Emc social studies catalog 2013 by EMC Publishing

2013 FALL

Learning Solutions for Social Studies

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Personal Finance

Today’s students live in an economic environment that is more diverse and complex than ever before. EMC’s Personal Finance program helps your students develop healthy money habits and understand key financial issues. Covering current and relevant topics including identity theft, buying a car, and using debit cards, this program presents hundreds of real-life examples, documents, and forms to capture the interest of today’s consumer-oriented teens. • Meets the National Standards in K-12 Personal Finance Education, created and maintained by the Jump$tart Coalition for Personal Financial Literacy. • Engages teens in dialogue about real-life financial situations and challenges them to make personal choices in You Decide case studies. • Encourages students to set personal financial goals and work to accomplish them with You Can Succeed Financially discussions and examples. Grady Kimbrell and Nathan Dungan © 2009 Text 480 pages

• Helps students make better informed financial decisions with descriptions of common financial situations in Look Before You Leap. • The author’s unique Share Save Spend program offers practical suggestions for making balanced financial decisions.

Point students to the Internet and other resources they can use to research relevant personal finance topics in Do Your Research.

Get Good Advice boxes help students make informed financial decisions.

End-of-chapter exercises give students hands-on experience working with real-world documents.

$$ $$$ $ $ $Advice $$$$$$$$$ Get Good

he use of checking accounts has changed dramatically over the past half-century. What used to be the norm—paying all of your bills with a paper check—has been replaced with paying most of your bills online. The very notion of cashing a check has come to mean getting cash from an ATM. To check their bank balance, people used to wait until the middle of the month to get a paper copy of the previous month’s statement. Now you can get immediate access to your account information online, with a login ID and a secure password. Are all these changes positive? Do you know anyone who started banking more than twenty or thirty years ago? Ask those people about their early banking experiences. Use the following questions as a guide:

Understanding the Main Ideas

8. What feature about your past banking experiences do you miss the most?

Bring your answers back to the class and share what you learned. As a class, note the similarities and differences in the answers. Discuss these differences and how they will influence the decisions you make. Sometimes the best lessons about what to do and what not to do come from people with a lot of life experience. Use their knowledge to your advantage. They may end up saving you hundreds or even thousands of dollars during your lifetime. You can learn from their mistakes—and in turn you will make better decisions about managing your money.

king 1. What year did you open your first checking account? 2. Were you ever nervous about making a mistake in managing your first account? nt to 3. How did you use your checking account help manage your money? d 4. How did you keep track of deposits and withdrawals? 5. Did someone (like a parent or a banker)) teach you how to use the account, or did you learn on your own? 6. Some people like writing checks because it gives them a better sense for managing the money in their account. Do you agree? Why or why not? ur 7. What feature do you like best about your checking account today?

SECTION

1. You and your brother have been saving coins in a jar for almost a year. You take the coins to the grocery store, where there is a coin-counting machine. It turns out you had $206 in that jar. The machine charges a 9 percent fee. How much money do you end up with? Are there other places that would have charged you less? 2. You want to open a checking account. Bank #1 requires no minimum balance, but there is a $3 monthly fee. The account does not pay interest. Bank #2 offers an account that pays 0.15 percent annual interest. There’s no monthly fee if you maintain a $1,000 minimum balance. Which account is better?

4. How can you avoid paying bank fees? 5. Why do you think some banks place restrictions on teens’ checking accounts? 6. You are paying a bill and accidentally write the wrong amount on the check. Why shouldn’t you just cross out your mistake and write the correct amount next to it?

Working with Real-World Documents

1. Obtain brochures about checking accounts from local banks, S&Ls, and credit unions. Make a chart similar to the one shown here comparing the features of the various checking accounts. Which accounts do you think are best? Give reasons for your answer. Name of institution

Name of institution

Minimum balance to avoid fee Monthly fee Annual interest rate NSF fee ATM fee

Applying Critical Thinking Skills

3. What does it mean to endorse a check? 4. What is an outstanding check? 5. What is an outstanding deposit? 6. List the five steps for reconciling a checking account.

