Volusia District Social Studies Office 2017-2018
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 Christa Chapple Wendi Gifford Dana Luff
Volusia County Schools Kelly Moore Michael Zablo
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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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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
Sept 16-22 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 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.
(Teachers will receive further instruction from content area specialist)
September Celebrate Freedom Week: FL Statute: 1003.421 Recitation of the Declaration of Independence.—
Last full week of (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
the month 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
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.
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 and activities.
(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.”
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7TH GRADE CIVICS TABLE OF CONTENTS
7TH GRADE CIVICS DIA (DISTRICT INTERIM ASSESSMENT) WINDOWS
Page # Organizing Principle Timeline District Interim Assessment (DIA) Testing Windows
pp. 14-16
pp. 17-19 2 Weeks OP 1: Roles and Responsibilities of September 9 -
pp. 20-22 August 21st – September 5th
pp. 23-25 Citizenship September 15
pp. 26-28 4 Weeks
pp. 29-31 September 6th – October 4th OP 2: Political Heritage/Founding Fathers October 5 –
pp. 32-34
pp. 35-37 3 Weeks OP 3: Constitutional Convention October 18
pp. 38-40 October 5th – October 27th October 27 –
N/A 3 Weeks OP 4: Bill of Rights and Other November 9
pp. 41-46 October 30th – November 21st November 27 –
6 Weeks Amendments December 20
November 27th – January 26th OP 5: Three Branches of Government January 29 –
2 Weeks February 9
January 29th – February 12th OP 6: Federalism and Role of Government February 13 –
2 Weeks OP 7: American Legal System February 23
February 13th – February 28th March 1 –
3 Weeks OP 8: Political Parties, Elections and March 23
March 1st – March 30th April 2 – April
2 Weeks Public Opinion 13
April 2nd – April 16th OP 9: US Foreign Policy April 17 –
2 Weeks End of Year Review Window April 30
April 17th – April 30th TBA – until
Post EOC – May 30th
EOC Test
OP 10, 11, 12 Economics Post EOC Test
Dates
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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).
SS.7.C.2.12 Develop a plan to resolve a state or local problem by researching public policy alternatives, identifying appropriate
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SS.7.C.2.13 government agencies to address the issue, and determining a course of action.
SS.7.C.4.1 Examine multiple perspectives on public and current issues.
SS.7.C.4.2 Differentiate concepts related to United States domestic and foreign policy.
SS.7.C.4.3 Recognize government and citizen participation in international organizations.
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 corresponding
SS.7.C.3.4 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.
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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.
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Organizing Principle 1: Citizens of the United States of America have certain rights, duties, 2 weeks / August 21st – September 6th
and responsibilities.
Measurement Topics Curriculum Standards Benchmarks Vocabulary Content Focus
Terms
**Define the term "citizen," and identify legal means of becoming a SS.7.C.2.1 Citizen
United States citizen. SS.7.C.2.2 Citizenship Alien
SS.7.C.2.3 Civics Common Good
1. Define citizenship as stated in the Fourteenth Amendment. Cultural Diffusion Law of Blood
2. Evaluate the impact of the naturalization process on society, Duty Law of Soil
Ethnic group Immigrant
government, or the political process. Government Obligation
**Evaluate the obligations citizens have to obey laws, pay taxes, Natural Born Petition
defend the nation, and serve on juries. Naturalization Resident alien
Oath Responsibility
1. Recognize the concept of common good as a rationale for fulfilling Public Policy Selective service
the obligations and/or responsibilities of citizenship. Refugee
Roles and Right
Responsibilities of 2. Use scenarios to assess specific obligations and/or responsibilities of Selective Service
Citizenship citizens as they relate to active participation in society and (Draft)
government.
3. Distinguish between obligations, responsibilities, and duties.
4. Examine the significant contributions of citizens to a democratic
society.
5. Identify the consequences or predict the outcome on society of
citizens that do not fulfil their citizenship responsibilities.
Experience the responsibilities of citizens at the local, state, or
federal levels.
Conduct a service project to further the public good. SS.7.C.2.14
Locate major cultural landmarks that are emblematic of the United SS.7.G.2.1
States.
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 SS.7.G.4.1
throughout North America.
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Resources Roles and Responsibilities of Citizenship
Textbook McGraw Hill- Civics, Economics, and Geography Edition: Ch. 1,2,3
Safari We the People: Lessons 4, 29, and 30
Montage/Videos Safari Montage: Rights and Responsibilities (Schlessinger)
Websites
iCivics Lessons US Citizenship and Immigration Services Stossel in the Classroom
CPLAMS • Citizenship: Just the Facts • http://www.uscis.gov/portal/site/usc • http://stosselintheclassroom.org/
Resources • Citizen me is (naturalization test)
• Global You • http://www.census.gov Quizlet.com
History Alive! • Students Engage
Mini DBQ Binder • Activate Game Constitutional Rights Foundation Lessons Floridastudents.org
• Trip around the World • www.ellisisland.org Colonists: What Were They Thinking?
• Civic Heroism WebQuest • www.crf-usa.org http://floridastudents.org/PreviewResource/Stu
• Immigration WebQuest dentResource/102484
• Immigration Nation Game Florida Joint Center for Citizenship See main site for more resources
• The Fourth Branch: You!
• Responsibility Launcher http://floridacitizen.org Mr. Raymond’s Videos
Game https://www.youtube.com/watch?v=oynRofbXB
Lesson Plans: 4s
2.1: Citizenship
2.2: Obligations & Responsibilities of Citizens
URL: http:www.cpalms.org/public/search/Search
Instructions:
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 further 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)
What types of Citizens Does a Democracy Need?
