Making Civics Real: A Workshop for Teachers

Professional Development > Making Civics Real: A Workshop for Teachers > 3. Public Policy and the Federal Budget

Social Studies & History

9-12

Public Policy and the Federal Budget

Leslie Martin's ninth-graders at West Forsyth High School in North Carolina create, present, revise, and defend a federal budget, and then reflect on what they have learned. After assuming the roles of the President and his or her advisors to create a federal budget, students are introduced to the actual 2001 federal budget, and in a whole-class discussion, discuss some key concepts involved in creating it. Next, students return to cooperative learning groups, revise their budgets based on what they learned, present their revised budgets, and simulate a Congressional hearing. This lesson highlights the integration of teacher-directed instruction with small-group work.

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Making Civics Real, Public Policy and the Federal Budget — Transcript

Test Your Knowledge (Before Watching)

Public Policy and the Federal Budget — Quiz

Take this quiz to test your knowledge about the topics discussed in this workshop.

The estimated Federal government income/revenue for 2002 was $2,192 billion. Social insurance payroll taxes and income taxes combined accounted for how much of this total?

more than 80%
less than 50%
about 67% Source: Carnegie Corporation’s Strengthening US Democracy Report 2002. Source: Center for Information and Research on Civic Learning and Engagement 2002

Total U.S. government spending at the combined state, local and Federal levels was what percentage of the Gross Domestic Product (GDP) in 1999? GDP refers to spending for goods and services of virtually all types in an economy. And how did the U.S. rank in government spending as a percentage of GDP compared to England, Germany, France, Italy, Canada, and Japan in 1999?

U.S. government spending was 40 percent of the GDP and the U.S. ranked first among the seven nations in spending as a percentage of the GDP
U.S. government spending was 18 percent of the GDP and the U.S. ranked fourth
U.S. government spending was 28 percent of the GDP and the U.S. ranked seventh
U.S. government spending was 10 percent of the GDP and the U.S. ranked second
Source: A Citizen’s Guide to the Federal Budget for 2001 https://fraser.stlouisfed.org/docs/publications/usbcitizen/BUDGET-2001-CITIZENSGUIDE.pdf

Series Directory

Making Civics Real: A Workshop for Teachers

Credits

Produced by State of the Art, Inc., in collaboration with the National Council for the Social Studies and the Center for Civic Education. 2003.

Closed Captioning
ISBN: 1-57680-679-0

Sections

3.1 Public Policy and the Federal Budget — Workshop Session

3.2 Public Policy and the Federal Budget — Lesson Plan

3.3 Public Policy and the Federal Budget — Teacher Perspectives

3.4 Public Policy and the Federal Budget — Student Perspectives

3.5 Public Policy and the Federal Budget — Essential Readings

3.6 Public Policy and the Federal Budget — Other Lessons

Supporting Materials: Workshop 3: Public Policy and the Federal Budget

Supplemental materials for educators

Lesson Materials: A Citizen's Guide to the Federal Budget

Supplemental materials for educators and students

Workshops

Workshop 1 Freedom of Religion

Ninth-grade civics teacher Kristen Borges involves her students at Southwest High School in Minnesota in a simulation of a U.S. Supreme Court hearing on a First Amendment case. Students assume the roles of Supreme Court justices, attorneys for the school district, and attorneys for the families. They first work in groups to prepare for the hearing, then participate in the hearing, and finally, debrief their experiences and write short papers stating their positions on the case. The methodologies highlighted in this lesson include questioning strategies and mock trials.

Workshop 2 Electoral Politics

This program shows the conclusion of a 12-week civic engagement unit developed by the national Student Voices program. José Velazquez's 12th-grade students at University High School in New Jersey divide into small groups to brainstorm and research community issues, prioritize the issues on the basis of what they have learned, present their findings to the class both orally and through a visual presentation, and develop a whole-class consensus on a youth agenda that they present to the mayoral candidates in a televised question-and-answer forum. The methodologies highlighted in this lesson include issue identification and consensus building.

Workshop 3 Public Policy and the Federal Budget

Leslie Martin's ninth-graders at West Forsyth High School in North Carolina create, present, revise, and defend a federal budget, and then reflect on what they have learned. After assuming the roles of the President and his or her advisors to create a federal budget, students are introduced to the actual 2001 federal budget, and in a whole-class discussion, discuss some key concepts involved in creating it. Next, students return to cooperative learning groups, revise their budgets based on what they learned, present their revised budgets, and simulate a Congressional hearing. This lesson highlights the integration of teacher-directed instruction with small-group work.

Workshop 4 Constitutional Convention

Matt Johnson teaches an AP Comparative Government class to seniors at Benjamin Banneker Senior High School in Washington, DC. In this lesson, his 12th-grade students create a constitution for a hypothetical country called Permistan. Matt Johnson uses this lesson to help students review for their final exam and the AP exam by having them draw on what they have learned during the semester about international governments. Students work in cooperative learning groups to discuss and debate issues relating to the executive and legislative branches of government. The lesson closes with a simulation of a constitutional convention. Simulation is the primary methodology highlighted in this lesson.

Workshop 5 Patriotism and Foreign Policy

The students in this program are seniors at the Duke Ellington School of the Arts, a public magnet school in Washington, DC. In this lesson, U.S. government teacher Alice Chandler has her students create a Museum of Patriotism and Foreign Policy. The lesson alternates between whole-class discussion and small-group committee work as students create a gallery for the museum using their respective arts concentration as the medium. The lesson concludes with students presenting their gallery contributions in dance, music, theatrical performances, and visual presentations, along with rationales for their selections. This lesson highlights small-group work as a constructivist methodology.

Workshop 6 Civic Engagement

This program shows a group of 11th- and 12th-grade students at Anoka High School in Minnesota engaging in service learning — a requirement for graduation. In this human geography class taught by Bill Mittlefehldt, students work in teams to define a project, choose and meet with a community partner who can help educate them about the issue and its current status, conduct further research, and present the problem and a proposed solution first to their peers, and then to a special session of the Anoka City Council. The primary methodology presented in this lesson is service learning.

Workshop 7 Controversial Public Policy Issues

In this 12th-grade law class at Champlin Park High School in Minnesota, JoEllen Ambrose engages students in a structured discussion of a highly controversial issue — racial profiling — and connects student learning both to their study of due process in constitutional law and police procedure in criminal law. Students begin by completing an opinion poll, which they discuss as a group. Students are then put into pairs in which they conduct research on the topic. Next, students participate in a debate in which each partnership argues both sides of the issue. A debriefing discussion completes the lesson. The methodologies highlighted in this lesson include role playing and structured academic controversy.

Workshop 8 Rights and Responsibilities of Students

Students in Matt Johnson's 12th-grade law course at Benjamin Banneker Senior High School in Washington, DC, engage in a culminating activity to help them review and apply what they have learned. Students write and distribute one-page briefs of Supreme Court cases they have studied. Next, students are assigned to small groups and given hypothetical cases related to student rights cases from the Supreme Court's 2001-2002 term. Students prepare their cases and present them to the Justices. Justices deliberate and present majority and dissenting opinions, after which the class discusses both the process and the disposition of the cases. This lesson highlights the use of case studies for synthesis and analysis.

Supporting Materials Introduction: Making Civics Real

Supplemental material for educators/facilitators

Supporting Materials Appendix

Supplemental material for educators