Civics Quarterly Content Guide 2017-2018 Civics … Quarterly Content Guide 2017-2018 Civics – 2106010 Civics, Advanced - 2106020 ... Miranda v. Arizona, In re Gault, Tinker v. Des

06/15/17

THE SCHOOL DISTRICT OF LEE COUNTY

Civics Quarterly Content Guide 2017-2018 Civics – 2106010

Civics, Advanced - 2106020

Adopted Instructional Materials: Houghton Mifflin Harcourt Florida Civics: Integrated Civics, Economics, and Geography, 2018

SS.7.C.2.14 Conduct a service project to further public good. Project can be school, community, state, national, or international.

Big Idea Content Benchmarks

U.S. Geography

SS.7.G.1.1 SS.7.G.2.1 SS.7.G.2.4 SS.7.G.4.2

SS.7.G.1.2 SS.7.G.2.2 SS.7.G.3.1 SS.7.G.5.1 SS.7.G.1.3 SS.7.G.2.3 SS.7.G.4.1 SS.7.G.6.1

Citizenship

SS.7.C.2.1 SS.7.G.1.2 Remembrance Day: Sept 11 SS.7.C.2.2 SS.7.G.2.1 Constitution Day: Sept 17th

SS.7.C.2.3 SS.7.G.2.2 Freedom Week: Sept 21-25 SS.7.E.2.1

Colonial Government &

Revolution

SS.7.C.1.2 (Mayflower Compact/Common Sense) SS.7.C.1.3 SS.7.G.1.3 SS.7.G.2.3 SS.7.G.3.1

The Declaration of Independence & Enlightenment

Ideas

SS.7.C.1.1 SS.7.C.1.3 SS.7.C.1.4 United States Public Law

Civil Rights Amendments

SS.7.C.3.7


Bill of Rights

SS.7.C.2.4 SS.7.C.2.5 SS.7.C.3.6 SS.7.C.3.12 (Gideon v. Wainwright, Miranda v. Arizona, In re Gault, Tinker v. Des Moines, Hazelwood v. Kuhlmeier)

Legislative Branch

SS.7.C.2.12 SS.7.C.3.3 SS.7.C.3.8 SS.7.C.3.13 SS.7.C.3.4 SS.7.C.3.9

Executive Branch SS.7.C.3.3 SS.7.C.3.8 SS.7.C.3.13 SS.7.C.3.12 (U.S. v. Nixon)

Judicial Branch & Laws and Courts

SS.7.C.3.3 SS.7.C.3.12 (Marbury v. Madison) SS.7.C.3.8 SS.7.C.3.10 SS.7.C.3.11 SS.7.C.3.13

Mock Trial SS.7.C.2.6 SS.7.C.2.3


Election Process SS.7.C.2.7 SS.7.C.2.10 SS.7.C.2.12 SS.7.G.1.3 SS.7.C.2.8 SS.7.C.2.11 SS.7.C.2.13 SS.7.G.4.2 SS.7.C.2.9 SS.7.C.3.12 (Bush v. Gore)

Forms & Systems of Government

SS.7.C.3.1 SS.7.C.3.2 SS.7.C.3.4 SS.7.C.3.14

Historical Foundations of the

United States Constitution

SS.7.C.1.5 SS.7.C.1.8 SS.7.C.3.12 SS.7.C.1.2 (English Bill of Rights)

Goals & Principles of the United

States Constitution

SS.7.C.1.6 SS.7.C.1.7 SS.7.C.1.9 SS.7.C.1.2 (Magna Carta) SS.7.C.3.12 (U.S. v. Nixon)

Overview of the Structure of the

United States Constitution

SS.7.C.3.3 SS.7.C.3.5 SS.7.C.3.13

Big Idea Content Benchmark s

Domestic & Foreign

Policy

SS.7.C.1.5 SS.7.C.4.2 SS.7.E.1.1 SS.7.E.3.3 SS.7.C.4.1 SS.7.C.4.3 SS.7.E.3.1 SS.7.E.3.4 SS.7.E.3.2 SS.7.C.3.12 (Plessy v. Ferguson, Brown v. Board of Ed)

Benchmark Review

EOC Test Item Specs

Role of Government in Economics

SS.7.E.1.1 SS.7.E.1.2 SS.7.E.1.3

SS.7.E.1.4 SS.7.E.1.5 SS.7.E.1.6

SS.7.E.2.1 SS.7.E.2.2 SS.7.E.2.3

SS.7.E.2.4 SS.7.E.2.5

The Holocaust

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http://www.loc.gov/law/help/guide/federal/108-477cd.pdf

http://www.fldoe.org/core/fileparse.php/5662/urlt/0077548-fl12spiscivicswtr2g.pdf

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Annual Heritage and History Months Observances September 11 – Remembrance Day 911Day Presidential Proclamation

September/October – Hispanic Heritage Month Florida Hispanic Heritage Month Essay & Art Contest

The first Hispanic Heritage Week was approved on September 15, 1968. The month gives people the opportunity to plan and participate in ceremonies and activities that recognize the contributions of the many diverse cultures within the Hispanic community. In 1988, the celebration was expanded to a month and goes from September 15 to October 15.

October - National Disability Employment Awareness Month In 2003, previously known as National Employ the Handicapped Week, President George W. Bush proclaimed October as National Disability Employment Awareness Month. During this month, we recognize the many contributions citizens with disabilities make to our society, and we reaffirm our commitment to helping them achieve their full inclusion in our workforce.

November - National American Indian Heritage Month National American Indian (or Native American) Month was enacted with a presidential proclamation in 1990. During the month, all Americans are encouraged to participate in programs ceremonies and activities that celebrate American Indian and Alaskan Native peoples’ important contribution to the United States.

February - Black History Month African American History Essay Contest

To recognize the contributions of African Americans and foster a better understanding of the African American experience. Carter G. Woodson, who in 1926 spearheaded Negro History Week, started the observation. It was expanded to a month in 1976. February was chosen because of the birthdays of Frederick Douglas and Abraham Lincoln, two people who had a dramatic impact on the lives of African Americans.

March – National Women’s History Month Women’s History Month started as Women’s History Week in 1978. In 1987, Congress was petitioned to expand the week to an entire

month. The month recognizes the important contributions made by women through programs in school, workplaces and communities.

May - Asian/Pacific American Heritage & Older Americans Asian/Pacific American Heritage & Older Americans Asian/Pacific American Heritage observation originally began as Asian/Pacific Heritage week on July 10, 1978. In 1992, President Bush signed legislation designated May as Asian/Pacific American Heritage Month. The term Asian/Pacific American includes many ethnic groups with diverse cultures. The month celebrates the collective achievements of the many different communities.

Older Americans Month Older Americans Month was established by presidential proclamation to honor the contributions of older Americans to society. Begun in 1962, Older Americans Month is a time to celebrate and reflect on the unique contributions of older Americans in our society.

http://www.911day.org/

https://www.whitehouse.gov/the-press-office/2013/09/10/presidential-proclamation-patriot-day-and-national-day-service-and-remem

http://floridahispanicheritage.com/

http://www.floridablackhistory.com/essay.cfm

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Civics Academic Plan 2017-2018 Civics – 2106010


Suggested Length: 1-2 Weeks


Big Idea: United States Geography

NGSSS Content Standards & Benchmarks Suggested Language Arts Florida Standards

Essential Benchmarks SS.7.G.1.1 Locate the fifty states and their capital cities in addition to the nation's capital on a map. SS.7.G.1.2 Locate on a world map the territories and protectorates of the United States of America. Remarks/Examples: American Samoa, Guam, Puerto Rico, U.S. Virgin Islands. SS.7.G.1.3 Interpret maps to identify geopolitical divisions and boundaries of places in North America. SS.7.G.2.1 Locate major cultural landmarks that are emblematic of the United States. Remarks/Examples: Statue of Liberty, White House, Mount Rushmore, Capitol, Empire State Building, Gateway Arch, Independence Hall, Alamo, Hoover Dam. SS.7.G.2.2 Locate major physical landmarks that are emblematic of the United States. Remarks/Examples: Grand Canyon, Mt. Denali, Everglades, Great Salt Lake, Mississippi River, Great Plains SS.7.G.2.3 Explain how major physical characteristics, natural resources, climate, and absolute and relative location have influenced settlement, economies, and inter-governmental relations in North America. SS.7.G.2.4 Describe current major cultural regions of North America. Remarks/Examples: South, Rust-belt, Silicon Valley SS.7.G.3.1 Use maps to describe the location, abundance, and variety of natural resources in North America. SS.7.G.4.1 Use geographic terms and tools to explain cultural diffusion throughout North America.

