Volusia District Social Studies Office 2018-2019
Social Studies
Curriculum Map
Volusia County Schools
M/J Civics & M/J Civics Advanced
2106010/NSG 2106020/NSI
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UNDERSTANDING THE CURRICULUM MAPS
Everything begins with the purpose, the Organizing Principle. The OP is like a thesis statement in an essay. It provides the direction for an essay and
lets the reader know what the writer is trying to prove. Similarly, an OP provides direction for a unit of study in a classroom. It lets the student know
what you as a teacher are trying to prove. All the measurement topics, curriculum standards and vocabulary that you teach should come back to the
Organizing Principle in some way.
The Measurement Topic reflects the standards created by the Department of Education and the Curriculum Standards reflect the benchmarks created
by the Department of Education.
The Measurement Topics and the Curriculum Standards have been chunked together to allow for a Resource Page to immediately follow the
standards/content. The Resource Page includes textbook alignment, Safari Montage links, websites, Document Based Question (DBQ) lesson plans,
teacher hints, assessment and Common Core Activities aligned to the CCSS standards. These are only examples of some of the items you can use to
teach the unit.
Considering the Next Generation Sunshine State Standards please keep in mind the Department of Education has determined the content that will
be delivered to students. Please find in the curriculum maps the pacing expected when delivering the content. Additionally, the Common Core
Standards are complimentary to the NGSS standards we are expected to teach. Common Core alignment is found on the Resource Page with example
activities.
The maps are designed to help teachers determine areas of coverage and to avoid trying to teach every chapter in a textbook. Instead the maps are
designed around the Organizing Principles and are broken down into Curriculum Standards. Teachers are encouraged to use a variety of resources
to teach the content and skills. The textbook should be merely one of the resources used.
The mapping teams have done a great job on the maps but something important to know is the curriculum maps are not static documents; they are
dynamic and open to revision. If you have questions or suggestions, please contact the Volusia County Social Studies Office.
Robert Milholland Curriculum Map Revision Committee
Social Studies Curriculum Specialist Kelly Moore Jesika Butler
Danell Tills
Volusia County Schools
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Social Studies Curriculum Mapping
-TEACHING WITH A PURPOSE IN MIND-
Next Generation Sunshine
State Standards
Organizing Principle
(Thesis)
Measurement Topic Curriculum Standards Academic Vocabulary/ Teaching Resources
(NGSSS) EOC Content Focus Terms (Common Core
Standards)
Assessment
Summative and
Formative
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ADVANCED COURSE - Teacher and Student Expectations
Advanced coursework is offered in middle school to provide a more rigorous course of study for middle school students and to prepare them for advanced work in high
school. After taking Advanced courses, an incoming freshman should be prepared to take and be successful in courses such as AP Human Geography and World History,
or Pre-IB Government and Economics. To this end, Advanced Middle School Social Studies teachers are expected to utilize a variety of instructional strategies / activities
and students are expected to participate in more rigorous coursework to include the following:
- Instruction should be based on content / skills from the Volusia County Schools Curriculum Map. The course curriculum map should serve as the instructional
guide, not a textbook or other resource.
- Use the unit Organizing Principle as your starting point: have it posted, and review it regularly with your students to provide them with a framework for instruction
(remember, it’s like a thesis in an essay) and a purpose for learning all the unit content. The same holds true for the Curriculum Standards you are focusing on each
day. They should be visible and discussed before and after instruction.
- Social Studies Literacy Strategies should be utilized regularly (Cornel Notes or similar note-taking method, SOAPStone or APPARTS analysis tools, and PERSIA or G-
SPRITE categorization tools, etc.).
- Activities should include Document-Based instruction (analytical reading and writing involving individual and collections of primary and secondary sources),
methodology affecting the multiple intelligences and utilizing both individual and cooperative learning (e.g. Geography/History Alive lessons).
- Students should conduct research projects related to the Social Studies Fair (Geography, Civics, and History) or portfolios related to Project Citizen (Civics)
- Assessment should include both formative assessments “for learning” and summative assessments. Questions should include Level 1 items that involve low order,
foundational knowledge/skills; Level 2 items require students to infer or draw conclusions; and Level 3 questions require more abstract thought, thinking beyond
the information at hand.
- Writing for Understanding is not only the name of a TCI strategy but is an essential element in the learning process. Students should be engaged in higher order
writing on a regular basis, short and extended responses, more in-depth essays, and authentic writing. Students must be able to produce historical writing, that is,
they must be able to take a position on a subject (thesis) and defend it with examples (facts) and sound reasoning (logic).
- Students should keep a Notebook as they help students organize information (previews, teacher directed activities, and process assignments), they provide
cohesion and structure to a unit of study, and they place responsibility for learning on students (e.g. an AVID or Interactive Student Notebook).
- Teachers should assign, and students should complete targeted homework - students should be expected to complete homework regularly but homework
shouldn’t be assigned simply for the sake of giving homework. Homework can include preview or process activities, vocabulary/concept building, work related to
projects, etc.
- Previews involve activating prior knowledge, preparing students for the next topic of instruction.
- Process activities relate to content/skills recently learned where students are involved in metacognition.
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Key Ideas and Details
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).
Craft and Structure
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.2.5 Describe how a text presents information (e.g., sequentially, comparatively, causally).
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).
Integration of Knowledge and Ideas
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.3.8 Distinguish among fact, opinion, and reasoned judgment in a text.
LAFS.68.RH.3.9 Analyze the relationship between a primary and secondary source on the same topic.
Text Types and Purposes
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.
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.
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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.
Production and Distribution of Writing
LAFS.68.WHST.2.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and
audience.
LAFS.68.WHST.2.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising,
editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.
LAFS.68.WHST.2.6 Use technology, including the Internet, to produce and publish writing and present the relationships between information
and ideas clearly and efficiently.
Research to Build and Present Knowledge
LAFS.68.WHST.3.7 Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and
generating additional related, focused questions that allow for multiple avenues of exploration.
LAFS.68.WHST.3.8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility
and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and
following a standard format for citation.
LAFS.68.WHST.3.9 Draw evidence from informational texts to support analysis reflection, and research.
Range of Writing
LAFS.68.WHST.4.10 Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a
day or two) for a range of discipline-specific tasks, purposes, and audiences.
Speaking and Listening: Comprehension and Collaboration
LAFS.6.SL.1.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on
grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
a. Come to discussions prepared, having read or studied required material; 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, set specific goals and deadlines, and define individual roles as needed.
c. Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic,
text, or issue under discussion.
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d. Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and
paraphrasing.
LAFS.6.SL.1.2 Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it
contributes to a topic, text, or issue under study.
LAFS.6.SL.1.3 Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from
claims that are not.
Presentation of Knowledge and Ideas
LAFS.6.SL.2.4 Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate
main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.
MAFS.K12.MP.1.1 Make sense of problems and persevere in solving them.
MAFS.K12.MP.3.1 Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points
to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and
meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider
analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its
solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the
context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get
the information they need. Mathematically proficient students can explain correspondences between equations, verbal
descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for
regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a
problem. Mathematically proficient students check their answers to problems using a different method, and they
continually ask themselves, “Does this make sense?” They can understand the approaches of others to solving complex
problems and identify correspondences between different approaches.
Construct viable arguments and critique the reasoning of others.
Mathematically proficient students understand and use stated assumptions, definitions, and previously established results
in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their
conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples.
They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason
inductively about data, making plausible arguments that take into account the context from which the data arose.
Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish
correct logic or reasoning from that which is flawed, and—if there is a flaw in an argument—explain what it is.
Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions.
Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades.
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MAFS.K12.MP.5.1 Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the
arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments.
Use appropriate tools strategically.
MAFS.K12.MP.6.1 Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might
include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a
statistical package, or dynamic geometry software. Proficient students are sufficiently familiar with tools appropriate for
their grade or course to make sound decisions about when each of these tools might be helpful, recognizing both the
insight to be gained and their limitations. For example, mathematically proficient high school students analyze graphs of
functions and solutions generated using a graphing calculator. They detect possible errors by strategically using estimation
and other mathematical knowledge. When making mathematical models, they know that technology can enable them to
visualize the results of varying assumptions, explore consequences, and compare predictions with data. Mathematically
proficient students at various grade levels are able to identify relevant external mathematical resources, such as digital
content located on a website, and use them to pose or solve problems. They are able to use technological tools to explore
and deepen their understanding of concepts.
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. They state the meaning of the symbols they choose, including using the equal sign
consistently and appropriately. They are careful about specifying units of measure, and labeling axes to clarify the
correspondence with quantities in a problem. They calculate accurately and efficiently, express numerical answers with a
degree of precision appropriate for the problem context. In the elementary grades, students give carefully formulated
explanations to each other. By the time they reach high school they have learned to examine claims and make explicit use
of definitions.
Language of Social and Instructional Purposes
ELD.K12.ELL.SL.1 English language learners communicate for social and instructional purposes within the school setting.
Language of Social Studies
ELD.K12.ELL.SS.1 English language learners communicate information, ideas and concepts necessary for academic success in the content area
of Social Studies.
Internal and External Influence
HE.6.C.2.4 Investigate school and public health policies that influence health promotion and disease prevention.
Remarks/Examples:
Fitness reports for students, school zone speeding laws, school district wellness policies, and helmet laws.
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THINGS TO REMEMBER:
1. STATE OF FLORIDA CIVICS EOC ASSESSMENT CONSTITUTES 30% OF STUDENT’S FINAL COURSE GRADE.
2. MANDATORY INSTRUCTION IS TO INCLUDE:
A. “CELEBRATE FREEDOM WEEK” – LAST FULL WEEK OF SEPTEMBER
FL Statute: 1003.421 Recitation of the Declaration of Independence. —
(1) To educate students about the sacrifices made for freedom in the founding of this country and the values on which this country was
founded, the last full week of classes in September shall be recognized in public schools as Celebrate Freedom Week. Celebrate Freedom
Week must include at least 3 hours of appropriate instruction in each social studies class, as determined by each school district, which
instruction shall include an in-depth study of the intent, meaning, and importance of the Declaration of Independence.