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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 6th - October 4th
and systems and the creativeness of the Founding Fathers. Includes “Celebrate Freedom Week”
Measurement Topics Curriculum Standards Benchmarks Vocabulary Content Focus
Terms
*Recognize how Enlightenment ideas including Montesquieu's view of SS.7.C.1.1 Boycott
separation of power and John Locke's theories related to natural law and SS.7.C.1.2 Constitutional Absolute
how Locke's social contract influenced the Founding Fathers. SS.7.C.1.3 monarchy monarchy
1. Examine how Enlightenment ideas influenced the Founders’ beliefs about Delegate Assent
individual liberties and government. Democracy Individual
2. Evaluate the influence of Montesquieu’s and Locke’s ideas on the Founding Direct Democracy Liberties
Fathers. Duty (Taxation) Limited
*Trace the impact that the Magna Carta, English Bill of Rights, Mayflower Grievances Monarchy
Compact, and Thomas Paine's "Common Sense" had on colonists' views of Legislature Natural Law
government, and on the purposes of government. Liberty Oppression
Limited Government Republic
America’s Political *Describe how English policies and responses to colonial concerns led to the Majority rule Self-Government
Heritage writing of the Declaration of Independence. Proclamation Self-Evident
Repeal Separation of
1. Recognize the themes of taxation without representation and Representative Powers
individual rights. Democracy Social Contract
*Analyze the ideas (natural rights, role of the government) and complaints Tyranny
set forth in the Declaration of Independence.
1. Recognize the following colonial complaints: imposing taxes SS.7.C.1.4
without consent, suspending trial by jury, limiting judicial powers,
quartering soldiers, and dissolving legislatures. SS.7.C.1.9
2. Identify the natural rights expressed in the Declaration of SS.7.C.3.1
Independence.
3. Recognize the connection between specific grievances and
violations of natural rights.
*Define the rule of law and recognize its influence on the development of the
American legal, political, and governmental systems.
1. Assess the importance of rule of law in protecting citizens from
arbitrary and abusive uses of power.
****Compare different forms of government (direct democracy,
representative democracy, socialism, communism, monarchy, oligarchy,
autocracy).
1. Analyze scenarios describing various forms of government.
2. Understand definitions of the various forms of government.
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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 Florida Joint Center for Citizenship
• Who Rules • http://stosselintheclassroom.org www.floridacitizen.org
Lesson Plans:
• Limiting Government Constitutional Rights Foundation Lessons
1.1: Influence of the Enlightenment
• Why Government • http://www.crf-usa.org/bill-of- 1.2: Influences on Colonists’ Views of
Government
• Cradle of Democracy rights-in-action/ 1.3: Colonial Concerns and the Writing of
the Declaration of Independence
• Hey, King: Get off our Backs • www.Floridacitizen.org 1.4: Declaration of Independence
• Wanted: Just Right Mr. Raymond’s Videos 1.9: Rule of Law
3.1: Comparing Forms of Government
Government https://www.youtube.com/watch?v=_r52- Quizlet.com
• Colonial Influences 7jMRXA Floridastudents.org
• Rule of Law https://www.youtube.com/watch?v=tfz1J7yG Enlightenment Ideas and Founding
iCivics Influence Library Mini-Lessons OnQ Fathers
http://floridastudents.org/PreviewResou
• John Locke Mini Lesson rce/StudentResource/101384
• Thomas Jefferson Mini Lesson
• Enlightenment Mini Lesson
• Montesquieu Mini Lesson
CPALMS URL: http:www.cpalms.org/public/search/Search 1.1: 3 Tutorials
Instructions: 1.2: N/A
Page 15 7TH Grade Civics
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1. Click the live above (paste into address bar if live link is not 1.3: 3 Tutorials, 1 Lesson Plan
available) 1.4: 2 Tutorials, 1 Lesson Plan
1.9: 3 Tutorials
2. Input standard within search field 3.1: N/A
3. Click Search
4. Click resource attached to standard for further information
DBQ Binder/History History Alive: The Constitution in a New Nation
Alive!
• Lesson 1.1 Can People Be Trusted to Govern? Constitution Binder
Mini DBQ Binder
Assessment • Lesson 1.1 (WH-10-1) in Tab # 7 The Challenge of Ruling: Forming a Government
Florida Standards • Lesson 1.2 (WH-10-01) in Tab # 7 Debating the Ideal Form of Government: A Meeting of Minds
Alignment
• Lesson 4.1 (USH 8-2) Tab A Making Sense of Common Sense
Reading 1,2,8
(LAFS.68.RH.1.1) • Lesson 4.4 (USH-8-2) Tab A Analyzing the Declaration of Independence
(LAFS.68.RH.3.8)
The Ideals of the Declaration: Which is the most important?
Writing 1
(LAFS.68.WH.1.1) 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”
END OF 1st GRADING PERIOD
October 16th Teacher Duty Day
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Organizing Principle 3: The Constitution was created as a framework for our government and 3 weeks/October 5th – October 27th
was based on principles expressed in the Declaration of Independence.
Measurement Topics Curriculum Standards Benchmarks Vocabulary Content Focus
Terms
The Constitutional *Identify how the weaknesses of the Articles of Confederation led to SS.7.C.1.5 Amendment
Convention the writing of the Constitution. SS.7.C.1.6 Anti-Federalists Shays’s Rebellion
SS.7.C.1.7 Article Debt
1. Students will identify the following weaknesses: Bicameral Constitutional
-Congress did not have the power to tax, regulate trade, or enforce laws; Confederation Convention
-The AOC did not have an executive or judicial branch; Constitution Constitutional
-Changes to the AOC required unanimous consent of the 13 states. Electoral College Government
Executive Branch Ordain
*Interpret the intentions of the Preamble of the Constitution. Federalism Federalist Papers
1. Students will explain how the Preamble serves as an introduction to Federalists Antifederalist
the U.S. Constitution; Framers Papers
2. Preamble establishes the goals and purposes of the government; Great Compromise Governor
- Identify six goals and purposes set forth in the Preamble (i.e. Judicial Branch President
form a more perfect union, establish justice, ensure domestic Legislative Branch Prime Minister
tranquility, provide for the common defense, promote the Limited government
general welfare, and secure the blessings of liberty to ourselves New Jersey Plan
and our posterity). Northwest Ordinance
3. Students will recognize the intention of the phrase “We the People”. Ordinance of 1785
Popular Sovereignty
*Describe how the Constitution limits the powers of government through Preamble
separation of powers and checks and balances. Ratify
Supremacy clause
1. Explain the concept of limited government as set forth in the U.S. Three-fifths
Constitution; Compromise
2. Recognize examples of separation of powers and checks and Virginia Plan
balances.
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*Explain the viewpoints of the Federalists and the Anti-Federalists SS.7.C.1.8
regarding the ratification of the Constitution and inclusion of a bill of SS.7.C.3.2
rights. SS.7.C.3.5
1. Recognize the Anti-Federalists’ reasons for the inclusion of a
bill of rights in the U.S. Constitution.
****Compare parliamentary, federal, confederal, and unitary systems
of governments.
1. Compare the organizational structures of systems of government;
2. Recognize examples of these systems of government;
3. Analyze scenarios describing various systems of government.
****Explain the Constitutional amendment process.
1. Identify the correct sequence to propose and ratify amendments
to the U.S. Constitution;
2. Recognize the significance of the difficulty of formally amending
the Constitution;
3. Recognize the importance and purpose of a formal amendment
process.
Resources The Constitutional Convention
Textbook McGraw Hill- Civics, Economics, and Geography Edition: Chapter 5
We the People:
Safari • Lessons 10, 11, 12, 13, 14, 15, and 18
Montage/Videos Safari Montage:
• Creating a New Nation (1783-1791) (Schlessinger)
• History of the U.S. Government (Schlessinger)
YouTube:
• School House Rock: Preamble
Flocabulary:
• A More Perfect Union
Websites • Jefferson vs. Hamilton Constitutional Rights Foundation Florida Joint Center for Citizenship
iCivics Lessons Lessons
www.floridacitizen.org
• Anatomy of a Constitution • http://www.crf-usa.org/bill-of-
• The Electoral Process/PPT rights-in-action/ Lesson Plans:
• James Madison Mini Lesson 1.5: Articles of Confederation
National Constitution Center 1.6: The Preamble of the U.S. Constitution
(Influence Library)
Page 18 7TH Grade Civics
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Constitutional Convention Mini Lesson • www.constitutioncenter.org 1.7: Constitutional Limits on the Powers of
(Influence Library) Newspapers in Education Government
• Federalism Debate • http://nieonline.com/ 1.8: Federalist, Anti-Federalist, and the
McGraw-Hill Networks Stossel in the Classroom Constitution
• James Madison Biography reading • http://stosselintheclassroom.or 3.5: Amending the U.S. Constitution
activity from McGraw-Hill Networks g Floridastudents.org
ResourcesBiographies James Quizlet.com From Confederation to Constitution:
http://floridastudents.org/PreviewResourc
Madison
e/StudentResource/116010
See site for more resources
CPLAMS URL: http:www.cpalms.org/public/search/Search 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 further information
DBQ Binder/History History Alive: The Constitution in a New Nation
Alive • Lesson 1.2 Experiencing the Weakness of the Articles of Confederation
• Lesson 1.3 Analyzing Features of the Articles of Confederation
• Lesson 1.4 Spelling Out the Weaknesses of the Articles
• Lesson 2.1 The Convening of the Constitutional Convention
• Lesson 2.2 The Compromises of the Constitution
Mini DBQ in Civics The Preamble and the Federal Budget: Are we Slicing the Pie Correctly?
Binder How did the Constitution Guard Against Tyranny?
Should the Electoral College Be Abolished?
Assessment Test Bank
Research:
• Compare and contrast the early state constitutions of Massachusetts and Virginia.
• Prepare for and participate in a mock constitutional convention.
• Memorize the Preamble to the Constitution.
• Determine all the cities that once served as capital of the United States before Washington D.C.
Florida Joint Center for Citizenship
www.floridacitizen.org
Level 1, 2, 3 Questions
1.1 Assessment, Item Specs
1.2 Assessment, Item Specs
1.3 Assessment, Item Specs
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1.4 Assessment, Item Specs
1.9 Assessment, Item Specs
3.1 Assessment, Item Specs
Florida Standards Activities
Alignment
Persuasive Writing Activity from iCivics: So You Think You Can Argue
Reading: 2, 4, 7 http://cdn.icivics.org/sites/default/files/uploads/So%20You%20Think%20You%20Can%20Argue.pdf
(LAFS.68.RH.1.2)
(LAFS.68.RH.2.4) McGraw-Hill Graphic Novel: America’s Citizen Soldier
(LAFS.68.RH.3.7) http://connected.mcgraw-hill.com/media/repository/private_data/DOC/50000070/42/19.pdf
Writing: 1, 4, 5
(LAFS.68.WH.1.1)
(LAFS.68.WH.2.4
Page 20 7TH Grade Civics
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Organizing Principle 4: The Bill of Rights and later amendments were created to protect 3 Weeks/ October 30th – November 21st
the authority of states and the rights and liberties of American citizens.
Measurement Topics Curriculum Standards Benchmarks Vocabulary Content Focus Terms
The Bill of Rights and **Evaluate rights contained in the Bill of Rights and other SS.7.C.2.4 Assembly Appellate process
Other Amendments amendments to the Constitution. SS.7.C.2.5 Bail Civil disobedience
SS.7.C.3.6 Black codes Civil Rights Acts of 1964
1. Recognize the five freedoms protected by the first amendment; SS.7.C.3.7 Censorship Civil Rights Act of 1968
Civil liberty Cruel and unusual
2. Use scenarios to identify rights protected by the Bill of Rights; Civil right punishment
Free speech Double jeopardy
3. Reference in Discussion: Tinker v. Des Moines, Hazelwood School District Indictment Due process
Libel Economic freedom
v. Kuhlmeier, Miranda v. Arizona, Gideon v. Wainwright, and In re Gault. Petition Eminent Domain
Poll tax Equal protection
**Distinguish how the Constitution safeguards and limits individual Probable cause under the law
rights. Quartering Equal rights amendment
Search warrant Ex post facto law
1. Examine the role of the judicial branch of government protecting Self- Forced internment
individual rights; incrimination Habeas corpus
Slander Independent judiciary
2. Use scenarios to examine the impact of limits on individual rights Suffrage Pleading the fifth
on social behavior; Precedent
Privacy
3. Examine rationales for limiting individual rights; Property rights
4. Recognize that rights are protected, but are not unlimited. Right to bear arms
**Evaluate Constitutional rights and their impact on individuals and Right to legal counsel
society. Search and seizure
1. Recognize how the social, political, and economic systems in the States’ rights
Suffrage
U.S. depend on individual rights; Summary judgment
2. Use scenarios to recognize and/or evaluate options for exercising Trial by jury
Enumerated rights (9th
constitutional rights. amendment)
Voting Rights Act of 1965
**Analyze the impact of the 13th, 14th, 15th, 19th, 24th, and 26th
amendments on participation of minority groups in the American
political process.