LAFS.68.WHST.1.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories as appropriate to achieving purpose; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. b. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples. c. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts. d. Use precise language and domain-specific vocabulary to inform about or explain the topic. e. Establish and maintain a formal style and objective tone. f. Provide a concluding statement or section that follows from and supports the information or explanation presented.

Cross Over Standards Social Studies SS.7.G.5.1 Use a choropleth or other map to geographically represent current information about issues of conservation or ecology in the local community. Remarks/Examples: tri-county mangrove decimation, beach erosion

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SS.7.G.4.2 Use maps and other geographic tools to examine the importance of demographics within political divisions of the United States. SS.7.G.5.1 Use a choropleth or other map to geographically represent current information about issues of conservation or ecology in the local community. Remarks/Examples: tri-county mangrove decimation, beach erosion SS.7.G.6.1 Use Geographic Information Systems (GIS) or other technology to view maps of current information about the United States. Remarks/Examples: population density, changes in census data, and district reapportionment over time.

SS.7.G.6.1 Use Geographic Information Systems (GIS) or other technology to view maps of current information about the United States. Remarks/Examples: population density, changes in census data, and district reapportionment over time. Science: SC.6.E.6.1 Describe and give examples of ways in which Earth's surface is built up and torn down by physical and chemical weathering, erosion, and deposition. SC.7.E.6.2 Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and sub-surface events (plate tectonics and mountain building). SC.7.E.6.6 Identify the impact that humans have had on Earth, such as deforestation, urbanization, desertification, erosion, air and water quality, changing the flow of water.

Achieve 3000 Articles: “What’s Best for Land?” “Glass Beaches”

Essential Outcome Questions

Why do geographers use maps in order to study the physical and cultural landscape of North America? In what ways has geography influenced the settlement patterns and lifestyles of people in the United States?

Aligned Learning Goals District-Adopted

Materials Supplemental

Resources Strategies for

Differentiation

Locate the fifty states and their capital cities. Locate cultural and physical landmarks emblematic of the United

States.

Locate the territories and protectorates of the United States.

Identify geopolitical divisions and boundaries of places in North America.

Explain how major physical characteristics, natural resources, climate and absolute and relative location have influenced settlement, economies, and intergovernmental relations.

Textbook Resources

Geography Handbook

Pages 411-444

Literacy Resources

Hook: YouTube Video

Tour of the United States

FJCC Lesson

Overview of Geography

Blank U.S. Map

Examples of Civics Activities across

Cognitive Complexity Levels

Formative

Assessments for DI Classroom Samples

https://sharepoint.leeschools.net/tal/cs/ss/Resources/Middle%20School/LAFS%20Integration%20Civics%20%20Literacy/LAFS%20Reading%20Standards%20Support%20with%207th%20Grade%20Civics%20-%20sem%201%20and%202.docx?Web=1

http://www.youtube.com/watch?v=_E2CNZIlVIg

http://www.eduplace.com/ss/maps/pdf/us_nl.pdf

http://store.scholastic.com/content/stores/media/products/samples/21/9780545087421.pdf



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Differentiation of

Instruction

Differentiate Instruction for Social

Studies

OPTIONAL:

Ideas for Formative Checks

Tools for Formative Assessments

DOK Question Stems

Depth of Knowledge DOK Level 1 Recall or Reproduction

DOK Level 2 Skills and Basic Reasoning

DOK Level 3 Strategic Thinking and Complex Reasoning

DOK Level 4 Extended Thinking and Reasoning

http://dodea.edu/Curriculum/giftedEduc/upload/differentiation_of_instruction.pdf


http://socialstudiesdifferentiatedinstruction.com/



http://www.edutopia.org/pdfs/blogs/edutopia-finley-53ways-check-for-understanding.pdf

http://www.levy.k12.fl.us/instruction/Instructional_Tools/60FormativeAssessment.pdf

http://www.levy.k12.fl.us/instruction/Instructional_Tools/60FormativeAssessment.pdf

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Civics Academic Plan 2017-2018

Civics – 2106010 Civics, Advanced - 2106020

Suggested Length:

1-2 Weeks


Big Idea: Citizenship

NGSS Content Standards & Benchmarks Suggested Language Arts Florida Standards

Monday, September 11th - Remembrance Day Sunday, September 17th – Constitution Day (Observed Monday, September 18th) United States Public Law September 25th - September 29th – Freedom Week Florida Law

Standard 2: Evaluate the roles, rights, and responsibilities of U.S. citizens, and determine methods of active participation in society, government, and the political system.

Essential Benchmarks SS.7.C.2.1 Define the term "citizen," and identify legal means of becoming a United States citizen. SS.7.C.2.2 Evaluate the obligations citizens have to obey laws, pay taxes, defend the nation, and serve on juries.

SS.7.C.2.3 Experience the responsibilities of citizens at the local, state, or federal levels. Remarks/Examples: registering or pre-registering to vote, volunteering, communicating with government officials, informing others about current issues, participating in a political campaign/mock election. SS.7.G.1.1 Locate the fifty states and their capital cities in addition to the nation's capital on a map. SS.7.G.1.2 Locate on a world map the territories and protectorates of the United States of America.

LAFS.68.RH.1.3 Identify key steps in a text’s description of a process related to history/social studies (e.g., how a bill becomes law, how interest rates are raised or lowered). LAFS.7.SL.1.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly. a. Come to discussions prepared having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. b. Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed. c. Pose questions that elicit elaboration and respond to others’ questions and comments with relevant observations and ideas that bring the discussion back on topic as needed. d. Acknowledge new information expressed by others and, when warranted, modify their own views.

http://www.loc.gov/law/help/guide/federal/108-477cd.pdf

http://archive.flsenate.gov/statutes/index.cfm?mode=View%20Statutes&SubMenu=1&App_mode=Display_Statute&Search_String=1003.421&URL=1000-1099/1003/Sections/1003.421.html

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SS.7.G.2.1 Locate major cultural landmarks that are emblematic of the United States. Remarks/Examples: Statue of Liberty, White House, Mount Rushmore, Capitol, Empire State Building, Gateway Arch, Independence Hall, Alamo, Hoover Dam. SS.7.G.2.2 Locate major physical landmarks that are emblematic of the United States. Remarks/Examples: Grand Canyon, Mt. Denali, Everglades, Great Salt Lake, Mississippi River, Great Plains


What is a citizen?

What are the duties/obligations and responsibilities of U.S. citizens?

What is the impact of the naturalization process on society, government and the political process? What are the current issues and debates regarding immigration?




Differentiation

Define citizenship as stated in the 14th Amendment

Describe the process of becoming a naturalized citizen. Evaluate the impact of the naturalization process on society,

government, or the political process.

Distinguish between an obligation or duty and a responsibility as it relates to citizenship.

Recognize the concept of common good as a rationale for fulfilling the obligations and/or responsibilities of citizenship.

Evaluate the obligations and/or responsibilities of citizens.

Examine significant contributions of citizens to a democratic society.

Use scenarios to assess specific obligations of citizens.

Identify consequences or predict the outcome on society of citizens who do not fulfill their citizenship responsibilities.

Evaluate the impact of civic participation on society, government, or the political process.

Textbook Chapter 1

Sections 1 and 2

Chapter 4 Section 3

Chapter 15 Section 3

Literacy Resources

Florida Joint Center for Citizenship (FJCC)

FJCC SS.7.C.2.1 Lesson Plan

SS.7.C.2.2 Lesson Plan

iCivics SS.7.C.2.1

Game: Immigration Nation

LP: Just The Facts

iCivics SS.7.C.2.2

Game: Responsibility Launcher LP: Can I?

