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SCHOOL YEAR 2015 – 2016 Updated 9/14/2015
Bay District Schools Civics Curriculum Resource
Grade 7
Bay County School Board 1311 Balboa Avenue Panama City, FL 32405 (850) 767-4100
Table of Contents
SEVENTH GRADE CIVICS: M/J CIVICS Bay District Schools Civics Curriculum Resource Guide 2015 – 2016
Division of Teaching and Learning Page 1
Introduction…………………………………………………………………………………………………………………………………………………………………………………………….………………………….…pg. 2 General Information Regarding the Civics Curriculum Resource Guide………………………………...………………………………………….…………..…………………………….…………pg. 3 Civics Curriculum at a Glance…………………………………………………………………………………………………………………………………………….…………………………………………...…pgs. 4-7 Civics Curriculum Course Learning Goals by Organizing Principle………………………………………………………………………………………....…………..…………………………………pg. 8 Organizing Principle 1: Citizenship.……………………………………………………………………………………………………………………..………………………………………..…………………....…pg. 9 Organizing Principle 2: Civic Engagement/Influencing the Government………………………..…………………………………….……………………………………..……………….……...pg. 13 Organizing Principle 3: Elections………………………………………………………………………………………………………………..…………………………………………………………………..…...pg. 16 Organizing Principle 4: The Federal Government………………………………………………………………………………………………………………………………………….………………….…pg. 19 Organizing Principle 5: State Government…………………………………………………………………………………………………………………………………………………….……………………..pg. 24 Organizing Principle 6: Local Government……………………………………………………………………………………………………………………………………………….....……………………….pg. 27 Organizing Principle 7: Foundations of American Government……………………………………………………………………………………………………………………………………………pg. 31 Organizing Principle 8: The U.S. Constitution………………………………………………………………………………………………………………………………………………………………………pg. 35 Organizing Principle 9: Amendments to the U.S. Constitution………………………………………………………………………………………………………….…………………………………..pg. 39 Organizing Principle 10: The Legal System/Supreme Court Cases………………………………………………………………………………………………………………………………..……..pg. 43 Organizing Principle 11: Forms of Government………………………………………………………………………………………………………………………….………………………..……………...pg. 48 Organizing Principle 12: International Relations……………………………………………………………………………………………………………………………………..…………….……………pg. 51 Organizing Principle 13: Citizen Action………………………………………………………………………………………………………………………………………………………………………………..pg. 55 Organizing Principle 14: Reexamine Civics Active Learning Lessons…………………………………………………………………………………………………………………..……………….pg. 57 Organizing Principle 15: Economics……………………………………………………………………………………………………………………………………….…………………………..………………..pg. 59 Organizing Principle 16: Geography…………………………………………………………………………………………………………………………………..………………………………..………………pg. 61
SEVENTH GRADE CIVICS: M/J CIVICS Bay District Schools Civics Curriculum Resource Guide 2015 – 2016
Division of Teaching and Learning Page 2
SEVENTH GRADE: M/J CIVICS
Introduction: The Bay District Curriculum Resource guide based on the Next Generation Sunshine State Standards (NGSSS) contains the essential social studies knowledge all middle school Civics students must acquire. The NGSSS are content specific, and should guide a teacher to go more in depth with the course material they are teaching. The curriculum guide provides support to identify areas of coverage required verses teaching all the chapters in a textbook. The Bay District Curriculum Resource guide has embedded Florida Standards in all organizing principles to enhance learning opportunities and instructional delivery to ensure student success. Florida Standards for Literacy in History/Social Studies are not meant to replace content standards, but rather to supplement content with appropriate skills to prepare students to be college and career ready. Teachers are encouraged to use a variety of resources to teach both content and skills. To address the concern of the high mobility rate within the school district the order of instruction should be followed by all middle schools. The culmination of this course will be an End of Course Assessment (EOC) developed by The Florida Department of Education and administered electronically to seventh grade students. It is important to note that district curriculum resources are not static documents and are open to the revision process.
Course Description:
2106010 M/J CIVICS Course: The primary content for the course pertains to the principles, functions, and organization of government; the origins of the American political system; the roles, rights, responsibilities of United States citizens; and methods of active participation in our political system. The course is embedded with strong geographic and economic components to support civics education instruction.
2106020 M/J CIVICS Advanced: The seventh grade Advanced Civics course offers scaffolded learning opportunities for students to develop the critical skills of analysis, synthesis, and evaluation in a more rigorous and reflective academic setting. Students are empowered to perform at higher levels as they engage in the following: analyzing historical documents and supplementary readings, working in the context of thematically categorized information, becoming proficient in note-taking, participating in Socratic seminars/discussions, emphasizing free-response and document-based writing, contrasting opposing viewpoints, solving problems, etc. Students will develop and demonstrate their skills through participation in a capstone and/or extended research-based paper/project (e.g., history fair, participatory citizenship project, mock congressional hearing, projects for competitive evaluation, investment portfolio contests, or other teacher-directed projects).
Instructional Practices
Teaching from well-written, grade-level instructional materials enhances students’ content area knowledge and also strengthens their ability to comprehend longer, complex reading passages on any topic for any reason. Using the following instructional practices also helps student learning:
Reading assignments from longer text passages as well as shorter ones when text is extremely complex. Making close reading and rereading of texts central to lessons. Asking high-level, text-specific questions and requiring high-level, complex tasks and assignments. Requiring students to support answers with evidence from the text. Providing extensive text-based research and writing opportunities (claims and evidence).
SEVENTH GRADE CIVICS: M/J CIVICS Bay District Schools Civics Curriculum Resource Guide 2015 – 2016
Division of Teaching and Learning Page 3
General Information Regarding the Civics Curriculum Guide:
The curriculum resource guide provides curriculum resources and pacing for Civics, grade 7, in Bay District Schools. The order of instruction is included as a pacing reference. The guide is divided into 9 week segments and provides an estimate of the number of traditional days needed to complete instruction on a given
topic (Organizing Principle). Civics benchmarks are noted as mastery or introductory. Benchmarks for mastery should be taught in conjunction with introductory benchmarks
as part of comprehensive instruction for the organizing principles. Florida Standards are embedded in the district curriculum resource guide to insure appropriate recursive instruction of the FS. Slight variations in pacing may occur due to professional decisions made by the teacher or because of school schedules. The curriculum resource guide is separated into sixteen distinct sections to help teachers utilize its resources in planning for instruction. The BDS curriculum resource guide should help facilitate high quality instruction to maximize student achievement. Teachers should reflect throughout the year to address yearly revisions to the district curriculum resource guide. The core instructional resource utilized in the BDS curriculum resource guide is the 7th Grade Applied Civics Curriculum from the Florida Joint
Center for Citizenship. Please utilize the following instructions to go to the FJCC website to find lesson plans, PowerPoints, instructional videos, and sample test
questions to use in the classroom: o Directions for Log-In:
1. Go to http://floridacitizen.org/ 2. In the top right hand corner click login- put in your login information. ***If you do not have an account register for an account it is free and easy to use. 3. If you have forgotten your account password reset your password, and then check your junk folder in your email.
o Resources: 1. Once you have logged in click the top tab “Teacher Resources”. 2. On the pull down select the first option “7th Grade Applied Civics Resources for Civics Teachers”. 3. You will be routed to a screen with all of the Civics standards. 4. Select the standard that you are currently working on.
The BDS curriculum guide provides other supplemental resources to support civics instruction in the classroom including but not limited to, district approved textbook, iCivics, additional electronic materials, etc.
SEVENTH GRADE CIVICS: M/J CIVICS Bay District Schools Civics Curriculum Resource Guide 2015 – 2016
Division of Teaching and Learning Page 4
First 9 Weeks (8/18- 10/21) Procedures/Syllabus/Diagnostic: (8/18-8/21)
Citizenship: 8 Days (8/24- 09/02)
Civics Master: SS.7.C.2.1 – Lesson Plan Steps1– 38 & 45 (2Days), SS.7.C.2.2 -LessonSteps1-24(2 Days), SS.7.C.1.9 –Lesson Steps1– 19& 21 -36 (2 Days)
Geography:SS.7.G.1.3
FS: LAFS.68.RH.1,2,LAFS.68.RH.2.4,LAFS.68.WHST.1.2,LAFS.7.SL.1.1
Civic Engagement/Influencing the Government: 10 Days (09/03-9/17)
Civics Master: SS.7.C.2.10 – LessonPlanSteps11– 30, 48 – 52, 54 -60 (2 Days),SS.7.C.2.11(4 Days), SS.7.C.2.13 –LessonSteps1 – 17 (2 Days)
Economics:SS.7.E.2.4
FS:LAFS.68.RH.1.2,LAFS.68.RH.2.4,LAFS.68.RH.2.6,LAFS.68.RH.3.7,
LAFS.68.RH.3.8,LAFS.WHST.1.1,LAFS.WHST.4.10,LAFS.7.SL.1.2,HE.7.P.8.2
*LegislativeMandate: Constitution Day(Sept.17th)CivicsIntroduce:SS.7.C.1.6;
Geography:SS.7.G.2.1;FS:LAFS.68.RH.1.2,LAFS.68.RH.2.4,LAFS.68.WHST.1.2d
Elections: 10 Days (09/18 – 10/02) Civics Master: SS.7.C.2.8-Lesson Steps 1 – 4 (modify by giving answer sheet and convert to close reading activity), 5 (as appropriate ask students to identify the information,
compare/contrast), 11 – 18, 19 (modify to stations), 21 – 24 & 36 (use with student friendly reading benchmark clarification 2) (4Days),SS.7.C.2.9/SS.7.C.2.7 –Lesson Steps
Omit Step 18or 48 (4 Days)
Civics Introduce: SS.7.C.2.3(common good, responsibility),
SS.7.C.3.12(Bush v.Gore),SS.7.C.3.7 (overview of amendments),SS.7.C.3.1(direct, representative democracy)
Geography:SS.7.G.1.1,SS.7.G.1.2, SS.7.G.1.3, SS.7.G.4.2,SS.7.G.6.1
Economics:SS.7.E.2.3
FS:LAFS.68.RH.1,LAFS.68.RH.2,LAFS.68.RH.3,LAFS.68.WHST.1.2,LAFS.68.WHST.2.4,LAFS.WHST.2.6,LAFS.WHST.3,LAFS.7.SL.1.1,LAFS.7.SL.1.2,LAFS.7.SL.
1.3,MAFS.K12.MP,1,MAFS.K12.MP.3,MAFS.K12.MP.5,MAFS.K12.MP.6,MAFS.K12.SP.1
*LegislativeMandate:CelebrateFreedomWeek(lastfullweekinSeptember)CivicsIntroduce:SS.7.C.1.4;Geography:SS.7.G.2.1;FS:LAFS.68.RH.1.2,LAFS.68.RH.2.4,LAFS.6
8.WHST.1.2d
Federal Government Part I: 12 Days (10/05-10/21) Civics Master: SS.7.C.1.6(2 Days),SS.7.C.3.3(5 Days) SS.7.C.1.7- Lesson Steps 17 – 22, 27, + substitute graphic organizer with enhanced student friendly reading, steps 46 – 48,
49 + add examples to checks and balances graphic organizer, 52 – 61 (2 Days)
Civics Introduce: SS.7.C.3.14(Federal government services and powers),SS.7.C.3.4(concurrent powers, delegated powers, enumerated powers, implied powers),
SS.7.C.3.12 (Marbury v. Madison [judicial review],US v. Nixon [executive privilege])
Geography:SS.7.G.1.1,SS.7.G.1.2, SS.7.G.1.3, SS.7.G.4.2,SS.7.G.6.1
Economics:SS.7.E.1.2,SS.7.E.1.6,SS.7.E.2.1
FS:LAFS.68.RH.1,2,LAFS.68.RH.1.3,LAFS.68.RH.2.4,LAFS.68.RH.2.5,LAFS.68.RH.3.7,LAFS.WHST.1.2,LAFS.WHST.2,LAFS.WHST.4.10,LAFS.7.SL.1.1,MAFS.K12.
SP.1
Progress Monitoring Window: October 19th
– October 21st
SEVENTH GRADE CIVICS: M/J CIVICS Bay District Schools Civics Curriculum Resource Guide 2015 – 2016
Division of Teaching and Learning Page 5
Second 9 Weeks (10/22-01/13)
Federal Government Part II: 2 Days (10/22 – 10/23)
Civics Master: SS.7.C.3.8 – Federal Lesson Steps 1 – 5, 7 – 6, 8, 10 – 11, + modified student friendly reading, convert step 17 to pattern puzzle (remove numbers), 21 – 30, (2
Days)
(Purpose-3BranchesFed)
Civics Introduce: SS.7.C.3.14(Federal government services and powers),SS.7.C.3.4(concurrent powers, delegated powers, enumerated powers, implied powers),
SS.7.C.3.12 (Marbury v. Madison [judicial review],US v. Nixon [executive privilege])
Geography:SS.7.G.1.1,SS.7.G.1.2, SS.7.G.1.3, SS.7.G.4.2,SS.7.G.6.1
Economics:SS.7.E.1.2,SS.7.E.1.6,SS.7.E.2.1
FS:LAFS.68.RH.1,2,LAFS.68.RH.1.3,LAFS.68.RH.2.4,LAFS.68.RH.2.5,LAFS.68.RH.3.7,LAFS.WHST.1.2,LAFS.WHST.2,LAFS.WHST.4.10,LAFS.7.SL.1.1,MAFS.K12.
