focus Questions to access your prior knowledge or to guide you as you read. Youcan also use them to focus your note-taking and discussions, and review your understanding of the unit.What Is This Unit About?This summary of the unit prepares you for reading, and outlines the main ideas in theunit. Use this section to skim and preview the content. As you skim this summary, thinkabout what you already know about the topic. You might create a web or a list to help youorganize your thoughts before you begin reading. You can also return to this summaryafter reading, to review what you’ve covered in the unit.Literacy StrategyThese margin notes provide tools to help you better understand what you’ve read, manage and discuss the content, and apply the information to other situations. Use thesestrategies to help you plan your reading, organize your thoughts and ideas as you read,and reflect on what you’ve read once you have finished.Key TermsThese are the new words that you need to know. They are defined in the margins the firsttime they are mentioned. They also are defined in the Glossary at the back of your textbook. Preview the Key Terms before you begin reading, and look for their meaning incontext as you read. If the meaning of the word is unclear, think of a word that looks similar, such as a word that has the same root. You can also return to these definitions as aquick content review.Let’s DiscussThese questions help you to preview the content before you read a passage, they guideyou as you read, and they help you plan your tasks after you have finished reading.Before you begin, read these questions to help you focus on the main ideas. As you readthe passage, look for the answers, and jot them down. These questions may also containtasks you are expected to perform when you’re finished. Once you’ve read the passage,pause and reflect on what you’ve read. Make notes on the content and jot down youropinions and conclusions.vi

SC SAM Civics Now Student i-vii12/5/054:00 PMPage viiWeb LinksThis margin note sends you to the Nelson Civics Now Web site to learn more about thepeople, places, and events discussed in your textbook.Civics Now DVDThis margin note sends you to the Nelson Civics Now DVD, which contains video clipsthat bring the ideas in your textbook to life. While viewing the DVD, take note of howsome of the concepts you have studied are applied in Canada.Making a DifferenceThis feature introduces you to Canadians who have made a difference in their community, in Canada, or in the world. After you have finished reading a section or a unit, taketime to reflect on a topic and determine how you could make a difference.Civics ShowcaseThis feature helps you make connections between a civics topic and your own life.Speaking Out!This feature presents two or more viewpoints on an issue. Read the opinions, and decidewhat you believe and why. As you read, summarize the content, including your opinions.Use your notes to explain and justify your beliefs.EcohabitsThis feature highlights actions we can take to improve our environment and our planet.Think about the task as you read, and jot down any ideas you may have prior to discussing them in your group.Check Your UnderstandingThese questions provide a guide for you to summarize the content at the end of each section. Read the questions and answer them carefully, referring to the notes that you havemade. If you’re not sure of the answers, reread the section and jot down the main ideas inyour own words. Then return to these questions to complete the answers.Skills for Social ActionThis feature shows you how to develop an important skill. The skills include getting reliable information, coming up with the right questions on a civics topic, thinking about different viewpoints, interviewing people, and writing and presenting information. Plan thetasks ahead of time and use the strategies that best suit you to help you perfect each skill.Unit ConclusionEach unit ends with questions and activities that give you a chance to show what you’velearned in the entire unit. Use your notes and your summarizing and reflecting strategiesto help you consolidate your learning.Appendix (Reading to Learn and Learning How to Learn)The Appendix is designed to help you better understand content and apply skills. Readingto Learn provides step-by-step literacy strategies to help you learn how to read the content. Learning How to Learn provides simple explanations to help you learn content andapply skills.vii

01Chp112/2/05211:35 AMPage 2NEL

01Chp112/2/0511:35 AMPage 3unit 1TheGoodCitizenFocus QuestionsThis unit explores these questions: Why am I taking a civics course? How are decisions made in yoursociety? Power—is it good or bad? How will your wants and needs be met? How do you settle arguments? What do you gain from democraticdecision making? How do you define a responsiblecitizen?NEL3