1. Analyze historical scenarios to examine how these amendments
have affected participation in the political processes;
2. Recognize how the amendments were developed to address
previous civil rights violations;
3. Reference in Discussion: Plessy v. Ferguson and Brown v. Board of
Education.
Page 21 7TH Grade Civics
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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:
CPALMS • 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
Bad Romance – Women’s Suffrage
Flocabulary:
Bill of Rights
Civil Rights
Voting Rights Act & Selma March
Women’s Rights
iCivics Lessons Justice Teaching Lessons Newspapers in Education
• http://nieonline.com/
• Bill of Rights Game http://www.justiceteaching.org/lesson_plans.sht
Stossel in the Classroom
• Do I have a Right? ml • http://stosselintheclassroom.org
Game Florida Joint Center for Citizenship Floridastudents.org
Know Your Rights: Examining the Bill of
• You’ve Got Rights www.floridacitizen.org Rights:
Lesson Lesson Plans: http://floridastudents.org/PreviewResource
2.4: Rights in the U.S. Constitution /StudentResource/119020
• The Road to Civil Rights 2.5: The U.S. Constitution and Individual Rights See site for more resources
Constitutional Rights 3.6: The Impact of Constitutional Rights
Foundation Lessons 3.7: The Evolution of Voting Rights
• http://www.crf-
usa.org/bill-of-rights- Quizlet.com
in-action/
URL: http:www.cpalms.org/public/search/Search
Instructions:
1. Click the live 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 further information
Page 22 7TH Grade Civics
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DBQ Binder/History 2.4: 21 Tutorials, 1 Video/Audio Florida Joint Center for Citizenship
Alive! 2.5: 17 Tutorials, 1 Video/Audio, 1 Lesson Plan
3.6: 17 Tutorials, 2 Lesson Plans and 3.7: 3 Tutorials www.floridacitizen.org
Mini DBQ in Civics
Binder History Alive: The Constitution in a New Nation Level 1, 2, 3 Questions
Assessment • Lesson 3.1 Considering A Parents’ Bill of Rights
• Lesson 3.2 Creating a Students’ Bill of Rights 3.4 Assessment, Item Specs
Florida Standards • Lesson 3.3 Understanding the Bill of Rights 3.5 Assessment, Item Specs
Alignment • Lesson 3.4 Imagining Life Without the Bill of Rights
a. Assessment, Item Specs
Reading: 1, 2,7 History Alive: The Constitution in a New Nation b. Assessment, Item Specs
(LAFS.68.RH.1.1) • Culminating Project: Create a Parade Float
(LAFS.68.RH.1.2)
(LAFS.68.RH.3.7) Should Schools Be Allowed to Limit Students’ Online Speech?
Search and Seizure: Did the Government go too Far?
Writing: 1, 2, 6
(LAFS.68.WH.1.1) Research:
(LAFS.68.WH.1.2) • State governments already had bills of rights in their constitutions before the
(LAFS.68.WH.2.6) U.S. Constitution was ratified. Research the reasons why some founders still
wanted a bill of rights added to the federal constitution.
• Rank the first eight amendments in order of importance and justify the position
of each in the ranking.
• Determine how the 9th and 10th Amendment were designed to limit the power of
the federal government and preserve the peoples’ freedom and the powers of
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
Activities
McGraw-Hill Technology Extension: Voice Thread Photo Essay
http://connected.mcgraw-hill.com/media/repository/private_data/DOC/50000075/14/99.pdf
McGraw-Hill Graphic Novel: Great Moments in the History of Law
http://connected.mcgraw-hill.com/media/repository/private_data/DOC/50000070/41/95.pdf
Page 23 7TH Grade Civics
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Organizing Principle 5: The Founding Fathers created the three branches of government 6 Weeks/ November 27th – January 26th
to help prevent governmental abuse of power.
Measurement Topics Curriculum Standards Benchmarks Vocabulary Content Focus
Terms
The Three Branches *Describe how the Constitution limits the powers of government through SS.7.C.1.7 Ambassador
of Government separation of powers and checks and balances. SS.7.C.3.3 Amnesty Armed Forces
SS.7.C.3.8 Census Cabinet
1. Explain the concept of limited government as set forth in the U.S. Concurrent Powers Caucus
Constitution; SS.7.C.3.9 Confederation Chief Justice
2. Recognize examples of separation of powers and checks and Constituent Coin/Print money
balances. House of Committees
Representatives Concurrent Powers
****Illustrate the structure and function (three branches of government Majority party Constitutional
established in Articles I, II, and III with corresponding powers) of government Minority party Government
in the United States as established in the Constitution. Senate Declare war
Executive order Delegated Powers
1. Compare the roles and responsibilities of the three branches of the Federalism Elastic Clause
federal government; Filibuster Enumerated Powers
Judicial review Foreign relations
2. Identify the general powers described in Articles I, II, and III of the U.S. Jurisdiction Governor
Constitution. Pardon Impeach
Pocket veto Implied Powers
****Analyze the structure, functions, and processes of the legislative, Reserved Powers Majority Leader
executive, and judicial branches. Majority Vote
Minority Leader
1. Examine the following processes of the legislative branch: Necessary and Proper
-How a bill becomes a law, appointment confirmation, impeachment Pardon
(United States v. Nixon),committee selection President Pro Tempore
Presidential appointment
2. Examine the following processes of the executive branch: Prime Minister
-Executive order, veto, appointments Regulation of Immigration
School Boards
3. Examine the following processes of the judicial branch: Speaker of the House
-Judicial review (Marbury v. Madison (1803), court order, writ of certiorari, Special Interest Groups
Statute
summary judgment
Illustrate the law-making process at the local, state, and federal levels.
Page 24 7TH Grade Civics
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Page 25 7TH Grade Civics
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Resources The Three Branches of Government
Textbook
Safari McGraw Hill- Civics, Economics, and Geography Edition:
Montage/Videos
Websites • Ch. 7,8,9
We the People:
CPALMS
• 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 Stossel in the Classroom
• For the President, All in a Day's • Voting in Congress: More Yea or Nea • http://stosselintheclassroom.org
Work • Represent me Game Florida Joint Center for Citizenship
• George Washington Mini Lesson • Making Laws WebQuest www.floridacitizen.org
• Who Represents Me? WebQuest • Judicial Branch in a Flash Lesson Plans
1.7: Constitutional Limits on the Powers of
• Congress in a Flash Lesson • Court Quest Game Government
3.3: Structure and Function of Government
• Federal in Federalism • U.S. v. Nixon 3.2: Systems of Government
3.8: Processes and Lawmaking
• Executive Command Game • Marbury v. Madison Lesson 3.9: N/A
• Being President WebQuest *Overview Videos: Legislative, Executive, &
Judicial
Quizlet.com Floridastudents.org
Checks and Balances:
http://floridastudents.org/PreviewResource
/StudentResource/122742
See site for more resources
URL: http:www.cpalms.org/public/search/Search 1.7: 18 Tutorials
Instructions: 3.3: 49 Tutorials, 1 Video/Audio
3.2: 1
1. Click the live above (paste into address bar if live link is not 3.8: 49 Tutorials, 1 Lesson Plan, 1 Video/Audio
available) 3.9: 11 Tutorials
2. Input standard within search field
Page 26 7TH Grade Civics
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DBQ Binder/History 3. Click Search
Alive 4. Click resource attached to standard for further information
History Alive: The Constitution in a New Nation
Assessment • Lesson 2.3 Constitutional Card Sort
• Lesson 2.4 Maintaining the Balance of Power
Florida Standards • Lesson 2.5 Creating Metaphors for the Constitution
Alignment • Lesson 4.3 Building “A More Perfect Union”
• Lesson 5.3 Understanding the Legislative Process
Reading: 2, 4, 7 Test Bank
(LAFS.68.RH.1.2) Research:
(LAFS.68.RH.2.4) • Describe the process of how a bill becomes a law.
(LAFS.68.RH.3.7) • 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.
Writing: 1, 4, 5, 6 • Investigate instances when Presidents or high level government officials have been either censured or impeached
(LAFS.68.WH.1.1) Florida Joint Center for Citizenship
(LAFS.68.WH.2.4)
(LAFS.68.WH.2.6) www.floridacitizen.org
Level 1, 2, 3 Questions
3.7 Assessment, Item Specs
3.3 Assessment, Item Specs
3.2 Assessment, Item Specs
3.8 Assessment, Item Specs
Activities
Persuasive Writing Activity from iCivics: I Can’t Wear What?
http://www.icivics.org/teachers/lesson-plans/lesson-2-i-cant-wear-what
McGraw-Hill Graphic Novel: In the House
http://connected.mcgraw-hill.com/media/repository/private_data/DOC/50000070/41/91.pdf
McGraw-Hill Graphic Novel: The Impeachment of Andrew Johnson
http://connected.mcgraw-hill.com/media/repository/private_data/DOC/50000070/41/92.pdf
McGraw-Hill Technology Extension: Supreme Court Justice Autobiography Podcast
http://connected.mcgraw-hill.com/media/repository/private_data/DOC/50000075/14/96.pdf
End of 2nd Grading Period
December 21st
Page 27 7TH Grade Civics
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Organizing Principle 6: The Federal System was created to define the role of the national, 2 Weeks/ January 29th – February 12th
state, and local governments.
Measurement Topics Curriculum Standards Benchmarks Vocabulary Content Focus
Terms
Experience the responsibilities of citizens at the local, state, or SS.7.C.2.3 City Charter
federal levels. SS.7.C.2.12 Concurrent Supremacy Clause
***Develop a plan to resolve a state or local problem by powers Florida Declaration
researching public policy alternatives, identifying appropriate SS.7.C.3.4 County of Rights
government agencies to address the issue, and determining a County Seat
Federalism course of action. SS.7.C.3.13 Federal system
****Identify the relationship and division of powers between the SS.7.C.3.14 Line-item veto
federal government and state governments. Referendum
Reserved powers
1. Compare concurrent, enumerated, reserved, and delegated Special session
powers as they relate to state and federal government. Home rule
Ordinance
2. Analyze the issues related to the Tenth Amendment of the U.S. Rural
Constitution. Suburb
Town
****Compare the constitutions of the United States and Florida. Town meeting
1. Compare the amendment process of the U.S. and Florida Township
Constitution. Village
Urban
****Differentiate between local, state, and federal governments'
obligations and services.
Explain how federal, state, and local taxes support the economy as a SS.7.E.2.1
function of the United States government.
Page 28 7TH Grade Civics
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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 Constitutional Rights Foundation Stossel in the Classroom
• http://stosselintheclassroom.org
• The Capable County Lessons
Floridastudents.org
• Counties at Work - Game • http://www.crf- • http://floridastudents.org/PreviewResour
ce/StudentResource/126037
• The Great State usa.org/bill-of-rights-in- • This site deals with finding civic solutions
• The State Governor action/ to problems. Whose problem is it? Where
• State Power – Got a Florida Joint Center for Citizenship to go for solutions: volunteerism, local or
state gov’t.
Reservation? www.floridacitizen.org
• States Rule! - WebQuest 2.3 N/A Quizlet.com
• County Basics WebQuest 3.4 Federalism
• Comparative Constitutions Mock Trial
3.13 Comparing the U.S. and FL • http://www.mrdonn.org/government.htm
l#mock Three branches Game
Constitutions
3.14 Government Obligations and
Services
CPALMS URL: http:www.cpalms.org/public/search/Search 2.3: 10 Tutorials
Teacher Hints Instructions: 3.4: 4 Tutorial
3.13: 1 Lesson Plan
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.
Page 29 7TH Grade Civics
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Assessment McGraw-Hill Online
• Idea FactoryFlorida Constitution search Ch. 13 Lesson 1
• Ch. 13 lesson 4 Judicial metaphors
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) 2.4 N/A
Writing: 1, 2, 6 4.12 Assessment, Item Specs
(LAFS.68.WH.1.1) 3.5 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
http://connected.mcgraw-hill.com/media/repository/private_data/DOC/50000070/9/69.pdf
Page 30 7TH Grade Civics
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Organizing Principle 7: The American legal system exists to protect citizens’ rights and 2 Weeks/ February 13th - February 28th
freedoms.