Philosophical Chairs

Immigration


http://floridacitizen.org/resources/middle


http://sharepoint.leeschools.net/tal/cs/ss/Resources/Middle%20School/APR/FJCC%20Applied%20Civics%20Curriculum/SS.7.C.2.2/2.2%20FJCC%20Lesson%20Plan%20Updated.pdf

http://www.icivics.org/games/immigration-nation

http://www.icivics.org/games/immigration-nation

http://cdn.icivics.org/sites/default/files/uploads/Just%20the%20Facts_0.pdf

http://www.icivics.org/games/responsibility-launcher

http://www.icivics.org/games/responsibility-launcher

http://cdn.icivics.org/sites/default/files/uploads/Can%20I%20Rights%20v%20Responsibilities.pdf

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U.S. Citizenship and Immigration Services Naturalization Self Test

State Assessment Information Formative Assessment Options

Civics EOC Test Item Specifications SS.7.C.2.1 Test Item Specs SS.7.C.2.2 Test Item Specs


Online Text: Self Check Questions Create a flowchart that represents the legal means of becoming a United

States citizen.

SS.7.C.2.1 Sample Items


http://www.uscis.gov/portal/site/uscis/menuitem.d72b75bdf98917853423754f526e0aa0/?vgnextoid=afd6618bfe12f210VgnVCM100000082ca60aRCRD&vgnextchannel=afd6618bfe12f210VgnVCM100000082ca60aRCRD

http://sharepoint.leeschools.net/tal/cs/ss/Resources/Middle%20School/APR/FJCC%20Applied%20Civics%20Curriculum/SS.7.C.2.1/2.1%20Civics%20EOC%20Test%20Specifications.pdf



http://sharepoint.leeschools.net/tal/cs/ss/Resources/Middle%20School/APR/FJCC%20Applied%20Civics%20Curriculum/SS.7.C.2.1/2.1%20FJCC%20Sample%20EOC%20Items.pdf


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Suggested Length: 1 Week


Big Idea: Colonial Government & Revolution


Standard 1: Demonstrate an understanding of the origins & purposes of government, law, and the American political system.

Essential Benchmarks SS.7.C.1.2 Trace the impact that the Mayflower Compact and Thomas Paine's Common Sense had on colonists' views of government. SS.7.C.1.3 Describe how English policies and responses to colonial concerns led to the writing of the Declaration of Independence. SS.7.G.1.3 Interpret maps to identify geopolitical divisions and boundaries of places in North America. SS.7.G.2.3 Explain how major physical characteristics, natural resources, climate, and absolute and relative location have influenced settlement, economies, and inter-governmental relations in North America. SS.7.G.3.1 Use maps to describe the location, abundance, and variety of natural resources in North America.

LAFS.68.RH.1.1 Cite specific textual evidence to support analysis of primary and secondary sources. LAFS.68.RH.1.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions. LAFS.68.RH.2.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies. LAFS.68.RH.3.8 Distinguish among fact, opinion, and reasoned judgment in a text. LAFS.68.WHST.1.1 Write arguments focused on discipline-specific content. a. Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically. b. Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources. c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.

d. Establish and maintain a formal style. e. Provide a concluding statement or section that follows from and supports the argument presented.

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Essential Outcome Question

What ideas and documents influenced the formation of American government? How did historical documents impact the colonists’ view of government?




Differentiation

Create a timeline of British actions and Colonial reactions from the French and Indian War leading up to the Declaration of Independence.

Recognize the underlying themes of English colonial policies concerning taxation, representation, and individual rights that led to the desire for independence.

Identify important ideas found in the Mayflower Compact and Thomas Paine’s Common Sense and evaluate their impact on colonial American government.

Textbook Chapter 3 Section 1

Chapter 2

Sections 2 and 3

History Channel Video:

Declaration of Independence

Primary Sources: Mayflower Compact

Page 87

Declaration of Independence

Pages 38-41

Literacy Resources


FJCC SS.7.C.1.2 Lesson Plan SS.7.C.1.3 Lesson Plan

Hook: SchoolTube

Too Late to Apologize

The DBQ Project Ideals of the Declaration

Digital History Political Cartoon:

Funeral of Miss Americ- Stamp

iCivics SS.7.C.1.2 Colonial

Influences & Hey King: Get Off Our

Backs!

Word Sort Review Cards

SS.7.C.1.2 SS.7.C.1.3

Extension Activity The Mayflower

Compact

Intervention Mayflower Compact:

Would You Sign?

State Assessment Information Formative Assessment Options Civics EOC Test Item Specifications

SS.7.C.1.2 Test Item Specs SS.7.C.1.3 Test Item Specs


Online Text: Self Check Questions Closed or Open Word Sort – forms and systems of government (See Review

Cards)

Defend the argument for colonial separation from Britain citing specific reasons from Thomas Paine’s Common Sense.




http://www.schooltube.com/video/e1895c4c1683c3124733/

http://www.digitalhistory.uh.edu/active_learning/explorations/revolution/cartoon2.cfm



http://cdn.icivics.org/sites/default/files/uploads/Colonial%20Influences_Update_0.pdf


http://cdn.icivics.org/sites/default/files/uploads/Get%20Off%20Our%20Backs%20_Update.pdf


http://www.crf-usa.org/foundations-of-our-constitution/mayflower-compact.html


http://www.education.com/activity/article/mayflower_compact/

http://www.education.com/activity/article/mayflower_compact/




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Suggested Activities

● British-Colonial Response Timeline ● Declaration of Independence Text Messages ● Mini simulations:

After studying the Mayflower Compact, students create their own document stating guidelines for self-government.



http://kentschools.net/bhaggerty/files/2010/08/DOI-Break-up-Assignment.pdf





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Suggested Length: 2 Weeks


Big Idea: The Declaration of Independence & Enlightenment

NGSSS Content Standards & Benchmarks Suggested Language Arts Florida Standards Standard 1: Demonstrate an understanding of the origins & purposes of government, law, and the American political system.

Essential Benchmarks

SS.7.C.1.1 Recognize how Enlightenment ideas including Montesquieu's view of separation of power and John Locke's theories related to natural law and how Locke's social contract influenced the Founding Fathers. SS.7.C.1.3 Describe how English policies and responses to colonial concerns led to the writing of the Declaration of Independence. SS.7.C.1.4 Analyze the ideas (natural rights, role of the government) and complaints set forth in the Declaration of Independence.

LAFS.7.SL.1.3 Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence. LAFS.WHST.68.1.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories as appropriate to achieving purpose; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. b. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples. c. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts. d. Use precise language and domain-specific vocabulary to inform about or explain the topic. e. Establish and maintain a formal style and objective tone. f. Provide a concluding statement or section that follows from and supports the information or explanation presented. LAFS.68.RH.1.1 Cite specific textual evidence to support analysis of primary and secondary sources. LAFS.68.RH.1.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.

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LAFS.68.RH.2.6 Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts).


How did English policies lead to the writing of the Declaration of Independence? What is the purpose of the Declaration of Independence?

Aligned Learning Goals (Content Statements)

District-Adopted Materials

Supplemental Resources

Strategies for Differentiation

Identify and describe the Enlightenment ideas of separation of powers, natural laws, and social contract

Examine how Enlightenment ideas influenced the Founder’s beliefs about individual liberties and government.

Evaluate the influence of Montesquieu’s and Locke’s ideas on the Founding Fathers.

Create a timeline of British actions and Colonial reactions from the French and Indian War leading up to the Declaration of Independence.

Recognize the underlying themes of English colonial policies concerning taxation, representation, and individual rights that led to the desire for independence.

Explain the concept of natural rights specifically expressed in the Declaration of Independence.

Analyze the relationship between natural rights and the role of government.

Recognize the connection between specific grievances in the Declaration of Independence and natural rights’ violations.

Recognize the colonial complaints as identified in the Declaration of Independence.