Critical Thinking 1. Why do you need to write the amount of a check in both numbers and words? 2. Why should you keep your checkbook updated and reconcile your account monthly?

SECTION 3 Using a Checking Account

1. How would you decide whether to open an account at a bank, an S&L, or a credit union? 2. Suppose you and your mom have a joint account, and you both write checks on that account. How can you keep the account in good order? 3. Why would an entrepreneur want to keep business income and expenses separate from personal finances?

Taking It Home 1. Ask adult family members where they go for financial services such as checking and savings accounts. What do they like and dislike about these institutions? How did they choose them? Summarize your findings.

143

Factual Recall and Critical Thinking questions reinforce key concepts. 118-145_EMC_Finance_CHP05.indd 143

1. Which type of financial institution is a nonprofit organization? 2. Which type of financial institution is likely to have the most branches? 3. Free checking accounts may still cost you money. How? 4. Name two drawbacks to interest-earning checking accounts. 5. What is a stop-payment fee? 6. You have just opened a new checking account. Why should you shred any unused checks from your old account? 7. What should you do if the ending balance on your monthly checking account statement does not agree with the amount you have calculated? 8. What is online banking? 9. What is an online money transfer? 10. If you want automatic online bill payments, what two things do you need to do? 11. What can you do to protect your account information when you use online banking?

Practicing Math

A S S E S S M EN EN NT T

Factual Recall 1. What do you need to do in order to open a checking account? 2. Why is it still useful to write checks, even though debit and check cards are available?

Personal Finance

Personal Finance: A Lifetime Responsibility

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CONTENTS: Textbook Introduction. Unit I Income—Learning to Earn. 1. Career Planning. 2. Job and Career Success. Unit II Managing Your Money. 3. Financial Planning. 4. Budgeting. 5. Checking Accounts. Unit III Saving and Investing. 6. Savings: Starting Now! 7. Investment Options: Risks and Rewards. Unit IV Spending Wisely. 8. Influences on Buying Decisions. 9. Transportation. 10. Housing. 11. The Necessities: Food and Clothing. 12. Consumer Rights and Responsibilities. Unit V Credit and Debt. 13. Credit: Helpful or Hurtful. 14. Using Credit Wisely. Unit VI Financial Risk Management. 15. Auto and Home Insurance. 16. Health and Life Insurance. Conclusion. Economic Principles Reference Guide. Personal Finance Resource Center. Glossary. Index.

CHAPTER 5 Review and Assessment

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• Teach students to think like economists in surprising real-life situations such as “Why didn’t Chris Rock go to college?” in Economics in the Real World. • Heighten students’ understanding of globalization with The Global Impact vignettes in each chapter.

EXH I BIT

QUESTION: How do we know that the benefits you say are a result of globalization are, in fact, caused by globalization? Couldn’t they be caused by something else? ANSWER: Economists are fairly sure that

globalization leads to an increased standard of living based on their comparisons of countries with similar characteristics. For example, take a look at Exhibit 2-5, which shows that the annual percentage change during the 1990s in output per person is positive in globalized developing countries but negative in less globalized countries. Or consider an extreme case, North and South Korea. The two countries share a people and a culture, but North Korea avoided the process of globalization during the period in which South Korea embraced it. What we observe is that South Koreans enjoy a much higher standard of living than North Koreans.

Costs Described below are some of the costs associated with globalization. Increased Income Inequality Critics of globalization often point out that globalization seems to go hand in hand with increased income inequality in the world. Has in-

� IKEA opened 12 new stores in Russia between 2000 and 2009. How does a Swedish retailer opening a store in Russia reflect the recent trend toward globalization?

Annual Average Percentage Change in Output per Person in the 1990s

–2

Less globalized countries

More globalized developed countries

Source: World Bank.

come inequality increased? Yes it has. For example, 100 years ago people in rich countries had about 10 times more income than people in poor countries. Today, they have about 75 times more income. Without a doubt, globalization and income inequality (between rich and poor countries) are strongly correlated. The question, though, is whether globalization causes the income inequality. The critics of globalization say it does; the supporters say it does not.

