Mrs. Murphy's Class is dedicated to providing students with a comprehensive understanding of civics and economics. The study of civics helps students understand American democracy's principles, structure, and citizens' roles, while economics teaches about the production, distribution, and consumption of goods and services, preparing students to make informed economic decisions and participate in the economy.
Course Information
CIVICS
Mrs. Murphy's Class aims to educate students about the rights and responsibilities of citizens, the functions of government, and the importance of active civic participation. Through interactive learning experiences, students will develop a deep understanding of the democratic process and their role in shaping a just society.
ECONOMICS
Mrs. Murphy's Class is committed to equipping students with the knowledge and skills to comprehend economic principles, analyze economic issues, and make informed decisions. Students will explore topics such as supply and demand, market competition, entrepreneurship, and personal finance, fostering their ability to engage in the modern economy.
GLOBAL ISSUES
Mrs. Murphy's Class recognizes the significance of understanding global interconnectedness. Students will explore diverse global challenges and opportunities, cultivating their awareness of international relations, cultural diversity, and the implications of global events on local communities.
COMMUNITY ENGAGEMENT
Mrs. Murphy's Class encourages students to actively engage with their local communities, fostering empathy, leadership, and social responsibility. Through service-learning projects and civic involvement, students will develop a sense of agency and contribute positively to the betterment of their communities.
CNMI 8th grade Standards and Benchmarks
1st Quarter​
Chapter 1: We the People
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SS.8.11. Explore the causes of immigration and an immigrants requirements for citizenship
(Some people move in search of work or economic opportunities, to join family, or to study. Others move to escape conflict, persecution, terrorism, or human rights violations. Still others move in response to the adverse effects of climate change, natural disasters, or other environmental factors.)
( To apply for naturalization to become a U.S. citizen, you must:
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Be at least 18 years of age at the time you file the application;
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Have been a lawful permanent resident for the past three or five years (depending on which naturalization category you are applying under);
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Have continuous residence and physical presence in the United States;
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Be able to read, write, and speak basic English;
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Demonstrate good moral character;
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Demonstrate a knowledge and understanding of U.S. history and government;
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Demonstrate a loyalty to the principles of the U.S. Constitution; and be willing to take the Oath of Allegiance.)
Chapter 2: Foundations of Government
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SS.8.14. Explain how major events in US History have impacted the CNMI’s government and economy.
(Example: CNMI’s constitution was modeled after the US Constitution: three branches with a bicameral legislature) (The CNMI used to depend on agricultural economy but American administrators introduced a more service-oriented tourism industry) (A major event of the US’ impact on the CNMI was in July 4, 1944 when the United States took the island of Saipan from Japan and March 24, 1976-when the US and CNMI’s Covenant was signed)
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SS.8.15. Critique document in its context and usefulness such as the Declaration of Independence, the Bill of Rights, the CNMI Covenant, the CNMI Constitution
(Example: Declaration of Independence:Context: 13 colonies aligning freedom from Great Britain; Usefulness: Used as a framework for Constitution and aspirations of America’s “life, liberty, and pursuit of happiness”)
(Bill of Rights: Context: express the freedoms of americans during a time seen as oppressive from Great Britain; Usefulness: it allows people to express their religions and thoughts freely without punishment)
(CNMI Covenant: Context: The CNMI voters wanted to be a part of America after WWII; Usefulness: The Covenant grants the CNMI american protection in case of invasion and privileges of american citizenship)
(CNMI Constitution: Context: was modeled after the US Constitution to express the desired government of CNMI residents; Usefulness: provides a framework for how the CNMI government will operate and give representation of citizens from different islands with different populations.)
Chapter 3: United States Constitution
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SS.8.4. Examine and explain the origins, functions and structure of government with reference to the US Constitution, its first three articles and its amendments
(Example: focus on the preamble of the constitution; the functions of the legislative, judicial, and executive branch; first amend most importantly with five freedoms)
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2nd Quater​
​​​​​​​​​​​​​Chapter 4: Rights and Responsibilities
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SS.8.13. Explain how and why prevailing social, cultural, and political perspectives change throughout history.
(Example: In the early 20th Century, white settlers in America may have seen Christopher Columbus as a hero who discovered America. However, in the more inclusive 21st century, Christopher Columbus might be seen as a representation of Colonization/oppression.)