Measurement Topics Curriculum Standards Benchmarks Vocabulary Content Focus
SS.7.C.2.6 Terms
Simulate the trial process and the role of juries in the administration SS.7.C.3.10 Bail
of justice. SS.7.C.3.11 Complaint Appeal
Concurring opinion Appellate Court
*Identify sources and types (civil, criminal, constitutional, military) SS.7.C.3.12 Constitutional law Circuit Courts
of law. Cross-examination Common Law
Custody County Courts
1. Use examples of historical law codes to identify how laws Damages District Court of
originated and developed in Western society. Defendant Appeals
Deliberations Florida Supreme
2. Recognize constitutional, statutory, case and common law as Dissenting opinion Court
sources of law. Double jeopardy Judge
Due process Judicial Review
****Diagram the levels, functions, and powers of courts at the Ex post facto law Jurisdiction
state and federal levels. Exclusionary rule Justice
Felony Juvenile Law
1. Recognize that the powers and jurisdiction of the state and federal Juvenile delinquent Statutory Law
courts are derived from their respective constitutions. Lawsuit U.S. Circuit Court
Misdemeanor of Appeals
2. Students will compare appellate and trial processes. Negligence U.S. District
Plaintiff Courts
The American Plea Bargaining U.S. Supreme
Legal System Precedent Court
Presumption of Trial court
**Analyze the significance and outcomes of landmark Supreme innocence Writ of certiorari
Court cases including, but not limited to, Marbury v. Madison, Prosecution District of
Plessy v. Ferguson, Brown v. Board of Education, Gideon v. Search warrant Columbia v.
Wainwright, Miranda v. Arizona, in re Gault, Tinker v. Des Moines, Sentence Heller
Hazelwood v. Kuhlmeier, United States v. Nixon, and Bush v. Gore. Subpoena
Summons
Tort
Verdict
Page 31 7TH Grade Civics
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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
• The Judicial Branch (Schlessinger) • To Kill A Mockingbird (or novel by Harper Lee)
Websites
• 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 Make Your Case – Online Courtroom
• Appellate Courts "Let's Take • http://www.justiceteaching.org/lesson Simulation
it Up" _plans.shtml • www.streetlaw.org
• Argument Wars Game • You and the Law; Quiz Show You and Florida Joint Center for Citizenship
• Interpreting the Constitution the Law; Quiz Show: So You Want to be www.floridacitizen.org
• The Courts in a Nutshell as Smart as a State Court Judge Lesson Plans:
• In the Courts WebQuest Mock Oral Arguments 2.6: N/A
• In the Courts • http://www.floridasupremecourt.org/e 3.10: Sources and Types of Law
• Sources of Law ducation/tours/mockoa.shtml 3.11: Federal and State Courts
3.12: Two PowerPoints provided (civil liberties &
Stossel in the Classroom
civil rights)
• http://stosselintheclassroom.org
Mock Trial Quizlet.com
• http://www.mrdonn.org/government.h
tml#mock Floridastudents.org
• http://www.lawlessons.ca/teaching- http://floridastudents.org/PreviewResource/Stud
resources/mock-trial-scripts entResource/128054
Provides both scripted and non- Interactive tutorial for juries and trials.
scripted trials.
CPALMS URL: http:www.cpalms.org/public/search/Search 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
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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
History Alive: The Constitution in a New Nation
DBQ Binder/History • Lesson 5.1 Judging Court Cases
Alive • Lesson 5.2 Drafting a Legal Opinion
Mini DBQ in Civics Is the American Jury System still a good idea?
Binder
Assessment • McGraw-Hill Idea Factory- Ch. 15 Lesson 2: “Writing laws Florida Joint Center for Citizenship
Florida Standards for Unlawfulvania” www.floridacitizen.org
Alignment
• Foldable- Criminal and Civil law Ch. 16 Level 1, 2, 3 Questions
Reading: 2, 4, 5, 6, 7 • Mock Trial Comic summary Ch. 16 technology extension
(LAFS.68.RH.1.2) Test Bank 3.10 Assessment, Item Specs
(LAFS.68.RH.2.4) Research: 3.11 Assessment, Item Specs
(LAFS.68.RH.2.5) 3.12 Assessment, Item Specs
(LAFS.68.RH.2.6)
(LAFS.68.RH.3.7) • Prepare for and participate in a mock trial.
Writing: 1, 4, 5 • Research a current case before the Florida or Federal
(LAFS.68.WH.1.1)
(LAFS.68.WH.2.4) Supreme Court.
(LAFS.68.WH.2.5)
Activities
McGraw-Hill Graphic Novel: Breaking the Law
http://connected.mcgraw-hill.com/media/repository/private_data/DOC/50000070/42/18.pdf
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 political 3 Weeks/March 1st - March 30th
process.
Measurement Topics Curriculum Standards Benchmarks Vocabulary Content Focus
SS.7.C.2.7 Terms
Conduct a mock election to demonstrate the voting process and its SS.7.C.2.8 Ballot
impact on a school, community, or local level. (Bush v. Gore, 2000) Caucus Communist Party
SS.7.C.2.9 Closed primary Democratic Party
***Identify America's current political parties, and illustrate their Open primary Libertarian Party
ideas about government. SS.7.C.2.10 Mass media Lobbying
SS.7.C.2.11 National Lobbyist
1. Students will compare current political parties’ ideas about government. convention Political Action
2. Students will evaluate the impact political parties have on society, Platform Committee
Political machine Propaganda
government, or the political system. Polling place Republican Party
Precinct Socialist Party
***Evaluate candidates for political office by analyzing their Referendum Special Interest
qualifications, experience, issue-based platforms, debates, and Third party Watchdog
political ads. Two-party
Political Parties, system
Elections, and Public 1. Students will identify the constitutional requirements to run for federal Voter turnout
Opinion Electoral College
political office. Popular vote
Public opinion
2. Students will identify the requirements to run for state and local political poll
Winner-take-all
office. system
**Examine the impact of media, individuals, and interest groups on SS.7.C.2.13
monitoring and influencing government.
1. Students will identify and evaluate the methods used by interest
groups and the media to monitor and/or influence the government.
**Analyze media and political communications (bias, symbolism,
propaganda).
1. Students will use scenarios to identify bias, symbolism, and propaganda.
2. Students will evaluate how bias, symbolism, and propaganda can impact
public opinion.
**Examine multiple perspectives on public and current issues.
1. Students will identify groups that influence public perspectives.
2. Students will use scenarios to understand the reaction or perspective of
different groups.
3. Students will examine how multiple perspectives shape participation in the
political process.