01Chp112/2/0511:35 AMPage 4What Is This Unit About?In a democracy, people are free to make choices. We choose our political leaders who make laws and policies to protect our freedoms. We try to respect all citizens, whatever their country of origin, their spokenlanguage, and their religious beliefs. We try to balance the rights of the minority—whether French-speaking Québécoispeople, or Aboriginal people, or immigrant Canadians—with the rights of the majority. We attempt to maintain equality before the law. We try to provide equal access to health care and support for the elderly and thoseliving in poverty.Citizens need to be informed, be active, and have a sense of purpose. Democracy iscomplex. There are many issues and opinions to consider before and after decisionsare made. A good citizen becomes actively involved in society. Will you?Key Termsarbitrationautocracyautocratic decisionmakingbasic needscommon goodconciliationconsensual/collaborativedecision makingconsensus buildingdemocracydemocraticdecision makingdiscriminationhuman dignity4The Good logical needssocietywantsNEL

01Chp112/2/0511:35 AM1.1Page 5What Is Civics?Focus Question Why am I taking a civics course?A course on civics involves the study of government, democraticdecision making, and what it means to be an informed, active, andresponsible citizen in local, national, and global contexts. In thiscourse, you will learn how decisions get made, such as how muchmoney is spent on the environment or how much money goestoward sports programs in your community. You will also learnhow you can be involved in decisions that affect the society youlive in.I’m not sure what to expect in thiscourse. I like the idea that, duringcivics class, I will be learning moreabout politics and how I can makea difference in Canadian society.What are your opinions about acivics course? On whatinformation do you base youropinions (personal interest/experience, views of friends)?What questions do you haveabout the civics coursein general?I’m already really involved in my community. I watchthe news almost every day, and I like debating politicalissues, especially about human rights. I hope to pursue acareer having to do with politics or human rights.I don’t care aboutcorrupt politiciansor what’s going onin the community.I just want to geta good job andmake money forme and my family.NELWhat Is Civics?5

01Chp112/2/0511:35 AMPage 6Why Does the Provincial GovernmentMake Civics a Compulsory Course?1. Be a Better CitizenHow involved are you in yourcommunity? Give examples.Discuss what you would like todo or change in your community.An understanding of civics is intended to make you a better citizen,one who tries to make informed decisions and who wants toparticipate effectively in the community, nation, and world. A civicscourse will help you to develop the skills and attitudes that citizensliving in a democracy need. These skills include looking at questionsfrom several points of view; getting involved in issues of community,national, and global concern; and understanding and caring aboutthe rights and freedoms of all people, not just your own.2. Learn About Your Rights and ResponsibilitiesMany young people want to know more about their rights andresponsibilities. They want to understand how government worksin a democratic society, and how they can try to change things forthe better. For example, a group of teenagers may think that theircommunity should have a new sports centre. If they understandcivics, they would know who to ask about the sports centre as wellas how to get other people in the community to support their idea.They would recognize and appreciate that there are many othercompeting interests besides their own (having the roads paved, orgetting a larger park, or building a daycare facility).3. Learn About Canadian Government and PoliticsG A young person enjoysskateboarding at a newsports centre.A civics course will help you discover more about government andwill give you a basic understanding of how democracy functionsand how you can change things. Canada needs citizens whounderstand how government works at all levels, who participateactively in their communities, and who contribute their knowledgeand skills to make Canadian society better for all its citizens.By the end of this course, you will be able to define what makesa good citizen—in your classroom, school, community, country, andthe world. You will be able to say what being a citizen means to you.You will discover that citizenship gives you many rights. Alongwith these rights, though, come responsibilities. You will discoverwhat these rights and responsibilities are.6The Good CitizenNEL