Textbook Chapter 2

Sections 2 and 3

Chapter 3 Section 2

History Channel Video: Declaration of Independence

Primary Source: Declaration of Independence

Pages 38-41

Literacy Resources

Hook: SchoolTube Too Late to Apologize

FJCC SS.7.C.1.1 Lesson Plan SS.7.C.1.3 Lesson Plan SS.7.C.1.4 Lesson Plan

iCivics SS.7.C.1.1 Roots of

Democracy

The DBQ Project Ideals of the Declaration

Digital History Political Cartoon:

Funeral of Miss Americ- Stamp

Word Sort Review Cards

SS.7.C.1.1 SS.7.C.1.3

Extension The DBQ Project

Ideals of the Declaration

Intervention iCivics

SS.7.C.1.3 Hey King: Get Off Our Backs!

SS.7.C.1.4 Colonial Influences


Civics EOC Test Item Specifications SS.7.C.1.1 Test Item Specs SS.7.C.1.3 Test Item Specs SS.7.C.1.4 Test Item Specs

British-Colonial Response Timeline

Online Text: Self Check Questions

Closed or Open Word Sort – forms and systems of government (See Review Cards)


http://www.schooltube.com/video/e1895c4c1683c3124733/



http://cdn.icivics.org/sites/default/files/uploads/Roots%20of%20Democracy.pdf

http://cdn.icivics.org/sites/default/files/uploads/Roots%20of%20Democracy.pdf











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Students re-write an excerpt of the Declaration of Independence and present to the class.







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Big Idea: Civil Rights Amendments


Standard 2: Evaluate the roles, rights, and responsibilities of U.S. citizens, and determine methods of active participation in society, government, and the political system.

Essential Benchmark Focus Benchmarks SS.7.C.3.7 Analyze the impact of the 13th, 14th, 15th, 19th, 24th, and 26th amendments on participation of minority groups in the American political process.

LAFS.68.RH.1.3 Identify key steps in a text’s description of a process related to history/social studies. LAFS.7.SL.1.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly. a. Come to discussions prepared having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. b. Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed. c. Pose questions that elicit elaboration and respond to others’ questions and comments with relevant observations and ideas that bring the discussion back on topic as needed. d. Acknowledge new information expressed by others and, when warranted, modify their own views.


How have the 13th, 14th, 15th, 19th, 24th, and 26th amendments extended the rights of minority groups?




Differentiation

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Students will recognize the rights outlined in these amendments.

Students will evaluate the impact these amendments have had on various social movements.

Students will analyze historical scenarios to examine how these amendments have affected participation in the political processes.

Students will recognize how the amendments were developed to address previous civil rights violations

Textbook Chapter 4 Section 2

Literacy Resources


iCivics

SS.7.C.3.7 Lesson: Voting Rights

Bad Romance: Women’s Suffrage

Wom en ’s Su ff rage Mu sic Video



Formative Assessments for DI Classroom Samples

Differentiation of Instruction


Studies


Civics EOC Test Item Specifications SS.7.C.3.7 Test Item Specs


Online Text: Self Check Questions Create a flowchart that represents the legal means of becoming a United

States citizen.

SS.7.C.3.7 Sample Test Items Suggested Activities

● Have students pick an important social issue; allow students to create their own picket sign and explain how the Constitution protects their rights.

● Have students create a timeline dating from 1865-1965 highlighting major civil rights events.



http://www.icivics.org/teachers/lesson-plans/voting-rights

http://soomopublishing.com/suffrage

http://soomopublishing.com/suffrage












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Big Idea: Political Parties & Elections

NGSSS Content Standards & Benchmarks Suggested Language Arts Florida Standards Standard 2: Evaluate the roles, rights, and responsibilities of U.S. citizens, and determine the methods of active participation in society, government, and the political system. Standard 3: Demonstrate an understanding of the principles, functions, and organization of government.

Essential Benchmarks SS.7.C.2.7 Conduct a mock election to demonstrate the voting process and its impact on a school, community, or local level. SS.7.C.2.8 Identify America's current political parties, and illustrate their ideas about government. SS.7.C.2.9 Evaluate candidates for political office by analyzing their qualifications, experience, issue-based platforms, debates, and political ads. SS.7.C.2.10 Examine the impact of media, individuals, and interest groups on monitoring and influencing government. SS.7.C.2.11 Analyze media and political communications (bias, symbolism, propaganda). SS.7.C.2.12 Develop a plan to resolve a state or local problem by researching public policy alternatives, identifying appropriate government agencies to address the issue, and determining a course of action. SS.7.C.2.13 Examine multiple perspectives on public and current issues. SS.7.C.3.12 Analyze the significance and outcome of the landmark Supreme Court case Bush v. Gore. SS.7.G.1.3 Interpret maps to identify geopolitical divisions and boundaries of places in North America.

LAFS.68.RH.1.1 Cite specific textual evidence to support analysis of primary and secondary sources. LAFS.68.RH.1.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions. LAFS.68.RH.2.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies. LAFS.68.RH.2.6 Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts). LAFS.68.RH.3.7 Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.

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SS.7.G.4.2 Use maps and other geographic tools to examine the importance of demographics within political divisions of the United States.


How do America’s political parties differ on ideas for governing?

What impact do the political parties have on society, government and the political system?

What are the requirements to run for political office at the local, state and federal levels?

How can the media influence public opinion?

What role do political interest groups have in shaping policy?




Differentiation

Compare current political parties’ ideas about government. Evaluate the impact political parties have on society,

government, or the political system.

Identify the constitutional requirements to run for federal, state, and local political offices.

Evaluate the qualification of candidates for public office based on their experience, platforms, debates, and political advertisements.

Identify methods used by interest groups and media to monitor and/or influence the government.

Evaluate the impact of media, individuals, and interest groups on the government.

Use scenarios to identify bias, symbolism and propaganda.

Evaluate how bias, symbolism, and propaganda can impact public opinion.

Identify groups that influence public perspectives. Examine multiple perspectives shape participation in the political

process.

Textbook Resources Chapters 10 and 11

History Channel Videos: The Electoral College

Vote Tech

Literacy Resources

The Living Room

Candidate


SS.7.C.2.10 Lesson Plan SS.7.C.2.11 Lesson Plan SS.7.C.2.13 Lesson Plan SS.7.C.3.12 Lesson Plan

Electoral College Map

FJCC Mock Election State of

Florida

Ch 11 Political Cartoon Voter Apathy

Case Study Bush/Gore

Ch 11 Political Cartoon D on ’t Vot e? D on ’t

Complain.






Studies


Should Americans Be Required to Vote?

Intervention iCivics



http://www.livingroomcandidate.org/

http://www.livingroomcandidate.org/



http://sharepoint.leeschools.net/tal/cs/ss/Resources/Middle%20School/APR/FJCC%20Applied%20Civics%20Curriculum/SS.7.C.2.10/2.10%20FJCC%20Lesson%20Plan.pdf




http://www.270towin.com/

http://floridastudentmockelection.com/

http://floridastudentmockelection.com/

http://www.dummies.com/how-to/content/supreme-court-case-study-bush-v-gore.html









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Propaganda: What’s

the Message?


Civics EOC Test Item Specifications Ideas for Formative Checks SS.7.C.2.8 Sample Items SS.7.C.2.9 Sample Items SS.7.C.2.10 Sample Items SS.7.C.2.11 Sample Items

SS.7.C.2.12 Sample Items SS.7.C.2.13 Sample Items SS.7.C.3.12 Sample Items Three Way Match

SS.7.C.2.8 Test Item Specs SS.7.C.2.9 Test Item Specs SS.7.C.2.10 Test Item Specs SS.7.C.2.11 Test Item Specs

SS.7.C.2.12 Test Item Specs SS.7.C.2.13 Test Item Specs SS.7.C.3.12 Test Item Specs

http://www.icivics.org/teachers/lesson-plans/propaganda-whats-message

http://www.icivics.org/teachers/lesson-plans/propaganda-whats-message
















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Big Idea: Forms & Systems of Government


Standard 1: Demonstrate an understanding of the principles, functions, and organization of government.