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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:
DBQ Binder/History • Mr. Smith Goes to Washington Political Parties Epic Remix
Alive
Voting Rap
iCivics Lessons The Democracy Project Florida Joint Center for Citizenship
• One Big Party? • http://pbskids.org/democracy/parentsedu www.floridacitizen.org
• Electoral Process cators/ Lesson Plans:
• Candidate Evaluation
• Cast Your Vote - Game Political Party Websites 2.8 Political Parties
• Voting Rights • http://www.democrats.org
• Got Ballot? • http://www.rnc.org 2.9 Candidates and Elections (student
• Mock Election Simulation • http://www.greenparty.org/index.php voting election simulation/user guide)
• Propaganda: What’s the 2.10 Monitoring and Influencing
Newspapers in Education Government
Message? • http://nieonline.com/ 2.11 Media and Political Communication
2.13 Understanding Issues Through
Stossel in the Classroom Multiple Perspectives
• Interest Groups • •http://stosselintheclassroom.org
• The Public Sphere
• The role of Media
• The Fourth Branch: You!
• Win the Whitehouse – Game
• Represent Me Game
URL: http:www.cpalms.org/public/search/Search 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
History Alive: The Constitution in a New Nation
• Lesson 4.1 Illustrating Hamiltonian and Jeffersonian Ideals
• Lesson 4.2 Giving Voice to Jefferson and Hamilton
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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
http://connected.mcgraw-hill.com/media/repository/private_data/DOC/50000070/41/89.pdf
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
END OF 3RD GRADING PERIOD
March 9th
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Organizing Principle 9: United States foreign policy directly impacts our nation and events 2 Weeks/ April 2nd – April 16th
throughout the world.
Measurement Topics Curriculum Standards Benchmarks Vocabulary Content Focus
Terms
U.S. Foreign Policy **Examine multiple perspectives on public and current issues. SS.7.C.2.13 Communism
1. Identify groups that influence public perspectives. SS.7.C.4.1 Ethnic group Alliances
2. Use scenarios to understand the reaction or perspective of SS.7.C.4.2 Embargo Allies
different groups. SS.7.C.4.3 Genocide Ambassadors
3. Examine how multiple perspectives shape participation in the Global Bay of Pigs
political process. interdependence Cuban Missile Crisis
Internationalism Diplomacy
***Differentiate concepts related to United States domestic and Imperialism Diplomats
foreign policy. Isolationism Doctrine
Human rights Domestic Affairs
1. Identify the goals and objectives of U.S. domestic and foreign Humanitarian Aid Embassies
policy. Prisoner of war Foreign Affairs
Refugee Gulf Wars I and II
2. Recognize the role of the U.S. State Department in foreign affairs. Tariff International Relations
3. Analyze the domestic implications of U.S. domestic and foreign Weapon of mass INGO
destruction International Red
policy. Cross/Red Crescent
Iran Hostage Crisis
***Recognize government and citizen participation in Korean War
international organizations. NATO
NGO
1. Recognize that international organizations may be located in the NAFTA
United States. Secretary of State
Terrorism
2. Describe ways that citizens and government can seek Treaty
participation in international organizations. UNICEF
United Nations
3. Examine the ways that government and individuals may support Vietnam War
international organizations. World Court
World War I and II
***Describe examples of how the United States has dealt with WTO
international conflicts.
1. Identify the reasons for the United States becoming involved in
past international conflicts.
2. Analyze primary source documents pertaining to international
incidents to determine the course of action taken by the U.S.
3. Identify different methods used by the United States to deal with
international conflicts.
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Resources U.S. Foreign Policy
Textbook McGraw Hill- Civics, Economics, and Geography Edition: Ch. 25
Safari Safari Montage
Montage/Videos *U.S. Foreign Policy (Schlessinger)
Websites
iCivics Lessons CIA World Factbook Florida Joint Center for
• Foreign Policy: War & • https://www.cia.gov/library/publications/the- Citizenship
Peace and Everything in world-factbook/index.html
Between www.floridacitizen.org
• Conflict and Cooperation Constitutional Rights Foundation Lessons
• International Influence • http://www.crf-usa.org/bill-of-rights-in-action/ Lesson Plans:2.13 Understanding
• International
Organizations United Nations Issues Through Multiple Perspectives
• Crisis of Nations Game http://www.un.org/en/ 4.1 Understanding U.S. Domestic
Newspapers in Education and Foreign Policy
Quizlet.com 4.2 Government and Citizen
• http://nieonline.com/ Participation in International
Stossel in the Classroom Organizations (2.13, 4.1, 4.2, 4.3)
http://stosselintheclassroom.org 4.3 The U.S. and International
Conflict
Floridastudents.org
http://floridastudents.org/Previe
wResource/StudentResource/122
028
See site for more resources
CPALMS URL: http:www.cpalms.org/public/search/Search 2.13: 3 Tutorials, 1 Lesson Plan
Instructions: 4.1: 5 Tutorials, 1 Lesson Plan
4.2: 1 Tutorial
1. Click the live above (paste into address bar if live link is not 4.3: 2 Lesson Plan
available)
2. Input standard within search field
3. Click Search
4. Click resource attached to standard for further
information
Page 38 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
Alphabet Soup-Ch.25 Idea Factory positive impact in the world and then create a
biography, PowerPoint, or website, with an oral
• What Do You Know? Word Sort presentation of that person.
• Ch.25 Resources
• Guided Reading-Ch. 25 • Evaluate the United Nations Declaration of Human
Rights, the Declaration of Independence, and the
Research: Bill of Rights. Do you believe the United Nation’s
• Create a timeline focusing on the evolution of America’s document compliments or conflicts with the
foreign policy using the presidencies of Washington, American founding documents?
Monroe, Polk, McKinley, T. Roosevelt, Wilson, Truman,
Reagan, and G.W. Bush. Florida Joint Center for Citizenship
• Identify events or struggles since 1945 that have caused a
change in American foreign policy (i.e. creation of Israel, www.floridacitizen.org
WWII, Cold War, Oil Embargo, Nuclear Proliferation, 9/11).
• 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
Florida Standards Activities
Alignment
McGraw-Hill Graphic Novel and Opinion Writing: Happy Birthday!
