Appendix
Grid A Graphic explaining analogous relationship between government and economics
| Elements of Economic power | Elements of Political Power |
| Consumers | Voters |
| Goods and services | Policies |
| Profits | Votes |
| Firms | Parties |
Vocabulary lists:
*In the Magruder's textbook, an excellent translation into Spanish exists for these terms.
Democracy
Majority, minority
Will of the People
Articles of Confederation
Federalist anti-Federalist
Bill of Rights
Amendment
Sovereignty
Checks and Balances
Property
Capital
Investment
Per Capita Income
GDP/GNP
4 Factors of Production: land labor, capital and entrepreneurship
Wealth
Separation of Powers
Federalism
States Rights
Population
Ethnicity
Racial Group
Ancestral lands
Rural and Urban
Taxes: Progressive, Proportional and Regressive
Population Growth Rate
| GRID B Comparative govt | United States | New Mexico | Pojoaque |
| Symbol? | Bald Eagle | Zia Symbol | Butterfly |
| Constitution? | US dates 1789 based on principals of Social Contract Theory, Natural Rights, English Law and Iroquois League, 13 colonies | NM based on US constitution 1911 | No written agreement, verbal agreement based on Indian tribal philosophies and religion of respect and honor |
| Bill of Rights? | Yes, Amendments 1-10; demanded after revolution because of States fear of Federal Government | Included in NM Constitution as Article II: Sections 1-24 | A form of Bill of Rights, not written, ex. Everyone is equal; and has equal voice? Women? |
| Population Served? | 280 millions US Census 2000 | 1.3 million | 277 tribal members |
| Universal Suffrage? | All 18 years and older, registered and US Citizens | All 18 years and older, registered and US Citizens | 18 years and older tribal members |
| 1. 3 Branches of Goverment? 2.Checks and Balances? 3.Limited Government 4.Popular Sovereignty |
Yes, but Executive has veto and evolving power in times of terrorism and war. 2. Legislative Branch has power of the financial approvals 3. Over 50% of Americans don't participate 4. Washington DC is perceived as a out of touch with average Americans" Lobbying The War in Iraq $3 billion?? |
-Executive has power of line item veto. -Citizen's Legislature all voluntary -Participation?? Budget Surplus $1 Billion?? Formation of NM Film Industry |
The Governor is key figure in proposing economic development. ??? Checks and Balances ??? Disagreements Hilton Hotel Chain, Casinos $240 Million? |
| Name of Exec & Staff? Current | George W. Bush, President Richard Cheney, Vice President |
Governor Bill Richardson Lt. Gov. Diane Denish |
George Rivera, Governor |
| Name of Legislature and composition? | Congress House (432) and Senate (100) Mainly white men changing Nancy Pelosi, Speaker of House |
Citizen Legislature NM House 100 ; NM Senate 33 Ben Lujan, Speaker of the House |
Tribal Council 77 members; 3 meetings must be attended |
| Name of Judiciary? | Supreme Court and Federal Courts (DC) | NM Courts (Santa Fe) | Tribal Courts but Tribal Tradition of Elders |
| Executive Election | Popular Vote but Electoral College | Popular Vote | Tribal members 18 years and older |
| How Laws are Made? | Governor and Legislators work together | Governor and Legislators work together | Governor and Tribal Council |
Evaluation Aspects
- Pre-test analysis of concerns on democracy: distribution of wealth
- Monday-Current events topics on the economy and distribution of wealth?-graded participation
- Tuesday-Lecture or PowerPoint with individual homework-graded
- Wednesday-Group project-group gets a grade
- Thursday-individual classwork
- Friday-Weekly test
- Pre-and Post Career Planning-after students make the class trip, they write a question on what their career plans are. I keep a record of this, resume writing, interviewing skills, steps to pursue career goals (examples would be application to an internship, interview at Mervyn's etc.) and what the final outcome is at the time of graduation.
Seniors at Capital High School Notes
I teach US history and geography, government and economics to 125 Capital High School juniors and seniors living on the south side of Santa Fe, New Mexico. Recent immigrants from Mexico comprise approximately 40% of my students, another 40% of the students are "Hispanics," identifying with their Spanish ancestors as distinct from Mexican nationals, and the remaining 20% are white, black and Asian. So the majority is really divided in two parts.
There are sensitivities in teaching to this largely Hispanic group and differences of opinions that are personal. Some Mexican kids feel that they are sojourners in the land of opportunity and that not all of the United States' benefits are available to them. Some New Mexican students, on the other hand, feel there is not enough of the pie to go around, especially including those who are not legally in the United States. The teacher weighs each of these attitudes and intervenes where necessary and appropriate.
Because my classes are only 55 minutes long, week-long projects cover broad categories. Involving the students in planning and implementing the field trip is important and an opportunity for democratic decision making. Permissions are signed agreeing to behavior, grades and respect.
NM Benchmarks for 12 th Grade Government & Civics and Economics
Since the course I teach focuses on US government and economics, it will be relatively easy to integrate 'democracy' and 'distribution of wealth' into my curriculum. The New Mexico Benchmarks in Government state that 11 & 12 th graders should be able to analyze the structure, function, and powers of the federal government (e.g., legislative, executive, and judicial branches and should be able to the philosophical foundations of the American political system in terms of the inalienable rights of people and the purpose of government. In addition, Benchmarks in Economics state that these same students should be able to fully participate and understand how economic decisions are made.
Comments: