🏛️ Government and Economics
One printable 40-minute plan for each of the 14 lessons. A substitute can run any lesson with the lesson's 3D video and Movie. No account needed.
Lesson 1: Foundations of American democracy
Lesson link: books/hs-gov-econ · lesson 1
Big idea: Power comes from the people and is limited.
Read this aloud (it is the lesson's hook). Students think, then tell a partner what they notice.
“The Constitution begins with ‘We the People’: power comes from the people.”
- Open the lesson link on the board.
- Press Next to the 🎬 Watch step and press ▶ Play.
- Press Next to the Movie step and press ▶ Play.
The video says:
- The people are the source of power.
- Leaders must follow the law too.
- New York's Legislature has a Senate and an Assembly.
Students open the same lesson on their own device (or work with the board). Press Next to Try it.
Try it together first:
‘We the People’ expresses…
- A. Popular sovereignty
- B. Divine right of kings
Answer (for the teacher): Popular sovereignty
If time is left, students play the lesson's game steps (they show up between the videos and Check).
Students press Next to Check and answer the 4 questions on their own device. Goal: 100%. 95% or more is Mastered. “Not yet” means try again; students may retry.
Read this question aloud. Students write the answer on a slip of paper with no name or with a class number, and hand it in.
Limited government means…
- A. Government power has limits
- B. Government can do anything
Answer (for the teacher): Government power has limits
Leave on the board
- Foundations of American democracy
- Big idea: Power comes from the people and is limited.
- Memory trick: “People, laws, limits.”
- Goal: 100%
Watch for this mistake
- Thinking democracy lets a majority do anything it wants.
Students do not need accounts; progress stays on each device.
Notes for the teacher
Lesson 2: How a bill becomes a law
Lesson link: books/hs-gov-econ · lesson 2
Big idea: Both houses pass it; the president signs it.
Read this aloud (it is the lesson's hook). Students think, then tell a partner what they notice.
“Most bills in Congress never become law. A bill must pass both houses and be signed, or a veto must be overridden.”
- Open the lesson link on the board.
- Press Next to the 🎬 Watch step and press ▶ Play.
- Press Next to the Movie step and press ▶ Play.
The video says:
- Bills are studied in committees first.
- Both must pass the same version.
- Congress can override a veto with two-thirds of each house.
Students open the same lesson on their own device (or work with the board). Press Next to Try it.
Try it together first:
To override a veto, each house needs a…
- A. Two-thirds vote
- B. Simple majority
Answer (for the teacher): Two-thirds vote
If time is left, students play the lesson's game steps (they show up between the videos and Check).
Students press Next to Check and answer the 4 questions on their own device. Goal: 100%. 95% or more is Mastered. “Not yet” means try again; students may retry.
Read this question aloud. Students write the answer on a slip of paper with no name or with a class number, and hand it in.
Most bills ‘die’ in…
- A. Committee
- B. The Supreme Court
Answer (for the teacher): Committee
Leave on the board
- How a bill becomes a law
- Big idea: Both houses pass it; the president signs it.
- Memory trick: “Two houses, one signature.”
- Goal: 100%
Watch for this mistake
- Thinking the president writes the laws.
Students do not need accounts; progress stays on each device.
Notes for the teacher
Lesson 3: Rights, due process and courts
Lesson link: books/hs-gov-econ · lesson 3
Big idea: Due process protects fairness.
Read this aloud (it is the lesson's hook). Students think, then tell a partner what they notice.
“Miranda rights, a lawyer, and a fair trial protect everyone accused.”
- Open the lesson link on the board.
- Press Next to the 🎬 Watch step and press ▶ Play.
- Press Next to the Movie step and press ▶ Play.
The video says:
- Speech, religion, press, assembly, petition.
- Search, self-incrimination, fair trial.
- Two court systems.
Students open the same lesson on their own device (or work with the board). Press Next to Try it.
Try it together first:
The right to an attorney is in the ___ Amendment.
Answer (for the teacher): 6
If time is left, students play the lesson's game steps (they show up between the videos and Check).
Students press Next to Check and answer the 4 questions on their own device. Goal: 100%. 95% or more is Mastered. “Not yet” means try again; students may retry.
Read this question aloud. Students write the answer on a slip of paper with no name or with a class number, and hand it in.
Due process means…
- A. Fair legal procedures
- B. Fast punishment
Answer (for the teacher): Fair legal procedures
Leave on the board
- Rights, due process and courts
- Big idea: Due process protects fairness.
- Memory trick: “Rights protect the accused, too.”
- Goal: 100%
Watch for this mistake
- Thinking free speech means no limits at all.
Students do not need accounts; progress stays on each device.
Notes for the teacher
Lesson 4: Civil liberties and student rights
Lesson link: books/hs-gov-econ · lesson 4
Big idea: Rights expand over time, with limits and debate.
Read this aloud (it is the lesson's hook). Students think, then tell a partner what they notice.
“In Tinker v. Des Moines (1969), the Supreme Court said students keep free speech rights at school.”
- Open the lesson link on the board.
- Press Next to the 🎬 Watch step and press ▶ Play.
- Press Next to the Movie step and press ▶ Play.
The video says:
- Students' symbolic speech is protected.
- Schools can limit speech that seriously disrupts.
- Applies most Bill of Rights protections to the states.
Students open the same lesson on their own device (or work with the board). Press Next to Try it.
Try it together first:
In Tinker, students' black armbands protesting a war were ruled…
- A. Protected speech
- B. Illegal
Answer (for the teacher): Protected speech
If time is left, students play the lesson's game steps (they show up between the videos and Check).
Students press Next to Check and answer the 4 questions on their own device. Goal: 100%. 95% or more is Mastered. “Not yet” means try again; students may retry.
Read this question aloud. Students write the answer on a slip of paper with no name or with a class number, and hand it in.
Rights have expanded over time through…
- A. Amendments, laws and court cases
- B. Nothing
Answer (for the teacher): Amendments, laws and court cases
Leave on the board
- Civil liberties and student rights
- Big idea: Rights expand over time, with limits and debate.
- Memory trick: “Rights + limits + debate.”
- Goal: 100%
Watch for this mistake
- Thinking students have no rights at school.
Students do not need accounts; progress stays on each device.
Notes for the teacher
Lesson 5: Duties of citizenship
Lesson link: books/hs-gov-econ · lesson 5
Big idea: Citizens have rights and also duties.
Read this aloud (it is the lesson's hook). Students think, then tell a partner what they notice.
“At 18, a U.S. citizen in New York can be called for jury duty.”
- Open the lesson link on the board.
- Press Next to the 🎬 Watch step and press ▶ Play.
- Press Next to the Movie step and press ▶ Play.
The video says:
- Legal duties.
- Most men 18-25 must register with Selective Service.
- Civic responsibilities.
Students open the same lesson on their own device (or work with the board). Press Next to Try it.
Try it together first:
Serving on a jury when called is a…
- A. Duty
- B. Hobby
Answer (for the teacher): Duty
If time is left, students play the lesson's game steps (they show up between the videos and Check).
Students press Next to Check and answer the 4 questions on their own device. Goal: 100%. 95% or more is Mastered. “Not yet” means try again; students may retry.
Read this question aloud. Students write the answer on a slip of paper with no name or with a class number, and hand it in.
Naturalization is…
- A. The process of becoming a citizen
- B. Leaving the country
Answer (for the teacher): The process of becoming a citizen
Leave on the board
- Duties of citizenship
- Big idea: Citizens have rights and also duties.
- Memory trick: “Rights come with responsibilities.”
- Goal: 100%
Watch for this mistake
- Thinking voting is legally required in the U.S.
Students do not need accounts; progress stays on each device.
Notes for the teacher
Lesson 6: Voting, elections and civic action
Lesson link: books/hs-gov-econ · lesson 6
Big idea: Your voice: vote, speak, serve.
Read this aloud (it is the lesson's hook). Students think, then tell a partner what they notice.
“In New York you can pre-register to vote at 16 and vote at 18.”
- Open the lesson link on the board.
- Press Next to the 🎬 Watch step and press ▶ Play.
- Press Next to the Movie step and press ▶ Play.
The video says:
- NY voter pre-registration starts at 16.
- Election process.
- Other civic actions.
Students open the same lesson on their own device (or work with the board). Press Next to Try it.
Try it together first:
In New York you may pre-register to vote at age…
Answer (for the teacher): 16
If time is left, students play the lesson's game steps (they show up between the videos and Check).
Students press Next to Check and answer the 4 questions on their own device. Goal: 100%. 95% or more is Mastered. “Not yet” means try again; students may retry.
Read this question aloud. Students write the answer on a slip of paper with no name or with a class number, and hand it in.
Civic action example:
- A. Speaking at a town meeting
- B. Ignoring news
Answer (for the teacher): Speaking at a town meeting
Leave on the board
- Voting, elections and civic action
- Big idea: Your voice: vote, speak, serve.
- Memory trick: “Register, research, vote.”
- Goal: 100%
Watch for this mistake
- Thinking one vote never matters.
Students do not need accounts; progress stays on each device.
Notes for the teacher
Lesson 7: Parties, media and interest groups
Lesson link: books/hs-gov-econ · lesson 7
Big idea: Check sources before you believe or share.
Read this aloud (it is the lesson's hook). Students think, then tell a partner what they notice.
“Before you share a political post, ask: who made it, and what is the evidence?”
- Open the lesson link on the board.
- Press Next to the 🎬 Watch step and press ▶ Play.
- Press Next to the Movie step and press ▶ Play.
The video says:
- They organize voters and push issues.
- Groups try to persuade lawmakers.
- Evaluate media before trusting it.
Students open the same lesson on their own device (or work with the board). Press Next to Try it.
Try it together first:
Before sharing a political claim online, you should…
- A. Check the source and evidence
- B. Share it fast
Answer (for the teacher): Check the source and evidence
If time is left, students play the lesson's game steps (they show up between the videos and Check).
Students press Next to Check and answer the 4 questions on their own device. Goal: 100%. 95% or more is Mastered. “Not yet” means try again; students may retry.
Read this question aloud. Students write the answer on a slip of paper with no name or with a class number, and hand it in.
Media bias means…
- A. A one-sided slant
- B. Perfect balance
Answer (for the teacher): A one-sided slant
Leave on the board
- Parties, media and interest groups
- Big idea: Check sources before you believe or share.
- Memory trick: “Who says? What proof?”
- Goal: 100%
Watch for this mistake
- Trusting a post because it has many likes.
Students do not need accounts; progress stays on each device.
Notes for the teacher
Lesson 8: Public policy
Lesson link: books/hs-gov-econ · lesson 8
Big idea: Policies are made at local, state and national levels.
Read this aloud (it is the lesson's hook). Students think, then tell a partner what they notice.
“Your town board, New York State and Congress all make policies that affect your school, roads and safety.”
- Open the lesson link on the board.
- Press Next to the 🎬 Watch step and press ▶ Play.
- Press Next to the Movie step and press ▶ Play.
The video says:
- Roads, parks, schools.
- New York's laws and budget.
- National policy.
Students open the same lesson on their own device (or work with the board). Press Next to Try it.
Try it together first:
A New York school district's yearly budget is voted on by…
- A. Local district voters
- B. Congress
Answer (for the teacher): Local district voters
If time is left, students play the lesson's game steps (they show up between the videos and Check).
Students press Next to Check and answer the 4 questions on their own device. Goal: 100%. 95% or more is Mastered. “Not yet” means try again; students may retry.
Read this question aloud. Students write the answer on a slip of paper with no name or with a class number, and hand it in.
Citizens can influence policy by…
- A. Speaking at public hearings
- B. Staying silent
Answer (for the teacher): Speaking at public hearings
Leave on the board
- Public policy
- Big idea: Policies are made at local, state and national levels.
- Memory trick: “Local, state, federal.”
- Goal: 100%
Watch for this mistake
- Thinking only Congress makes policy.
Students do not need accounts; progress stays on each device.
Notes for the teacher
Lesson 9: Budgeting and financial goals
Lesson link: books/hs-gov-econ · lesson 9
Big idea: Plan your spending and save first.
Read this aloud (it is the lesson's hook). Students think, then tell a partner what they notice.
“A budget tells your money where to go before it disappears.”
- Open the lesson link on the board.
- Press Next to the 🎬 Watch step and press ▶ Play.
- Press Next to the Movie step and press ▶ Play.
The video says:
- What's left can go to savings.
- Cover needs first.
- Savings for surprises.
Students open the same lesson on their own device (or work with the board). Press Next to Try it.
Try it together first:
Income is $2,000 a month and expenses are $1,700. Dollars left to save each month?
Answer (for the teacher): 300
If time is left, students play the lesson's game steps (they show up between the videos and Check).
Students press Next to Check and answer the 4 questions on their own device. Goal: 100%. 95% or more is Mastered. “Not yet” means try again; students may retry.
Read this question aloud. Students write the answer on a slip of paper with no name or with a class number, and hand it in.
An emergency fund helps with…
- A. Unexpected costs
- B. Daily treats
Answer (for the teacher): Unexpected costs
Leave on the board
- Budgeting and financial goals
- Big idea: Plan your spending and save first.
- Memory trick: “Plan it before you spend it.”
- Goal: 100%
Watch for this mistake
- Budgeting with gross pay instead of take-home pay.
Students do not need accounts; progress stays on each device.
Notes for the teacher
Lesson 10: Credit, interest and investing
Lesson link: books/hs-gov-econ · lesson 10
Big idea: Interest can grow your savings or your debt.
Read this aloud (it is the lesson's hook). Students think, then tell a partner what they notice.
“$1,000 growing at 10% a year becomes $1,210 after 2 years. That's compound interest.”
- Open the lesson link on the board.
- Press Next to the 🎬 Watch step and press ▶ Play.
- Press Next to the Movie step and press ▶ Play.
The video says:
- Interest = principal × rate × time.
- Grows faster over time.
- Diversify to manage risk.
Students open the same lesson on their own device (or work with the board). Press Next to Try it.
Try it together first:
Simple interest on $1,000 at 5% a year for 2 years, in dollars?
Answer (for the teacher): 100
If time is left, students play the lesson's game steps (they show up between the videos and Check).
Students press Next to Check and answer the 4 questions on their own device. Goal: 100%. 95% or more is Mastered. “Not yet” means try again; students may retry.
Read this question aloud. Students write the answer on a slip of paper with no name or with a class number, and hand it in.
A higher possible return usually comes with…
- A. Higher risk
- B. No risk
Answer (for the teacher): Higher risk
Leave on the board
- Credit, interest and investing
- Big idea: Interest can grow your savings or your debt.
- Memory trick: “Start early, let it compound.”
- Goal: 100%
Watch for this mistake
- Paying only the minimum on a credit card.
Students do not need accounts; progress stays on each device.
Notes for the teacher
Lesson 11: Supply, demand and markets
Lesson link: books/hs-gov-econ · lesson 11
Big idea: Price balances supply and demand.
Read this aloud (it is the lesson's hook). Students think, then tell a partner what they notice.
“When a new game console is scarce, prices rise.”
- Open the lesson link on the board.
- Press Next to the 🎬 Watch step and press ▶ Play.
- Press Next to the Movie step and press ▶ Play.
The video says:
- Law of demand.
- Law of supply.
- Where supply meets demand.
Students open the same lesson on their own device (or work with the board). Press Next to Try it.
Try it together first:
Demand rises and supply stays the same. Price…
- A. Rises
- B. Falls
Answer (for the teacher): Rises
If time is left, students play the lesson's game steps (they show up between the videos and Check).
Students press Next to Check and answer the 4 questions on their own device. Goal: 100%. 95% or more is Mastered. “Not yet” means try again; students may retry.
Read this question aloud. Students write the answer on a slip of paper with no name or with a class number, and hand it in.
Scarcity forces…
- A. Choices
- B. Abundance
Answer (for the teacher): Choices
Leave on the board
- Supply, demand and markets
- Big idea: Price balances supply and demand.
- Memory trick: “Scarce = pricey.”
- Goal: 100%
Watch for this mistake
- Mixing a change in demand with movement along the curve.
Students do not need accounts; progress stays on each device.
Notes for the teacher
Lesson 12: Factor markets and businesses
Lesson link: books/hs-gov-econ · lesson 12
Big idea: Land, labor, capital and entrepreneurs produce everything.
Read this aloud (it is the lesson's hook). Students think, then tell a partner what they notice.
“Your part-time job is part of a factor market: you sell your labor, and a business buys it.”
- Open the lesson link on the board.
- Press Next to the 🎬 Watch step and press ▶ Play.