Reading: 2, 4, 7, 8 http://connected.mcgraw-hill.com/media/repository/private_data/DOC/50000070/9/71.pdf
(LAFS.68.RH.1.2)
(LAFS.68.RH.2.4)
(LAFS.68.RH.3.7)
(LAFS.68.RH.3.8)
Writing: 1, 2, 3, 5
(LAFS.68.WH.1.1)
(LAFS.68.WH.1.2)
(LAFS.68.WH.1.3)
(LAFS.68.WH.2.5)
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Organizing Principle 10: The U.S. economy is the result of millions of decisions its residents EOC-End of Year
make every day about producing, earning, investing, and spending.
Measurement Topics Curriculum Standards Benchmarks Vocabulary
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 Annual
list the advantages and disadvantages of using credit. Consumerism percentage rate
Review the concepts of supply and demand, choice, scarcity, and Credit (APR)
opportunity cost as they relate to the development of the mixed Debt Borrower
market economy in the United States. Discretionary income Dividend
Discuss the function of financial institutions in the development of a Disposable income Interest
market economy. Incentive Loan
Assess how profits, incentives, and competition motivate individuals, Warranty Mutual funds
households, and businesses in a free market economy. 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/ Stossel in the Classroom
Writing: 1, 2, 4, 7, 9 •http://stosselintheclassroom.org
(LAFS.68.WH.1.1) (Google Title) http://www.crf-usa.org/bill-of-
(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
Page 41 7TH Grade Civics
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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.
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
The American Competition
Economy Explain how economic institutions impact the national economy. SS.7.E.3.4 Corporation
Entrepreneur
Compare and contrast the standard of living in various countries today to Franchise
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:
• Write an editorial discussing the ethical question of Florida’s sugar industry’s responsibility to keep the Everglades clean from
Florida Standards pollution.
Alignment • Evaluate whether or not labor unions are still necessary in America, and cite examples where they may be helpful or detrimental to
the economy.
Reading: 1, 2, 4, 6 • Compare the benefits of savings, money-market, CDs, and another type of investment accounts.
(LAFS.68.RH.1.1) Activities
(LAFS.68.RH.1.2)
(LAFS.68.RH.2.4) McGraw-Hill Primary Sources: Adam Smith – Wealth of Nations
(LAFS.68.RH.2.6) 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 economic EOC-End of Year
impacts on societies.
Vocabulary
Measurement Topics Curriculum Standards Benchmarks
SS.7.E.1.2 Public goods
The Government and Discuss the importance of borrowing and lending in the United States, Private goods
the Economy the government's role in controlling financial institutions, and list the SS.7.E.1.4 Monopoly
advantages and disadvantages of using credit. SS.7.E.1.6 Antitrust law
The Global Economy Discuss the function of financial institutions in the development of a SS.7.E.2.1 Merger
market economy. SS.7.E.2.2 Recession
Compare the national budget process to the personal budget process. SS.7.E.2.3 Depression
SS.7.E.3.1 Unemployment Rate
Explain how federal, state, and local taxes support the economy as a SS.7.E.3.2 Fixed income
function of the United States government. SS.7.E.3.3 Inflation
Describe the banking system in the United States and its impact on Bear/Bull market
the money supply. SS.7.E.3.4 Welfare
Identify and describe United States laws and regulations adopted to Worker’s Compensation
promote economic competition.
Explain how international trade requires a system for exchanging Export
currency between and among nations. Import
Assess how the changing value of currency affects trade of goods and Tariff
services between nations. Quota
Compare and contrast a single resource economy with a diversified Free Trade
economy. Balance of trade
Compare and contrast the standard of living in various countries Exchange rate
today to that of the United States using gross domestic product (GDP) Privatization
per capita as an indicator. 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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Safari Montage/Videos Federal Reserve Video
Websites
• Monetary Policy: Part Art, Part Science
Teacher Hints
iCivics • http://www.econedl Stossel in the Classroom
Assessment
• Banks, Credit, and the Constitutional Rights ink.org/ • http://stosselinthecla
Florida Standards
Alignment Economy Foundation Lessons ssroom.org
Reading: 1, 7 • Taxation • http://www.crf-
(LAFS.68.RH.1.1)
(LAFS.68.RH.3.7) • Government Spending usa.org/bill-of-rights-in-
Writing: 1, 4, 6 action/
(LAFS.68.WH.1.1)
(LAFS.68.WH.2.4) Use the Idea Factory Cornell Notes from McGraw-Hill for Chapters 21 - 24:
(LAFS.68.WH.2.6)
• Ch. 21: http://connected.mcgraw-hill.com/media/repository/private_data/DOC/50000324/53/75.pdf
• Ch. 22: http://connected.mcgraw-hill.com/media/repository/private_data/DOC/50000324/52/95.pdf
• Ch. 23: http://connected.mcgraw-hill.com/media/repository/private_data/DOC/50000324/53/81.pdf
• Ch. 24: http://connected.mcgraw-hill.com/media/repository/private_data/DOC/50000324/53/96.pdf
Research: • Create a graph illustrating the • Complete a 1040EZ form.
• Create a compare/contrast creation and growth of our national • Visit the Internal Revenue
graphic organizer for a debt. Service (IRS) web site or non-
command, market, mixed, and • Find the top five categories within partisan organizations such as
traditional economy. the federal budget for the last five the Tax Foundation to
• Compose a letter to a president years. Examine the trends in relation determine what percentage of
of another country to encourage to current events. taxes various income earners
them to change their nation to a • Research the effects of NAFTA on have paid in the last couple of
free enterprise system. the American economy and write a years. http://www.irs.gov/
letter to the President outlining your • http://www.taxfoundation.org/
position on the merits or detriments news/show/250.html
of the treaty.
Activities
McGraw-Hill Technology Extension: Making an Online Presentation on the History of Banking
http://connected.mcgraw-hill.com/media/repository/private_data/DOC/50000075/14/82.pdf
McGraw-Hill Graphic Novel: The History of Money
http://connected.mcgraw-hill.com/media/repository/private_data/DOC/50000070/9/70.pdf
END OF 4th GRADING PERIOD
Page 45 7TH Grade Civics
*Civics EOC Reporting Category 1 **Civics EOC Reporting Category 2 ***Civics EOC Reporting Category 3 ****Civics EOC Reporting Category 4
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MJ Civics and Civics Advanced 2016_2017 (FINAL)
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