(2) To emphasize the importance of this week, at the beginning of each school day or in homeroom, during the last full week of
September, public school principals and teachers shall conduct an oral recitation by students of the following words of the Declaration of
Independence: “We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with
certain unalienable rights, that among these are life, liberty and the pursuit of happiness. That to secure these rights, governments are
instituted among men, deriving their just powers from the consent of the governed.”
(3) Student recitation of this statement shall serve to reaffirm the American ideals of individual liberty
(4) Upon written request by a student’s parent, the student must be excused from the recitation of the Declaration of Independence.
History.—s. 1, ch. 2002-213.
B. VETERANS’ DAY AND MEMORIAL DAY
FL Statute: 1003.42
(t) In order to encourage patriotism, the sacrifices that veterans have made in serving our country and protecting democratic values
worldwide. Such instruction must occur on or before Veterans’ Day and Memorial Day. Members of the instructional staff are
encouraged to use the assistance of local veterans when practicable
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Important Events Observed by Volusia County Social Studies Courses
September American Founders Month
All public and private educational institutions are to recognize and observe this occasion through appropriate programs, meetings, services, or celebrations in which state,
county, and local governmental officials are invited to participate.
All public schools in the state are encouraged to coordinate, at all grade levels, instruction related to our nation's founding fathers.
(H.B. 7069, Section 683.1455)
Sept 17-23 Constitution Week
All social studies courses will study one of the most important documents in United States history. Constitution Week commemorates the formation and signing of the
Last full week of U.S. Constitution by thirty-nine brave men on September 17, 1787, recognizing all who, are born in the U.S. or by naturalization, have become citizens.
September
(Teachers will receive further instruction from content area specialist)
Celebrate Freedom Week: FL Statute: 1003.421 Recitation of the Declaration of Independence.—
(1) To educate students about the sacrifices made for freedom in the founding of this country and the values on which this country was founded, the last full week of
classes in September shall be recognized in public schools as Celebrate Freedom Week. Celebrate Freedom Week must include at least 3 hours of appropriate
instruction in each social studies class, as determined by each school district, which instruction shall include an in-depth study of the intent, meaning, and importance
of the Declaration of Independence.
(2) To emphasize the importance of this week, at the beginning of each school day or in homeroom, during the last full week of September, public school principals
and teachers shall conduct an oral recitation by students of the following words of the Declaration of Independence: “We hold these truths to be self-evident, that all
men are created equal, that they are endowed by their Creator with certain unalienable rights, that among these are life, liberty and the pursuit of happiness. That to
secure these rights, governments are instituted among men, deriving their just powers from the consent of the governed.”
(3) Student recitation of this statement shall serve to reaffirm the American ideals of individual liberty
(4) Upon written request by a student’s parent, the student must be excused from the recitation of the Declaration of Independence.
History.—s. 1, ch. 2002-213.
September 15- Hispanic Heritage Month
October 15 Each year, Americans observe National Hispanic Heritage Month from September 15 to October 15, by celebrating the histories, cultures and contributions of American
citizens whose ancestors came from Spain, Mexico, the Caribbean and Central and South America. The observation started in 1968 as Hispanic Heritage Week under
President Lyndon Johnson and was expanded by President Ronald Reagan in 1988 to cover a 30-day period starting on September 15 and ending on October 15. It was
enacted into law on August 17, 1988, on the approval of Public Law 100-402. The day of September 15 is significant because it is the anniversary of independence for Latin
American countries Costa Rica, El Salvador, Guatemala, Honduras and Nicaragua. In addition, Mexico and Chile celebrate their independence days on September 16 and
September 18, respectively. Also, Columbus Day or Día de la Raza, which is October 12, falls within this 30 day period.
November Native American Heritage Month
November 11th What started at the turn of the century as an effort to gain a day of recognition for the significant contributions the first Americans made to the establishment and growth of
the U.S., has resulted in a whole month being designated for that purpose.
Veterans Day - celebrates the service of all U.S. military veterans
February Black History Month
February is "Black History Month," a time to commemorate African-Americans who have changed the world.
Celebrating Black History began in 1926, when Dr. Carter G. Woodson, a Harvard Ph.D., initiated "Negro History Week." Dr. Woodson, a historian, chose the second
week in February because it included the birthdays of Frederick Douglass and Abraham Lincoln. In 1976, the Bicentennial (200th birthday) of the U.S.A., the week-long
observance was extended to the entire month of February in order to have enough time for celebratory programs andactivities.
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(Teachers will receive further instruction from content area specialist)
March Women's History Month
Women’s History Month had its origins as a national celebration in 1981 when Congress passed Pub. L. 97-28 which authorized and requested the President to proclaim
the week beginning March 7, 1982 as “Women’s History Week." Throughout the next five years, Congress continued to pass joint resolutions designating a week in
March as "Women’s History Week." In 1987 after being petitioned by the National Women’s History Project, Congress passed Pub. L. 100-9 which designated the month
of March 1987 as “Women’s History Month." Between 1988 and 1994, Congress passed additional resolutions requesting and authorizing the President to proclaim
March of each year as Women’s History Month. Since 1995, Presidents Clinton, Bush and Obama have issued a series of annual proclamations designating the month of
March as “Women’s History Month.”
March 25th Medal of Honor Day - Public Law 101-564: Whereas the Medal of Honor is the highest distinction that can be awarded by the president, in the name of the congress, to
members of the armed forces who have distinguished themselves conspicuously by gallantry and intrepidity at the risk of their lives above and beyond the call of duty…
May - Last Monday Memorial Day is a day of remembering the men and women who died while serving.
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7TH GRADE CIVICS TABLE OF CONTENTS
7TH GRADE CIVICS DIA (DISTRICT INTERIM ASSESSMENT) PACING WINDOW
Organizing Principle Curriculum Organizing Principle Timeline District Interim Assessment
Map (DIA) Testing Windows
OP 1: Roles and Responsibilities of Page # 2 Weeks September 5th – 7th
Citizenship August 20th – August 31st
OP 2: Political Heritage/Founding pp. 14-16 September 27th – October 2nd
Fathers 4 Weeks October 19th – 24th
OP 3: Constitutional Convention pp. 17-19 September 4th – October 2nd November 14th – 16th
January 22nd – 25th
OP 4: Bill of Rights and Other pp. 20-22 3 Weeks February 7th – 12th
Amendments October 3rd – October 24th
OP 5: Three Branches of pp. 23-25 February 26th – March 1st
Government 3 Weeks March 26th – 29th
OP 6: Federalism and Role of pp. 26-28 October 25th – November 6th
Government April 9 – 12
OP 7: American Legal System pp. 29-31 6 Weeks
November 26th – January 25th TBA – until EOC Test
OP 8: Political Parties, Elections pp. 32-34
and Public Opinion 2 Weeks Post EOC Test Dates
OP 9: US Foreign Policy pp. 35-37 January 28th – February 12th
End of Year Review Window pp. 38-40 2 Weeks
February 13th – March 1st
OP 10, 11, 12 Economics N/A
3 Weeks
pp. 41-46 March 4th – March 29th
2 Weeks
April 1st – April 12th
2 Weeks
April 15th – EOC
Post EOC – May 31st
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Civics End-of-Course Assessment Blueprint
1. Origins and Purposes of Law and Government
SS.7.C.1.1 Recognize how Enlightenment ideas including Montesquieu`s view of separation of power & John Locke`s theories
related to natural law & how Locke`s social contract influenced the Founding Fathers.
SS.7.C.1.2 Trace the impact that the Magna Carta, English Bill of Rights, Mayflower Compact, and Thomas Paine`s “Common
Sense” had on colonists` views of government.
SS.7.C.1.3 Describe how English policies & 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 government) and complaints set forth in the Declaration of Independence.
SS.7.C.1.5 Identify how the weaknesses of the Articles of Confederation led to the writing of the Constitution.
SS.7.C.1.6 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.1.8 Explain the viewpoints of the Federalists and Anti-Federalists regarding the ratification of the Constitution and
inclusion of a bill of rights.
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.3.10 Identify sources and types (civil, criminal, constitutional, and military) of law.
2. Roles, Rights, and Responsibilities of Citizens
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.2.4 Evaluate rights contained in the Bill of Rights and other amendments in 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.3.7 Analyze the impact of the 13th, 14th, 15th, 19th, 24th, and 26th amendments on participation of minority groups in
the American political process.
SS.7.C.3.12 Analyze the significance and outcomes of landmark Supreme Court cases including, but not limited to, Marbury v.
Madison, Plessy v. Ferguson, Brown v. the Board of Education, Gideon v. Wainwright, Miranda v. Arizona, in re Gault,
Tinker v. Des Moines, Hazelwood v. Kuhlmeier, United States v. Nixon, and Bush v. Gore.
3. Government Policies and Political Processes
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).
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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.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.
SS.7.C.4.3 Describe examples of how the United States has dealt with international conflicts.
SS.7.C.3.1 4. Organization and Function of Government
Compare different forms of government (direct democracy, representative democracy, socialism, communism,
SS.7.C.3.2 monarchy, oligarchy, autocracy).
SS.7.C.3.3 Compare parliamentary, federal, confederal, and unitary systems of government.
Illustrate the structure and function (three branches of government established in Articles I, II, and III with
SS.7.C.3.4 corresponding powers) of government in the United States as established in the Constitution.
SS.7.C.3.5 Identify the relationship and division of powers between the federal government and state governments.
SS.7.C.3.8 Explain the Constitutional amendment process.
SS.7.C.3.9 Analyze the structure, functions, and processes of the legislative, executive, and judicial branches.
SS.7.C.3.11 Illustrate the law making process at the local, state, and federal levels.
SS.7.C.3.13 Diagram the levels, functions, and powers of courts at the state and federal levels.
SS.7.C.3.14 Compare the constitutions of the United States and Florida.
Differentiate between local, state, and federal governments` obligations and services.
Page 14 7TH Grade Civics
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7th Grade Civics Geography Standards
(These standards must be used throughout the school year.)
Measurement Curriculum Standards Benchmarks
Topics
Locate the fifty states and the capital cities in addition to the nation’s capital on a map. SS.7.G.1.1
Locate on a world map the territories and protectorates of the United States. SS.7.G.1.2
SS.7.G.1.3
Interpret maps to identify geopolitical divisions and boundaries of places in North America.
Geography Locate major physical landmarks that are emblematic of the United States. SS.7.G.2.2
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 American.
Describe current major cultural regions of North America. SS.7.G.2.4
Use maps to describe the location, abundance, and variety of natural resources in North America. SS.7.G.3.1
SS.7.G.4.2
Use maps and other geographic tools to examine the importance of demographics within political divisions of SS.7.G.6.1
the United States.
Use Geographic Information Systems (GIS) or other technology to view maps of current information about
the United States.
Page 15 7TH Grade Civics
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ORGANIZING PRINCIPLE 1: Citizens of the United States of America have certain rights, 2 Weeks / August 20th – DIA & Remediation
duties, and responsibilities. August 31st
Window:
September 5th-7th
Measurement Curriculum Standards Benchmarks Content Terms/
Topics Vocabulary
**Define the term "citizen," and identify legal means of becoming a United States SS.7.C.2.1 Item Specification Content
citizen. SS.7.C.2.2 Focus Terms
1. Define citizenship as stated in the Fourteenth Amendment. Alien
2. Evaluate the impact of the naturalization process on society, government, or the Common Good
Law of Blood
political process. Law of Soil
Immigrant
**Evaluate the obligations citizens have to obey laws, pay taxes, defend the nation, Obligation
and serve on juries. Petition
Resident alien
1. Recognize the concept of common good as a rationale for fulfilling the obligations Responsibility
and/or responsibilities of citizenship. Selective service
Roles and 2. Use scenarios to assess specific obligations and/or responsibilities of citizens as they Additional Vocabulary Terms
Responsibilities relate to active participation in society and government. Citizen
of Citizenship Citizenship
3. Distinguish between obligations, responsibilities, and duties. Civics
4. Examine the significant contributions of citizens to a democratic society. Cultural Diffusion
5. Identify the consequences or predict the outcome on society of citizens that do not Duty
Ethnic group
fulfil their citizenship responsibilities. Government
Natural-Born Naturalization
Experience the responsibilities of citizens at the local, state, or federal levels. SS.7.C.2.3 Oath
SS.7.C.2.14 Public Policy
Conduct a service project to further the public good. SS.7.G.2.1 Refugee
Right
Locate major cultural landmarks that are emblematic of the United States. SS.7.G.4.1 Selective Service (Draft)
1. Cultural landmarks of the U.S. can include, but are not limited to the Statue of Liberty,
Uncle Sam, Star Spangled Banner, Liberty Bell, etc.
Use geographic terms and tools to explain cultural diffusion throughout North
America.
Page 16 7TH Grade Civics
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Resources Roles and Responsibilities of Citizenship
Textbook McGraw Hill- Civics, Economics, and Geography Edition: Ch. 1,2,3
We the People: Lessons 4, 29, and 30
Safari
Montage/Videos Safari Montage: Rights and Responsibilities (Schlessinger)
Websites
iCivics Lessons US Citizenship and Immigration Services Stossel in the Classroom
• Citizenship: Just the Facts • https://www.uscis.gov/us- • http://stosselintheclassroom.org/
• Citizen me citizenship/naturalization-test
• Global You (naturalization test) Quizlet.com
• Students Engage • http://www.census.gov https://quizlet.com/26201030/citizenship-
• Trip around the World coming-to-american-unit-7th-grade-flash-cards/
• The Fourth Branch: You! Constitutional Rights Foundation Lessons
• www.ellisisland.org Mr. Raymond’s Videos
iCivics Games • www.crf-usa.org https://www.youtube.com/watch?v=oynRofbXB
• Immigration Nation Game 4s
• Responsibility Launcher Florida Joint Center for Citizenship
Game Lesson Plans: http://floridacitizen.org
• Activate Game
FJCC Civics 360: http://civics360.org/
iCivics WebQuest • Citizen You!
• Civic Heroism WebQuest o SS.7.C.2.1 Defining
• Immigration WebQuest Citizenship
o SS.7.C.2.2, 2.3, 2.14 Citizen
Obligations & Responsibilities
CPLAMS Tutorials: http://www.floridastudents.org/#32|6|13312|0
Resources Instructions:
History Alive! 1. Click the link above (paste into address bar if live link is not available)
2. Input standard within search field
3. Click Search
4. Click resource attached to standard for information
2.1: Lesson Plan/Tutorial
2.2: 2 Tutorials
2.3: 9 Tutorials
2.14: Tutorial
G.2.1: N/A
G.4.1: N/A
History Alive!
History Alive! Binder: The Rise of Industrial America Lessons 2.1-2.5 (immigration activity)
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Mini DBQ Binder What types of Citizens Does a Democracy Need?
Assessment Florida Joint Center for Citizenship
Florida Standards http://floridacitizen.org
Alignment
Level 1, 2, 3 Questions
Reading 1,7,9 2.1 Assessment, Item Specs
(LAFS.68.RH.1.1) 2.2 Assessment, Item Specs
(LAFS.68.RH.3.7) McGraw-Hill Networks-Idea Factory
(LAFS.68.RH.3.9) Interactive Notebook
Writing 1, 2, 6 • creating a metaphor for Americans
(LAFS.68.WH.1.1) • creating CD cases for various types of government
(LAFS.68.WH.3.7) Citizenship Test Questions
(LAFS.68.WH.3.9) Research:
• Analyze the text of the Pledge of Allegiance. Determine its origin and meaning.
• Determine the current federal policies pertaining to immigration (legal and illegal).
Activities
McGraw-Hill Networks: Technology Extension Ch.3
McGraw-Hill Networks: Primary source activity "Being American"
www.vfw.org/community/patriots-pen.com
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ORGANIZING PRINCIPLE 2: America’s political heritage is derived from previous philosophies 4 Weeks/ September DIA & Remediation
and systems and the creativeness of the Founding Fathers. 4th - October 2nd
Window:
Includes “Celebrate September 27th-
Freedom Week” October 2nd
October 12th - END OF 1st GRADING PERIOD October 15th - TEACHER DUTY DAY
Measurement Curriculum Standards Benchmarks Content Terms /
Topics Vocabulary
America’s *Recognize how Enlightenment ideas including Montesquieu's view of separation of power SS.7.C.1.1 Item Specification Content
Political and John Locke's theories related to natural law and how Locke's social contract influenced the SS.7.C.1.2 Focus Terms
Heritage Founding Fathers. SS.7.C.1.3
1. Examine how Enlightenment ideas influenced the Founders’ beliefs about individual liberties SS.7.C.1.4 Absolute monarchy
and government. Assent
2. Evaluate the influence of Montesquieu’s and Locke’s ideas on the Founding Fathers. SS.7.C.1.9 Individual Liberties
SS.7.C.3.1 Limited Monarchy
*Trace the impact that the Magna Carta, English Bill of Rights, Mayflower Compact, and Natural Law
Thomas Paine's "Common Sense" had on colonists' views of government, and on the purposes Oppression
of government. Republic
Self-Government
*Describe how English policies and responses to colonial concerns led to the writing of the Self-Evident
Declaration of Independence. Separation of Powers
Social Contract
1. Recognize the themes of taxation without representation and individual rights. Tyranny
*Analyze the ideas (natural rights, role of the government) and complaints set forth in the Additional Vocabulary Terms
Declaration of Independence. Boycott
Constitutional monarchy
1. Recognize the following colonial complaints: imposing taxes without consent, Delegate
suspending trial by jury, limiting judicial powers, quartering soldiers, and dissolving Democracy
legislatures. Direct Democracy
2. Identify the natural rights expressed in the Declaration of Independence. Duty (Taxation)
3. Recognize the connection between specific grievances and violations of natural rights. Grievances
*Define the rule of law and recognize its influence on the development of the American legal, Legislature
political, and governmental systems. Liberty
1. Assess the importance of rule of law in protecting citizens from arbitrary and abusive Limited Government
uses of power. Majority rule
Proclamation
****Compare different forms of government (direct democracy, representative democracy, Repeal
socialism, communism, monarchy, oligarchy, autocracy). Representative Democracy
1. Analyze scenarios describing various forms of government.
2. Understand definitions of the various forms of government.
Page 19 7TH Grade Civics
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Resources America’s Political Heritage
Textbook
Safari Montage/Videos McGraw Hill- Civics, Economics, and Geography Edition: Ch. 4
Websites We the People:
Lessons 1, 2, 3, 6, 7, 8, 9
We the People (High School Edition)
Lessons 1 – 7
YouTube:
American Form of Government
Too Late to Apologize
Safari Montage:
• Origins of Democracy 1688-1765
• Declaration of Independence (Schlessinger)
• Comparative Governments (Schlessinger)
• Liberty Kids
Flocabulary:
A More Perfect Union
Forms of Government
iCivics Lessons Stossel in the Classroom FJCC Civics 360: http://civics360.org/
• The Founding: From Colonies to
• Who Rules • http://stosselintheclassroom.org United States
• Limiting Government Constitutional Rights Foundation Lessons o SS.7.C.1.1 The
Enlightenment and Its
• Why Government • http://www.crf-usa.org/bill-of- Influence
• Cradle of Democracy rights-in-action/ o SS.7.C.1.2 Influential
Documents
• Hey, King: Get off our Backs • www.Floridacitizen.org
• Wanted: Just Right Mr. Raymond’s Videos o SS.7.C.1.3 The Road to
Independence
Government • https://www.youtube.com/watch
o SS.7.C.1.4 Declaration of
• Colonial Influences ?v=_r52-7jMRXA Independence
• Rule of Law • https://www.youtube.com/watch
iCivics Influence Library Mini-Lessons o SS.7.C.1.9 Rule of Law
• John Locke Mini Lesson ?v=tfz1J7yGOnQ o SS.7.C.3.1 Forms of
• Thomas Jefferson Mini Lesson Quizlet
• Enlightenment Mini Lesson Government
• Montesquieu Mini Lesson • https://quizlet.com/34539309/civi
cs-c31-flash-cards/ Florida Joint Center for Citizenship
Lesson Plans: www.floridacitizen.org
• https://quizlet.com/36704561/fou
ndations-of-government-flash-
cards/
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CPALMS Tutorials: http://www.floridastudents.org/#32|6|13312|0 1.1: 3 Tutorials
DBQ Binder/History Instructions: 1.2: N/A
Alive!
1. Click the live above (paste into address bar if live link is 1.3: 3 Tutorials, 1 Lesson Plan
Mini DBQ Binder
Assessment not available) 1.4: 2 Tutorials, 1 Lesson Plan
Florida Standards 2. Input standard within search field 1.9: 3 Tutorials
Alignment
3. Click Search 3.1: N/A
Reading 1,2,8
(LAFS.68.RH.1.1) 4. Click resource attached to standard for information
(LAFS.68.RH.3.8)
History Alive: The Constitution in a New Nation
Writing 1
(LAFS.68.WH.1.1) • Lesson 1.1 Can People Be Trusted to Govern? Constitution Binder
• Lesson 1.1 (WH-10-1) in Tab # 7 The Challenge of Ruling: Forming a Government
• Lesson 1.2 (WH-10-01) in Tab # 7 Debating the Ideal Form of Government: A Meeting of Minds
• Lesson 4.1 (USH 8-2) Tab A Making Sense of Common Sense
• Lesson 4.4 (USH-8-2) Tab A Analyzing the Declaration of Independence
The Ideals of the Declaration: Which is the most important?
McGraw-Hill Networks:
• Hands-on chapter project, “Hold a Debate Between Patriots and Loyalists”
• Foldable “Roots of Democracy”
Florida Joint Center for Citizenship
www.floridacitizen.org
Level 1, 2, 3 Questions
2.1 Assessment, Item Specs
2.2 Assessment, Item Specs
2.3 Assessment, Item Specs
2.4 Assessment, Item Specs
1.9 Assessment, Item Specs
3.1 Assessment, Item Specs
Activities
McGraw-Hill Networks: Primary Source Activity “Tis Time to Part”
Page 21 7TH Grade Civics
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ORGANIZING PRINCIPLE 3: The Constitution was created as a framework for our government 3 weeks / October 3rd – DIA & Remediation
and was based on principles expressed in the Declaration of Independence. October 24th
Window:
October 19th – October
24th
Measurement Curriculum Standards Benchmarks Content Terms /
Topics Vocabulary
*Identify how the weaknesses of the Articles of Confederation led to the writing of SS.7.C.1.5 Item Specification Content
the Constitution. Focus Terms
1. Students will identify the following weaknesses: Shays’s Rebellion
-Congress did not have the power to tax, regulate trade, or enforce laws; Debt
-The AOC did not have an executive or judicial branch; Constitutional Convention
-Changes to the AOC required unanimous consent of the 13 states. Ordain
Federalist Papers
*Interpret the intentions of the Preamble of the Constitution.
1. Students will explain how the Preamble serves as an introduction to the U.S. Antifederalist Papers
Constitution;
2. Preamble establishes the goals and purposes of the government; Governor
- Identify six goals and purposes set forth in the Preamble (i.e. form a more perfect President
union, establish justice, ensure domestic tranquility, provide for the common Prime Minister
defense, promote the general welfare, and secure the blessings of liberty to
The ourselves and our posterity). SS.7.C.1.6 Additional Vocabulary Terms
Constitutional 3. Students will recognize the intention of the phrase “We the People”.
SS.7.C.1.8 Amendment
Convention SS.7.C.3.2 Anti-Federalists
Article
*Explain the viewpoints of the Federalists and the Anti-Federalists regarding the Bicameral
ratification of the Constitution and inclusion of a bill of rights. Confederation
Constitution
1. Recognize the Anti-Federalists’ reasons for the inclusion of a bill of rights in Electoral College
the U.S. Constitution. Executive Branch
Federalism
****Compare parliamentary, federal, confederal, and unitary systems of Federalists
governments. Framers
Great Compromise
1. Compare the organizational structures of systems of government; Judicial Branch
2. Recognize examples of these systems of government; Legislative Branch
3. Analyze scenarios describing various systems of government. Limited government
New Jersey Plan
Northwest Ordinance
Ordinance of 1785
Page 22 7TH Grade Civics
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Resources The Constitutional Convention
Textbook
Safari McGraw Hill- Civics, Economics, and Geography Edition: Chapter 5
Montage/Videos
We the People:
Websites
• Lessons 10, 11, 12, 13, 14, 15, and 18
CPLAMS
Safari Montage:
DBQ Binder/History
Alive • Creating a New Nation (1783-1791) (Schlessinger)
• History of the U.S. Government (Schlessinger)
YouTube:
• School House Rock: Preamble
Flocabulary:
• A More Perfect Union
• Jefferson vs. Hamilton
iCivics Lessons Constitutional Rights Foundation Florida Joint Center for Citizenship
• Anatomy of a Constitution Lessons Lesson Plans: www.floridacitizen.org
• The Electoral Process/PPT • http://www.crf-usa.org/bill-of- FJCC Civics 360: http://civics360.org/
• James Madison Mini Lesson rights-in-action/ • SS.7.C.1.5 Articles of
(Influence Library) National Constitution Center
Constitutional Convention Mini Lesson • www.constitutioncenter.org Confederation
(Influence Library) Newspapers in Education • SS.7.C.1.6 Preamble of the U.S.
• http://nieonline.com/ Constitution
• Federalism Debate
McGraw-Hill Networks Stossel in the Classroom • SS.7.C.1.7 Limits on Government
• James Madison Biography reading • http://stosselintheclassroom.or Power
activity from McGraw-Hill Networks g • SS.7.C.1.8 Federalists versus Anti-
ResourcesBiographies James Quizlet Federalists
Madison https://quizlet.com/39779374/the-
constitution-flash-cards/ • SS.7.C.3.2 Systems of Government
• SS.7.C.3.5 The Amendment
Process
Tutorials: http://www.floridastudents.org/#32|6|13312|0 1.5: 9 Tutorials, 1 Lesson Plan
Instructions: 1.6: 5 Tutorials
1. Click the live above (paste into address bar if live link is not 1.7: 18 Tutorials
available) 1.8: 8 Tutorials
2. Input standard within search field 3.5: 4 Tutorials
3. Click Search
4. Click resource attached to standard for information
History Alive: The Constitution in a New Nation
• Lesson 1.2 Experiencing the Weakness of the Articles of Confederation
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Mini DBQ in Civics • Lesson 1.3 Analyzing Features of the Articles of Confederation
Binder • Lesson 1.4 Spelling Out the Weaknesses of the Articles
Assessment • Lesson 2.1 The Convening of the Constitutional Convention
• Lesson 2.2 The Compromises of the Constitution
Florida Standards The Preamble and the Federal Budget: Are we Slicing the Pie Correctly?
Alignment How did the Constitution Guard Against Tyranny?
Should the Electoral College Be Abolished?
Reading: 2, 4, 7 Test Bank
(LAFS.68.RH.1.2) Research:
(LAFS.68.RH.2.4) • Compare and contrast the early state constitutions of Massachusetts and Virginia.
(LAFS.68.RH.3.7) • Prepare for and participate in a mock constitutional convention.
• Memorize the Preamble to the Constitution.
Writing: 1, 4, 5 • Determine all the cities that once served as capital of the United States before Washington D.C.
(LAFS.68.WH.1.1) Florida Joint Center for Citizenship
(LAFS.68.WH.2.4)
(LAFS.68.WH.2.5) www.floridacitizen.org
Level 1, 2, 3 Questions
1.1 Assessment, Item Specs
1.2 Assessment, Item Specs
1.3 Assessment, Item Specs
1.4 Assessment, Item Specs
1.9 Assessment, Item Specs
3.1 Assessment, Item Specs
Activities
Persuasive Writing Activity from iCivics: So You Think You Can Argue
http://cdn.icivics.org/sites/default/files/uploads/So%20You%20Think%20You%20Can%20Argue.pdf
McGraw-Hill Graphic Novel: America’s Citizen Soldier
Page 24 7TH Grade Civics
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ORGANIZING PRINCIPLE 4: The Bill of Rights and later amendments were created to 3 Weeks / October 25th – DIA & Remediation
protect the authority of states and the rights and liberties of American citizens. November 6th
Window:
November 14th – 16th
Measurement Curriculum Standards Benchmarks Content Terms /
Topics Vocabulary
The Bill of **Evaluate rights contained in the Bill of Rights and other amendments to the SS.7.C.2.4 Item Specification Content
Rights and Constitution. SS.7.C.2.5 Focus Terms
SS.7.C.3.6
Other 1. Recognize the five freedoms protected by the first amendment; SS.7.C.3.7 Appellate process
Amendments 2. Use scenarios to identify rights protected by the Bill of Rights; Civil disobedience
3. Reference in Discussion: Tinker v. Des Moines, Hazelwood School District v. Civil Rights Acts of 1964
Civil Rights Act of 1968
Kuhlmeier, Miranda v. Arizona, Gideon v. Wainwright, and In re Gault. Cruel and unusual punishment
Double jeopardy
**Distinguish how the Constitution safeguards and limits individual rights. Due process
1. Examine the role of the judicial branch of government protecting individual Economic freedom
rights; Eminent Domain
2. Use scenarios to examine the impact of limits on individual rights on social Equal protection
behavior; under the law
3. Examine rationales for limiting individual rights; Equal rights amendment
4. Recognize that rights are protected but are not unlimited. Ex post facto law
**Evaluate Constitutional rights and their impact on individuals and society. Forced internment
1. Recognize how the social, political, and economic systems in the U.S. depend Habeas corpus
on individual rights;
2. Use scenarios to recognize and/or evaluate options for exercising constitutional Independent judiciary
rights. Pleading the fifth
Precedent
**Analyze the impact of the 13th, 14th, 15th, 19th, 24th, and 26th amendments on Privacy
participation of minority groups in the American political process. Property rights
Right to bear arms
1. Analyze historical scenarios to examine how these amendments have affected Right to legal counsel
participation in the political processes; Search and seizure
States’ rights
2. Recognize how the amendments were developed to address previous civil Suffrage
rights violations; Summary judgment
Trial by jury
3. Reference in Discussion: Plessy v. Ferguson and Brown v. Board of Education. Enumerated rights (9th
amendment)
Voting Rights Act of 1965
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Additional Vocabulary Terms
Censorship
Libel
Petition
Poll tax
Probable cause
Quartering
Self-incrimination
Slander
Resources The Bill of Rights and Other Amendments
Textbook McGraw Hill- Civics, Economics, and Geography Edition:
Safari
Montage/Videos • Chapter 6
Websites We the People:
• Lessons 23 and 24
Safari Montage
• Writing the Constitution and the Bill of Rights (Creation Station)
YouTube Videos:
Gideon’s Trumpet (1980)
“Rights Rights Baby”
Bill of Rights Rap
Flocabulary:
Bill of Rights
Civil Rights
Voting Rights Act & Selma March
Women’s Rights
iCivics Lessons Florida Joint Center for Citizenship Quizlet
• https://quizlet.com/102993904/bill-
• Bill of Rights Game Lesson Plans: www.floridacitizen.org of-rights-amendments-1-10-flash-
cards/
• Do I have a Right? FJCC Civics 360: http://civics360.org/
Newspapers in Education
Game • http://nieonline.com/
• You’ve Got Rights • My Rights and Liberties Stossel in the Classroom
• http://stosselintheclassroom.org
Lesson o SS.7.C.2.4 The Bill of Rights and
• The Road to Civil Rights Other Amendments
o SS.7.C.2.5 Protecting and Limiting
Rights
Page 26 7TH Grade Civics
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Constitutional Rights o SS.7.C.3.6 Constitutional Rights and Justice Teaching Lessons
http://www.justiceteaching.org/lesson_
Foundation Lessons Their Impact plans.shtml
• http://www.crf- o SS.7.C.3.7 Voting Rights
usa.org/bill-of-rights-
in-action/
CPALMS Tutorials: http://www.floridastudents.org/#32|6|13312|0
DBQ Binder/History Instructions:
Alive!
1. Click the live above (paste into address bar if live link is not available)
Mini DBQ in Civics
Binder 2. Input standard within search field
Assessment
3. Click Search
4. Click resource attached to standard for information
2.4: 21 Tutorials, 1 Video/Audio
2.5: 17 Tutorials, 1 Video/Audio, 1 Lesson Plan
3.6: 17 Tutorials, 2 Lesson Plans and 3.7: 3 Tutorials
History Alive: The Constitution in a New Nation
• Lesson 3.1 Considering A Parents’ Bill of Rights
• Lesson 3.2 Creating a Students’ Bill of Rights
• Lesson 3.3 Understanding the Bill of Rights
• Lesson 3.4 Imagining Life Without the Bill of Rights
History Alive: The Constitution in a New Nation
• Culminating Project: Create a Parade Float
Should Schools Be Allowed to Limit Students’ Online Speech?
Search and Seizure: Did the Government go too Far?
Research: Florida Joint Center for Citizenship
• State governments already had bills of rights in their constitutions before the www.floridacitizen.org
U.S. Constitution was ratified. Research the reasons why some founders still
wanted a bill of rights added to the federal constitution. Level 1, 2, 3 Questions
• Rank the first eight amendments in order of importance and justify the position 3.4 Assessment, Item Specs
of each in the ranking. 3.5 Assessment, Item Specs
• Determine how the 9th and 10th Amendment were designed to limit the power of a. Assessment, Item Specs
the federal government and preserve the peoples’ freedom and the powers of b. Assessment, Item Specs
the states.
• Research amendments to The Constitution that were not passed.
• Research multiple perspectives related to the topic of whether or not The
Constitution is “a living Constitution.”
• Read and discuss the majority and dissenting opinions from the 2nd Amendment
case - District of Columbia Et Al v Heller
Page 27 7TH Grade Civics
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Florida Standards Activities
Alignment McGraw-Hill Technology Extension: Voice Thread Photo Essay
http://connected.mcgraw-hill.com/media/repository/private_data/DOC/50000075/14/99.pdf
Reading: 1, 2,7
(LAFS.68.RH.1.1) McGraw-Hill Graphic Novel: Great Moments in the History of Law
(LAFS.68.RH.1.2) http://connected.mcgraw-hill.com/media/repository/private_data/DOC/50000070/41/95.pdf
(LAFS.68.RH.3.7)
Writing: 1, 2, 6
(LAFS.68.WH.1.1)
(LAFS.68.WH.1.2)
(LAFS.68.WH.2.6)
Page 28 7TH Grade Civics
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ORGANIZING PRINCIPLE 5: The Founding Fathers created the three branches of 6 Weeks/ November 26th DIA & Remediation
government to help prevent governmental abuse of power. – January 25th
Window:
January 22nd – 25th
December 19th - END OF 2nd GRADING PERIOD December 20th - TEACHER DUTY DAY
Measurement Curriculum Standards Benchmarks Content Terms /
Topics Vocabulary
*Describe how the Constitution limits the powers of government through separation of SS.7.C.1.7
The Three powers and checks and balances. SS.7.C.3.3 Item Specification Content
Branches of SS.7.C.3.5 Focus Terms
Government 1. Explain the concept of limited government as set forth in the U.S. Constitution;
2. Recognize examples of separation of powers and checks and balances. SS.7.C.3.8 Armed Forces
Cabinet
****Illustrate the structure and function (three branches of government established in SS.7.C.3.9 Caucus
Articles I, II, and III with corresponding powers) of government in the United States as Chief Justice
established in the Constitution. Coin/Print money
Committees
1. Compare the roles and responsibilities of the three branches of the federal Concurrent Powers
government; Constitutional Government
Declare war
2. Identify the general powers described in Articles I, II, and III of the U.S. Constitution. Delegated Powers
****Explain the Constitutional amendment process. Elastic Clause
Enumerated Powers
1. Identify the correct sequence to propose and ratify amendments to the U.S. Foreign relations
Constitution; Governor
2. Recognize the significance of the difficulty of formally amending the Constitution; Impeach
3. Recognize the importance and purpose of a formal amendment process. Implied Powers
****Analyze the structure, functions, and processes of the legislative, executive, and judicial Majority Leader
branches. Majority Vote
1. Examine the following processes of the legislative branch: Minority Leader
-How a bill becomes a law, appointment confirmation, impeachment (United States v. Necessary and Proper
Nixon), committee selection Pardon
2. Examine the following processes of the executive branch: President Pro Tempore
-Executive order, veto, appointments Presidential appointment
3. Examine the following processes of the judicial branch: Prime Minister
-Judicial review (Marbury v. Madison (1803), court order, writ of certiorari, summary Regulation of Immigration
judgment School Boards
Speaker of the House
Illustrate the law-making process at the local, state, and federal levels. Special Interest Groups
Statute
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Additional Vocabulary Terms
Ambassador
Amnesty
Census
Concurrent Powers
Confederation
Constituent
House of Representatives
Majority party
Minority party
Senate
Executive order
Federalism
Filibuster
Judicial review
Jurisdiction
Pardon
Pocket veto
Reserved Powers
Resources The Three Branches of Government
Textbook
McGraw Hill- Civics, Economics, and Geography Edition:
Safari
Montage/Videos • Ch. 7,8,9
Websites We the People:
• Lessons 5, 16, 19
Movie - Mr. Smith Goes to Washington (1939)
Safari Montage: Three branches of government and videos on individual branches (Schlessinger)
Smart Songs:
Three Branches Rap
President’s Rap
Flocabulary:
Three Branches of Government
45 Presidents
iCivics Lessons iCivics Lessons Continued Constitutional Rights Foundation Lessons
• Separation of Power: What's for • Why do we Have a House and Senate • http://www.crf-usa.org/bill-of-
Lunch? Anyway? rights-in-action/
• Branches of Power Game • Law Craft - Game
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• For the President, All in a Day's • Voting in Congress: More Yea or Nea Stossel in the Classroom
Work • Represent me Game • http://stosselintheclassroom.org
• George Washington Mini Lesson • Making Laws WebQuest
• Who Represents Me? WebQuest • Judicial Branch in a Flash Florida Joint Center for Citizenship
• Congress in a Flash Lesson • Court Quest Game Lesson Plans: www.floridacitizen.org
• Federal in Federalism • U.S. v. Nixon FJCC Civics 360: http://civics360.org/
• Executive Command Game • Marbury v. Madison Lesson • SS.7.C.1.7 Limits on Government
• Being President WebQuest Powers
*Overview Videos: Legislative, Executive, &
Judicial
• SS.7.C.3.3 Articles I, II, and III
• SS.7.C.3.5 The Amendment Process
• SS.7.C.3.8 and 3.9 Structure,
Powers, and Processes of Federal
Government
CPALMS Tutorials: http://www.floridastudents.org/#32|6|13312|0 1.7: 18 Tutorials
DBQ Binder/History Instructions: 3.3: 49 Tutorials, 1 Video/Audio
Alive
1. Click the live above (paste into address bar if live link is not 3.2: 1
Assessment
available) 3.8: 49 Tutorials, 1 Lesson Plan, 1 Video/Audio
2. Input standard within search field 3.9: 11 Tutorials
3. Click Search
4. Click resource attached to standard for further information
History Alive: The Constitution in a New Nation
• Lesson 2.3 Constitutional Card Sort
• Lesson 2.4 Maintaining the Balance of Power
• Lesson 2.5 Creating Metaphors for the Constitution
• Lesson 4.3 Building “A More Perfect Union”
• Lesson 5.3 Understanding the Legislative Process
Test Bank
Research:
• Describe the process of how a bill becomes a law.
• Create a formal letter addressing a current issue and mail it to your local representative.
• Compare a parliamentary system like the one in Great Britain to the system here in The United States.
• Investigate instances when Presidents or high level government officials have been either censured or impeached
Florida Joint Center for Citizenship
www.floridacitizen.org
Level 1, 2, 3 Questions
3.7 Assessment, Item Specs
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3.3 Assessment, Item Specs
3.2 Assessment, Item Specs
3.8 Assessment, Item Specs
Florida Standards Activities
Alignment
Persuasive Writing Activity from iCivics: I Can’t Wear What?
Reading: 2, 4, 7 http://www.icivics.org/teachers/lesson-plans/lesson-2-i-cant-wear-what
(LAFS.68.RH.1.2) McGraw-Hill Graphic Novel: In the House
(LAFS.68.RH.2.4) McGraw-Hill Graphic Novel: The Impeachment of Andrew Johnson
(LAFS.68.RH.3.7) McGraw-Hill Technology Extension: Supreme Court Justice Autobiography Podcast
Writing: 1, 4, 5, 6
(LAFS.68.WH.1.1)
(LAFS.68.WH.2.4)
(LAFS.68.WH.2.6)
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ORGANIZING PRINCIPLE 6: The Federal System was created to define the role of the 2 Weeks/ January 28th – DIA & Remediation
national, state, and local governments. February 12th
Window:
February 7th – 12th
Measurement Curriculum Standards Benchmarks Content Terms /
Topics Vocabulary
Federalism ***Develop a plan to resolve a state or local problem by researching public policy SS.7.C.2.12 Item Specification Content
alternatives, identifying appropriate government agencies to address the issue, and SS.7.C.3.4 Focus Terms
determining a course of action. SS.7.C.3.13
****Identify the relationship and division of powers between the federal government SS.7.C.3.14 Supremacy Clause
and state governments. Florida Declaration of Rights
SS.7.E.2.1
1. Compare concurrent, enumerated, reserved, and delegated powers as they relate Additional Vocabulary Terms
to state and federal government.
City Charter
Analyze the issues related to the Tenth Amendment of the U.S. Constitution. Concurrent powers
County
****Compare the constitutions of the United States and Florida. County Seat
2. Compare the amendment process of the U.S. and Florida Constitution. Federal system
Line-item veto
1. ****Differentiate between local, state, and federal governments' obligations Referendum
and services. Reserved powers
Special session
Explain how federal, state, and local taxes support the economy as a function of the Home rule
United States government. Ordinance
Rural
Suburb
Town
Town meeting
Township
Village
Urban
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Resources Federalism
Textbook McGraw Hill- Civics, Economics, and Geography Edition: Ch. 13,14
Safari Montage/Videos Safari Montage
Websites
• Federal, State, and Local Government (Schlessinger)
• The U.S. Federal System (Schlessinger)
McGraw-Hill Online-Florida state capital video (part 1 and 2)
iCivics Lessons Florida Joint Center for Citizenship Stossel in the Classroom
• http://stosselintheclassroom.org
• The Capable County Lesson - www.floridacitizen.org
Floridastudents.org
• Counties at Work - Game • http://floridastudents.org/PreviewReso
urce/StudentResource/126037
• The Great State FJCC Civics 360: http://civics360.org/ • This site deals with finding civic
solutions to problems. Whose problem
• The State Governor • SS.7.C.2.12 Public Policy is it? Where to go for solutions:
• State Power – Got a Problem Solving volunteerism, local or state gov’t.
Reservation? • SS.7.C.3.4 Federalism Mock Trial
• http://www.mrdonn.org/government.h
• States Rule! - WebQuest • SS.7.C.3.13 Comparing tml#mock Three branches Game
• County Basics WebQuest Constitutions
• Comparative Constitutions
• SS.7.C.3.14 State and Local
Government Obligations and
Constitutional Rights Foundation Services
Lessons
• http://www.crf-usa.org/bill-of-
rights-in-action/
CPALMS Tutorials: http://www.floridastudents.org/#32|6|13312|0 2.3: 10 Tutorials
Instructions: 3.4: 4 Tutorial
Teacher Hints 3.13: 1 Lesson Plan
Assessment 1. Click the live above (paste into address bar if live link is 3.14: 3 Tutorials
not available)
2. Input standard within search field
3. Click Search
4. Click resource attached to standard for further
information
McGraw-Hill Online-State Government concentration game.
McGraw-Hill Online
• Idea FactoryFlorida Constitution search Ch. 13 Lesson 1
• Ch. 13 lesson 4 Judicial metaphors
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Florida Standards Florida Joint Center for Citizenship
Alignment
www.floridacitizen.org
Reading: 1, 2, 7 This resource includes a political cartoon webinar, how to invite a public official, and civics in a snap lesson.
(LAFS.68.RH.1.1) Level 1, 2, 3 Questions
(LAFS.68.RH.1.2)
(LAFS.68.RH.3.7) 2.3 N/A
Writing: 1, 2, 6 4.12 Assessment, Item Specs
(LAFS.68.WH.1.1) 3.4 Assessment, Item Specs
(LAFS.68.WH.1.2) 3.13 Assessment, Item Specs
(LAFS.68.WH.2.6)
3.14 Assessment, Item Specs
Activities
McGraw-Hill Graphic Novel and Opinion Writing: Mr. King’s Class
Page 35 7TH Grade Civics
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ORGANIZING PRINCIPLE 7: The American legal system exists to protect citizens’ rights and 2 Weeks / February DIA & Remediation
freedoms. 13th – March 1st
Window:
February 26th – March 1st
Measurement Curriculum Standards Benchmarks Content Terms / Vocabulary
Topics
The Simulate the trial process and the role of juries in the administration of justice. SS.7.C.2.6 Item Specification Content Focus
American *Identify sources and types (civil, criminal, constitutional, military) of law. SS.7.C.3.10 Terms
Legal System SS.7.C.3.11
1. Use examples of historical law codes to identify how laws originated and Appeal
developed in Western society. SS.7.C.3.12 Appellate Court
Circuit Courts
2. Recognize constitutional, statutory, case and common law as sources of law. Common Law
****Diagram the levels, functions, and powers of courts at the state and County Courts
federal levels. District Court of Appeals
Florida Supreme Court
1. Recognize that the powers and jurisdiction of the state and federal courts are Judge
derived from their respective constitutions. Judicial Review
Jurisdiction
2. Students will compare appellate and trial processes. Justice
Juvenile Law
**Analyze the significance and outcomes of landmark Supreme Court cases Statutory Law
including, but not limited to, Marbury v. Madison, Plessy v. Ferguson, Brown v. U.S. Circuit Court of Appeals
Board of Education, Gideon v. Wainwright, Miranda v. Arizona, in re Gault, U.S. District Courts
Tinker v. Des Moines, Hazelwood v. Kuhlmeier, United States v. Nixon, and U.S. Supreme Court
Bush v. Gore. Trial court
Writ of certiorari
District of Columbia v. Heller
Additional Vocabulary Terms
Bail
Complaint
Concurring opinion
Constitutional law
Cross-examination
Custody
Damages
Defendant
Deliberations
Dissenting opinion
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Double jeopardy
Due process
Ex post facto law
Exclusionary rule
Felony
Juvenile delinquent
Lawsuit
Misdemeanor
Negligence
Plaintiff
Plea Bargaining
Precedent
Presumption of innocence
Prosecution
Search warrant
Sentence
Subpoena
Summons
Tort
Verdict
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Resources The American Legal System
Textbook McGraw Hill- Civics, Economics, and Geography Edition:
• Ch. 15, 16
Safari Safari Montage: Videos:
Montage/Videos
Websites • The Judicial Branch (Schlessinger) • To Kill A Mockingbird (or novel by Harper Lee)
CPALMS • Judicial Branch (Mazzarella) • 12 Angry Men (1957)
• Big Bad Wolf and Curly Pig • Gideon’s Trumpet (1980)
• Town of Nottingham vs. Robin Hood • Brown v. Board on You Tube 4:05 in length
• Village of Sheepfold vs. Joey Wolfcryer
iCivics Lessons Constitutional Rights Foundation Lessons American Bar Association-Teacher’s Link
• James Bond in a Honda? Trial • http://www.crf-usa.org/bill-of-rights- • www.abanet.org/publiced/lawday/s
Simulation in-action/ chools/lessons
• Trial Court "Go Fish" Justice Teaching Lessons •
• Appellate Courts "Let's Take • http://www.justiceteaching.org/lesson Make Your Case – Online Courtroom
it Up" _plans.shtml Simulation
• Argument Wars Game • You and the Law; Quiz Show You and • www.streetlaw.org
• Interpreting the Constitution the Law; Quiz Show: So You Want to be •
• The Courts in a Nutshell as Smart as a State Court Judge Florida Joint Center for Citizenship
• In the Courts WebQuest Mock Oral Arguments Lesson Plans: www.floridacitizen.org
• In the Courts • http://www.floridasupremecourt.org/e
• Sources of Law ducation/tours/mockoa.shtml Florida Joint Center for Citizenship
Stossel in the Classroom Lesson - www.floridacitizen.org
• http://stosselintheclassroom.org FJCC Civics 360: http://civics360.org/
Mock Trial
• SS.7.C.3.10 Sources and Types of Law
• http://www.mrdonn.org/government.h • SS.7.C.3.11 and 2.6 State and Federal
tml#mock
Courts
• http://www.lawlessons.ca/teaching- • SS.7.C.3.12 Landmark Supreme Court
resources/mock-trial-scripts Cases
Provides both scripted and non-
scripted trials.
Tutorials: http://www.floridastudents.org/#32|6|13312|0 4. Click resource attached to standard for further
Instructions: information
1. Click the live above (paste into address bar if live link is 2.6: 6 Tutorials
not available) 3.10: 4 Tutorials
2. Input standard within search field 3.11: 9 Tutorials, 1 Lesson Plan
3. Click Search 3.12: 4 Tutorials, 1 Lesson Plan, 1 Video/Audio
Page 38 7TH Grade Civics
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DBQ Binder/History History Alive: The Constitution in a New Nation
Alive • Lesson 5.1 Judging Court Cases
• Lesson 5.2 Drafting a Legal Opinion
Mini DBQ in Civics
Binder Is the American Jury System still a good idea?
Assessment
• McGraw-Hill Idea Factory- Ch. 15 Lesson 2: “Writing laws Florida Joint Center for Citizenship
Florida Standards
Alignment for Unlawfulvania” www.floridacitizen.org
• Foldable- Criminal and Civil law Ch. 16
Reading: 2, 4, 5, 6, 7 • Mock Trial Comic summary Ch. 16 technology extension Level 1, 2, 3 Questions
(LAFS.68.RH.1.2) Test Bank
(LAFS.68.RH.2.4) Research: 3.10 Assessment, Item Specs
(LAFS.68.RH.2.5) 3.11 Assessment, Item Specs
(LAFS.68.RH.2.6) 3.12 Assessment, Item Specs
(LAFS.68.RH.3.7)
• Prepare for and participate in a mock trial.
Writing: 1, 4, 5
(LAFS.68.WH.1.1) • Research a current case before the Florida or Federal
(LAFS.68.WH.2.4)
(LAFS.68.WH.2.5) Supreme Court.
Activities
McGraw-Hill Graphic Novel: Breaking the Law
Persuasive Writing Activity from iCivics: Lookin’ For Evidence
http://www.icivics.org/teachers/lesson-plans/lesson-3-lookin-evidence
Persuasive Writing Activity from iCivics: No Rambling Allowed
http://www.icivics.org/teachers/lesson-plans/lesson-4-no-rambling-allow
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ORGANIZING PRINCIPLE 8: The way our political parties function greatly influences the 3 Weeks/March 4th - DIA & Remediation
political process. March 29th
Window:
March 14th - END OF 3rd GRADING PERIOD March 26th – 29th
March 15th - TEACHER DUTY DAY
Measurement Curriculum Standards Benchmarks Content Terms / Vocabulary
Topics
Conduct a mock election to demonstrate the voting process and its impact on a school, SS.7.C.2.7 Item Specification Content
Political community, or local level. (Bush v. Gore, 2000) SS.7.C.2.8 Focus Terms
Parties, ***Identify America's current political parties, and illustrate their ideas about SS.7.C.2.9
Elections, government. SS.7.C.2.10 Communist Party
and Public SS.7.C.2.11 Democratic Party
Opinion 1. Students will compare current political parties’ ideas about government. Libertarian Party
2. Students will evaluate the impact political parties have on society, government, SS.7.C.2.13 Lobbying
Lobbyist
or the political system. Political Action Committee
***Evaluate candidates for political office by analyzing their qualifications, Propaganda
experience, issue-based platforms, debates, and political ads. Republican Party
Socialist Party
1. Students will identify the constitutional requirements to run for federal political Special Interest
office. Watchdog
2. Students will identify the requirements to run for state and local political office. Additional Vocabulary Terms
**Examine the impact of media, individuals, and interest groups on monitoring and Ballot
influencing government. Caucus
Closed primary
1. Students will identify and evaluate the methods used by interest groups and Open primary
the media to monitor and/or influence the government. Mass media
National convention
**Analyze media and political communications (bias, symbolism, propaganda). Platform
1. Students will use scenarios to identify bias, symbolism, and propaganda. Political machine
2. Students will evaluate how bias, symbolism, and propaganda can impact public Polling place
opinion. Precinct
Referendum
**Examine multiple perspectives on public and current issues. Third party
1. Students will identify groups that influence public perspectives. Two-party system
2. Students will use scenarios to understand the reaction or perspective of Voter turnout
different groups. Electoral College
3. Students will examine how multiple perspectives shape participation in the Popular vote
political process.
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Public opinion poll
Winner-take-all system
Resources Political Parties, Elections, and Public Opinion
Textbook McGraw Hill- Civics, Economics, and Geography Edition::
• Ch. 10,11
Safari Safari Montage Flocabulary:
Montage/Videos
Websites • Hail to the Chief: Presidential Elections (Mazzarella) Political Parties
CPALMS Videos Smart Songs:
• Mr. Smith Goes to Washington Political Parties Epic Remix
Voting Rap
iCivics Lessons The Democracy Project Florida Joint Center for Citizenship
• One Big Party? • http://pbskids.org/democracy/parentsedu Lesson - www.floridacitizen.org
• Electoral Process cators/
• Candidate Evaluation Political Party Websites FJCC Civics 360: http://civics360.org/
• Cast Your Vote - Game • http://www.democrats.org • SS.7.C.2.8 Political Parties
• Voting Rights • http://www.rnc.org • SS.7.C.2.9 & 2.7 Evaluating
• Got Ballot? Candidates
• Mock Election Simulation • http://www.greenparty.org/index.php
• Propaganda: What’s the Newspapers in Education • SS.7.C.2.10 Influencing the
Government
Message? • http://nieonline.com/
• Interest Groups Stossel in the Classroom • SS.7.C.2.11 Bias, Symbolism and
• The Public Sphere Propaganda
• The role of Media • http://stosselintheclassroom.org
• SS.7.C.2.13 Examining Multiple
Perspectives
• The Fourth Branch: You!
• Win the Whitehouse –
Game
• Represent Me Game
Tutorials: http://www.floridastudents.org/#32|6|13312|0 2.7: 2 Tutorials
Instructions: 2.8: 3 Tutorials
1. Click the live above (paste into address bar if live link is not 2.9: 5 Tutorials, 1 Lesson Plan
available) 2.10: 6 Tutorials
2. Input standard within search field 2.11: 1 Tutorial, 1 Lesson Plan
3. Click Search 2.13: 5 Tutorials, 1 Lesson Plan
4. Click resource attached to standard for further information
Page 41 7TH Grade Civics
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DBQ Binder/History History Alive: The Constitution in a New Nation
Alive • Lesson 4.1 Illustrating Hamiltonian and Jeffersonian Ideals
• Lesson 4.2 Giving Voice to Jefferson and Hamilton
Mini DBQ in Civics Campaign Propaganda: Which One Would You Use?
Binder
McGraw-Hill Online McGraw-Hill Online Continued Florida Joint Center for Citizenship
Assessment • Describe the political platforms of
• Graphic Novels today’s 2 major parties and compare www.floridacitizen.org
Florida Standards • Political Cartoonsvoter them with the platforms of those
Alignment parties from 1860 and 1960. Level 1, 2, 3 Questions
apathy Ch. 10 • Listen to and analyze a speech or 2.8 Assessment, Item Specs
Reading: 2, 4, 5, 6, 7 debate between political candidates.
(LAFS.68.RH.1.2) • What is your ideology- • Take a political quiz to determine which 2.9 Assessment, Item Specs
(LAFS.68.RH.2.4) Lesson kickoff Ch. 10 party your views most align with. 2.10 Assessment, Item Specs
(LAFS.68.RH.2.5) • Idea FactoryYou’ve been invited to a 2.11 Assessment, Item Specs
(LAFS.68.RH.2.6) • Idea FactoryPolitical political party 2.13 Assessment, Item Specs
(LAFS.68.RH.3.7) Parties Today • Idea FactoryCreating a campaign
commercial Ch.11
Writing: 1, 4, 5 • Idea FactoryRole of the
(LAFS.68.WH.1.1) media in U.S. Elections Ch. Activities
(LAFS.68.WH.2.4) 11
(LAFS.68.WH.2.5)
• Hands on Chapter Project-
Class election
McGraw-Hill Graphic Novel: A Big Responsibility
Persuasive Writing Activity from iCivics: Yeah, But…
http://www.icivics.org/teachers/lesson-plans/lesson-5-yeah
Persuasive Writing Activity from iCivics: The Dreaded Outline
http://www.icivics.org/teachers/lesson-plans/lesson-6-dreaded-outline
Persuasive Writing Activity from iCivics: Emphasize, Minimize
http://www.icivics.org/teachers/lesson-plans/lesson-7-emphasize-minimize
Persuasive Writing Activity from iCivics: From Outline to Essay
http://www.icivics.org/teachers/lesson-plans/lesson-8-outline-essay
Page 42 7TH Grade Civics
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ORGANIZING PRINCIPLE 9: United States foreign policy directly impacts our nation and 2 Weeks/ April 1st – April DIA & Remediation
events throughout the world. 12th
Window:
April 9th – 12th
Measurement Curriculum Standards Benchmarks Content Terms
Topics
U.S. Foreign ***Differentiate concepts related to United States domestic and foreign policy. SS.7.C.4.1 Item Specification Content Focus
Policy 1. Identify the goals and objectives of U.S. domestic and foreign policy. SS.7.C.4.2 Terms
2. Recognize the role of the U.S. State Department in foreign affairs.
1. Analyze the domestic implications of U.S. domestic and foreign policy. SS.7.C.4.3 Alliances
Allies
***Recognize government and citizen participation in international organizations. Ambassadors
1. Recognize that international organizations may be located in the United Bay of Pigs
States. Cuban Missile Crisis
2. Describe ways that citizens and government can seek participation in Diplomacy
international organizations. Diplomats
3. Examine the ways that government and individuals may support international Doctrine
organizations. Domestic Affairs
Embassies
***Describe examples of how the United States has dealt with international Foreign Affairs
conflicts. Gulf Wars I and II
International Relations
1. Identify the reasons for the United States becoming involved in past INGO
international conflicts. International Red Cross/Red
Crescent
2. Analyze primary source documents pertaining to international incidents to Iran Hostage Crisis
determine the course of action taken by the U.S. Korean War
NATO
3. Identify different methods used by the United States to deal with international NGO
conflicts. NAFTA
Secretary of State
Terrorism
Treaty
UNICEF
United Nations
Vietnam War
World Court
World War I and II
WTO
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Resources U.S. Foreign Policy
Textbook
Safari McGraw Hill- Civics, Economics, and Geography Edition: Ch. 25
Montage/Videos
Websites Safari Montage
*U.S. Foreign Policy (Schlessinger)
CPALMS
iCivics Lessons CIA World Factbook Florida Joint Center for Citizenship
• Foreign Policy: War & • https://www.cia.gov/library/publications/the- Lesson Plans: www.floridacitizen.org
Peace and Everything in world-factbook/index.html
Between Constitutional Rights Foundation Lessons FJCC Civics 360: http://civics360.org/
• Conflict and Cooperation • http://www.crf-usa.org/bill-of-rights-in-action/ • SS.7.C.4.1 Domestic and
• International Influence United Nations Foreign Policy
• International http://www.un.org/en/ • SS.7.C.4.2 International
Organizations Newspapers in Education Organizations
• Crisis of Nations Games • http://nieonline.com/ • SS.7.C.4.3 International
Stossel in the Classroom Conflicts
http://stosselintheclassroom.org
Tutorials: http://www.floridastudents.org/#32|6|13312|0 2.13: 3 Tutorials, 1 Lesson Plan
Instructions: 4.1: 5 Tutorials, 1 Lesson Plan
1. Click the live above (paste into address bar if live link is not 4.2: 1 Tutorial
available) 4.3: 2 Lesson Plan
2. Input standard within search field
3. Click Search
4. Click resource attached to standard for further
information
Page 44 7TH Grade Civics
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Assessment Primary Source Activity-Declaration of Human Rights-Ch. 25 • Students will research a person who made a positive
Alphabet Soup-Ch.25 Idea Factory impact in the world and then create a biography,
Florida Standards PowerPoint, or website, with an oral presentation of
Alignment • What Do You Know? Word Sort that person.
• Ch.25 Resources
Reading: 2, 4, 7, 8 • Guided Reading-Ch. 25 • Evaluate the United Nations Declaration of Human
(LAFS.68.RH.1.2) Rights, the Declaration of Independence, and the Bill of
(LAFS.68.RH.2.4) Research: Rights. Do you believe the United Nation’s document
(LAFS.68.RH.3.7) • Create a timeline focusing on the evolution of America’s compliments or conflicts with the American founding
(LAFS.68.RH.3.8) foreign policy using the presidencies of Washington, documents?
Monroe, Polk, McKinley, T. Roosevelt, Wilson, Truman,
Writing: 1, 2, 3, 5 Reagan, and G.W. Bush. Florida Joint Center for Citizenship
(LAFS.68.WH.1.1) • Identify events or struggles since 1945 that have caused a
(LAFS.68.WH.1.2) change in American foreign policy (i.e. creation of Israel, www.floridacitizen.org
(LAFS.68.WH.1.3) WWII, Cold War, Oil Embargo, Nuclear Proliferation, 9/11).
(LAFS.68.WH.2.5) • Research the controversy related to global Level 1, 2, 3 Questions
warming/climate change and debate the issue from 2.13 Assessment, Item Specs
multiple perspectives.
4.1 Assessment, Item Specs
4.2 Assessment, Item Specs
4.3 Assessment, Item Specs
Activities
McGraw-Hill Graphic Novel and Opinion Writing: Happy Birthday!
ORGANIZING PRINCIPLE 10: The U.S. economy is the result of millions of decisions its EOC-End of Year
June 3rd & 4th - TEACHER DUTY DAY
residents make every day about producing, earning, investing, and spending.
May 31st - END OF 4th GRADING PERIOD
Measurement Topics Curriculum Standards Benchmarks Vocabulary
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Introduction to Explain how the principles of a market and mixed economy helped SS.7.E.1.1 Command Economy Competition
Economics to develop the United States into a democratic nation. SS.7.E.1.3 Economic system Consumer
Review the concepts of supply and demand, choice, scarcity, and SS.7.E.1.5 Opportunity cost Demand
Personal Finance opportunity cost as they relate to the development of the mixed SS.7.E.1.2 Resource Equilibrium price
market economy in the United States. SS.7.E.1.3 Revenue Market
Assess how profits, incentives, and competition motivate individuals, SS.7.E.1.4 Scarcity Producer
households, and businesses in a free market economy. SS.7.E.1.5 Traditional Economy Shortage
Supply
Discuss the importance of borrowing and lending in the United Balance Surplus
States, the government's role in controlling financial institutions, and Budget
list the advantages and disadvantages of using credit. Consumerism Annual
Review the concepts of supply and demand, choice, scarcity, and Credit percentage rate
opportunity cost as they relate to the development of the mixed Debt (APR)
market economy in the United States. Discretionary income Borrower
Discuss the function of financial institutions in the development of a Disposable income Dividend
market economy. Incentive Interest
Assess how profits, incentives, and competition motivate individuals, Warranty Loan
households, and businesses in a free market economy. Mutual funds
Penalty
Principle
Return
Stock
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Textbook McGraw Hill- Civics, Economics, and Geography Edition: Ch. 18,19
Safari The Nystrom Economics Series
Montage/Videos
Websites • Lessons 1-2
Teacher Hints • Scarcity and Choice
Assessment • Supply and Demand
Florida Standards Federal Reserve DVD’s Videos
Alignment
• The Money Story • Lorax
Reading: 1, 2, 5, 7
(LAFS.68.RH.1.1) • Money: Summing it Up
(LAFS.68.RH.1.2)
(LAFS.68.RH.2.5) iCivics Lessons Constitutional Rights Council for Economic Education Newspapers in Education
(LAFS.68.RH.3.7) •http://nieonline.com/
• Budget Blast Foundation Lessons • http://www.ncee.net/
Writing: 1, 2, 4, 7, 9 Stossel in the Classroom
(LAFS.68.WH.1.1) (Google Title) http://www.crf-usa.org/bill-of- •http://stosselintheclassroom.org
(LAFS.68.WH.1.2)
(LAFS.68.WH.2.4) • Government and the rights-in-action/ • http://www.econedlink.
(LAFS.68.WH.3.7)
(LAFS.68.WH.3.9) Economy • http://www.teach- org/
• Market Economy nology.com/teachers/le
sson_plans/economics/
Use the Idea Factory Cornell Notes from McGraw-Hill for Chapters 18 and 19:
• Ch. 18: http://connected.mcgraw-hill.com/media/repository/private_data/DOC/50000324/53/74.pdf
• Ch. 19: http://connected.mcgraw-hill.com/media/repository/private_data/DOC/50000324/53/80.pdf
• Create a personal budget.
• Log real-life expenses for one week and examine how much money was spent in different expense categories.
• Create a conceptual graphic for the differences between job v. career, fixed v. variable expenses, gross v. net income.
• Create a graphic showing the relationship between the price of gasoline and the concepts of supply and demand.
Activities
McGraw-Hill Hands-On Project and Technology Extension: Make and Sell a Product
http://connected.mcgraw-hill.com/media/repository/private_data/DOC/50000073/37/73.pdf
http://connected.mcgraw-hill.com/media/repository/private_data/DOC/50000075/14/88.pdf
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ORGANIZING PRINCIPLE 11: The U.S. economy depends on business operations, banking, and EOC-End of Year
investment and is measured using multiple indicators.
May 31st - END OF 4th GRADING PERIOD June 3rd & 4th - TEACHER DUTY DAY
Measurement Curriculum Standards Benchmarks Vocabulary
Topics Identify and describe United States laws and regulations adopted to SS.7.E.2.3
promote economic competition. SS.7.E.2.5 Capitalism
Competition
Explain how economic institutions impact the national economy. SS.7.E.3.4 Corporation
Entrepreneur
The American Compare and contrast the standard of living in various countries today to Franchise
Economy that of the United States using gross domestic product (GDP) per capita Free enterprise
as an indicator. Gross Domestic Product (GDP)
Incentive
Laissez-faire
Per capita GDP
Productivity
Profit
Right-to-work
Sole proprietorship
Specialization
Standard of living
Sole proprietorship
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Textbook McGraw Hill- Civics, Economics, and Geography Edition: Ch. 20
Safari The Nystrom Economics Series
Montage/Videos
Websites • Lessons 3, 4, 5
• Types of Businesses
• Banking and Investing
• Measuring the Economy
Federal Reserve DVD’s
• Money Connections
• The FED Today
iCivics Lessons Constitutional Rights Foundation Lessons Newspapers in Education
• http://nieonline.com/
• International Influence • http://www.crf-usa.org/bill-of-rights-
Stossel in the Classroom
in-action/ • http://stosselintheclassroom.org
Teacher Hints Use the Idea Factory Cornell Notes from McGraw-Hill for Chapter 20:
http://connected.mcgraw-hill.com/media/repository/private_data/DOC/50000324/52/94.pdf
Assessment
Research:
Florida Standards • Write an editorial discussing the ethical question of Florida’s sugar industry’s responsibility to keep the Everglades clean from
Alignment pollution.
• Evaluate whether or not labor unions are still necessary in America, and cite examples where they may be helpful or detrimental to
Reading: 1, 2, 4, 6 the economy.
(LAFS.68.RH.1.1) • Compare the benefits of savings, money-market, CDs, and another type of investment accounts.
(LAFS.68.RH.1.2) Activities
(LAFS.68.RH.2.4)
(LAFS.68.RH.2.6) McGraw-Hill Primary Sources: Adam Smith – Wealth of Nations
http://connected.mcgraw-hill.com/media/repository/private_data/DOC/50000073/72/23.pdf
Writing: 2, 4, 9
(LAFS.68.WH.1.2)
(LAFS.68.WH.2.4)
(LAFS.68.WH.3.9)
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ORGANIZING PRINCIPLE 12: The policies and decisions of governments have major EOC-End of Year
June 3rd & 4th - TEACHER DUTY DAY
economic impacts on societies.
May 31st - END OF 4th GRADING PERIOD
Measurement Topics Curriculum Standards Benchmarks Vocabulary
SS.7.E.1.2
The Government and Discuss the importance of borrowing and lending in the United States, Public goods
the Economy the government's role in controlling financial institutions, and list the SS.7.E.1.4 Private goods
advantages and disadvantages of using credit. SS.7.E.1.6 Monopoly
The Global Economy Discuss the function of financial institutions in the development of a SS.7.E.2.1 Antitrust law
market economy. SS.7.E.2.2 Merger
Compare the national budget process to the personal budget process. SS.7.E.2.3 Recession
SS.7.E.3.1 Depression
Explain how federal, state, and local taxes support the economy as a SS.7.E.3.2 Unemployment Rate
function of the United States government. SS.7.E.3.3 Fixed income
Describe the banking system in the United States and its impact on Inflation
the money supply. SS.7.E.3.4 Bear/Bull market
Identify and describe United States laws and regulations adopted to Welfare
promote economic competition. Worker’s Compensation
Explain how international trade requires a system for exchanging
currency between and among nations. Export
Assess how the changing value of currency affects trade of goods and Import
services between nations. Tariff
Compare and contrast a single resource economy with a diversified Quota
economy. Free Trade
Compare and contrast the standard of living in various countries Balance of trade
today to that of the United States using gross domestic product (GDP) Exchange rate
per capita as an indicator. Privatization
Mixed economies
Developed/Developing countries
Textbook McGraw Hill- Civics, Economics, and Geography Edition: Ch. 21, 24 • U.S. Government and the Economy
The Nystrom Economics Series • Comparing Economies
Lessons 6, 7, 8 • Global Trade
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