01Chp112/2/0511:35 AM1.2Page 7Your Classroom: ASociety in MiniatureFocus Question How are decisions made in your society?As you sit in a group in your class, take a minute to consider thefollowing questions with a cooperative group: What are your goals in this course? Who will ensure that these goals are met?Before reading, skim andpreview the content of thissection. Note how the questionshelp you organize your thoughtsand guide your reading. How do we ensure that most goals are met?Write your answers on chart paper. Compare your answerswith those of other groups, and discuss the following questions: What goals were shared by all the groups? What goals were different? Were the goals realistic? What rules would have to be agreed on if these goals were tobe achieved?Making DecisionsIf you chose to vote, with the majority vote making the decision,your class is modelling one type of democracy. Define democraticdecision making in your own words.NELAs a whole class, select fivemain goals from all the ideasthat have been presented. Howwill you decide which goals aremost important? Why did youchoose a certain method tocome to a decision? Whatfactors influenced your decision?democratic decision making:A process by which a groupdecision is made by amajority vote.Your Classroom: A Society in Miniature7

01Chp112/2/0511:35 AMPage 8autocratic decision making:A process by which oneperson makes a decision fora group.consensual/collaborativedecision making: A processby which everyone in thegroup must agree before adecision is made.If one person (e.g., the teacher) or a small group of people hasbeen given the power to decide, your class is modelling anautocracy. Define autocratic decision making in your own words.If you try to reach a consensus (everyone must be in agreement)for the decision, your class is working collaboratively. In other words,everyone must work together to reach a decision and agree with thatdecision. Define, in your own words, consensual/collaborativedecision making. In your own experience, what are some of the thingsthat get in the way in consensual/collaborative decision making?Check Your Understanding1. Consider the following scenarios: A family is trying to decide how household duties will be shared. A basketball team must decide who will be the starting players for the game. A class is trying to choose one activity for fundraising. A group of friends is deciding what movie or club to go to. The principal is asking for input on what to do to prevent locker break-ins.a) Which form of decision making would you suggest for each scenario? Give reasons for your answer.b) Complete the chart on the rightDemocraticAutocraticin your notes. Choose two ofdecision making decision makingthe above scenarios. Considerthe pros and cons of thesethree ways of making decisionsfor each scenario you havechosen. Include points that interest you about sharing power.Consensual/Collaborativedecision making2. For this entire exercise, you have been working as a “citizen” of your classroom. Which of thefollowing qualities do you think are the most important for a classroom citizen? Rank the threequalities that, in your view, are most important and the three qualities that are the leastimportant. Are there other important qualities that are missing from this list? comes on time respects the teacher runs for student council is friendly with all students respects other students participates actively reports someone cheatingon a major test helps keep the classroomclean helps group members toachieve their best gets high marks8The Good Citizen shares relevant personalexperiences duringdiscussions comes to the aid of a teacheror student who is beingverbally threatenedNEL

01Chp112/2/0511:35 AM1.3Page 9PowerFocus Questions Power—is it good or bad?In any group of people—whether it is your classroom, your sportsteam, or your circle of friends—some people have more power thanothers. One definition of power is the ability to achieve what youwant. Within a group, power can be defined as the ability to getothers to do what you want. There are many reasons why oneperson is more powerful than others. These include greaterintelligence, persuasiveness, charisma, money, physical strength,attractiveness, and social status.Power is a natural part of being human. We use it every day.We can use power to achieve personal and shared goals. We can alsouse power to deny certain people or groups equal opportunities tomeet their needs and wants. This misuse of power can lead todiscrimination and inequalities. Power can be very destructive in thewrong hands, but it can also be constructive if it is used to promoteequality and improve lives.power: The ability of anindividual or group to getwhat it wants.discrimination: Theunfavourable or prejudicedtreatment of an individual orgroup based on race, sex,appearance, income, andso on.inequalities: A term oftenused to refer to the differencesin our society where somepeople have more money,education, and otherresources than other people;these differences may be theresult of discrimination.During reading, pause and thinkabout what you’re reading. Usingwhat you already know aboutpower, try to make connectionsbetween the text passage andthe world you live in.G A student assists a senior at a local seniors’ centre.NELPower9