SP.1
State Government: 6 Days (+1 Day for Mock Election) (10/26- 11/04) Civics Master: SS.7.C.3.4 (4Days)*ReorderSS.7.C.3.4 –1. Steps14-28, 2. Steps 5-13, 3. Steps 29-31, and 4. Step32, SS.7.C.3.8/C.3.9 – Lesson Steps27-54 (2 Days)
*SS.7.C.3.8/C.3.9-State Lesson Steps 33 – 42 (modify research to direct instruction), 44 – 56 Civics Introduce: SS.7.C.3.14 (State government services and powers),SS.7.C.2.12(Overview of state agencies),SS.7.C.3.13(Overview of FLConstitution structure /function)
Geography: SS.7.G.1.1, SS.7.G.2.3,SS.7.G.2.4,SS.7.G.3.1,SS.7.G.4.1
Economics:SS.7.E.1.6,SS.7.E.2.1
FS:LAFS.68.RH.1.LAFS.68.RH.2,LAFS.68.RH.3,LAFS.WHST.1.2,LAFS.WHST.3,LAFS.WHST.4.10,LAFS.7.SL.1.1, MAFS.K12.SP.1
*Mock Election Projected Voting Window– 10/27-11/4*
Local Government: 4 Days (11/05 – 11/10)
Civics Master: SS.7.C.3.8/C.3.9 – Local Lesson Steps 56 – 58 (1 Day), SS.7.C.3.14(3Days)
Civics Introduce: SS.7.C.2.12(Overview of local agencies)
Geography: SS.7.G.2.3, SS.7.G.2.4,SS.7.G.3.1,SS.7.G.5.1
Economics:SS.7.E.1.6,SS.7.E.2.1,SS.7.E.2.4
FS:LAFS.68.RH.1.2,.LAFS.68.RH.2.4,LAFS.WHST.1.2,LAFS.WHST.2,LAFS.WHST.3,LAFS.WHST.4.10,LAFS.7.SL.1.1,LAFS.7.SL.1.2,LAFS.7.SL.1.3,LAFS.7.SL.2.4,MAFS.
K12.MP.6,MAFS.K12.SP.1
Foundations of American Government: 13 Days (11/12 –11/20) (11/30-12/08)
Civics Master: SS.7.C.1.1(2Days), SS.7.C.1.2(3Days), SS.7.C.1.3 (3 Days), SS.7.C.1.4 –LessonSteps1-33(4Day)
Civics Introduce: SS.7.C.3.1(direct &representative democracy, monarchy),SS.7.C.3.2(federal)
Geography: SS.7.G.2.1, SS.7.G.2.2,SS.7.G.2.3,SS.7.G.3.1
Economics: SS.7.E.1.1,SS.7.E.1.3
FS:LAFS.68.RH.1,LAFS.68.RH.2,LAFS.68.RH.3,LAFS.68.WHST.1.1,LAFS.68.WHST.4.10,LAFS.SL.1.1
Constitution Part I : 8 Days (12/09 – 12/18)
Civics Master: SS.7.C.1.5(3Days),SS.7.C.1.8 (3 Days)
Civics Introduce: SS.7.C.2.4
Geography: SS.7.G.2.1
FS:LAFS.68.RH.1,LAFS.68.RH.3.7,LAFS.68.WHST.1.1,LAFS.68.WHST.1.2,LAFS.68.WHST.4.10,LAFS.SL.1.1
Progress Monitoring Exam Review/Flex Days: 5 Days (01/04-01/08)
Progress Monitoring Window: January 11th
– January 13th
SEVENTH GRADE CIVICS: M/J CIVICS Bay District Schools Civics Curriculum Resource Guide 2015 – 2016
Division of Teaching and Learning Page 6
Third 9 Weeks (01/14-03/30)
Constitution Part II: 5 Days (01/14 – 01/25)
Civics Master: SS.7.C.3.5(2 Days),SS.7.C.3.13(2 Days)
Civics Introduce: SS.7.C.2.4
Geography: SS.7.G.2.1
FS:LAFS.68.RH.1,LAFS.68.RH.3.7,LAFS.68.WHST.1.1,LAFS.68.WHST.1.2,LAFS.68.WHST.4.10,LAFS.SL.1.1
Amendments to the U.S. Constitution: 12 Days (01/26 – 02/10)
Civics Master: SS.7.C.2.4(4Days)- Lesson Steps 1 – 32, 39, SS.7.C.3.6(4Days), SS.7.C.3.7(4Days)
Civics Introduce: SS.7.C.3.12(Gideon, Miranda, Tinker, Hazelwood), SS.7.C.2.5(Tinker)
Geography: SS.7.G.2.1
FS:LAFS.68.RH.2,LAFS.68.RH.3,LAFS.68.WHST.1.2,LAFS.68.WHST.4.10,LAFS.SL.1.3,MAFS.K12.MP.3
The Legal System/Supreme Court Cases: 10 Days (02/11 – 02/26) Civics Master: SS.7.C.3.10ModifyLessonStepsforDirectInstruction and Whole Group(2 Days),SS.7.C.3.11/C.2.6LessonSteps1 – 33, 37 – 41 (3 Days),SS.7.C.2.5(2 Days)
Lesson Steps 1-18 and Step 45, SS.7.C.3.12(3 Days)
Geography: SS.7.G.2.1, SS.7.G.2.4
Economics: SS.7.E.2.3
FS:LAFS.68.RH.1,LAFS.68.RH.2,LAFS.68.RH.3.8,LAFS.68.WHST.1.1,LAFS.68.WHST.1.2,LAFS.68.WHST.4.10,LAFS.SL.1.1,LAFS.SL.2.4,MAFS.K12.MP.3,MAFS.K12.
MP.6
Forms of Government: 5 Days (02/29 – 03/04) Civics Master: SS.7.C.3.1(2Days),SS.7.C.3.2(2Days)
Geography: SS.7.G.1.2
Economics: SS.7.E.1.4,SS.7.E.2.5
FS:LAFS.68.RH.2,LAFS.68.WHST.1.2,LAFS.68.WHST.3.8,LAFS.68.WHST.3.9,LAFS.SL.1.1
International Relations: 10 Days (03/07-3/18)
Civics Master: SS.7.C.4.1(3Days) LessonSteps1 – 28 &37, (consider step 38), 40 -41, SS.7.C.4.2 –Lesson Steps 1-25&34Direct Instruction (2Days),
SS.7.C.4.3(3 Days)LessonSteps1-36Direct Instruction
Geography: SS.7.G.2.3, SS.7.G.4.1
Economics: SS.7.E.2.5,SS.7.E.3.1,SS.7.E.3.2,SS.7.E.3.3,SS.7.E.3.4
FS:LAFS.68.RH.2,LAFS.68.WHST.1.1,LAFS.68.WHST.3.7,LAFS.68.WHST.3.8,LAFS.68.WHST.3.9,LAFS.SL.1.1,HE.7.P.8.2
Spring Break: March 21-March 25
Progress Monitoring Exams: March 28th
– March 30th
SEVENTH GRADE CIVICS: M/J CIVICS Bay District Schools Civics Curriculum Resource Guide 2015 – 2016
Division of Teaching and Learning Page 7
Fourth 9 Weeks (03/21-06/02)
Citizen Action: 3Days(03/31-04/04)
CivicsMaster:SS.7.C.2.3,SS.7.C.2.12,SS.7.C.2.14
FS:LAFS.68.RH.3.7,LAFS.68.RH.3.8,WHST.2,LAFS.68.WHST.3,LAFS.68.WHST.4.10,LAFS.7.SL.2.4,MAFS.K12.MP.1
Reexamine Civics Active Learning Lessons
Civics:SS.7.C.1.1,SS.7.C.1.2,SS.7.C.1.3,
SS.7.C.1.4,SS.7.C.1.5,SS.7.C.1.6,SS.7.C.1.7,
SS.7.C.1.8,SS.7.C.1.9,SS.7.C.2.1,SS.7.C.2.2,
SS.7.C.2.3,SS.7.C.2.4,SS.7.C.2.5,SS.7.C.2.6,
SS.7.C.2.7,SS.7.C.2.8,SS.7.C.2.9,SS.7.C.2.10,
SS.7.C.2.11,SS.7.C.2.12,SS.7.C.2.13,
SS.7.C.2.14,SS.7.C.3.1,SS.7.C.3.2,SS.7.C.3.3,
SS.7.C.3.4,SS.7.C.3.5,SS.7.C.3.6,SS.7.C.3.7,
SS.7.C.3.8,SS.7.C.3.9,SS.7.C.3.10,SS.7.C.3.11,
SS.7.C.3.12,SS.7.C.3.13,SS.7.C.3.14,
SS.7.C.4.1,SS.7.C.4.2,SS.7.C.4.3FS:LAFS.68.RH.1,LAFS.68.RH.2,LAFS.68.RH.3,LAFS.68.WHST.1.2,
LAFS.68.WHST.3.7,LAFS.68.WHST.3.8,LAFS.68.WHST.3.9,LAFS.68.WHST.4.10,LAFS.SL.2.4,MAFS.K12.MP.5
CIVICS EOC WINDOW: APRIL 18TH
– MAY 20TH
Post EOCA
Economics EconomicsMaster:SS.7.E.1.1,SS.7.E.1.2,SS.7.E.1.3,SS.7.E.1.4,SS.7.E.1.5,SS.7.E.1.6,
SS.7.E.2.1,SS.7.E..2.2,SS.7.E.2.3,SS.7.E.2.4,,
SS.7.E.2.5,SS.7.E.3.1,SS.7.E..3.2,SS.7.E.3.3,E.3.4
FS:LAFS.68.RH.2,LAFS.68.RH.3,LAFS.68.WHST.1.2,LAFS.68.WHST.4.10,LAFS.SL.1,LAFS.SL.2.4,MAFS.K12.MP.1,MAFS.K12.MP.3,MAFS.K12.MP.5,MAFS.K12.MP.6,
MAFS.6.SP.1
Geography GeographyMaster:SS.7.G.1.1,SS.7.G.1.2,SS.7.G.1.3,SS.7.G.2.1,SS.7.G.2.2,SS.7.G.2.3,
SS.7.G.2.4,SS.7.G.3.1,SS.7.G.4.1,SS.7.G.4.2,SS.7.G.5.1,SS.7.G.6.1
FS:LAFS.68.RH.1.2,LAFS.68.RH.2.4,
LAFS.RH.3.7,LAFS.68.WHST.1.2,LAFS.SL.1,MAFS.K12.MP.5,MAFS.K12.MP.6,MAFS.6.SP.1
SEVENTH GRADE CIVICS: M/J CIVICS Bay District Schools Civics Curriculum Resource Guide 2015 – 2016
Division of Teaching and Learning Page 8
First 9 Weeks Second 9 Weeks Third 9 Weeks Fourth 9 Weeks Course Learning Goals: Citizenship
Students will understand the shared principles, rights, and responsibilities of U.S. citizens and recognize the significant interdependence between citizens their governments as well as explain the obligations of citizens in society.
Civic Engagement/Influencing the Government
Students will understand the role of media, individuals, and interest groups on monitoring and influencing society and government and analyze issues from multiple perspectives.
Elections
Students will understand the purpose of the United States political system and be able to explain the impact of elections on government and society.
Federal Government (Part One)
Students will understand and be able to explain the principles, functions, and organization of the federal government of the United States.
PROGRESS MONITORING
Federal Government (Part Two)
Students will understand and be able to explain the principles, functions, and organization of the federal government of the United States.
State Government
Students will understand and be able to explain the principles, functions, and organization of the state government of Florida, focusing on the interdependence and interactions with various levels of government and the obligations and services provided to its citizenry.
Local Government
Students will understand and be able to explain the principles, functions, and organization of local forms of government as well as federal and state, focusing on the interdependence and interactions with various levels of government and the obligations and services provided to its citizenry.
Foundations of American Government
Students will understand the political, social, religious, and economic influences and beliefs that led to the Declaration of Independence and be able to support the argument for independence and the development of an American democracy.
Constitution (Part One)
Students will understand and be able to
explain the origin, purpose, structure, and function of the United States government as established by the Constitution and be able to the analyze the political, social, religious, and economic influences that led to the development of the U.S. Constitution.
PROGRESS MONITORING
Constitution (Part Two)
Students will understand and be able to explain the origin, purpose, structure, and function of the United States government as established by the Constitution and be able to the analyze the political, social, religious, and economic influences that led to the development of the U.S. Constitution.
Amendments to the U.S. Constitution Students will understand the rights
and protections provided by amendments to the United States Constitution and be able to evaluate the impact of those constitutional rights on individuals and society.
The Legal System/Supreme Court Cases
Students will understand the history, structure, purpose, and operations of the United States legal system and demonstrate its role as a societal safeguard of individual rights and liberties as well as analyze the impact of the legal system on society, government, and the American political system.
Forms of Government
Students will understand and be able to explain different forms and systems of government.
International Relations
Students will understand contemporary issues in world affairs, and be able to evaluate the role and impact of U.S. foreign policy.
PROGRESS MONITORING
Citizen Action
Students will understand the roles, rights, and responsibilities of United States Citizens and be able to demonstrate active participation in society, government, or the political system and provide a narrative of their experiences.
Reexamine Civics Active Learning Lessons
Students will understand that civics explores the relationship between the citizen, government, and society and is more than the study of history, the structure and function of government, as it also includes an examination of the rights and duties of citizens as well as the role of the citizen in political, social, and economic systems and be able to provide a narrative of their experience as a knowledgeable, responsible, and actively engaged citizen.
Economics
Students will understand and be able to explain the fundamental concepts relevant to the development of a market economy, the institutions, structure, and functions of a national economy, and interrelationships of the United States in the international marketplace.
Geography
Students will understand and be able to explain the function and purpose of maps and other geographic tools recognize the characteristics between Earth’s ecosystems and the populations that dwell within, interpret geography as it applied to past, present and future and understand the characteristic of distribution, and migration of human populations.
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Organizing Principle 1: Citizenship
Students will understand the shared principles, rights, and responsibilities of U.S. citizens and recognize the significant interdependence between citizens their governments as well as explain the obligations of citizens in society.
1st Nine Weeks
Suggested pacing: 8 days
(8/24- 09/02)
Florida Next Generation Sunshine State Standards (NGSSS) Benchmark Alignment:
Civics (Mastery):
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.1.9:Define the rule of law and recognize its influence on the development of the American legal, political, and governmental systems.
Civics (Introduce): SS.7.C.2.3, SS.7.C.2.14 (Rights)
Geography: SS.7.G.1.3
Florida Standards Alignment:LAFS.68.RH.1.2, LAFS.68.RH.2.4, LAFS.68.WHST.1.2, LAFS.7.SL.1.1
Florida State Statute 1003.42: (d) Flag Education, (t) Patriotism, (s) Citizenship
Florida Department of Education Civics End-of-Course Assessment Test Item Specifications:
Refer to the FLDOE Civics End-of-Course Test Item Specifications for details about the portion of the standards assessment designed to assess civics and
includes information about the benchmarks, including benchmark clarifications and content limits, the stimulus types, and the test items.
SS.7.C.2.1: (pgs. 32-33)
SS.7.C.2.2: (pgs. 34-35) (Also Assesses SS.7.C.2.3 and SS.7.C.2.14)
SS.7.C.1.9: (pg. 31)
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Essential Vocabulary & Key Concepts Core Instructional Resources Supplemental Instructional Resources
SS.7.C.2.1:
alien
citizen
immigrant
law of blood
law of soil
legal permanent resident
naturalization
resident
SS.7.C.2.2:
citizen
common good
obligation
responsibility
selective service
SS.7.C.1.9:
law
rule of law
*Additional vocabulary/key concepts may be necessary.
Florida Joint Center for Citizenship:
http://floridacitizen.org SS.7.C.2.1: Citizenship - “What does it mean
to be a citizen? How is citizenship obtained?” (2 Days: Lesson Steps 1 – 38 & 45)
SS.7.C.2.2: Obligations and
Responsibilities of Citizens- “What are the
obligations and responsibilities of citizens?”
(2 Days: Lesson Steps 1 – 24)
SS.7.C.1.9: Rule of Law – “What does “rule
of law” mean? What is the impact of the “rule
of law” on society?” (2 Days: Lesson Steps 1 –
19 & 21 – 39) *Additional instructional resources may be necessary.
Gateway to American Government Resource
SS.7.C.2.1: Citizenship Keys to Learning page 246 (1-4) Citizenship text 247-249 Infographic page 263 Review Cards 264
SS.7.C.2.2: Responsibilities/Obligations of Citizens
Keys to learning pgs. 246 (5-6) The Obligations/Responsibilities text Pgs.
249-254 The active Citizen and scenarios Pgs. 258-
259 Infographic pg. 263 Review Cards pg. 264
SS.7.C.1.9: Rule of Law Review Cards Pg. 163 box #2
*Don’t use chapter*
iCivics:
Lessons: SS.7.C.2.1:
Just the Facts SS.7.C.2.2:
Citizen Me SS.7.C.1.9:
Rule of Law Web Quest:
Immigration (SS.7.C.2.1) Civic Heroism (SS.7.C.2.2) We the Jury (SS.7.C.2.2)
Games: Immigration Nation (SS.7.C.2.1) Responsibility Launcher (SS.7.C.2.2) We the Jury (SS.7.C.2.2)
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Textbook:
Remy,Richard C, etl. Florida Civics, Economics and
Geography. Bothell,WA: McGraw-Hill, 2013. Print
Chapter & Lesson: SS.7.C.2.1: Chapter 3, Lesson 1 pgs. 48 –
54 o Workbook pgs. 26 – 29
SS.7.C.2.2: Chapter 3, Lessons 2-3 pgs. 55 – 69
o Workbook pgs. 30 – 38 SS.7.C.1.9: Chapter 3, Lesson 4 (pg. 74c)
pgs. 70 – 80 and Chapter 5, Lesson 4 (pg. 138)
o Workbook pgs. 39 – 42, 75 – 78 The Great American Melting Pot: School House Rock http://www.youtube.com/watch?v=32l3sTFRFX8 Immigration: Stories of Yesterday and Today http://teacher.scholastic.com/activities/immigration/index.htm Citizenship Rights and Responsibilities: http://www.uscis.gov/portal/site/uscis/menuitem.749cabd81f5ffc8fba713d10526e0aa0/?vgnextoid=39d2df6bdd42a210VgnVCM100000b92ca60aRCRD&vgnextchannel=39d2df6bdd42a210VgnVCM100000b92ca60aRCRD Naturalization Test www.uscis.gov/portal/site/uscis
Ellis Island Official Website
www.ellisisland.org
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Craig Ferguson Takes U.S. Citizenship
Testhttp://www.youtube.com/watch?v=ROuyKY
F8Yjo
Constitutional Principles: The Rule of Law
http://www.youtube.com/watch?v=q0MTEm2a
7PA&list=UUEaVYnwbWa6Jzu1xfqk3RQg&index
Political Cartoon: www.cagle.com/news/path-to-
citizenship/
Smart Song: American Flag Rap
http://smartsongs.org/american-flag-rap
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Organizing Principle 2: Civic Engagement/Influencing the Government
Students will understand the role of media, individuals, and interest groups on monitoring and influencing
society and government and analyze issues from multiple perspectives.
1st Nine Weeks
Suggested pacing: 10 days
(09/03 – 09/17)
Florida Next Generation Sunshine State Standards (NGSSS) Benchmark Alignment:
Civics (Mastery):
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.2.13:Examine multiple perspectives on public and current issues.
Economics: SS.7.E.2.4
Florida Standards Alignment:LAFS.68.RH.1.2, LAFS.68.RH.2.4, LAFS.68.RH.2.6, LAFS.68.RH.3.7, LAFS.68.RH.3.8, LAFS.WHST.1.1,
LAFS.WHST.4.10, LAFS.7.SL.1.2, HE.7.P.8.2
Florida State Statute 1003.42: (h) African American Contributions, (p) Hispanic Contributions, (q) Women’s Contributions, (s)
Character Education
Florida Department of Education Civics End-of-Course Assessment Test Item Specifications:
Refer to the FLDOE Civics End-of-Course Test Item Specifications for details about the portion of the standards assessment designed to assess civics and
includes information about the benchmarks, including benchmark clarifications and content limits, the stimulus types, and the test items.
SS.7.C.2.10: (pg. 43)
SS.7.C.2.11: (pgs. 44-45)
SS.7.C.2.13: (pgs. 48-49)
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Essential Vocabulary & Key Concepts Core Instructional Resources Supplemental Instructional Resources
SS.7.C.2.10:
impact
influence
interest group
lobbying
lobbyist
media
monitor
petitioning the government
political action committee (PAC)
public agenda
public policy
public sphere
watchdog
SS.7.C.2.11:
bandwagon
bias
card stacking
glittering generalities
media
name calling
plain folks
political communication
propaganda
symbolism
testimonial
transfer
SS.7.C.2.13
deliberate
editorial
issue
non-profit organization
perspective
political party
Florida Joint Center for Citizenship:
http://floridacitizen.org
SS.7.C.2.10: Monitoring and Influencing Government – “What methods do individuals, the media, and interest groups use to monitor the government? What methods do they use to influence the government?” (2 Days: Lesson Plan Steps 11 – 30, 48 – 52, 54 – 60)
SS.7.C.2.11: Media and Political
Communication- “What types of
communication techniques and methods are
used in the media and political
communication? How can these techniques
impact public opinion?” (4 Days)
SS.7.C.2.13: Understanding Issues through
Multiple Perspectives– “What are some
multiple perspectives on current issues?
How might these perspectives impact
participation in the political process?” (2
Days: Lesson Steps 1 – 17)
*Additional instructional resources may be necessary.
Gateway to American Government Resource
SS.7.C.2.10: Impact of Media Keys to learning pg. 298 (1-10) Interest groups text pgs. 299-304 The Active Citizen Scenarios pgs. 302-303 Concept ladder pg. 311 (top of page) Infographic pg. 313 Review Cards pg. 314-15
SS.7.C.2.11: Bias, Symbolism, Propaganda Keys to learning pg. (11-13) Analyzing Media and Political
Communication text pg.305-306 The Active Citizen pg. 307-310 Concept Ladder pg. 311 (bottom of page)
and pg. 312 Infographic pg. 313 Review Cards pg. 315
SS.7.C.2.13: Multiple Perspectives Addressing Public Issues text pg. 328-329 Review Cards pg. 332 (last box)
iCivics:
Lessons: SS.7.C.2.10 Interest Groups The Public Sphere The Role of the Media SS.7.C.2.11 Propaganda: What’s the Message? Step Two: The News and You The Role of the Media SS.7.C.2.13 Up for Debate So You Think You Can Argue Yeah, But… No Rambling Allowed
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special interest group
voting age population
*Additional vocabulary/key concepts may be necessary.
Games: Represent Me (SS.7.C.2.13)
Textbook:
Remy,Richard C, etl. Florida Civics, Economics and
Geography. Bothell,WA: McGraw-Hill, 2013. Print
Chapter & Lesson: SS.7.C.2.10: Chapter 12, Lessons 1-2 pgs.
328 – 334 o Workbook pgs. 175 – 183
SS.7.C.2.11: Chapter 12, Lesson 3 pgs. 335 o Workbook pgs. 184 – 188
SS.7.C.2.13: “Issues to Debate” (pg. 341)
The Living Room Candidate:
http://www.livingroomcandidate.org/
Create a Modern Propaganda Poster
http://constitutioncenter.org/learn/educational-
resources/lesson-plans/creating-a-modern-day-
propaganda-poster
A Free and Open Press: Evaluating the Media
http://www.pbs.org/flashpointsusa/20030916/
educators/lessonplan.html
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Organizing Principle 3: Elections
Students will understand the purpose of the United States political system and be able to explain the impact
of elections on government and society.
1st Nine Weeks
Suggested pacing: 10 days
(09/18 – 10/02)
Florida Next Generation Sunshine State Standards (NGSSS) Benchmark Alignment:
Civics (Mastery):
SS.7.C.2.7:Conduct a mock election to demonstrate the voting process and its impact on a school, community, or local level.
SS.7.C.2.8: Identify America's current political parties, and illustrate their ideas about government.
SS.7.C.2.9:Evaluate candidates for political office by analyzing their qualifications, experience, issue-based platforms, debates, and political
ads.
Civics (Introduce): SS.7.C.2.3, SS.7.C.3.12 (Bush v. Gore), SS.7.C.3.6, SS.7.C.3.7, SS.7.C.3.1 (direct, representative democracy)
Geography: SS.7.G.1.1, SS.7.G.1.2, SS.7.G.1.3, SS.7.G.4.2, SS.7.G.6.1
Economics: SS.7.E.2.3
Florida Standards Alignment: LAFS.68.RH.1, LAFS.68.RH.2, LAFS.68.RH.3, LAFS.68.WHST.1.2, LAFS.68.WHST.2.4, LAFS.WHST.2.6,
LAFS.WHST.3, LAFS.7.SL.1.1, LAFS.7.SL.1.2, LAFS.7.SL.1.3, MAFS.K12.MP,1, MAFS.K12.MP.3, MAFS.K12.MP.5, MAFS.K12.MP.6,
MAFS.K12.SP.1
Florida State Statute 1003.42: (h) African American Contributions
Florida Department of Education Civics End-of-Course Assessment Test Item Specifications:
Refer to the FLDOE Civics End-of-Course Test Item Specifications for details about the portion of the standards assessment designed to assess civics and
includes information about the benchmarks, including benchmark clarifications and content limits, the stimulus types, and the test items.
SS.7.C.2.8: – (pg. 40)
SS.7.C.2.9: – (pgs. 41-42) (Also Assesses: SS.7.C.2.7)
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Essential Vocabulary & Key Concepts Core Instructional Resources Supplemental Instructional Resources
SS.7.C.2.8: bias candidate Communist Party Democratic Party government Libertarian Party party platform political party political system Republican Party Socialist Party society third party two-party system
SS.7.C.2.9: candidate constitutional requirements (federal office) debate election experience qualifications platform political officer requirements for state/local office *Additional vocabulary/key concepts may be necessary.
Florida Joint Center for Citizenship:
http://floridacitizen.org
SS.7.C.2.8: Political Parties – “What are America’s current political parties? What are their ideas about government?” (4 days- Lesson Steps 1 – 4 (modify by giving answer sheet and convert to close reading activity), 5 (as appropriate ask students to identify the information, compare/contrast), 11 – 18, 19 (modify to stations), 21 – 24 & 36 (use with student friendly reading benchmark clarification 2)
SS.7.C.2.9: Candidates and Elections – “What are the constitutional requirements to run for political office? How does one evaluate candidates running for political office?” (4 days – Lesson Steps: Omit Step 18 or 48)
*Additional instructional resources may be necessary.
Gateway to American Government Resource
SS.7.C.2.8: Political Parties Keys to Learning pg. 272 (1-6) Political Parties text pg. 273-280 Infographic pg. 289 Review Cards pg. 290-291
SS.7.C.2.9: Evaluating Candidates Keys to learning pg. 272 (7-11) Elections and Evaluating Candidates text
pg. 281-285 Mock Election pg. 286 Election Project pg. 287-288 Infographic pg. 289 Review Cards pg. 292-294 Florida Government Qualifications pg.
226-227 iCivics:
Lessons: SS.7.C.2.7 Mock Election SS.7.C.2.8 One Big Party? SS.7.C.2.9 Candidate Evaluation
Games: SS.7.C.2.8 Win the White House SS.7.C.2.9 Cast Your Vote
Textbook:
Remy,Richard C, etl. Florida Civics, Economics and
Geography. Bothell,WA: McGraw-Hill, 2013. Print
Chapter & Lesson: SS.7.C.2.8: Chapter 10, Lessons 1-2 pgs.
283 – 302 and Chapter 11, Lesson 2 o Workbook pgs. 151 – 161
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SS.7.C.2.9: Chapter 11, Lessons 1-2 pgs. 303 – 324
o Workbook pgs. 163 – 174 Supplemental Resources: Chapter 11 Interactive Notebook Bush v. Gore (pg. 314)
Florida Mock Election: http://floridastudentmockelection.com/ National Mock Election: http://www.nationalmockelection.org/ Mock Election Lesson Plans: http://www.americanbar.org/content/dam/aba/migrated/vote/2008/Mock.authcheckdam.pdf Smart Songs: Political Parties Rap: http://www.youtube.com/watch?v=1lt-f3QQ7-A How to Judge a Candidate: http://www.smartvoter.org/voter/judgecan.html Judging Candidates: http://www.lwv.org/content/how-judge-candidate
Almost Painless Guide to Elections
www.discoveryeducation.com
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Organizing Principle 4: Federal Government
Students will understand and be able to explain the principles, functions, and organization of
the federal government of the United States.
***See order of instruction for specific pacing***
Federal Government: Part One 1st Nine Weeks: 9 days (10/05– 10/16)
Progress Monitoring Window: (10/19-10/21)
Federal Government: Part Two 2nd Nine Weeks: 2 days (10/22 – 10/23)
Florida Next Generation Sunshine State Standards (NGSSS) Benchmark Alignment:
Civics (Mastery):
1st Nine Weeks: See Order of Instruction
SS.7.C.1.6: Interpret the intentions of the Preamble of the Constitution.
SS.7.C.3.3: Illustrate the structure and function (three branches of government established in Articles I, II, and III with corresponding
powers) of government in the United States as established in the Constitution.
SS.7.C.1.7: Describe how the Constitution limits the powers of government through separation of powers and checks and balances.
2nd Nine Weeks: See Order of Instruction
Begin Mastery of SS.7.C.3.8 (Federal)
Civics (Introduce): SS.7.C.3.14 (Federal), SS.7.C.3.9 (Federal), SS.7.C.3.4 (Federal), SS.7.C.3.13 (Federal), SS.7.C.3.12 (Marbury v.
Madison, U.S. v. Nixon)
Geography: SS.7.G.1.1, SS.7.G.1.2, SS.7.G.1.3, SS.7.G.4.2, SS.7.G.6.1
Economics: SS.7.E.1.2, SS.7.E.1.6, SS.7.E.2.1
Florida Standards Alignment:LAFS.68.RH.1,2, LAFS.68.RH.1.3, LAFS.68.RH.2.4, LAFS.68.RH.2.5, LAFS.68.RH.3.7, LAFS.WHST.1.2,
LAFS.WHST.2, LAFS.WHST.4.10, LAFS.7.SL.1.1, MAFS.K12.SP.1 Florida State Statute 1003.42: (b) U.S. Constitution
Florida Department of Education Civics End-of-Course Assessment Test Item Specifications:
Refer to the FLDOE Civics End-of-Course Test Item Specifications for details about the portion of the standards assessment designed to assess civics and
includes information about the benchmarks, including benchmark clarifications and content limits, the stimulus types, and the test items.
SS.7.C.1.6 – (pg. 27), SS.7.C.3.3 – (pgs. 53-54), SS.7.C.1.7 – (pgs. 28-29), SS.7.C.3.8 – (pgs. 60-61; Also Assesses SS.7.C.3.9)
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Essential Vocabulary & Key Concepts Core Instructional Resources Supplemental Instructional Resources
SS.7.C.1.6:
defense
domestic
insure
justice
ordain
posterity
preamble
tranquility
union
welfare
SS.7.C.3.3:
appellate jurisdiction
armed forces
article
coining money
concurrent powers
declaration of war
delegated powers
elastic clause
enumerated powers
executive branch
foreign relations
immigration
impeach
implied powers
judicial branch
legislative branch
naturalization laws
necessary and proper
original jurisdiction
presidential appointments
regulate
trade
Florida Joint Center for Citizenship:
http://floridacitizen.org
SS.7.C.1.6: The Preamble of the U.S. Constitution – “What are the goals and purposes of government according to the Preamble?” (2 days)
SS.7.C.3.3: Structure and Function of Government– “What is the structure and function of the United States government?” (5 days)
SS.7.C.1.7: Constitutional Limits on the
Power of Government “How does the Constitution limit the powers of the government?” (2 days, Lesson Steps 17 – 22, 27, + substitute graphic organizer with enhanced student friendly reading, steps 46 – 48, 49 + add examples to checks and balances graphic organizer, 52 – 61)
Begin Mastery of SS.7.C.3.8(Federal)–
SS.7.C.3.8: Process and Lawmaking–
“What are the processes of the three branches? How are laws made at each level of government?” (2 Days, Federal Lesson Steps 1 – 5, 7 – 6, 8, 10 – 11, + modified student friendly reading, convert step 17 to pattern puzzle (remove numbers), 21 – 30)
*Additional instructional resources may be necessary.
Gateway to American Government Resource
SS.7.C.1.6: The Preamble Keys to learning pg. 64 (1-3) Preamble text and notes pg. 64-68 Graphic Organizer pg. 77 (box 1 & 2) Review Card pg. 80 Infographic pg. 82
SS.7.C.3.3: Structure and Function Keys to learning pg. 64 (4-10), pg. 86 (1-
5), pg. 108 (1-2) Organization of National Government
text pgs. 68-70 Structure and Powers of Congress text
pgs. 87-92 Presidents Expressed and Implied
powers pg. 109-112 Graphic Organizer pg. 77 (box 3-5), 98 Review Cards pgs. 80-81, 101-102, 120 Infographic pg. 82, 100
SS.7.C.1.7: limitations of power Keys to learning pg. 64 (11-12) Principals of the Constitution text pgs.
71-74 Graphic Organizer pgs. 78-79 Review Cards & Infographic pg. 82
SS.7.C.3.8 and SS.7.C.3.9: Structure, functions, processes (Federal ONLY)
Keys to learning pg. 86 (4-7), 108 (3-10), pg. 126
Congress at work Text pg. 93-94 Roles of the President text pg. 113-114 How a Bill becomes a law pgs. 95-97 and
99 Judicial text pgs. 130-134 Infographic pg. 100, 122, 136 Review Cards pgs. 102-103, 121, 137-138
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U.S. Congress
U.S. House of Representatives
U.S. Senate
U.S. Supreme Court
SS.7.C.1.7:
constitutional government
checks and balances
judicial review
limited government
Marbury v. Madison
separation of powers
Begin Mastery of SS.7.C.3.8 (Federal)
SS.7.C.3.8: (Federal)
act
appointment
appointment confirmation
bicameral
bill
Cabinet
Chief Justice
committee selection
conference committee
constituents
court order
executive order
how a bill becomes a law
impeach
judgment
judicial review
jurisdiction
law
majority leader
majority party
majority vote
iCivics:
Lessons: SS.7.C.1.6
Directions for Democracy SS.7.C.3.3
Executive Roles: Money Doesn’t Grow on Trees?
For the President, All in a Day’s Work Anatomy of the Constitution Directions for Democracy
SS.7.C.1.7 Separation of Powers: What’s for Lunch?
Web Quest: SS.7.C.3.3
Three Branches Being President The Courts in Nutshell
SS.7.C.1.7 The Constitution: Rules for Running a
Country
Textbook:
Remy,Richard C, etl. Florida Civics, Economics and
Geography. Bothell,WA: McGraw-Hill, 2013. Print
Chapter & Lesson: SS.7.C.1.6: Chapter 5, Lesson 3 pgs. 130 –
135 and pg. 146 o Workbook pgs. 71 – 74
SS.7.C.3.3: Chapter 7, Lessons 2 pgs. 203 – 207 and 4 pgs. 215 – 222
o Workbook pgs. 100 - 106 SS.7.C.3.3: Chapter 8, Lesson 2 pgs. 232 –
237 o Workbook pgs. 119 – 122
SS.7.C.3.3: Chapter 9, Lessons 1 pgs. 256 – 260 and 3 pgs. 267 – 273 and Marbury v. Madison
o Workbook pgs. 134 – 137, 142 – 145
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minority party
minority leader
nominate
pardon
President pro tempore of the Senate
presidential appointment
Speaker of the House
special committee
special interest group
standing committee
summary judgment
United States representative
United States senator
veto
writ of certiorari
*Additional vocabulary/key concepts may be necessary.
SS.7.C.1.7: Chapter 5, Lesson 4 pgs. 136 – 144
o Workbook pgs. 75 – 78 SS.7.C.3.8: Chapter 7, Lesson 4, pgs. 215 –
219 (Federal) o Workbook pgs. 107 – 110
SS.7.C.3.8: Chapter 8, Lesson 2 pgs. 232 – 237 (Federal)
o Workbook pgs. 119 – 120 SS.7.C.3.8: Chapter 9, Lesson 3 pgs. 267 –
279 (Federal) o Workbook pgs. 142 – 149
Supplemental Resources: U.S. v. Nixon (pg. 237)
Marbury v. Madison (pg. 273) Capt. Kirk Preamble: http://www.youtube.com/watch?feature=&v=3b56e0u0EgQ School House Rock: The Preamble http://www.youtube.com/watch?v=mKPmobWNJaU Three Ring Circus: School House Rock https://www.youtube.com/watch?v=tEPd98CbbMk Three Branches Brainpop http://www.brainpop.com/socialstudies/usgovernmentandlaw/branchesofgovernment/ Six Principles of the Constitution: http://www.youtube.com/watch?v=bgh1jDv9b5w Constitutional Principles: Separation of Powers http://www.youtube.com/watch?v=Nnqk-yGzYYg
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Interactive Constitution
www.constitutioncenter.org/constitution
Primary Documents
www.ourdocuments.gov/content.php?flash=true
&page=milestone
Preamble
http://www.youtube.com/watch?v=30OyU4O80
i4
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Organizing Principle 5: State Government
Students will understand and be able to explain the principles, functions, and organization of the state
government of Florida, focusing on the interdependence and interactions with various levels of government
and the obligations and services provided to its citizenry.
2nd Nine Weeks
Suggested pacing: 9 days
(10/26 – 11/04)
Mock Election Projected Voting Window
(10/27 – 11/04)
Florida Next Generation Sunshine State Standards (NGSSS) Benchmark Alignment:
Civics (Mastery):
SS.7.C.3.4: Identify the relationship and division of powers between the federal government and state governments.
Begin Mastery of State Portion of SS.7.C.3.8 (State)/SS.7.C.3.9 (State),
Civics (Introduce): SS.7.C.3.14 (State government services and powers), SS.7.C.2.12 (Overview of State agencies), SS.7.C.3.13 (Overview
of Florida Constitution structure and function)
Geography: SS.7.G.1.1, SS.7.G.2.3, SS.7.G.2.4, SS.7.G.3.1, SS.7.G.4.1
Economics: SS.7.E.1.6, SS.7.E.2.1
Florida Standards Alignment: LAFS.68.RH.1.LAFS.68.RH.2, LAFS.68.RH.3, LAFS.WHST.1.2, LAFS.WHST.3, LAFS.WHST.4.10, LAFS.7.SL.1.1,
MAFS.K12.SP.1
Florida State Statute 1003.42: (e) Elements of Government
Florida Department of Education Civics End-of-Course Assessment Test Item Specifications:
Refer to the FLDOE Civics End-of-Course Test Item Specifications for details about the portion of the standards assessment designed to assess civics and
includes information about the benchmarks, including benchmark clarifications and content limits, the stimulus types, and the test items.
SS.7.C.3.4– (pg. 55)
SS.7.C.3.8 – (pgs. 60-61; Also Assesses SS.7.C.3.9)
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Essential Vocabulary & Key Concepts Core Instructional Resources Supplemental Instructional Resources
SS.7.C.3.4:
concurrent powers
delegated powers
enumerated powers
federal government
federalism
local government
reserved powers
state government
supremacy clause
Tenth Amendment
Begin Mastery of SS.7.C.3.8 (State)
SS.7.C.3.8: (State)
appointment
appointment confirmation
bicameral
bill
Cabinet
Chief Justice
committee selection
conference committee
constituents
court order
executive order
how a bill becomes a law
judgment
judicial review
jurisdiction
law
majority leader
majority party
majority vote
minority party
Florida Joint Center for Citizenship:
http://floridacitizen.org
SS.7.C.3.4: Federalism – “What is federalism? How is power divided between the federal and state governments?” (4 Days *Reorder Lesson Steps (1) 14 – 28, (2) 5 – 13, (3) 29 – 31, and (4) step 32.
SS.7.C.3.8/3.9: Process and
Lawmaking– “What are the processes of the three branches? How are laws made at each level of government?”(3 Days, State Lesson Steps 33 – 42 (modify research to direct instruction), 44 – 56)
*Additional instructional resources may be necessary.
Gateway to American Government Resource SS.7.C.3.4: Division of powers
Keys to learning pg. 222 Division of powers in the Federal System
text pg. 223 The Active Citizen pg. 235 Graphic Organizer Pg. 237 Infographic pg. 238 Review Cards pg. 239
SS.7.C.3.8: Processes (State Level)
Law making process at state level text pgs. 231-232
How Florida’s State government is organized text pg. 226-229
iCivics: Lessons: SS.7.C.3.4
On the Level The State Governor The Great State
Web Quest: States Rule!
Textbook:
Remy,Richard C, etl. Florida Civics, Economics and
Geography. Bothell,WA: McGraw-Hill, 2013. Print
Chapter & Lesson: SS.7.C.3.4, SS.7.C.3.8/3.9: Chapter 13,
Lessons 1-3 pgs. 354 – 373 o Workbook pgs. 189 – 200 o
Governmental Super Powers:https://www.youtube.com/watch?v=0IsRm
Nhwauc
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minority leader
nominate
pardon
President pro tempore of the Senate
presidential appointment
Speaker of the House
special committee
special interest group
standing committee
state legislator
state representative
state senator
statute
summary judgment
veto
writ of certiorari
*Additional vocabulary/key concepts may be necessary.
Federal versus State Government: http://bensguide.gpo.gov/6-8/government/federalism.html
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Organizing Principle 6: Local Government
Students will understand and be able to explain the principles, functions, and organization of local forms of government as well as federal and state, focusing on the interdependence and interactions with various levels of government and the obligations and services provided to its citizenry.
2nd Nine Weeks
Suggested pacing: 4 days
(11/05 – 11/10)
Florida Next Generation Sunshine State Standards (NGSSS) Benchmark Alignment:
Civics (Mastery):
SS.7.C.3.8: Analyze the structure, functions, and processes of the legislative, executive, and judicial branches. (Mastery of Local then All)
SS.7.C.3.9: Illustrate the law making process at the local, state, and federal levels.(Mastery of Local then All)
SS.7.C.3.14: Differentiate between local, state, and federal governments' obligations and services.(Mastery of Local then All)
Civics Introduce: SS.7.C.2.12 (Overview of Local Agencies)
Geography: SS.7.G.2.3, SS.7.G.2.4, SS.7.G.3.1, SS.7.G.5.1
Economics: SS.7.E.1.6, SS.7.E.2.1, SS.7.E.2.4
Florida Standards Alignment: LAFS.68.RH.1.2, .LAFS.68.RH.2.4, LAFS.WHST.1.2, LAFS.WHST.2, LAFS.WHST.3, LAFS.WHST.4.10, LAFS.7.SL.1.1, LAFS.7.SL.1.2, LAFS.7.SL.1.3, LAFS.7.SL.2.4, MAFS.K12.MP.6, MAFS.K12.SP.1 Florida State Statute 1003.42: (e) Elements of Government Florida Department of Education Civics End-of-Course Assessment Test Item Specifications:
Refer to the FLDOE Civics End-of-Course Test Item Specifications for details about the portion of the standards assessment designed to assess civics and
includes information about the benchmarks, including benchmark clarifications and content limits, the stimulus types, and the test items.
SS.7.C.3.8 – (pgs. 60-61; Also Assesses SS.7.C.3.9)
SS.7.C.3.14 – (pgs.68-69)
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Essential Vocabulary & Key Concepts Core Instructional Resources Supplemental Instructional Resources
Begin Mastery of SS.7.C.3.8 (Local)
SS.7.C.3.8: (Local)
appointment
city commissioner
council member
constituents
county commissioner
court order
home rule
how a bill becomes a law
impeach
judgment
judicial review
jurisdiction
law
majority vote
mayor
nominate
ordinance
school board
special interest group
standing committee
SS.7.C.3.14:
concurrent powers
expressed/enumerated powers
federal government
federalism
implied powers
inherent powers
local government
reserved powers
state government
Tenth Amendment
Florida Joint Center for Citizenship:
http://floridacitizen.org
SS.7.C.3.8/3.9: Process and
Lawmaking– “What are the processes of the three branches? How are laws made at each level of government?” ( 1 Day, Local Lesson Steps 56 – 58)
SS.7.C.3.14: Government Obligations
and Services – “What are the differences between local, state, and federal government obligations and services? Why do we have these differences in our form of government?” (3 Days)
*Additional instructional resources may be necessary.
Gateway to American Government Resource
SS.7.C.3.14 and SS.7C.3.8: Government
Obligations and Services
Local Governments in Florida text pg.
232-233
Government Obligations and Services
text pg. 234
Review Cards pgs. 240-241
iCivics:
Lessons: SS.7.C.3.8:
The Capable County SS.7.C.3.14
Separation of Powers: What’s for Lunch Wanted: A Just Right Government Why Do WE Have a House and a Senate
Anyway SS.7.C.3.9:
Separation of Powers
Web Quest: SS.7.C.3.14
Three Branches SS.7.C.3.9
Making Laws Three Branches
Games:
SS.7.C.3.14
Counties Work SS.7.C.3.8
Branches of Power SS.7.C.3.9
Law Craft
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SS.7.C.3.8: (Federal, State, and Local)
act
appointment
appointment confirmation
bicameral
bill
Cabinet
Chief Justice
city commissioner
council member
committee selection
conference committee
constituents
county commissioner
court order
executive order
home rule
how a bill becomes a law
impeach
judgment
judicial review
jurisdiction
law
majority leader
majority party
majority vote
mayor
minority party
minority leader
nominate
ordinance
pardon
President pro tempore of the Senate
presidential appointment
Textbook:
Remy, Richard C, etl. Florida Civics, Economics
and Geography. Bothell,WA: McGraw-Hill, 2013.
Chapter & Lesson: SS.7.C.3.8/3.9, SS.7.C.3.14: Chapter 14,
Lesson 2 then Lesson 1 pgs. 386 – 398 Workbook pgs. 215 – 218, 210 – 214
Facts of Congress: Federalism http://www.youtube.com/watch?&v=auV0Aj73Qy0 Facts of Congress: The Three Branches of Government http://www.youtube.com/watch?v=pyqEAPYnhjk Fact of Congress: How a Bill Becomes a Law: http://www.youtube.com/watch?v=KKvY0Q3tI6I I’m Just a Bill, School House Rock: http://www.youtube.com/watch?v=tyeJ55o3El0 The Florida Constitution http://www.leg.state.fl.us/ The Florida League of Cities, Inc. http://www.floridaleagueofcities.com Florida Supreme Court www.floridasupremecourt.org Office of the Governor http://www.flgov.com/ Online Sunshine http://www.leg.state.fl.us/ Online Sunshine for Kids http://www.leg.state.fl.us/Kids/
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school board
Speaker of the House
special committee
special interest group
standing committee
state legislator
state representative
state senator
statute
summary judgment
United States representative
United States senator
veto
writ of certiorari
*Additional vocabulary/key concepts may be necessary.
State and Local Government on the http://www.statelocalgov.net State of Florida www.myflorida.com
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Organizing Principle 7: Foundations of American Government
Students will understand the political, social, religious, and economic influences and beliefs that led to the
Declaration of Independence and be able to support the argument for independence and the development of
an American.
2nd Nine Weeks
Suggested pacing: 14 days
(11/12 –11/20)
(11/30-12/08)
Florida Next Generation Sunshine State Standards (NGSSS) Benchmark Alignment:
Civics (Mastery):
SS.7.C.1.1: Recognize how Enlightenment ideas including Montesquieu's view of separation of power and John Locke's theories related to natural law and how Locke's social contract influenced the Founding Fathers.
SS.7.C.1.2: 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 and responses to colonial concerns led to the writing of the Declaration of Independence.
SS.7.C.1.4: Analyze the ideas (natural rights, role of the government) and complaints set forth in the Declaration of Independence.
Civics (Introduce): SS.7.C.3.1 (direct & representative democracy, monarchy), SS.7.C.3.2
Geography: SS.7.G.2.1, SS.7.G.2.2, SS.7.G.2.3, SS.7.G.3.1
Economics: SS.7.E.1.1, SS.7.E.1.3 Florida Standards Alignment: LAFS.68.RH.1, LAFS.68.RH.2, LAFS.68.RH.3, LAFS.68.WHST.1.1, LAFS.68.WHST.4.10, LAFS.SL.1.1
Florida State Statute 1003.42: (a) Natural Law and Declaration of Independence, (f) History of Declaration of Independence
Florida Department of Education Civics End-of-Course Assessment Test Item Specifications:
Refer to the FLDOE Civics End-of-Course Test Item Specifications for details about the portion of the standards assessment designed to assess civics and
includes information about the benchmarks, including benchmark clarifications and content limits, the stimulus types, and the test items.
SS.7.C.1.1: – (pg. 18-19)
SS.7.C.1.2: – (pgs. 20-21)
SS.7.C.1.3: – (pgs. 22-23)
SS.7.C.1.4: – (pgs. 24-25)
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Essential Vocabulary & Key Concepts Core Instructional Resources Supplemental Instructional Resources
SS.7.C.1.1: checks and balances consent of the governed Enlightenment individual liberty influence natural law natural rights separation of powers social contract SS.7.C.1.2: Common Sense compact due process English Bill of Rights individual rights limited government limited monarchy Magna Carta Mayflower Compact Preamble rights rule of law self-government Thomas Paine SS.7.C.1.3: duty export goods import legislature levy oppression Parliament representation tax taxation without representation SS.7.C.1.4: abolish
Florida Joint Center for Citizenship:
http://floridacitizen.org
SS.7.C.1.1: The Influence of the Enlightenment – “How did the ideas of Montesquieu and Locke influence the Founding Fathers?” (2 Days)
SS.7.C.1.2: Influences on the Colonists View of Government – “What were some of the key influences on the colonists’ views of government?” (3 Days)
SS.7.C.1.3: Colonial Concerns and
the Writing of the Declaration of Independence – “What led to the writing of the Declaration of Independence?” (3 Days)
SS.7.C.1.4: The Declaration of
Independence– “What are the ideas
and complaints in the Declaration of
Independence?” (4 Days Lesson Steps
1 - 33)
*Additional instructional resources may be necessary.
Gateway to American Government Resource
SS.7.C.1.1: Enlightenment
Keys to learning pg. 2 (1-3)
What was the Enlightenment text pgs. 3-5
Graphic Organizers pg. 10(bottom), pg.
12
Infographic pg. 13
Review cards pg. 14
SS.7.C.1.2: Influential documents
Keys to learning pg. 2 (4-9)
The English Heritage and Impact of
Historic Documents pgs. 5-9
Graphic Organizer pg. 10 (top), pg. 11
Infographic pg. 13
Review Cards pg. 14-15
SS.7.C.1.3: Colonial Concerns
Keys to learning pg. 20 (1-13)
Events leading up to Declaration text pgs.
21-24
Graphic Organizer pg. 39
Infographic pg. 41
Review Cards pg. 42
SS.7.C.1.4: The Declaration of Independence
Keys to learning pg. 20 (14-17)
The Declaration of Independence text
pgs. 24-25
Writing the Declaration in your own
words activity pgs. 26-35
Vocabulary graphic organizer pg. 38
Cause and effect chart pg. 40
Infographic pg. 41
Review Cards pg. 43
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assent consent of the governed deprive derive despotism dissolve endow grievance impel impose institute natural rights oppression quarter rectitude self-evident tyranny tyrant unalienable rights (inalienable) usurpation *Additional vocabulary/key concepts may be necessary.
iCivics:
Lessons: SS.7.C.1.1 Why Government? SS.7.C.1.2 Roots of Democracy SS.7.C.1.3 Colonial Influences SS.7.C.1.4 Hey King, Get off our Backs!
Textbook:
Remy,Richard C, etl. Florida Civics, Economics and
Geography. Bothell,WA: McGraw-Hill, 2013. Print
Chapter & Lesson: SS.7.C.1.1 and S.S.7.C.2.1: Chapter 4,
Lesson 1 pgs. 84 – 91 o Workbook pgs. 46 – 50
SS.7.C.1.3: Chapter 4, Lesson 3 pgs. 98 – 108
o Workbook pages 55 – 59 Supplemental Resources: The Declaration of Independence (pgs.
109-112) Discovery Education: Enlightenment Philosophers: Locke, Voltaire, and Montesquieu: www.discoveryeducation.com John Locke and the Social Contract: http://www.youtube.com/watch?v=5ZzXGdMRSF0 Consent of the Governed http://www.youtube.com/watch?v=_-pDcYF64rs&list=UUEaVYnwbWa6Jzu1xfqk3RQg&index=2
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Featured Documents: The Magna Carta http://www.archives.gov/exhibits/featured_documents/magna_carta/index.html Discovery Education: Just the Facts: Documents of Destiny: Foundations and the Colonial Era: www.discoveryeducation.com Common Sense (Audio/Video Book) http://www.youtube.com/watch?v=5oaTVFfUz94 The Mayflower Compact Drive-Thru History: http://www.youtube.com/watch?v=CbjWqsC0Lpk The Mayflower Compact: http://www.crf-usa.org/foundations-of-our-constitution/mayflower-compact.html The Founders http://store.billofrightsinstitute.org/v/vspfiles/assets/images/pdf%20lessons/founders_bill%20of%20rights%20and%20you.pdf Too Late to Apologize: A Declaration http://www.youtube.com/watch?&v=uZfRaWAtBVg No More King: School House Rock: http://www.youtube.com/watch?v=PBBTF0Wg7dY
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Organizing Principle 8: Constitution
Students will understand and be able to explain the origin, purpose, structure, and function of the United States government as established by the Constitution and be able to the analyze the political, social, religious, and economic influences that led to the development of the U.S. Constitution.
***Please see order of instruction for specific
suggested pacing.***
Constitution: Part One 2nd Nine Weeks: 8 days (12/09 – 12/18)
Progress Monitoring (Review/Flex Days: 5 days (01/04 - 01/08)) Window: January 11th – January 12th
Constitution: Part Two 3rd Nine Weeks: 5 days (01/14 – 01/25)
Florida Next Generation Sunshine State Standards (NGSSS) Benchmark Alignment:
Civics (Mastery):
2nd Nine Weeks: See Order of Instruction
SS.7.C.1.5: Identify how the weaknesses of the Articles of Confederation led to the writing of the Constitution.
SS.7.C.1.8: Explain the viewpoints of the Federalists and the Anti-Federalists regarding the ratification of the Constitution and inclusion of a bill of rights.
3rd Nine Weeks Civics: See Order of Instruction
SS.7.C.3.5: Explain the Constitutional amendment process.
SS.7.C.3.13: Compare the constitutions of the United States and Florida.