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​SS.8.20. Analyze how a specific problem can manifest itself over time while identifying its characteristics and causes, and the challenges and opportunities faced by those trying to address the problem.
(Example: Rising sea levels around the world can cause erosion along shorelines causing challenges such as flooding and opportunities might be to reinforce shorelines or relocate towns if necessary)
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Chapter 8: State Government
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SS.8.16. Compare and contrast the government in the CNMI to other local, international governments.
(CNMI has a bicameral legislature, Guam is unicameral) (CNMI has a governor, Palau and FSM have presidents)
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Chapter 10: Electing Leaders
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SS.8.2. Evaluate human behavior that may affect a person’s political decisions to vote for one candidate over another.
(Example: differing social policies, differing fiscal policies, differing foreign policies, etc)
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Chapter 11: The Political System
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SS.8.3. Explain the powers and responsibilities of citizens, political parties, and the media in a variety of governmental and nongovernmental contexts.
(Example: citizens should vote, pay taxes, abide by laws, etc) (political parties should promote and organize the political ideologies of their constituents, etc) (media should be unbiased, unprejudiced, and inform the public to make good decisions, et.)
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3rd Quarter​
​Chapter 15: Citizenship in the Community
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SS.8.21. Apply a range of deliberative and democratic procedures to make decisions and take action in classrooms, schools, or community.
(Example: A group of students might want discuss, decide or prioritize what community projects they want to address and then seek support and guidance on how to possibly do it)
Chapter 17: Evaluating Primary Sources
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SS.8.9. Analyze and simulate the role of entrepreneurs and inventors in a market economy.
(Example: Henry Ford saw a want for people to have faster transportation and so, the automobile was invented and he gained from his entrepreneurship and invention.)
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SS.8.12. Explain how global climate patterns can influence a country’s government and economy.
(Example: Human basic needs, such as food, water, health, and shelter, are affected by climate and a change may result in a famine, drought, flood, or heatwave. Changes in climate may threaten these needs with increased temperatures, sea level rise, changes in precipitation, and more frequent or intense extreme events. Climate change will affect individuals and groups differently such as tin-homes in a typhoon)
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SS.8.17. Independently, evaluate the credibility of primary and secondary sources and determining their relevance
(Example: Using the CNMI Covenant or CNMI Constitution to see who wrote it, what people say about it and its relevance today)
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SS.8.18. Independently, identify evidence that draws information from multiple perspectives and sources to support claims
(Example Claim: “the Constitution of the United States grants freedom for all”; Perspective 1: the constitution does grant freedom as listed in the Bill of Rights; Perspective 2: the constitution does not grant all freedoms due to limitations of the Separation of Church and State and not being able to say “bomb” on a plane, etc)
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SS.8.19. Construct responses supported by reasoning and evidence while acknowledging the strengths and weaknesses of the explanations.
(Example: 1 Introduce the problem, 2 Explain your perspective, 3 Explain your opponent's perspective. Refute their points one-by-one as you go, 4 Present your evidence and 5 Conclude your argument.)
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Chapter 18: Goods and Services
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SS.8.1. Evaluate human behavior that may affects a person’s economic decisions to purchase some products over another
(Example: decisions based on Maslow's Hierarchy of Needs, media advertisement)
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Chapter 19: Personal Finances
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SS.8.6. Explain how investments and insurances may build wealth and help meet financial goals. (Example: investments in house can lead to resale, investments in stocks can generate money from interests, etc) (insurances are small payments that help restore investments in big disasters such as a person’s home, health, and life)
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SS.8.7. Evaluate an individual's rights, responsibilities/duties as a consumer.
(Example: consumers have the rights to be heard, right to choose, right to be informed, right to redress issues) (consumers have the duty to practice sustainable consumption, practice stewardship of the environment and the right to promote consumer interests)​​
4th Quarter​
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​Chapter 22: Career Choices: Personal Finance Handbook
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SS.8.5. Compare and contrast a government’s spending plan to a personal spending plan
(Example for personal: save, invest, spend) (governments earn by collecting taxes, invest/spend on public infrastructure, education, healthcare, safety, etc)
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Chapter 23: Foreign Policy
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SS.8.10. Analyze and explain how the physical characteristics of places influence the culture of a country.
(Example: People who live in warm climates might decide to live with air conditioning while people who live in cold climates might live with fire-places) (Example: Societies that experience winter might be able to practice savings of necessities than people who live in warm climates all year-round)​​​​