SS.7.C.3.1 Compare different forms of government (direct democracy, representative democracy, socialism, communism, monarchy, oligarchy, autocracy). SS.7.C.3.2 Compare parliamentary, federal, confederal, and unitary systems of government. SS.7.C.3.4 Identify the relationship and division of powers between the federal government and state governments. SS.7.C.3.14 Differentiate between local, state, and federal governments' obligations and services.

MAFS.K12.MP.6.1 Attend to precision. Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning.

LAFS.68.RH.1.1 Cite specific textual evidence to support analysis of primary and secondary sources. LAFS.68.RH.1.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions. LAFS.68.RH.2.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies. LAFS.68.RH.3.7 Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.


In what ways do various forms and systems of government differ? How does the division between state and federal government in federalism affect the function and organization of

American government?




Differentiation

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Identify different forms of government based on its political philosophy or organizational structure.

Analyze scenarios describing various forms of government and systems of government.

Apply understanding of definitions of the various forms of government.

Define parliamentary, federal, confederal, and unitary systems of government.

Compare organizational structures of systems of government

Recognize examples of systems of government.

Define federalism Identify the division of power between Federal and state

government in a federalist system

Textbook Resources Chapter 2 Section 1

Chapter 8

Chapter 9

Literacy Resources



iCivics

SS.7.C.3.1 Who Rules?

Center on Congress 1 Min Video Clip:

Federalism



Formative Assessments for DI Classroom

Samples


Differentiate Instruction for Social Studies

Review Cards SS.7.C.3.1 – 1 SS.7.C.3.1 - 2

SS.7.C.3.2


Civics EOC Test Item Specifications SS.7.C.3.1 Test Item Specs SS.7.C.3.2 Test Item Specs SS.7.C.3.4 Test Item Specs SS.7.C.3.14 Test Item Specs

Ideas for Formative Checks Online text: Self Check Questions Closed or Open Word sort- forms and systems of government ( See Review Cards)

SS.7.C.3.1 Sample Items SS.7.C.3.2 Sample Items SS.7.C.3.4 Sample Items SS.7.C.3.14 Sample Items






http://www.icivics.org/teachers/lesson-plans/who-rules

http://centeroncongress.org/federalism

















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Big Idea: Historical Foundations of the United States Constitution




SS.7.C.1.2 Trace th e impact th at th e En glish Bill of Right s h ad on t h e colonist ’s points of view. SS.7.C.1.5 Identify how the weaknesses of the Articles of Confederation led to the writing of the Constitution. SS.7.C.1.8 Explain the viewpoints of the Federalists and the Anti-Federalists regarding the ratification of the Constitution and inclusion of a bill of rights.

MAFS.K12.MP.6.1 Attend to precision. Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning.

LAFS.68.RH.1.1 Cite specific textual evidence to support analysis of primary and secondary sources. LAFS.68.RH.1.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions. LAFS.68.RH.2.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies. LAFS.68.RH.3.7 Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.


How did the weaknesses of the Articles of Confederation lead to the writing of the Constitution?

How did the ideals from the English Bill of Rights influence the Anti-Federalists view regarding the U.S. Constitution?

What arguments were used regarding the ratification of the U.S. Constitution?

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Materials

Supplemental Resources

Strategies for Differentiation

● Identify the weaknesses of the government under the Articles of Confederation.

● Compare the Virginia Plan with the New Jersey Plan. ● Compare and contrast the Articles of Confederation with

the Constitution. ● Identify the viewpoints of the Federalists and the Anti-

Federalists about the ratification of the U.S. Constitution.

● Compare the viewpoints of the Federalists and the Anti- Federalists about the ratification of the U.S. Constitution.

● Recognize the Anti-Federalists’ reasons for the inclusion of a bill of rights in the U.S. Constitution.

● Recognize how the English Bill of Rights influenced the ideas of the Anti-Federalists in regards to adding a Bill of Rights.

Textbook Resources Chapter 2

Sections 2 and 3

Literacy Resources


School House Rocks Video The Preamble to the U.S. Constitution

Constitution Center Interactive Constitution

100 Milestone Documents Primary Sources ~ The Federalist Papers ~ The Preamble to the Constitution




Suggested Activities: ● Have students create

a chart listing the strengths and weaknesses of the Articles of Confederation.

● Have students create a graphic organizer comparing the Virginia Plan, New Jersey Plan and the Great Compromise.

● Open Word Sort










http://www.schooltube.com/video/e0c8af9159b6300c0612/Constitution-Preamble-Schoolhouse-Rock




http://constitutioncenter.org/constitution/


http://www.ourdocuments.gov/doc.php?doc=10

http://www.ourdocuments.gov/doc.php?doc=10

http://www.ourdocuments.gov/doc.php?doc=9&page=transcript














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State Assessment Information Formative Assessment Options Civics EOC Test Item Specifications SS.7.C.1.2 Test Item Specs SS.7.C.1.5 Test Item Specs SS.7.C.1.8 Test Item Specs

Ideas for Formative Checks ● Have students write a journal

entry or a letter from the perspective of one of the delegates at the Constitutional Convention describing the experience.

● Have students take on the role of either a Federalist or an Anti-Federalist. Write a persuasive argument regarding the ratification of the Constitution.

SS.7.C.1.2 Sample Items SS.7.C.1.5 Sample Items SS.7.C.1.8 Sample Items








http://sharepoint.leeschools.net/tal/cs/ss/Resources/Middle%20School/APR/FJCC%20Applied%20Civics%20Curriculum/SS.7.C.1.5/1.5%20FJCC%20Samples%20EOC%20Items.pdf


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Big Idea: Goals and Principles of the United States Constitution


Standard 1: Demonstrate an understanding of the origins and purposes of government, law, and the American political system.


SS.7.C.1.2 Trace the impact that the Magna Carta h ad on colon ist s’ views of government. SS.7.C.1.6 Interpret the intentions of the Preamble of the Constitution. SS.7.C.1.7 Describe how the Constitution limits the powers of government through separation of powers and checks and balances. SS.7.C.1.9 Define the rule of law and recognize its influence on the development of the American legal, political, and governmental systems. SS.7.C.3.12 Analyze the significance and outcome of the landmark Supreme Court case United States v. Nixon.

LAFS.68.RH.1.1 Cite specific textual evidence to support analysis of primary and secondary sources. LAFS.68.RH.1.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions. LAFS.68.RH.2.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies. LAFS.68.RH.2.6 Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts). LAFS.68.RH.3.7 Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.


What are the intentions of the Preamble of the U.S. Constitution?

How does the U.S. Constitution limit the powers of government through separation of powers and checks and balances? How does rule of law influence the development of the American legal, political and governmental systems?




Differentiation

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Explain how the Preamble serves as an introduction to the U.S. Constitution.

Identify the goals and purposes of government as set forth in the Preamble to the U.S. Constitution.

Determine the intention of the phrase “We the People”. Explain the concept of limited government as set forth in the U.S.

Constitution.

Describe and distinguish between the concepts of separation of powers and checks and balances.

Analyze how government power is limited by separation of powers and/or checks and balances.

Recognize examples of separation of powers and checks and balances.

Distinguish between the characteristics of a society that operates under the rule of law and one that does not.

Assess the importance of the rule of law in protecting citizens from arbitrary and abusive uses of government power.

Evaluate the impact of the rule of law on governmental officials and institutions.


Chapter 3

History Channel Video America Gets a

Constitution

Primary Source U.S. Constitution

Pages 54-81

Literacy Resources


SS.7.C.1.6 Lesson Plan SS.7.C.1.7 Lesson Plan SS.7.C.1.9 Lesson Plan


Constitution Center Interactive Constitution

iCivics Rule of Law






Studies

Intervention

Preamble Paraphrase


How Did the Constitution Guard Against Tyranny?

State Assessment Information Formative Assessment Options Civics EOC Test Item Specifications SS.7.C.1.6 Test Item Specs SS.7.C.1.7 Test Item Specs SS.7.C.1.9 Test Item Specs SS.7.C.3.12 Test Item Specs

Ideas for Formative Checks SS.7.C.1.6 Sample Items SS.7.C.1.7 Sample Items SS.7.C.1.9 Sample Items SS.7.C.3.12 Sample Items









http://www.icivics.org/teachers/lesson-plans/rule-law


















06/15/17



Suggested Length:

2 Weeks


Big Idea: Overview of the Structure of the U.S. Constitution




SS.7.C.3.3 Illustrate the structure and function (three branches of government established in Articles I, II, and III with corresponding powers) of government in the United States as established in the Constitution. SS.7.C.3.5 Explain the Constitutional amendment process. SS.7.C.3.13 Compare the constitutions of the United States and Florida.

LAFS.68.RH.1.1 Cite specific textual evidence to support analysis of primary and secondary sources. LAFS.68.RH.1.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions. LAFS.68.RH.1.3 Identify key steps in a text’s description of a process related to history/social studies (e.g., how a bill becomes law, how interest rates are raised or lowered). LAFS.68.RH.2.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.


How are the roles and responsibilities interconnected among the three branches of government?

Why is federalism important when limiting the power of government?

How do key character traits or expectations of government leaders differ among the branches? How is the U.S. Constitution amended?

How does the U.S. constitution and State of Florida Constitution compare?




Differentiation

Recognize the structure of the legislative, executive, and judicial branches.


Literacy Resources FJCC





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Compare the roles and responsibilities of the three branches of the federal government.

Identify the general powers described in Articles I. II, and III of the U.S. Constitution.

Define the system of federalism.

Analyze how federalism limits government power.

Compare concurrent powers, enumerated powers, reserved powers, and delegated powers as they relate to state and federal government.

Analyze the issues related to the 10th Amendment of the U.S. Constitution.

Recognize the methods used to propose and ratify amendments to the U.S. Constitution.

Identify the correct sequence of each amendment process.

Identify the importance of a formal amendment process.

Recognize the significance of the difficulty of formally amending the U.S. Constitution.

Chapters 5, 6, 7, 8 SS.7.C.3.4 Lesson Plan SS.7.C.3.5 Lesson Plan

iCivics Anatomy of the Constitution

Examples of Civics Activities across Cognitive Complexity

Levels




Extension

iCivics Web Quest: Three Branches

State Assessment Information Formative Assessment Options Civics EOC Test Item Specifications SS.7.C.3.3 Test Item Specs SS.7.C.3.4 Test Item Specs SS.7.C.3.5 Test Item Specs

District Checkpoints Blueprint Ideas for Formative Checks SS.7.C.3.3 Sample Items SS.7.C.3.4 Sample Items SS.7.C.3.5 Sample Items



http://www.icivics.org/teachers/lesson-plans/anatomy-constitution






http://www.icivics.org/web-quests/three-branches








06/15/17




Suggested Length: 2 - 3 Weeks


Big Idea: Bill of Rights & Civil Rights Amendments


Standard: Evaluate the roles, rights and responsibilities of U.S. citizens, and determine methods of active participation in society, government, and the political system. Standard: Demonstrate an understanding of the principles, functions, and organization of government.


SS.7.C.2.4 Evaluate rights contained in the Bill of Rights and other amendments to the Constitution. SS.7.C.2.5 Distinguish how the Constitution safeguards and limits individual rights. SS.7.C.3.6 Evaluate Constitutional rights and their impact on individuals and society. SS.7.C.3.12 Analyze the significance and outcomes of landmark Supreme Court cases including, but not limited to, Plessy v. Ferguson, Brown v. Board of Education, Gideon v. Wainwright, Miranda v. Arizona, in re Gault, Tinker v. Des Moines, Hazelwood v. Kuhlmeier.

LAFS.68.RH.1.1 Cite specific textual evidence to support analysis of primary and secondary sources. LAFS.68.RH.1.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions. LAFS.68.RH.2.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies. LAFS.68.RH.3.7 Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts. LAFS.68.RH.3.9 Analyze the relationship between a primary and secondary source on the same topic. LAFS.68.WHST.1.1 Write arguments focused on discipline-specific content. a. Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically. b. Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources. c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.

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d. Establish and maintain a formal style. e. Provide a concluding statement or section that follows from and supports the argument presented. LACC.WHST.68.1.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories as appropriate to achieving purpose; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. b. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples. c. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts. d. Use precise language and domain-specific vocabulary to inform about or explain the topic. e. Establish and maintain a formal style and objective tone. f. Provide a concluding statement or section that follows from and supports the information or explanation presented.


What rights do we have according the Bill of Rights and other Constitutional Amendments?

How does the Constitution protect and limit individual rights?




Differentiation

Recognize the Bill of Rights comprises the first ten amendments to the U.S. Constitution.

Recognize the five freedoms protected by the First Amendment. Evaluate how the Bill of Rights influences individual actions and social

interactions.

Use scenarios to identify rights protected by the Bill of Rights and violations of the Bill of Rights or other constitutional amendments.

Recognize rights are protected, but not unlimited.

Textbook Resources

Chapters 3 and 4

R14-R24

Literacy Resources



iCivics




Samples



http://sharepoint.leeschools.net/tal/cs/ss/Resources/Middle%20School/APR/SS7C24_FJCC%20Lesson_Plan.pdf

http://sharepoint.leeschools.net/tal/cs/ss/Resources/Middle%20School/APR/SS7C25_FJCC%20Lesson_Plan.pdf





06/15/17

Examine rationales for limiting individual rights.

Use scenarios to examine the impact of limits on individual rights on social behavior.

Examine the role of the judicial branch of government in protecting individual rights.

Recognize how individual rights shape involvement in the social, political and economic systems.

Recognize how the social, political, and economic systems in the United States are dependent upon individual rights.

Use scenarios to recognize and/or evaluate options for exercising constitutional rights.

Evaluate the impact of the government upholding and/or restricting individual constitutional rights.

Recognize the rights outlined in the 13th, 14th, 15th, 18th, 24th, and 26th

amendments.

Analyze historical scenarios to examine how the amendments (13, 14, 15, 18, 24, and 26) addressed previous civil rights violations and have affected participation in the political processes.

Use primary sources to assess the significance of Supreme Court cases.

Evaluate how Supreme Court cases have had an impact on society.

Recognize and apply constitutional principles and/or rights in relation to the relevant U.S. Supreme Court decisions.

Game: Do I Have A Right?

iCivics Voting Rights

iCivics Game: Supreme Decision Les son: The “Supreme” In

Supreme Decision



Studies

Suggested Activities:

● Have students pick an important social issue; allow the students to create their own picket sign and explain how the Constitution protects their rights.

● Have students create a timeline dating from 1865-1965 highlighting major civil rights events.

State Assessment Information Formative Assessment Options Civics EOC Test Item Specifications

SS.7.C.2.4 Test Item Specs SS.7.C.2.5 Test Item Specs SS.7.C.3.6 Test Item Specs SS.7.C.3.12 Test Item Specs

Ideas for Formative Checks SS.7.C.2.4 Sample Test Items SS.7.C.2.5 Sample Test Items SS.7.C.3.6 Sample Test Items SS.7.C.3.12 Sample Test Items

http://www.icivics.org/games/do-i-have-right

http://www.icivics.org/games/do-i-have-right

http://www.icivics.org/teachers/lesson-plans/voting-rights

http://www.icivics.org/games/supreme-decision

http://www.icivics.org/teachers/lesson-plans/supreme-supreme-decision

http://www.icivics.org/teachers/lesson-plans/supreme-supreme-decision

















06/15/17


Civics Academic Plan 2017-2018 Suggested Length:

Civics – 2106010 Civics, Advanced - 2106020

2 Weeks


Big Idea: Legislative Branch


Essential Benchmarks SS.7.C.3.3 Illustrate the structure and function (three branches of government established in Articles I, II, and III with corresponding powers) of government in the United States as established in the Constitution. SS.7.C.3.4 Identify the relationship and division of powers between the federal government and state governments. SS.7.C.3.8 Analyze the structure, functions, and processes of the legislative, executive, and judicial branches. SS.7.C.3.9 Illustrate the law making process at the local, state, and federal levels. SS.7.C.3.13 Compare the constitutions of the United States and Florida. SS.7.C.2.12 Develop a plan to solve a local problem

LAFS.68.RH.1.3 Identify key steps in a text’s description of a process related to history/social studies (e.g., how a bill becomes law, how interest rates are raised or lowered). LAFS.68.RH.2.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.


Why do people create, structure, and change governments?

What is the structure of the legislative branch at the federal, state and local levels?

How does a bill become a law?




Differentiation

Recognize the structure of the legislative branch.

Identify the general powers described in Article I. Compare the reserved, concurrent, expressed/ enumerated

powers of government.

Textbook Resources

Chapters 5, 8, and 9

Literacy Resources Florida Joint Center for

Citizenship (FJCC) SS.7.C.3.3 Lesson Plan






06/15/17

Examine the processes of the legislative branch of government.

Distinguish among ordinances, statutes, and acts on the local, state, and federal levels.

Compare and contrast the lawmaking process at the local, state, and federal levels.

Compare local, state, and federal lawmakers (city/county commissioners/council members; state legislators [representatives and senators]; and U.S. congressmen/congresswomen [representatives and senators]).

SS.7.C.3.4 Lesson Plan SS.7.C.3.8 Lesson Plan

iCivics Web Quest: Making Laws





Studies


Civics EOC Test Item Specifications Ideas for Formative Checks

SS.7.C.3.3 Test Item Specs SS.7.C.3.4 Test Item Specs SS.7.C.3.8 Test Item Specs SS.7.C.3.13 Test Item Specs SS.7.C.2.12 Test Item Specs

SS.7.C.3.3 Sample Test Items SS.7.C.3.4 Sample Test Items SS.7.C.3.8 Sample Test Items SS.7.C.3.13 Sample Test Items SS.7.C.2.12 Sample Test Items

Have students create a help wanted ad for a Congressman including job requirements, responsibilities, etc.

Have students simulate the lawmaking process



https://www.icivics.org/web-quests/making-rules




















06/15/17



Suggested length:

1 Week


Big Idea: Executive Branch


Essential Benchmarks SS.7.C.3.3 Illustrate the structure and function (three branches of government established in Articles I, II, and III with corresponding powers) of government in the United States as established in the Constitution. SS.7.C.3.8 Analyze the structure, functions, and processes of the legislative, executive, and judicial branches. SS.7.C.3.12 Analyze the significance and outcome of the landmark Supreme Court case United States v. Nixon. SS.7.C.3.13 Compare the constitutions of the United States and Florida.

LAFS.68.RH.1.3 Identify key steps in a text’s description of a process related to history/social studies (e.g., how a bill becomes law, how interest rates are raised or lowered). LAFS.68.RH.2.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.


What are the powers of the executive branch as stated in the Constitution?

What influence does the president have over the other branches of government?




Differentiation

Recognize the structure of the executive branch.

Identify the general powers described in Article II.

Examine the processes of the executive branch of government.

Textbook Resources

Chapters 6 and 8

Literacy Resources

FJCC SS.7.C.3.3 Lesson Plan SS.7.C.3.8 Lesson Plan

iCivics







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Executive Roles: Money D oe sn ’t Grow o n Tr ee s?

iCivics Web Quest: Being

President




Studies


Civics EOC Test Item Specifications SS.7.C.3.3 Test Item Specs SS.7.C.3.8 Test Item Specs SS.7.C.3.12 Test Item Specs SS.7.C.3.13 Test Item Specs

Ideas for Formative Checks SS.7.C.3.3 Sample Test Items SS.7.C.3.8 Sample Test Items SS.7.C.3.12 Sample Test Items SS.7.C.3.13 Sample Test Items

https://www.icivics.org/teachers/lesson-plans/executive-roles-money-doesnt-grow-trees

https://www.icivics.org/teachers/lesson-plans/executive-roles-money-doesnt-grow-trees

https://www.icivics.org/web-quests/being-president

https://www.icivics.org/web-quests/being-president


















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Big Idea: Judicial Branch & Laws and Courts



SS.7.C.3.3 Illustrate the structure and function (three branches of government established in Articles I, II, and III with corresponding powers) of government in the United States as established in the Constitution. SS.7.C.3.8 Analyze the structure, functions, and processes of the legislative, executive, and judicial branches. SS.7.C.3.10 Identify sources and types (civil, criminal, constitutional, military) of law. SS.7.C.3.11 Diagram the levels, functions, and powers of courts at the state and federal levels. SS.7.C.3.12 Analyze the significance and outcome of the landmark Supreme Court case Marbury v. Madison. SS.7.C.3.13 Compare the constitutions of the United States and Florida.

LAFS.68.RH.2.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.


How can governments ensure citizens are treated fairly?

What are the powers of the Judicial Branch as stated by Article III of the Constitution?

What are the roles and functions of the federal and state courts?




Differentiation

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Recognize the structure of the judicial branch.

Identify the general powers described in Article III.

Examine the processes of the judicial branch of government.

Distinguish between the levels, functions, and powers of courts at the state and federal levels.

Recognize that the powers and jurisdiction of the state and federal courts are derived from their respective constitutions.

Compare appellate and trial processes.

Examine the significance of the role of juries in the American legal system.

Use primary sources to assess the significance of U.S. Supreme Court cases.

Evaluate how these U.S. Supreme Court cases have had an impact on society.

Recognize and/or apply constitutional principles and/or rights in relation to the relevant U.S. Supreme Court decisions.

Textbook Resources

Chapters 7, 8, 16

Criminal Justice Handbook

Pages 402-410

Literacy Resources

FJCC SS.7.C.3.3 Lesson Plan SS.7.C.3.8 Lesson Plan SS.7.C.3.10 Lesson Plan SS.7.C.3.11 Lesson Plan SS.7.C.3.12 Lesson Plan SS.7.C.3.13 Lesson Plan

iCivics Judicial Branch in a

Flash!

Tr ial Court “Go Fish ”

iCivics Web Quest: In the Courts




Samples




Civics EOC Test Item Specifications Ideas for Formative Checks SS.7.C.3.3 Test Item Specs SS.7.C.3.8 Test Item Specs SS.7.C.3.10 Test Item Specs

SS.7.C.3.11 Test Item Specs SS.7.C.3.12 Test Item Specs SS.7.C.3.13 Test Item Specs

SS.7.C.3.3 Sample Test Items SS.7.C.3.8 Sample Test Items SS.7.C.3.10 Sample Test Items








https://www.icivics.org/teachers/lesson-plans/judicial-branch-flash

https://www.icivics.org/teachers/lesson-plans/judicial-branch-flash

https://www.icivics.org/teachers/lesson-plans/trial-court-go-fish

https://www.icivics.org/web-quests/courts





















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Big Idea: Mock Trial


SS.7.C.2.6 Simulate the trial process and the role of juries in the administration of justice.

LAFS.7.SL.1.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly. LAFS.7.SL.1.2 Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study. LAFS.7.SL.1.3 Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence. LAFS.7.SL.2.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation. LAFS.68.RH.1.1 Cite specific textual evidence to support analysis of primary and secondary sources. LAFS.68.RH.3.8 Distinguish among fact, opinion, and reasoned judgment in a text. LAFS.68.WHST.1.1 Write arguments focused on discipline-specific content.

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What is the process of a trial?

What is the role of a jury?

Aligned Learning Goals District-Adopted Materials Supplemental


Differentiation

Identify the steps of the trial process.

Describe the role of juries in the administration of justice.

Literacy Resources

Florida Law Related Education Association

Middle School Mock Trial Packet

iCivics We the Jury

What Courts Do: James Bond In A Honda

Examples of Civics Activities across Cognitive Complexity

Levels





Civics EOC Test Item Specifications Ideas for Formative Checks


http://www.flrea.org/

http://www.flrea.org/

https://www.icivics.org/games/we-jury

https://www.icivics.org/teachers/lesson-plans/james-bond-honda-trial-simulation-lesson

https://www.icivics.org/teachers/lesson-plans/james-bond-honda-trial-simulation-lesson







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Big Idea: Domestic & Foreign Policy


EOC Reporting Category 3 – Government Policies and Political Processes Standard 4: Demonstrate an understanding of contemporary issues in world affairs, and evaluate the role and impact of U.S. foreign policy.