Civics (Introduce):SS.7.C.2.4, SS.7.C.3.6
Geography: SS.7.G.2.1 Florida Standards Alignment: LAFS.68.RH.1, LAFS.68.RH.3.7, LAFS.68.WHST.1.1,LAFS.68.WHST.1.2, LAFS.68.WHST.4.10,
LAFS.SL.1.1
Florida State Statute 1003.42: (b) U.S. Constitution, (c) Federalist Papers
Florida Department of Education Civics End-of-Course Assessment Test Item Specifications:
Refer to the FLDOE Civics End-of-Course Test Item Specifications for details about the portion of the standards assessment designed to assess civics and
includes information about the benchmarks, including benchmark clarifications and content limits, the stimulus types, and the test items.
SS.7.C.1.5: – (pg. 26), SS.7.C.1.8: – (pg. 30)
SS.7.C.3.5: – (pg.56), SS.7.C.3.13: – (pgs. 66-67)
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Essential Vocabulary & Key Concepts Core Instructional Resources Supplemental Instructional Resources
SS.7.C.1.5: Articles of Confederation confederation Constitutional Convention debt Shay’s Rebellion SS.7.C.1.8: Anti-Federalists Bill of Rights Federalists Federalist Papers ratification SS.7.C.3.5: amendment caucus ratify rescind SS.7.C.3.13: abatement abridge amendment article authority cession constitution deprive Florida Declaration of Rights infringe jurisdiction militia preamble prohibit revenue vested *Additional vocabulary/key concepts may be necessary.
Florida Joint Center for Citizenship: http://floridacitizen.org
SS.7.C.1.5: The Articles of Confederation – “What were the
weaknesses of the Articles of
Confederation? How did the weaknesses
lead to the writing of the Constitution?” (3 Days)
SS.7.C.1.8: Federalists, Anti-
Federalists and the Constitution–
“What were the viewpoints of the
Federalists and Anti-Federalists regarding
the ratification of the Constitution? What
were the Anti-Federalists’ reasons for the
inclusion of a bill of rights?” (3 Days)
SS.7.C.3.5: Amending the United
States Constitution– “How can the United States Constitution be amended? Why is the amendment process difficult?” (2 Days)
SS.7.C.3.13: Comparing the U.S. and
Florida Constitutions – “How are the
U.S. and Florida constitutions similar?
How are they different?” (2 Days)
*Additional instructional resources may be necessary.
Gateway to American Government Resource
SS.7.C.1.5: Articles of Confederation Keys to learning pg. 48 The Articles of Confederation text pgs.49-52 Concept Ladder pg. 57 (top of page) Writing activity pg. 58 Review Cards and infographic pgs. 58-60
SS.7.C.1.8: Federalists vs. Anti-Federalists Keys to Learning pg. 64 (14-16) The Debate over Ratification text pgs. 74-76 Review Cards and infographic pgs. 81-82
SS.7.C.3.5: Amending the Constitution Keys to learning pg. 170 (#1 only) Amending the constitution text pg. 171 Infographic and review cards pgs. 182-183
SS.7.C.3.13: Comparing Constitutions Keys to learning pg. 222 (4-5) Comparison of the Florida and US
Constitution text pgs. 225-230 Infographic pg. 238 Review cards pgs. 239-240
iCivics:
Lessons: SS.7.C.1.5 Wanted, A Just Right Government SS.7.C.1.8 Directions for Democracy SS.7.C.3.5 Anatomy of the Constitution SS.7.C.3.13 Comparative Constitutions
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Textbook:
Remy,Richard C, etl. Florida Civics, Economics and
Geography. Bothell,WA: McGraw-Hill, 2013. Print
Chapter & Lesson: SS.7.C.1.5: Chapter 5, Lesson 1 pgs. 116 – 121
o Workbook pgs. 62 – 65 SS.7.C.1.8: Chapter 5, Lesson 2 pgs. 122 – 129
o Workbook pgs. 66 - 70 SS.7.C.3.5: Chapter 5, Lesson 3 pgs. 130 – 135
o Workbook pgs. 71 – 74 SS.7.C.3.13: Chapter 13, Lesson 1 pgs. 358-361
o Workbook pgs. 190 – 195
Federalists-Anti-Federalist Debates: http://teachingamericanhistory.org/fed-antifed/
The Federalist Papers http://thomas.loc.gov/home/histdox/fedpapers.html Charters of Freedom: The Articles of Confederation http://www.archives.gov/exhibits/charters/charters_of_freedom_4.html
The Unfinished Nation: A Precarious Experiment www.discoveryeducation.com
Interactive Constitution www.constitutioncenter.org/constitution
Ben’s Guide: The Writing of the US Constitution http://bensguide.gpo.gov/9-12/documents/constitution/background.html
Primary Documents www.ourdocuments.gov/content.php?flash=true&page=milestone
Amending the Constitution www.discoveryeducation.com
The Constitutional Amendment Process
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http://www.archives.gov/federal-register/constitution/
The Florida Constitution http://www.leg.state.fl.us/Statutes/index.cfm?Mode=Constitution&Submenu=3 Florida’s Constitutions http://www.floridamemory.com/Collections/Constitution/
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Organizing Principle 9: Amendments to the U.S. Constitution
Students will understand the rights and protections provided by amendments to the United States Constitution and be able to evaluate the impact of those constitutional rights on individuals and society.
3rd Nine Weeks
Suggested pacing: 12 days
(01/26 – 02/10)
Florida Next Generation Sunshine State Standards (NGSSS) Benchmark Alignment:
Civics (Mastery):
SS.7.C.2.4: Evaluate rights contained in the Bill of Rights and other amendments to the Constitution.
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.
Civics (Introduce):SS.7.C.3.12 (Gideon, Miranda, Tinker, Hazelwood), SS.7.C.2.5
Geography: SS.7.G.2.1
Florida Standards Alignment: LAFS.68.RH.2, LAFS.68.RH.3, LAFS.68.WHST.1.2, LAFS.68.WHST.4.10, LAFS.SL.1.3, MAPP.K12.MP.3
Florida State Statute 1003.42: (b) U.S. Constitution, (h) African American history, (p) Hispanic contributions, (q) Women’s
contributions
Florida Department of Education Civics End-of-Course Assessment Test Item Specifications:
Refer to the FLDOE Civics End-of-Course Test Item Specifications for details about the portion of the standards assessment designed to assess civics and
includes information about the benchmarks, including benchmark clarifications and content limits, the stimulus types, and the test items.
SS.7.C.2.4: (pgs. 36-37)
SS.7.C.3.6: (pg. 57)
SS.7.C.3.7: (pgs. 58-59)
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Essential Vocabulary & Key Concepts Core Instructional Resources Supplemental Instructional Resources
SS.7.C.2.4: Bill of Rights cruel and unusual punishment double jeopardy due process of law eminent domain equal protection under the law First Amendment pleading the fifth right to bear arms right to legal counsel search and seizure suffrage trial by jury unenumerated rights SS.7.C.3.6: civil disobedience economic freedom eminent domain forced internment freedom of assembly property rights SS.7.C.3.7: 13th Amendment 14th Amendment 15th Amendment 19th Amendment 24th Amendment 26th Amendment amendment civil rights Civil Rights Act of 1964 Civil Rights Act of 1968 discrimination Equal Rights Amendment literacy test
Florida Joint Center for Citizenship:
http://floridacitizen.org
SS.7.C.2.4: Rights in the U.S. Constitution – “What rights are protected by the Bill of Rights and other amendments to the U.S. Constitution?” (4 Days, Lesson Steps 1 – 32, 39)
SS.7.C.3.6: The Impact of Constitutional Rights– “How do constitutional rights impact individual citizens? How do constitutional rights impact our society?”(4 Days)
SS.7.C.3.7: The Evolution of Voting Rights– “How have voting and civil rights expanded over time? What has been the impact of this expansion?” (4 Days)
*Additional instructional resources may be necessary.
Gateway to American Government Resource
SS.7.C.2.4: Rights in the U.S. Constitution
Keys to learning pg. 170 (7-12) The Bill of Rights text pgs. 172-175 Graphic organizer pg. 180 Infographic pg. 182 Review cards pgs. 183-184
SS.7.C.3.6: Impact of Constitutional Rights Impact of later amendments text pgs.
176-177 SS.7.C.3.7: Voting rights amendments
Keys to learning pg. 170 (14-20) The “Civil War” Amendments text Pgs.
177-178 The Expansion of Democracy text pgs.
178-179 Graphic Organizer pg. 181 Infographic pg. 182 Review Cards pgs. 184-185
iCivics:
Lessons: SS.7.C.2.4
Bill of Rights: You Mean I’ve Got
Rights?
Interpreting the Constitution: What
Does that Mean?
Directions for Democracy
SS.7.C.3.6 Can I? I Can’t Wear What??
SS.7.C.3.7 Voting Rights
Web Quests:
The Constitution: Rules for Running a
SEVENTH GRADE CIVICS: M/J CIVICS Bay District Schools Civics Curriculum Resource Guide 2015 – 2016
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poll tax prohibit segregation state’s rights suffrage Voting Rights Act of 1965 *Additional vocabulary/key concepts may be necessary.
Country
Games
Do I Have a Right? Bill of Rights Edition
Textbook:
Remy,Richard C, etl. Florida Civics, Economics and
Geography. Bothell,WA: McGraw-Hill, 2013. Print
Chapter & Lesson: SS.7.C.2.4: Chapter 6, Lesson 1 pgs.
172 – 176 o Workbook pgs. 82 – 84
SS.7.C.3.6: Chapter 6, Lesson 2 pgs. 178 – 183
o Workbook pgs. 85 – 88 SS.7.C.3.7: Chapter 6, Lesson 3 pgs.
185 – 189 o Workbook pgs. 89 – 94
Supplemental Resources: Amendments (pgs. 158-168)
o Workbook pg. 92 Supreme Court Cases pg. 149 Miranda v. Arizona (pg. 418) Gideon v. Wainwright (pg. 444) Tinker v. Des Moines (pg. 177) Hazelwood v. Kuhlmeier (pg. 340)
Smart Songs: Bill of Rights Rap http://www.youtube.com/watch?v=tlt6R1KD4E0 Bill of Rights Song: http://www.youtube.com/watch?&v=KINGYf7pdJE 19th: Bad Romance Women’s Suffrage: Search YouTube or Soomo Publishing Featured Documents: The 19th Amendment
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http://www.archives.gov/exhibits/featured_documents/amendment_19/index.html Documented Rights: http://www.archives.gov/exhibits/documented-rights/ The Civil Rights Era: http://memory.loc.gov/ammem/aaohtml/exhibit/aopart9b.html Charters of Freedom: Bill of Rights http://www.archives.gov/exhibits/charters/bill_of_rights.html
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Organizing Principle 10: The Legal System and Supreme Court Cases
Students will understand the history, structure, purpose, and operations of the United States legal system and
demonstrate its role as a societal safeguard of individual rights and liberties as well as analyze the impact of the legal
system on society, government, and the American political system.
3rd Nine Weeks
Suggested pacing: 10 days
(02/11 – 02/26)
Florida Next Generation Sunshine State Standards (NGSSS) Benchmark Alignment:
Civics (Mastery):
SS.7.C.3.10: Identify sources and types (civil, criminal, constitutional, military) of law.
SS.7.C.3.11:Diagram the levels, functions, and powers of courts at the state and federal levels.
SS.7.C.2.6:Simulate the trial process and the role of juries in the administration of justice.
SS.7.C.2.5:Distinguish how the Constitution safeguards and limits individual rights.
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. 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. (Plessy, Brown, in re Gault, then entirety)
Geography: SS.7.G.2.1, SS.7.G.2.4
Economics: SS.7.E.2.3
Florida Standards Alignment: LAFS.68.RH.1, LAFS.68.RH.2, LAFS.68.RH.3.8, LAFS.68.WHST.1.1, LAFS.68.WHST.1.2, LAFS.68.WHST.4.10,
LAFS.SL.1.1,LAFS.SL.2.4, MAPP.K12.MP.3, MAPP.K12.MP.6
Florida State Statute 1003.42: (b) U.S. Constitution, (e) elements of government, (h) African American history
Florida Department of Education Civics End-of-Course Assessment Test Item Specifications:
Refer to the FLDOE Civics End-of-Course Test Item Specifications for details about the portion of the standards assessment designed to assess civics and
includes information about the benchmarks, including benchmark clarifications and content limits, the stimulus types, and the test items.
SS.7.C.3.10: – (pg. 62), SS.7.C.3.11: – (pgs. 63-64) (Also assesses SS.7.C.2.6),
SS.7.C.2.5: – (pgs. 38-39), SS.7.C.3.12: – (pg. 65)
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Essential Vocabulary & Key Concepts Core Instructional Resources Supplemental Instructional Resources
SS.7.C.2.5:
appellate process
ex post facto
ex post facto law
habeas corpus
independent judiciary
precedent
privacy
public interest
safeguard
summary judgment
writ
SS.7.C.3.10:
case law
civil law
Code of Hammurabi
common law
constitutional law
criminal law
juvenile law
Magna Carta
military law
regulation
source
statutory law
type
SS.7.C.3.11:
appeal
appellate court
bailiff
case
Florida Joint Center for Citizenship:
http://floridacitizen.org SS.7.C.3.10 Sources and Types of Laws –
“What are the sources and types of law?” (2 Day Modify Lesson Steps for Direct Instruction and Whole Group)
SS.7.C.3.11/2.6: Federal and State Courts– “How are courts organized and structured at the federal and state levels? What is the trial process and what is the role of a jury?” (3 Days Lesson Steps 1 – 33, 37 – 41)
SS.7.C.2.5: The U.S. Constitution and Individual Rights – “How does the U.S. Constitution safeguard and limit individual rights?” (2 Days Lesson Steps 1 – 18 and 45)
SS.7.C.3.12: Landmark Supreme Court
Cases – “What are the outcomes of select landmark Supreme Court cases? Why are these cases significant?” (3 Days)
*Additional instructional resources may be necessary.