01Chp112/2/0511:35 AMPage 10Types of PowerThere are many types of power that operate within our society andin the larger global community. Military power can be used forboth good and evil ends. Political power and influence can be usedpositively or negatively. Corporate power can be used to benefitconsumers and employees or to promote greed and overcharging.In a democracy, the voters and consumers ultimately judge howwell elected leaders and large corporations use their power tosatisfy the voter and the buyer.InfluenceG A soldier hands out food tochildren. Is this an example ofgood or evil power?People are constantly trying to influence politicians to do certainthings. Interest groups will exert influence on decision makers—sometimes for the public interest, sometimes for private gain. If poweris used responsibly, most people in a democratic society will benefit.Check Your UnderstandingConsider the following scenarios. Write briefly how power is usedin five of these scenarios. In which scenarios is power being usedin a forceful way? In which scenarios is power being used in apersuasive way? In which scenarios is power based on rewards?1. A mother insists that her children go to bed by 8:00 P.M. orthey will lose their television privileges.2. A student persuades the class to stop buying hamburgers ata certain restaurant because the extra packaging used by therestaurant is harming the environment.3. You know that if you speak out against the governmentleader, you will “disappear.”After reading, think about whatyou’ve read. Use your notescontaining your opinions andconclusions to answer thequestions. Note how thesescenarios make a connectionbetween the content and theworld around you.10The Good Citizen4. You purchase a brand of running shoes that is endorsed by amajor sports figure.5. After watching preelection TV ads for several weeks, youvote for a political party.6. Your parents give you extra money for the “A’s” on yourreport card.7. After an earthquake, looters are imprisoned without trial.NEL

01Chp112/2/0511:35 AMPage 11 Civics Showcase Are Humans Good or Evil?Thomas Hobbes, a famous British philosopher inthe 1600s, felt that all people are born selfish andwill seek only their own interests. This selfishnessoften leads to violence and war. Hobbes thoughtpeople should be taught obedience, enforced bya supreme ruler, in order to avoid chaos.A hundred years later, French philosopherJean-Jacques Rousseau disagreed withHobbes’s ideas and argued instead that thenatural state of humans was one of peace andharmony. He saw democracy as a reflection ofour basic sense of fairness and equality.Questions1. Do you agree with Hobbes or Rousseau?2. List three things you see in your life and in society that support either Hobbes or Rousseau.Discuss the photographs below as part of your evidence.G Clockwise from top left: Volunteers help in a food drive. Students get involved in recycling. Young peoplehelp out in a soup kitchen. Soldiers fight in a military conflict.NELPower11

01Chp112/2/0511:35 AMPage 12Society: The Bigger PictureFocus QuestionOne need of modern societyis schools to educate youngpeople. List at least ten otherexamples of needs in amodern society.basic needs: Things peopleneed for physical survival,such as food, shelter, andclothing.wants: Goods or services thatpeople desire but that are notnecessary for survival.psychological needs: Thingspeople need for emotionalreasons, such as safety andsecurity. How will your wants and needs be met?A society is a community of people who share basic needs andwants. Some of the most basic needs of a community are food andwater and clothing and shelter. “Wants” are those things that arenot essential for survival, but people desire and value them anyway.Cell phones, vacations, and multiple pairs of jeans are examples ofindividual wants. Life today is complex, and we have many wantsand needs. Besides basic needs, there are also psychological needs.People need to feel safe, secure, and happy in their community.It is not easy for societies to work out how to meet the basicneeds and wants of their citizens. How will a society balance theshared needs of its citizens with what certain individual people orgroups want? How do we decide what is fair?True Democracycommon good: What willmake the most people safe,secure, and happy.Every society has a variety of groups with different wants andneeds. In a democracy, all citizens have a voice in the decisionmaking. Decisions reflect the will of the majority. Members of ademocratic society live in freedom. The government is limited in itspower and must respect people’s rights.Citizens in a democracy not only enjoy their rights andfreedoms, but they must also take very seriously the responsibilitiesof living democratically. They should uphold human dignity, respectthe rights of others, work for the common good, and have a sense ofresponsibility for other people. Taking part in public discussion anddebate on civic issues is another important responsibility of thedemocratic citizen.Information on DemocracyFor current new articles andinformation on Canadiandemocracy, social justice, andenvironmental and health issues, goto www.nelson.com/civicsnow.The Enemies of DemocracyIn all communities, there will be some people who don’t care abouttheir responsibilities as citizens. They don’t understand howdemocracy works or why it is important to their lives. Otherpeople may decide not to get involved in many aspects ofdemocratic citizenship.human dignity: The feelingthat one is respected andvalued in a society.12The Good CitizenNEL