� During the 1990s, the annual average percentage change in output per person was positive for the more globalized developing countries. The percentage was negative for the less globalized countries.

Losing American Jobs Many critics of globalization argue that globalization can result in Americans losing certain jobs. Suppose a U.S. company hires engineers in India to do jobs that once were done by � East Indian American Express employees work at their computer in Delhi, India. Name at least one possible cost and one possible benefit of American Express offshoring work to India.

• Help students find the most current economic data with Economics on the Web.

Roger A. Arnold

2-5

• Connect students with economics on a personal level with Your Personal Economics to discuss topics like how to avoid scams and the increasing value of education in a global economy.

Thought-provoking questions prompt globalization discussions.

Percent

Economics

Economics: New Ways of Thinking shows students how to find economics in unusual and surprising places. It grabs their attention with real-world examples—the NFL draft, rock concert ticket prices, NASCAR—and then provides clear explanations and hundreds of supporting up-to-date graphs and charts to teach students solid economic principles. Projects, Internet research, and real-world features engage, motivate, and challenge students.

A Student Asks features frequently asked questions— with answers—in friendly, conversational language.

Economics

Economics: New Ways of Thinking

Globalization and the Financial Crisis The forces propelling the world toward greater globalization are not always equally strong. In fact, they often wax and wane. Some people argue that the recent financial crisis in the United States and other countries has placed a damper on globalization forces, the consequence being that globalization will not proceed as quickly or strongly in the next decade as it did in the last—or that it may not progress at all over the next ten years. Some have gone further and argued that globalization is merely a fad, a passing trend, that will eventually fade away. Whatever happens, the basic globalization force that will probably not be overcome— no matter what the political and economic

Defining Terms 1. Define: a. globalization b. offshoring

Reviewing Facts and Concepts 2. Identify two costs and two benefits of globalization. 3. Why does it make less sense to speak of different economic systems in a

Section 2 Globalization

climate might be—is the human inclination to trade. The founder of modern economics, Adam Smith, noticed more than 200 years ago that human beings want to trade with each other. In fact, it is the desire to trade that separates us from all other species, he said. In Smith’s words, “Man is an “The relevant market today animal that makes bargains: is planet Earth.” no other animal does this— —THOMAS FRIEDMAN no dog exchanges bones with another.” In other words, we want to trade with people. We want to trade with our next-door neighbor, the person on the other side of town, the person in the next state, the person on the other side of the country, and finally, the person on the other side of the world.

global economy than in a world of national economies? 4. What does “changing technology” have to do with globalization?

6. (a) Do you think globalization is a fad or is here to stay? (b) What would Adam Smith say? Explain both answers.

Critical Thinking

Applying Economic Concepts

5. Why might it be easier to recognize the costs of globalization than the benefits?

7. If globalization continues over the next few decades, how might your life be different?

Section 2 Globalization

Action plans in Your Personal Economics promote financial and career success.

New Edition Available Spring 2014!

4/19/10 3:34:18 PM

CONTENTS: Textbook Unit I Introduction to Economics. 1. What Is Economics? 2. Economic Systems and the Global Economy. 3. Free Enterprise. Unit II The Basics. 4. Demand. 5. Supply. 6. Price: Supply and Demand Together. Unit III Microeconomics. 7. Business Operations. 8. Competition and Markets. 9. Labor, Employment, and Wages. Unit IV Macroeconomics. 10. Money, Banking, and the Federal Reserve System. 11. Measuring Economic Performance. 12. Economic Changes and Cycles. 13. Fiscal and Monetary Policy. 14. Taxing and Spending. Unit V Trade and Investment. 15. International Trade and Economic Development. 16. Stocks and Bonds. Multimedia Project. Personal Finance Handbook. Economic Skills Handbook. Databank. Glossary. Glosario. Index.

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Section Assessments reinforce key concepts and challenge students to apply critical thinking skills.