Gateway to American Government Resource SS.7.C.2.5
Keys to learning pg. 170 (13) How the Constitution Safeguards and
limits Our Individual rights text pg. 176 Review Card Pg. 185
SS.7.C.3.10: Sources and Types of Law Keys to learning pg. 142 (5-6) Where do laws come from text pgs. 145-
148 Sources of American Law text and Active
Citizen pgs. 149-151 Cluster Activity bottom pg. 160- top pg.
161 Infographic pg. 162 Review Cards pgs. 163-164
SS.7.C.3.11/2.6: Federal and State Courts Keys to learning pg. 126 Jurisdiction text pgs. 128-130 The “lower” Federal Courts text pgs. 132-
134 Vocabulary activity pg. 135 Infographic pg. 136 Review Cards pgs 137-138
SS.7.C.3.12: Landmark Supreme Court Cases All of Chapter 10 Pg 189-216
iCivics:
Lessons
SS.7.C.2.5
Bill of Rights: You Mean I’ve Got Rights?
Can I?
I Can’t Wear What??
SS.7.C.3.10
Sources of Law
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Chief Justice
circuit courts
civil case
county courts
court
court clerk
court reporter
criminal case
cross examination
defendant
direct examination
District Court of Appeals
federalism
Florida Circuit Courts
Florida County Courts
Florida Supreme Court
judge
judicial branch
judicial review
jury
juror
justice
original jurisdiction
plaintiff/prosecutor
trial court
U.S. Circuit Court of Appeals
U.S. District Court
U.S. Supreme Court
verdict
voir dire
writ of certiorari
SS.7.C.3.12:
arbiter
Brown v. Board
SS.7.C.3.11
What Courts Do: James Bond in a Honda
On the Level
Appellate Courts: Let’s Take this Baby
UP!
SS.7.C.3.12
The “Supreme” in Supreme Decision
Jim Crow
I Can’t Wear What??
Road to Civil Rights
Landmark Library (Brown v. Board, In re
Gault, Gideon v. Wainwright, Marbury v.
Madison, Miranda v. Arizona, Plessy v.
Ferguson, U.S. v. Nixon)
Web Quests:
The Constitution: Rules for Running a
Country
The Courts in a Nutshell
In the Courts
States Rule!
Games
Do I Have a Right?
Branches of Power
Supreme Decision
We the Jury
CourtQuest
Textbook:
Remy,Richard C, etl. Florida Civics, Economics and
Geography. Bothell,WA: McGraw-Hill, 2013. Print
Chapter & Lesson: SS.7.C.2.5: Chapter 15, Lesson 2 pgs. 419
– 428 o Workbook pgs. 231 – 235
SS.7.C.3.10: Chapter 15, Lesson 1 pgs. 410 – 418 and Chapter 16, Lessons 1,2,3 pgs.
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Bush v. Gore
District of Columbia v. Heller
Equal Protection Clause
executive privilege
Gideon v. Wainwright
Hazelwood v. Kuhlmeier
in re Gault
judicial opinion
judicial review
juvenile rights
landmark
legal equality
legal precedent
Marbury v. Madison
Miranda v. Arizona
Plessy v. Ferguson
prosecute
rights of the accused
segregation
self-incrimination
separation of powers
supremacy clause
Tinker v. Des Moines
unanimous
United States v. Nixon
*Additional vocabulary/key concepts may be necessary.
430 – 449 o Workbook pgs. 226 – 230 o Workbook pgs. 238 – 250
SS.7.C.3.11: Chapter 13, Lesson 4 (State) pgs. 374 – 382 and Chapter 9, Lessons 1, 2, 3, 4 (Federal) pgs. 253 – 282
o Workbook pgs. 203 – 206 o Workbook pgs. 134 – 149
Supplemental Resources: Supreme Court Cases Chart pg. 149 Tinker v. Des Moines (pg. 177) U.S. v. Nixon (pg. 237) Marbury v. Madison (pg. 273) Bush v. Gore (pg. 314) Hazelwood v. Kuhlmeier (pg. 340) In re Gault (pg. 379) Plessy v. Ferguson (pg. 393) Miranda v. Arizona (pg. 418) Gideon v. Wainwright (pg. 444)
Brown v. Board of Education (pg. 577)
Make Your Case Trial Simulation:
http://www.scholastic.com/browse/article.jsp?i
d=3752426
The Florida Courts and the Judiciary: A
Constitutional Scavenger Hunt
http://www.justiceteaching.org/resource_materi
al/ScavengerHunt.pdf
Gideon v. Wainwright:
http://www.youtube.com/watch?v=7Iustxd3Vg
w
Supreme Court
www.supremecourt.org
Street Law: Summaries of landmark cases at
varied reading levels
SEVENTH GRADE CIVICS: M/J CIVICS Bay District Schools Civics Curriculum Resource Guide 2015 – 2016
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www.streetlaw.org
Oyez: Summaries of landmark cases sorted by
year
www.oyez.org
Our Courts
www.ourcourts.org
Landmark Supreme Court Cases
www.landmarkcases.org
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Organizing Principle 11: Forms of Government
Students will understand and be able to explain different forms and systems of government.
3rd Nine Weeks
Suggested pacing: 5 days
(02/29 – 03/04)
Florida Next Generation Sunshine State Standards (NGSSS) Benchmark Alignment:
Civics (Mastery):
SS.7.C.3.1:Compare different forms of government (direct democracy, representative democracy, socialism, communism, monarchy,
oligarchy, autocracy).
SS.7.C.3.2:Compare parliamentary, federal, confederal, and unitary systems of government.
Civics (Introduce): SS.7.C.4.1, SS.7.C.4.3
Geography: SS.7.G.1.2
Economics: SS.7.E.1.4, SS.7.E.2.5
Florida Standards Alignment: LAFS.68.RH.2, LAFS.68.WHST.1.2, LAFS.68.WHST.3.8, LAFS.68.WHST.3.9, LAFS.SL.1.1
Florida Department of Education Civics End-of-Course Assessment Test Item Specifications:
Refer to the FLDOE Civics End-of-Course Test Item Specifications for details about the portion of the standards assessment designed to assess civics and
includes information about the benchmarks, including benchmark clarifications and content limits, the stimulus types, and the test items.
SS.7.C.3.1: pg. 50
SS.7.C.3.2: pgs. 51-52
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Essential Vocabulary & Key Concepts Core Instructional Resources Supplemental Instructional Resources
SS.7.C.3.1
absolute monarchy
anarchy
autocracy
communism
form of government
monarchy
oligarchy
representative democracy
republic
socialism
SS.7.C.3.2
confederal
democracy
dictatorship
direct democracy
federal
government
governor
parliamentary
president
prime minister
unitary
*Additional vocabulary/key concepts may be necessary.
Florida Joint Center for Citizenship:
http://floridacitizen.org
SS.7.C.3.1: Comparing Forms of Government– “What are forms of government? How do they compare to each other?” (2 Days)
SS.7.C.3.2: Systems of Government
– “How is power distributed in
different systems of government?”(2
Days)
*Additional instructional resources may be necessary.
Gateway to American Government Resource
SS.7.C.3.1: Forms of Government
Keys to learning pg. 336 (1-8)
Who holds the power text pgs. 338-341
Comparative Government game pgs. 348-
349
Graphic Organizers pgs. 350-352
Infographic pg. 353
Review Cards pgs354-355
SS.7.C.3.2: Systems of Government
Keys to learning pg. 336 (9-12)
The Nation and its Regions text pgs. 341-
347
Graphic Organizers pgs. 350-352
Infographic pg. 353
Review Cards pgs354-355
iCivics:
Lessons: Who Rules? (SS.7.C.3.1)
Textbook:
Remy, Richard C, etl. Florida Civics, Economics
and Geography. Bothell, WA: McGraw-Hill, 2013.
Chapter & Lesson: SS.7.C.3.1: Chapter 3, Lesson 4 pgs. 70 –
80 o Workbook pgs. 39 – 42
SS.7.C.3.2: Chapter 4, Lesson 1 pgs. 84 – 91
o Workbook pgs. 45 – 50
Types of Government Explained:
http://www.youtube.com/watch?v=N4r0VUybe
XY
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Types of Government:
http://www.buzzle.com/articles/different-
types-of-governments.html
Forms of government FLVS video
https://youtu.be/vdh9xo47OWM
Systems of government FLVS video
https://youtu.be/SL6eGwP0JTg
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Organizing Principle 12: International Relations
Students will understand contemporary issues in world affairs, and be able to evaluate the role and impact of
U.S. foreign policy.
3rd Nine Weeks
Suggested pacing: 9 days
(03/07 – 03/18)
Spring Break: (03/21-03/25)
Progress Monitoring Window: (3/28 – 3/30)
Florida Next Generation Sunshine State Standards (NGSSS) Benchmark Alignment:
Civics (Mastery):
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.
Geography: SS.7.G.2.3, SS.7.G.4.1
Economics: SS.7.E.2.5, SS.7.E.3.1, SS.7.E.3.2, SS.7.E.3.3, SS.7.E.3.4
Florida Standards Alignment:LAFS.68.RH.2, LAFS.68.WHST.1.1, LAFS.68.WHST.3.7, LAFS.68.WHST.3.8, LAFS.68.WHST.3.9,
LAFS.SL.1.1, HE.7.P.8.2
Florida Department of Education Civics End-of-Course Assessment Test Item Specifications:
Refer to the FLDOE Civics End-of-Course Test Item Specifications for details about the portion of the standards assessment designed to assess civics and
includes information about the benchmarks, including benchmark clarifications and content limits, the stimulus types, and the test items.
SS.7.C.4.1: pgs. 70-71
SS.7.C.4.2: pgs. 72-73
SS.7.C.4.3: pgs. 74-75
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Essential Vocabulary & Key Concepts Instructional Resources Additional Instructional Resources
SS.7.C.4.1
Alliance
Allies
Ambassador
Diplomacy
Diplomat
Doctrine
Domestic affairs
Domestic policy
Embassy
Foreign affairs
Foreign policy
HIV/AIDS
International relations
Secretary of State
Treaty
US State Department
SS.7.C.4.2
European Union
Intergovernmental organizations
International organizations
International Red Cross
Non-governmental organizations
North American Free Trade Agreement (NAFTA)
North Atlantic Treaty Organization (NATO)
Treaty
United Nations
United National International Children’s
Emergency Fund (UNICEF)
World Bank
World Court
World Health Organization
World Trade Organization
Florida Joint Center for Citizenship:
http://floridacitizen.org
SS.7.C.4.1: Understanding U.S. Domestic and Foreign Policy– “What is domestic policy? What is foreign policy? What are the differences between domestic and foreign policy?” (3 Days Lesson Steps 1 – 28, 37, consider step 38, steps 40 – 41)
SS.7.C.4.2: Government and
Citizen Participation in
International Organizations –
“What are international
organizations? How can government
and individual citizens support and
play a role in them?”(2 Days Lesson
Steps 1 – 25, 34 direct instruction)
SS.7.C.4.3: The United States and
International Conflict– “What
international conflicts has the U.S.
been involved in? Why did the U.S.
become involved? What kinds of
actions did the U.S. take in these
conflicts?”(3 Days Lesson Steps 1 –
36 modify to be direct instruction)
*Additional instructional resources may be necessary.
Gateway to American Government Resource
SS.7.C.4.1: Foreign and Domestic Policy
Keys to learning pg. 362 (1-5)
Foreign Policy text pgs. 363-370
Concept Circle Activity pgs. 385-387
Infographic pg. 388
Review Cards pgs. 389-390
SS.7.C.4.2: International Organizations
Keys to learning pg. 362 (6 & 16)
U.S. Participation in International
Organizations text pgs. 380-384
Concept Circles Activity pgs. 385-387
Infographic pg. 388
Review Cards pg. 394
SS.7.C.4.3: International Conflict
Keys to learning pg. 362 (6-15)
International Conflicts text pgs. 372-378
The Active Citizen pg. 379
Concept Circles Activity pgs. 385-387
Infographic pg. 388
Review Cards pgs391-393
iCivics:
Lessons: International Organizations (SS.7.C.4.2) Conflict and Cooperation (SS.7.C.4.3) Diplomacy (SS.7.C.4.1) International Influence (SS.7.C.4.3)
Games Crisis of Nations (SS.7.C.4.2)
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World War I
World War II
SS.7.C.4.3
Bay of Pigs
Conflict
Conflict resolution
Cooperation
Cuban Missile Crisis
Diplomacy
Gulf War I
Gulf War II
Humanitarian efforts
International conflict
Iran Hostage Crisis
Korean War
Military action
North Atlantic Treaty Organization (NATO)
Peacekeeping operation
Terrorism
US State Department
United Nations
Vietnam War
*Additional vocabulary/key concepts may be necessary.