01Chp112/2/0511:35 AMPage 13Enemies of Democracy“In the election for student council president,I’ll just vote for the first name I recognize. Idon’t have time to get into the issues.”“My family already pays taxes for garbagecollection. Why should I bother with recycling?”“My family and I come first. We have our ownset of beliefs, and we don’t need thegovernment to make laws telling us what isright and wrong.”“Those people are always protestingsomething. The police should just arrest them.”Questions1. Above are some examples of actionsand beliefs that could be harmful in ademocracy. Explain why these actionsand beliefs could have a negativeimpact on the way democracy worksin your community.2. What arguments might you use toconvince the person to change his orher views?F This girl is an active participant in hercommunity recycling program.NELPower13

01Chp112/2/0511:35 AMPage 14Clothing With ConscienceBeing a good local, national, and global citizeninvolves taking care of the environment. Besidesrecycling, there are countless ways that you canbecome a citizen who cares for theenvironment, such as ecologically friendly habitsinvolving clothing. Buy your clothes at a secondhand clothingstore. Swap or alternate clothes with yourfriends instead of buying new. Buy clothes that are made from organiccotton or hemp. Organic cotton is grownwithout the use of pesticides. Hemp is anaturally pest-resistant crop that requiresless water to grow than cotton does. Lookfor manufacturers that use environmentallyfriendly products and methods. Dry cleaning fluid is toxic to people andthe environment. Buy clothes that can bewashed, or look for dry cleaners that donot use perchloroethylene (Perc). Wash your clothes in cold water.Questions1. Visit your local dry cleaner, and find out if they use Perc. If so, ask about other ways ofcleaning your clothes, or find a dry cleaner that does not use Perc. Report your findings toyour class.2. Research three or four manufacturers that use environmentally friendly products andmethods. Share this with your class.3. List environmentally friendly options for other products.G A teen shops at a local secondhand clothing store.14The Good CitizenNEL

01Chp112/2/0511:35 AMPage 15Elements of DemocracyNELRule of LawIn a democracy, everyonemust follow the samelaws (including leaders).Laws should be known,predictable, and impartial.Even the government issubject to the law.Human DignityDemocratic citizensshould protect anduphold the dignity ofall people.Political EqualityIn a democracy, everycitizen has the sameright to vote and runfor office and to speakon public issues.Political FreedomsIn a democracy,people can speakfreely, formassociations, run foroffice, and votewithout beingintimidated.Common GoodDemocratic citizens shouldwork toward the commongood (what will make themost people safe, secure, andhappy). They should have asense of responsibility andcaring for others.Being Informed andGetting InvolvedDemocratic citizensshould communicateopenly and participateindividually andcollectively in issues thatshape their community,country, and world.Personal FreedomsIn a democracy, peopleenjoy many personalfreedoms such asfreedom of religion andfreedom of expression.RespectDemocratic citizensshould respect therights of others.Using newspapers or the“news,” look for current eventsthat reflect different elements ofdemocracy in action in yourcommunity or province. Lookfor examples that demonstrateundemocratic actions orbehaviour in your community.How can we protect theelements of democracy listed inthe chart on the left?The diagram helps organize themain ideas and supportingdetails. Reread the diagram, andmake notes in your own wordsto ensure you understand thecontent. Highlight the main ideas.Ideas on DemocracyGo to www.nelson.com/civicsnow for some differentviews and ideas on democracy.Power15