- Press Next to the Movie step and press ▶ Play.
The video says:
- Land, labor, capital and entrepreneurship.
- Set by supply and demand for skills.
- Sole proprietorship, partnership, corporation.
Students open the same lesson on their own device (or work with the board). Press Next to Try it.
Try it together first:
A factory machine is which factor of production?
- A. Capital
- B. Land
Answer (for the teacher): Capital
If time is left, students play the lesson's game steps (they show up between the videos and Check).
Students press Next to Check and answer the 4 questions on their own device. Goal: 100%. 95% or more is Mastered. “Not yet” means try again; students may retry.
Read this question aloud. Students write the answer on a slip of paper with no name or with a class number, and hand it in.
An entrepreneur…
- A. Takes risks to start a business
- B. Only works for others
Answer (for the teacher): Takes risks to start a business
Leave on the board
- Factor markets and businesses
- Big idea: Land, labor, capital and entrepreneurs produce everything.
- Memory trick: “Land, labor, capital, idea-maker.”
- Goal: 100%
Watch for this mistake
- Thinking ‘capital’ only means money.
Students do not need accounts; progress stays on each device.
Notes for the teacher
Lesson 13: Capitalism in a global economy
Lesson link: books/hs-gov-econ · lesson 13
Big idea: Trade lets nations specialize, but it also has costs.
Read this aloud (it is the lesson's hook). Students think, then tell a partner what they notice.
“Your sneakers may be designed in the U.S., made in Asia, and sold around the world.”
- Open the lesson link on the board.
- Press Next to the 🎬 Watch step and press ▶ Play.
- Press Next to the Movie step and press ▶ Play.
The video says:
- Free markets plus some government rules.
- Make what you give up the least to produce.
- Trade policy tools.
Students open the same lesson on their own device (or work with the board). Press Next to Try it.
Try it together first:
A tax on imported goods is a…
- A. Tariff
- B. Subsidy
Answer (for the teacher): Tariff
If time is left, students play the lesson's game steps (they show up between the videos and Check).
Students press Next to Check and answer the 4 questions on their own device. Goal: 100%. 95% or more is Mastered. “Not yet” means try again; students may retry.
Read this question aloud. Students write the answer on a slip of paper with no name or with a class number, and hand it in.
A cost of globalization for some workers:
- A. Jobs moving overseas
- B. Cheaper goods
Answer (for the teacher): Jobs moving overseas
Leave on the board
- Capitalism in a global economy
- Big idea: Trade lets nations specialize, but it also has costs.
- Memory trick: “Specialize and trade.”
- Goal: 100%
Watch for this mistake
- Thinking tariffs are paid only by foreign countries.
Students do not need accounts; progress stays on each device.
Notes for the teacher
Lesson 14: Money, GDP and policy
Lesson link: books/hs-gov-econ · lesson 14
Big idea: Fiscal = Congress; monetary = Fed.
Read this aloud (it is the lesson's hook). Students think, then tell a partner what they notice.
“The Federal Reserve raises interest rates to slow inflation.”
- Open the lesson link on the board.
- Press Next to the 🎬 Watch step and press ▶ Play.
- Press Next to the Movie step and press ▶ Play.
The video says:
- The value of all final goods and services; it measures the economy.
- Inflation reduces buying power.
- Fiscal policy uses taxes and spending; monetary policy uses interest rates.
Students open the same lesson on their own device (or work with the board). Press Next to Try it.
Try it together first:
The Federal Reserve mainly controls…
- A. Monetary policy
- B. Fiscal policy
Answer (for the teacher): Monetary policy
If time is left, students play the lesson's game steps (they show up between the videos and Check).
Students press Next to Check and answer the 4 questions on their own device. Goal: 100%. 95% or more is Mastered. “Not yet” means try again; students may retry.
Read this question aloud. Students write the answer on a slip of paper with no name or with a class number, and hand it in.
GDP measures…
- A. Total output
- B. Population
Answer (for the teacher): Total output
Leave on the board
- Money, GDP and policy
- Big idea: Fiscal = Congress; monetary = Fed.
- Memory trick: “Fed = rates; Congress = budgets.”
- Goal: 100%
Watch for this mistake
- Thinking the president sets interest rates.
Students do not need accounts; progress stays on each device.