Textbook:
Remy,Richard C, etl. Florida Civics, Economics and
Geography. Bothell,WA: McGraw-Hill, 2013. Print
Chapter & Lesson: SS.7.C.4.1: Chapter 25, Lesson 1 pgs. 648
– 653 o Workbook pgs. 365 – 369
SS.7.C.4.2: Chapter 25, Lesson 2 pgs. 654 – 659
o Workbook pgs. 370 – 373 SS.7.C.4.3: Chapter 25, Lesson 3 pgs. 360
– 370 o Workbook pgs. 374 – 378
Youth for Human Rights
http://www.youthforhumanrights.org/
C-SPAN Classroom www.c-spanclassroom.org
Civic Voices www.civicvoices.org
Foreign Policy Association http://www.fpa.org
Foreign Policy Research Institute www.fpri.org
Heifer International http://www.heifer.org
National Geographic
http://www.nationalgeographic.com
Nation Master http://www.nationmaster.com
Newspapers in Education
http://www.dispatchnie.com
New York Times Learning Network
www.nytimes.com/learning
SEVENTH GRADE CIVICS: M/J CIVICS Bay District Schools Civics Curriculum Resource Guide 2015 – 2016
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PBS www.pbs.org
Taking It Global http://tigweb.org
TIME For Kids http://www.timeforkids.com/TFK
World Atlas www.worldatlas.com
World Food Programme http://www.wfp.org
Trading Off: Examining Multiple Perspectives on
the Effects of NAFTA on Mexico and the United
States
http://www.nytimes.com/learning/teachers/lessons/2
0020227wednesday.html
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Organizing Principle 13: Citizen Action
Students will understand the roles, rights, and responsibilities of United States Citizens and be able to demonstrate active participation in society, government, or the political system and provide a narrative of their experiences.
4th Nine Weeks
Suggested pacing: 3 days
(03/31-04/04)
Florida Next Generation Sunshine State Standards (NGSSS) Benchmark Alignment:
Civics (Mastery):
SS.7.C.2.3:Experience the responsibilities of citizens at the local, state, or federal levels. (Remarks/Examples: Registering or pre-registering
to vote, volunteering, communicating with government officials, informing others about current issues, participating in a political
campaign/mock election.)
SS.7.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.2.14: Conduct a service project to further the public good. (Remarks/Examples: The project can be at the school, community, state,
national, or international level.)
Florida Standards Alignment: LAFS.68.RH.3.7, LAFS.68.RH.3.8, WHST.2, LAFS.68.WHST.3, LAFS.68.WHST.4.10, LAFS.7.SL.2.4,
MAFS.K12.MP.1
Florida Department of Education Civics End-of-Course Assessment Test Item Specifications:
Refer to the FLDOE Civics End-of-Course Test Item Specifications for details about the portion of the standards assessment designed to assess civics and
includes information about the benchmarks, including benchmark clarifications and content limits, the stimulus types, and the test items.
SS.7.C.2.12: – (pgs. 46-47)
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Essential Vocabulary & Key Concepts Instructional Resources Additional Instructional Resources
SS.7.C.2.12: alternatives government agencies public policy SS.7.C.2.14: Service project *Additional vocabulary/key concepts may be necessary.
Florida Joint Center for Citizenship:
FJCC Curriculum 2.0: SS.7.C.2.12: Lesson TBA SS.7.C.2.14 Service Learning Resources *Additional instructional resources may be necessary.
iCivics:
Lessons: SS.7.C.2.12
The Fourth Branch, You! Students Engage!
SS.7.C.2.14 The Boys and Girls Club Unit Plan
Florida Learn and Serve: What is Service Learning?: http://www.fsu.edu/~flserve/sl/sl.html Lesson Plans: http://www.fsu.edu/~flserve/sl/standards.html#part4 Service Learning Resources: http://www.fsu.edu/~flserve/resources/resources.html
National Service-Learning Clearinghouse: http://www.servicelearning.org
Youth Service America Global Youth Service Day – Resources: http://gysd.org/resources
Montgomery County Public Schools in Rockville, Maryland – Home Page: http://www.montgomeryschoolsmd.org/departments/ssl/index.aspx
Youth Service America Global Youth Service Day – Resources: http://gysd.org/resources
Community Lessons: Promising Curriculum Practices by Julie Bartsch Direct Link to PDF from Massachusetts Department of Education: http://www.doe.mass.edu/csl/comlesson.pdf
Leon County Schools 7th Grade Applied Civics Student Service Learning Resources:http://www2.leon.k12.fl.us/sites/civics/Community%20Service%20Assignments/Forms/AllItems.aspx
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Organizing Principle 14: Reexamine Civics Active Learning Lessons
Students will understand that civics explores the relationship between the citizen, government, and society
and is more than the study of history, the structure and function of government, as it also includes an
examination of the rights and duties of citizens as well as the role of the citizen in political, social, and
economic systems and be able to provide a narrative of their experience as a knowledgeable, responsible, and
actively engaged citizen.
4th Nine Weeks
Suggested pacing: 19 days
Florida Next Generation Sunshine State Standards (NGSSS) Benchmark Alignment:
Civics (Mastery):
SS.7.C.1.1, SS.7.C.1.2, SS.7.C.1.3, SS.7.C.1.4, SS.7.C.1.5, SS.7.C.1.6, SS.7.C.1.7, SS.7.C.1.8, SS.7.C.1.9, SS.7.C.2.1, SS.7.C.2.2, SS.7.C.2.3,
SS.7.C.2.4, SS.7.C.2.5, SS.7.C.2.6, SS.7.C.2.7, SS.7.C.2.8, SS.7.C.2.9, SS.7.C.2.10, SS.7.C.2.11, SS.7.C.2.12, SS.7.C.2.13, SS.7.C.2.14, SS.7.C.3.1,
SS.7.C.3.2, SS.7.C.3.3, SS.7.C.3.4, SS.7.C.3.5, SS.7.C.3.6, SS.7.C.3.7, SS.7.C.3.8, SS.7.C.3.9, SS.7.C.3.10, SS.7.C.3.11, SS.7.C.3.12, SS.7.C.3.13,
SS.7.C.3.14, SS.7.C.4.1, SS.7.C.4.2, SS.7.C.4.3
Florida Standards Alignment: LAFS.68.RH.1, LAFS.68.RH.2, LAFS.68.RH.3, LAFS.68.WHST.1.2, LAFS.68.WHST.3.7,
LAFS.68.WHST.3.8, LAFS.68.WHST.3.9, LAFS.68.WHST.4.10, LAFS.SL.2.4, MAPP.K12.MP.5
Florida Department of Education Civics End-of-Course Assessment Test Item Specifications:
Refer to the FLDOE Civics End-of-Course Test Item Specifications for details about the portion of the standards assessment designed to assess civics and
includes information about the benchmarks, including benchmark clarifications and content limits, the stimulus types, and the test items.
Refer to (pgs. 18-75) for test item specifications for all civics mastery standards.
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Essential Vocabulary & Key Concepts Instructional Resources Additional Instructional Resources
See vocabulary list and test item
specifications for vocabulary needed for
mastery. *Additional vocabulary/key concepts may be necessary.
EOC Information:
http://fcat.fldoe.org/eoc/
Florida Joint Center for Citizenship:
http://floridacitizen.org/resources/middle
iCivics
http://icivics.org
*Additional instructional resources may be necessary.
Escambia County Civics review
http://www.ecsd-fl.schoolloop.com/civics
FLDOE Civics Student Tutorials
http://www.Floridastudents.org
Gateway to American Government Resource
Practice Test pg. 399
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Organizing Principle 15: Economics
Students will understand and be able to explain the fundamental concepts relevant to the development of a market
economy, the institutions, structure, and functions of a national economy, and interrelationships of the United States in
the international marketplace.
4th Nine Weeks
Suggested pacing: 7 days
Florida Next Generation Sunshine State Standards (NGSSS) Benchmark Alignment:
Economics (Mastery):
SS.7.E.1.1:Explain how the principles of a market and mixed economy helped to develop the United States into a democratic nation.
SS.7.E.1.2: Discuss the importance of borrowing and lending in the United States, the government's role in controlling financial institutions, and list the advantages and
disadvantages of using credit.
SS.7.E.1.3: Review the concepts of supply and demand, choice, scarcity, and opportunity cost as they relate to the development of the mixed market economy in the
United States.
SS.7.E.1.4: Discuss the function of financial institutions in the development of a market economy.
SS.7.E.1.5: Assess how profits, incentives, and competition motivate individuals, households, and businesses in a free market economy.
SS.7.E.1.6: Compare the national budget process to the personal budget process.
SS.7.E.2.1: Explain how federal, state, and local taxes support the economy as a function of the United States government.
SS.7.E.2.2: Describe the banking system in the United States and its impact on the money supply.
SS.7.E.2.3: Identify and describe United States laws and regulations adopted to promote economic competition.
SS.7.E.2.4: Identify entrepreneurs from various gender, social, and ethnic backgrounds who started a business seeking to make a profit.
SS.7.E.2.5: Explain how economic institutions impact the national economy.
SS.7.E.3.1: Explain how international trade requires a system for exchanging currency between and among nations.
SS.7.E.3.2: Assess how the changing value of currency affects trade of goods and services between nations.
SS.7.E.3.3: Compare and contrast a single resource economy with a diversified economy.
SS.7.E.3.4: Compare and contrast the standard of living in various countries today to that of the United States using gross domestic product (GDP) per capita as an
indicator.
Florida Standards Alignment:LAFS.68.RH.2, LAFS.68.RH.3, LAFS.68.WHST.1.2, LAFS.68.WHST.4.10, LAFS.SL.1, LAFS.SL.2.4, MAPP.K12.MP.1,
MAFS.K12.MP.3, MAFS.K12.MP.5, MAFS.K12.MP.6, MAFS.6.SP.1
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Essential Vocabulary & Key Concepts Core Instructional Resources Supplemental Instructional Resources
economics
micro-economic
macro-economics
needs
wants
supply and Demand
goods and Services
financial Institutions
economic Indicators
trade
free Market System
taxes
government Regulation of the Economy
stock market
banks
credit unions
Federal Reserve System
privately owned banks
budget
*Additional vocabulary/key concepts may be necessary.
Textbook:
Remy,Richard C, etl. Florida Civics, Economics and
Geography. Bothell,WA: McGraw-Hill, 2013. Print
Chapter & Lesson: Chapters 17-24
Florida Joint Center for Citizenship:
FJCC Curriculum 1.0: Unit 6, Lesson 4: Types of Economic
Systems (SS.7.E.1.4, SS.7.E.2.2, and SS.7.E.2.5)
Unit 6, Lesson 6: Economic Functions of Government (SS.7.E.2.3)
Unit 6, Lesson 8: Gross Domestic Product (SS.7.E.3.4)
*Additional instructional resources may be necessary.
iCivics:
Lessons: The Market Economy Government and the Economy Taxation Government Spending Banks, Credit and the Economy Budget Blast Money Matters Creating the Budget Balance the Budget
Games People’s Pie
National Debt Clock
http://zfacts.com/p/461.htm
Economic Education
http://ecedweb.unomaha.edu
Federal Reserve Education
www.federalreservededucation.org
Florida Council on Economic Education
www.fcee.org
www.federalreserve.gov/KIDS
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Organizing Principle 16: Geography
Students will understand and be able to explain the function and purpose of maps and other geographic tools
recognize the characteristics between Earth’s ecosystems and the populations that dwell within, interpret
geography as it applied to past, present and future and understand the characteristic of distribution, and
migration of human populations.
4th Nine Weeks
Suggested pacing: 7 days
Florida Next Generation Sunshine State Standards (NGSSS) Benchmark Alignment:
Geography (Mastery)
SS.7.G.1.1: Locate the fifty states and their capital cities in addition to the nation's capital on a map.
SS.7.G.1.2: Locate on a world map the territories and protectorates of the United States of America.
SS.7.G.1.3: Interpret maps to identify geopolitical divisions and boundaries of places in North America.
SS.7.G.2.1: Locate major cultural landmarks that are emblematic of the United States.
SS.7.G.2.2: Locate major physical landmarks that are emblematic of the United States.
SS.7.G.2.3: Explain how major physical characteristics, natural resources, climate, and absolute and relative location have influenced settlement,
economies, and inter-governmental relations in North America.
SS.7.G.2.4: Describe current major cultural regions of North America.
SS.7.G.3.1: Use maps to describe the location, abundance, and variety of natural resources in North America.
SS.7.G.4.1: Use maps to describe the location, abundance, and variety of natural resources in North America.
SS.7.G.4.2: Use maps and other geographic tools to examine the importance of demographics within political divisions of the United States.
SS.7.G.5.1: Use a choropleth or other map to geographically represent current information about issues of conservation or ecology in the local
community.
SS.7.G.6.1: Use Geographic Information Systems (GIS) or other technology to view maps of current information about the United States.
Florida Standards Alignment: LAFS.68.RH.1.2, LAFS.68.RH.2.4, LAFS.RH.3.7, LAFS.68.WHST.1.2, LAFS.SL.1, MAFS.K12.MP.5, MAFS.K12.MP.6,
MAFS.6.SP.1
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Essential Vocabulary & Key Concepts Core Instructional Resources Supplemental Instructional Resources
state
landmark
protectorates
territories
city
capital
geopolitical divisions
cultural regions
boundaries
natural resources
climate
ecosystems
demographics
migration
cultural division
GIS (Geographic Information Systems)
Choropleth map
ecology
*Additional vocabulary/key concepts may be necessary.
Textbook:
Remy,Richard C, etl. Florida Civics, Economics and
Geography. Bothell,WA: McGraw-Hill, 2013. Print
Pages:
SS.7.G.1.1: 8 – 9, 11
SS.7.G.1.2: 10 – 11
SS.7.G.1.3: 4 – 11, 16, 20 – 21, 118
SS.7.G.2.2: 12 – 17
SS.7.G.2.3: 94 – 99
SS.7.G.2.4: 34 – 43
SS.7.G.3.1: 29, 30, 650
SS.7.G.4.1: 49 – 51, 54, 78, 91
SS.7.G.5.1: 197, 32
SS.7.G.6.1: 280
*Additional instructional resources may be necessary.
50 States Animaniacs
http://www.cleanvideosearch.com/media/action/yt/watch?v=lYGniZQBZm8
Tour the States
https://youtu.be/_E2CNZIlVIg
National Geographic
www.nationalgeographic.com
How the States Got Their Shape
http://www.history.com/shows/how-the-states-
got-their-shapes
50 States
www.discoveryeducation.com