01Chp112/2/0511:35 AMPage 16Conflict ResolutionFocus Question How do you settle arguments?consensus building:A process by which a groupmakes a decision only wheneveryone is in agreement.People often disagree about what they want or need. Thesedisagreements can lead to arguments and conflicts, which can beresolved either physically or verbally. Physical solutions generallyinvolve violence such as fighting or war. Often, the problem can besolved through discussion, verbal persuasion, or consensus building.These are some ways to resolve conflicts verbally:Before reading, skim andpreview the heading, the FocusQuestion, and the photo.Predict the content of this page.Think about how you wouldsettle an argument beforereading, and jot down yourideas. After reading, make aconnection between yoursolution and the terms foundon this page. Negotiation—Both parties discuss the issues and try to resolvedifferences, being careful to avoid negative, blaming language.Usually both parties have to give up some of their demands inorder to reach a compromise. Mediation—A third party helps both parties arrive at asolution to the conflict. Arbitration—A third party is given the power to decide theoutcome of the conflict. Conciliation—A third party clearly defines both the points ofagreement and the points of difference that must be resolved toend the conflict.At school, students are sometimes involved in negotiatingconflicts. Many schools have trained student mediators to helppeers settle issues. Only as a last resort does the teacher orvice principal step in as an authority figure. In societyat large, some situations require similar methods.In a labour dispute, both parties may try tonegotiate a solution. If unsuccessful, they mayrequest a mediator or an arbitrator to settletheir differences. Citizens also depend ongovernment, police, and the court systemto resolve conflicts.F Students res

Citizenship Rights and Responsibilities 2.2 Elections 2.3 Parliament and Government 2.4 Public Policy 2. 5 Political Parties 2.6 The Judicial System Skills for Social Action—Role-plays: Simulations iv SC SAM Civics Now Student i-vii 12/5/

Related Documents:

Civics, Geography, U.S. History, and Science—Grade 8 5 II. The Assessments The Civics Assessment Grade 8 The NAEP civics assessment encompasses three interrelated components: civics knowledge, intellectual and participatory skills, and civic dispositions. The knowledge component of t

Student Work, and Teacher Commentary for the American Government/Civics Social Studies Course. American Government/Civics - Unit Number 1- Connecting Themes Elaborated Unit Focus This unit provides students with the building blocks and vocabulary to be successful in American Government/Civics.

The English portion has not. changed. For more information about the 2020 version of the civics test, visit . uscis.gov/citizenship/2020test . Listed below are the 128 civics questions and answers for the 2020 version of the civics test. These questions . You must answer the question with

The civics test is an oral test and the USCIS Officer will ask the applicant up to 10 of the 100 civics questions. An applicant must answer 6 out of 10 questions correctly to pass the civics portion of the naturalization test. On the naturalization test, some answers may change because of elections or appointments. As you study for the test,

CIVICS SUMMER . Instructional PACKET . DIRECTIONS: 1. Please complete the eight Civics lesson enclosed in the packet. 2. Create and keep a Civics journal (notebook) to define terms to understand and answer the questions at the end of each lesson. You will complete some of the activities by writing answers in this packet and others in your .

HCHC: Civics & Leadership Edition — Lesson 2, Getting to Know Civic Leaders Cal Ripken, Sr. Foundation — Healthy Choices, Healthy Children: Civics & Leadership Edition Worksheets Page 2 HCHC: Civics & Leadership Edition — Getting to Know Civic Leaders Ta’Kaiya la

-2- www.uscis.gov Although USCIS is aware that there may be additional correct answers to the 100 civics questions, applicants are encouraged to respond to the civics questions using the answers provided be

Andreas Werner The Mermin-Wagner Theorem. How symmetry breaking occurs in principle Actors Proof of the Mermin-Wagner Theorem Discussion The Bogoliubov inequality The Mermin-Wagner Theorem 2 The linearity follows directly from the linearity of the matrix element 3 It is also obvious that (A;A) 0 4 From A 0 it naturally follows that (A;A) 0. The converse is not necessarily true In .