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American Government

American Government: Citizenship and Power provides thought-provoking insight into today’s ever-shifting political climate. The text also presents stories, debates, and discussions of contemporary issues to capture students’ interest and encourage their active participation in politics and government. This dynamic high school program includes hundreds of high-interest features that offer students opportunities for participating in the political process. • Help students understand how key Supreme Court decisions affect the law in Landmark Decisions. • Provide glimpses of behind-the-scenes jobs in Washington, D.C., with Inside the Beltways. • Inspire students to make a difference with stories about real people who got involved in Politics is Local. • Increase student understanding of key government topics and passages from the Constitution in The Constitution Says. Christine Barbour and Gerald C. Wright © 2010 Text 848 pages

merican life. But sometimes they ory, which said that laws should nstead, the legislatures created d or redistributed property. To ring, they printed paper money t allowed people with debts to ney they owed. onomic uncertainty, those who Tips on getting involved in politics on the local, little motivation to invest or lend state, and federal preserving the power of thelevel. states, deration provided no mechanism te legislatures. Any such mechaen viewed as an infringement on y.

opular Tyranny

• Encourage students to get involved in local politics with tips on voter registration, writing to public officials, and more in “A Republic...if you can keep it.” boxes.

Read the Originals Surprisingly few Americans have taken the time to read the documents that shaped our nation. Get a firsthand view of the founding by reading some of the following documents. Some of these are reprinted in the Reference Section to this book; the rest can be found in the library and on the Internet. • The Declaration of Independence • Thomas Paine’s “Common Sense” • The Articles of Confederation • The Federalist Papers • The U.S. Constitution

e of the new nation began to lar tyranny, or the unrestrained . In a monarchy, people feared in Springfield. The force was turned back after a vioemcschool.com wer of6 the king. But some| email: lead-educate@emcp.com lent clash with the Massachusetts state militia. hat in a republican government The attack frightened and embarrassed the leaders

American Government

American Government: Citizenship and Power

Let’s Debate helps students see both sides of an argument and make informed decisions.

injustices in early American life. But sometimes they ignored Lockean theory, which said that laws should preserve property. Instead, the legislatures created laws that confiscated or redistributed property. To relieve postwar suffering, they printed paper money and passed laws that allowed people with debts to avoid paying the money they owed. With so much economic uncertainty, those who owned property had little motivation to invest or lend money. Moreover, in preserving the power of the states, the Articles of Confederation provided no mechanism to check or limit state legislatures. Any such mechanism would have been viewed as an infringement on the states’ sovereignty.

Should the United States Bring Democracy to Other Countries?

any Americans believe that democracy is the best form of government. If that is the case, should the United States work actively to bring democracy to other countries? Surely the people in those countries would beneﬁt. And some observers note that democracies do not make war on each other—so Americans would beneﬁt, too. Others point out that a nation must have strong institutions of public accountability for democracy to work. Otherwise, they warn, the effort can lead to disaster.

Yes

“. . . The survival of liberty in our land increasingly depends on the success of liberty in other lands. The best hope for peace in our world is the expansion of freedom in all the world. America’s vital interests and our deepest beliefs are now one. From the day of our Founding, we have proclaimed that every man and woman on this earth has rights, and dignity, and matchless value. . . . Across the generations we have proclaimed the imperative of self-government, because no one is ﬁt to be a master, and no one deserves to be a slave. Advancing these ideals is the mission that created our Nation. . . . Now it is the urgent requirement of our nation’s security, and the calling of our time. So it is the policy of the United States to seek and support the growth of democratic movements and institutions in every nation and culture, with the ultimate goal of ending tyranny in our world.”

“In the short run . . . the beginning stages of transitions to democracy often give rise to war rather than peace. . . . [T]he chance of war arises mainly in those transitional states that lack the strong political institutions needed to make democracy work (such as an effective state, the rule of law, organized parties that compete in fair elections, and professional news media). . . . States risk nationMahmoud Abbas (right), alist violence when president of the Palestinian they attempt to tranNational Authority (PNA), sition to democracy with Israeli prime minister without institutions Ehud Olmert (left), and of public accountthen-U.S. Secretary of State Condoleezza Rice. Abbas was ability. . . . In fact, ill-prepared attempts elected as president of the PNA in 2005. to democratize weak states . . . may lead to costly warfare in the short run, and may delay or prevent real progress toward democracy over the long term.”