Essential Benchmarks SS.7.C.4.1 Differentiate concepts related to United States domestic and foreign policy. SS.7.C.4.2 Recognize government and citizen participation in international organizations. Remarks/Examples: United Nations, NATO, Peace Corps, World Health Organization, World Trade Organization, International Court of Justice. SS.7.C.4.3 Describe examples of how the United States has dealt with international conflicts. SS.7.C.3.12 Analyze the significance and outcomes of landmark Supreme Court cases: Plessy v. Ferguson, Brown v. Board of Education.

SS.7.E.1.5 Assess how profits, incentives, and competition motivate individuals, households, and businesses in a free market economy. SS.7.E.1.1 Explain how the principles of a market and mixed economy helped to develop the United States into a democratic nation. SS.7.E.3.4 Compare and contrast the standard of living in various countries today to that of the US using GDP per capita as an indicator (ie North Korea, Cuba SS.7.E.3.3 Compare and contrast a single resource economy with a diversified economy. SS.7.E.3.1 Explain how international trade requires a system for exchanging currency between and among nations. SS.7.E.3.2 Assess how the changing value of currency affects the trade of goods and services between nations.

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What are the differences between domestic and foreign policy?

How do government and citizens participate in international organizations? How has the United States dealt with international conflicts?




Differentiation

Recognize the difference between domestic and foreign policy.

Identify the goals and objectives of U.S. domestic and foreign policy.

Identify issues that relate to U.S. domestic and foreign policy.

Analyze the domestic implications of U.S. domestic and foreign policy.

Explain the impact of Brown v Board and its connection with US domestic policy

Recognize the role of the U.S. State Department in foreign policies.

Identify major international organizations Describe ways that individual citizens and government can

support or seek participation in international organizations.

Identify specific examples of international conflicts in which the United States has been involved.

Identify the reasons for the United States becoming involved in past international conflicts.

Compare market/capitalist economies with communist economies.

Textbook

Resources

Chapters 22 and 23

History Channel Video:

A Watershed Moment

Literacy Resources



SS.7.C.4.2 Lesson Plan SS.7.C.4.3 Lesson Plan

iCivics

Diplomacy Lesson

iCivics International

Organizations




Samples



Studies

Suggested Activities

Summarizing: What are the main goals of international

organizations? Foldable Graphic

Organizer: International Organizations

● Provide students with cooperative learning activities (small/large group settings).




http://www.icivics.org/teachers/lesson-plans/diplomacy

http://www.icivics.org/teachers/lesson-plans/international-organizations

http://www.icivics.org/teachers/lesson-plans/international-organizations









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Civics EOC Test Item Specifications Ideas for Formative Checks SS.7.C.4.1 Test Item Specs SS.7.C.4.2 Test Item Specs SS.7.C.4.3 Test Item Specs


Pair students: Have students make distinctions between the types of international organizations, and have them evaluate the importance of the various organizations based on what they have learned.








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Big Idea: Benchmark Assessment Review & Clarification


EOC Reporting Category A – Origins and Purposes of Law and Government (25%) EOC Reporting Category B – Roles, Rights, and Responsibilities of Citizens (25%) EOC Reporting Category C - Government Policies and Political Processes (25%) EOC Reporting Category D – Organization and Function of Government (25%)


Based on assessment data:

What benchmarks need to be retaught?

What concepts need to be connected? What vocabulary terms from the FL DOE standards and EOC Test Item Specs need to be reviewed?




Differentiation

Review data to determine which benchmarks to revisit for relearning and/or review opportunities.

Textbook Resources

Review Cards

provided at FJCC

Training

Literacy Resources

EOC Test Item Specs

EOC Review Site

Review Cards

● Use visual depictions of historical events in order to increase ELL students’ mastery of related content.


State Assessment Information Formative Assessment Options Ideas for Formative Checks


http://socialsciences.dadeschools.net/files/Civics%20EOC%20Item%20Specifications.pdf

http://www.ecsd-fl.schoolloop.com/civics


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Quarter: 4-3



Suggested Length: 2-3 Weeks


Big Idea: Role of Government in Economics


Standard: Evaluate the roles, rights, and responsibilities of the U.S. citizens, and

determine methods of active participation in society, government, and the political system.

Benchmarks SS.7.E.1.1 Explain how the principles of a market and mixed economy helped to develop the United States into a democratic nation. SS.7.E.1.2 Discuss the importance of borrowing and lending in the United States, the government's role in controlling financial institutions, and list the advantages and disadvantages of using credit. SS.7.E.1.3 Review the concepts of supply and demand, choice, scarcity, and opportunity cost as they relate to the development of the mixed market economy in the United States. SS.7.E.1.4 Discuss the function of financial institutions in the development of a market economy. SS.7.E.1.5 Assess how profits, incentives, and competition motivate individuals, households, and businesses in a free market economy. SS.7.E.1.6 Compare the national budget process to the personal budget process. Remarks/Examples: Prepare an individual budget which includes housing, food, leisure, communication, and miscellaneous categories and compare that to federal government budget allocations. SS.7.E.2.1 Explain how federal, state, and local taxes support the economy as a function of the United States government. SS.7.E.2.2 Describe the banking system in the United States and its impact on the money supply. Remarks/Examples: the Federal Reserve System and privately owned banks.

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SS.7.E.2.3 Identify and describe United States laws and regulations adopted to promote economic competition. SS.7.E.2.4 Identify entrepreneurs from various gender, social, and ethnic backgrounds who started a business seeking to make a profit. SS.7.E.2.5 Explain how economic institutions impact the national economy. Remarks/Examples: stock market, banks, credit unions


How do economic systems influence society?

What rights do you have as a consumer? How does government influence the economy and economic institutions?




Differentiation

Understand the origins of capitalism. Identify and recognize differences in borrowing and lending

money, including the use of credit.

Identify and recognize examples of supply and demand, choice, scarcity, and opportunity cost.

Identify and recognize different types of accounts and services provided by financial institutions.

Identify and recognize that profit and incentives motivate people to work harder.

Identify and recognize the parts of a budget and how personal needs are used to develop it.

Identify and recognize that the banking system in the United States controls money and interest

Identify and recognize that there are laws that affect the economy that businesses must follow.

Identify and recognize people from diverse backgrounds who have created successful businesses, including Henry Ford, Bill Gates, Henry Flagler, and Oprah Winfrey.

Textbook Resources

Chapters 12, 17, 18, 20, 21

Literacy Resources

FJCC Lessons




http://floridacitizen.org/resources/middle/curriculum

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Length: 2 Weeks


Big Idea: Holocaust


Standard: Demonstrate an understanding of the principles, functions, and organization of government.

Essential Benchmark SS.7.C.4.1 Differentiate concepts related to United States domestic and foreign policy. SS.7.C.4.2 Recognize government and citizen participation in international organizations. Remarks/Examples: United Nations, NATO, Peace Corps, World Health Organization, World Trade Organization, International Court of Justice. SS.7.C.4.3 Describe examples of how the United States has dealt with international conflicts.


What happened during the Holocaust? How does prejudice, racism and stereotyping impact our society?




Differentiation

Investigate human behavior,

Understand the ramifications of prejudice, racism, and stereotyping,

Exam what it means to be a responsible and respectful person for the purposes of encouraging tolerance of diversity in a pluralistic society and for nurturing and protecting democratic values and

Literacy Resources

FJCC Lesson

Commissioner’s Task Fo rce

on Holocaust Education

Holocaust Documentation&

Education Center, Inc.


● Provide students with cooperative learning


http://flholocausteducationtaskforce.org/Resources/Home

http://flholocausteducationtaskforce.org/Resources/Home

http://www.hdec.org/

http://www.hdec.org/

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institutions by offering intensive training programs, curriculum materials, resources, and sustained support.

I’ll Never See another Butterfly

Poems from the Children of Terezin

activities (small/large group settings).