—President George W. Bush, Second Inaugural Address

1. Would President Bush say his position was realistic or idealistic? Why? 2. You are a U.S. senator serving on a foreign policy committee. You have invited administration ofﬁcials and outside experts to discuss plans to spread democracy to other countries. Write ﬁve questions to ask them.

UNIT I

030-065_CH02-amgov.indd 44

The Menace of Popular Tyranny The political elite of the new nation began to grumble about popular tyranny, or the unrestrained power of the people. In a monarchy, people feared the unrestrained power of the king. But some leaders began to worry that in a republican government one had to fear the unrestrained power of the people. Shays’s Rebellion in Massachusetts vividly confirmed this idea in the minds of the elite. Wealthy and secure citizens dominated the Massachusetts legislature. Not surprisingly, the state’s laws did not favor debtors, and those who did not pay their debts risked land foreclosure (the seizure of their land by those to whom they owed money). As the number of land foreclosures soared, angry protests erupted in rural areas across the state. As the protesters became more organized, they began to forcibly occupy rural courthouses to prevent foreclosures. To the alarm of the nation’s elite, many of the protesting farmers were Revolutionary War veterans who seemed more than willing to launch another revolution if their demands were not met. Matters came to a head in 1787 when a force led by Daniel Shays, a Revolutionary War officer, attacked a federal armory

—Edward D. Mansﬁeld and Jack Snyder, Electing to Fight: Why Emerging Democracies Go to War

3. What characteristics do you think a country needs for democracy to work? 4. Do you believe that the United States should actively work to bring democracy to other countries? Why or why not?

SECTION

ASSESSMENT

Check Your Knowledge

in Springfield. The force was turned back after a violent clash with the Massachusetts state militia. The attack frightened and embarrassed the leaders of the United States. They feared that the rebellion foreshadowed the failure of their grand experiment in selfgovernance. They became convinced that they needed what James Madison would call “a republican remedy for those diseases most incident to republican government.” In other words, the leaders had to find a way to contain and limit the will of the people in a government that was to be based on the will of the people. If the rules of government were not producing the “right” winners and losers, then the rules would have to be changed before the elite lost the power to change them.

IN SUMMARY . . . The national government’s inability to control domestic and economic crises highlighted the weaknesses of the Articles of Confederation. Increasingly violent protests such as Shays’s Rebellion pointed out the need for a stronger national government.

Think Critically

1. Why do we call the Articles of Confederation our first constitution? 2. Why did the states want to limit the power of the national government? 3. What were the main powers of Congress under the Articles of Confederation? 4. Explain the concept of popular tyranny.

5. The Constitution eventually replaced the Articles of Confederation. What challenges might the United States have faced if the Articles of Confederation had remained in effect? 6. How did the nation’s economic situation contribute to Shays’s Rebellion? What was the political effect of the rebellion?

Origins of American Government CHAPTER 2

Foundations of American Government

4/1/09 2:28:33 PM

Contents: Textbook Unit 1 Foundations of American Government. 1. Principles of Government and Politics. 2. Origins of American Government. 3. The Constitution. 4. Federalism. 5. Basic Freedom and the First Amendment. 6. Due Process and Other Protected Rights. 7. Equal Rights. Unit 2 The Three Branches of Government. 8. Congress: Members and Elections. 9. The Powers of Congress. 10. How Congress Works. 11. The Presidency. 12. The President at Work. 13. The Bureaucracy. 14. The Legal System and the Courts. Unit 3 Participating in Government. 15. Citizens and the Political Culture. 16. Interest Groups. 17. Political Parties. 18. Campaigns and Elections. 19. Voting. 20. The Media and Public Opinion. Unit 4 Public Policy and Other Government Systems. 21. Social and Economic Policy. 22. Foreign Policy and National Defense. 23. State and Local Government.

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