2016-2017
Volusia District Social Studies Office
Social Studies
Curriculum Map
Volusia County Schools
M/J Civics & M/J Civics Advanced
2106010/NSG 2106020/NSI
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UNDERSTANDING THE CURRICULUM MAPS
Everything begins with the purpose, the Organizing Principle. The OP is like a thesis statement in an essay. It provides the direction for an essay and
lets the reader know what the writer is trying to prove. Similarly, an OP provides direction for a unit of study in a classroom. It lets the student know
what you as a teacher are trying to prove. All the measurement topics, curriculum standards and vocabulary that you teach should come back to the
Organizing Principle in some way.
The Measurement Topic reflects the standards created by the Department of Education and the Curriculum Standards reflect the benchmarks created
by the Department of Education.
The Measurement Topics and the Curriculum Standards have been chunked together to allow for a Resource Page to immediately follow the
standards/content. The Resource Page includes textbook alignment, Safari Montage links, websites, Document Based Question (DBQ) lesson plans,
teacher hints, assessment and Common Core Activities aligned to the CCSS standards. These are only examples of some of the items you can use to
teach the unit.
Considering the Next Generation Sunshine State Standards please keep in mind the Department of Education has determined the content that will
be delivered to students. Please find in the curriculum maps the pacing expected when delivering the content. Additionally, the Common Core
Standards are complimentary to the NGSS standards we are expected to teach. Common Core alignment is found on the Resource Page with example
activities.
The maps are designed to help teachers determine areas of coverage and to avoid trying to teach every chapter in a textbook. Instead the maps are
designed around the Organizing Principles and are broken down into Curriculum Standards. Teachers are encouraged to use a variety of resources
to teach the content and skills. The textbook should be merely one of the resources used.
The mapping teams have done a great job on the maps but something important to know is the curriculum maps are not static documents; they are
dynamic and open to revision. If you have questions or suggestions, please contact the Volusia County Social Studies Office.
Robert Milholland
Social Studies Curriculum Specialist
Volusia County Schools
Curriculum Map Revision Committee
Christa Chapple
Wendi Gifford
Dana Luff
Kelly Moore
Michael Zablo
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Social Studies Curriculum Mapping
-TEACHING WITH A PURPOSE IN MINDNext Generation Sunshine
State Standards
Organizing Principle
(Thesis)
Measurement Topic
Curriculum Standards
(NGSSS)
Academic Vocabulary/
EOC Content Focus Terms
Teaching Resources
(Common Core
Standards)
Assessment
Summative and
Formative
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ADVANCED COURSE - Teacher and Student Expectations
Advanced coursework is offered in middle school to provide a more rigorous course of study for middle school students and to prepare them for advanced work in high
school. After taking Advanced courses, an incoming freshman should be prepared to take and be successful in courses such as AP Human Geography and World History,
or Pre-IB Government and Economics. To this end, Advanced Middle School Social Studies teachers are expected to utilize a variety of instructional strategies / activities
and students are expected to participate in more rigorous coursework to include the following:
-
Instruction should be based on content / skills from the Volusia County Schools Curriculum Map. The course curriculum map should serve as the instructional
guide, not a textbook or other resource.
-
Use the unit Organizing Principle as your starting point: have it posted, and review it regularly with your students to provide them with a framework for instruction
(remember, it’s like a thesis in an essay) and a purpose for learning all the unit content. The same holds true for the Curriculum Standards you are focusing on each
day. They should be visible and discussed before and after instruction.
-
Social Studies Literacy Strategies should be utilized regularly (Cornel Notes or similar note-taking method, SOAPStone or APPARTS analysis tools, and PERSIA or GSPRITE categorization tools, etc.).
-
Activities should include Document-Based instruction (analytical reading and writing involving individual and collections of primary and secondary sources),
methodology affecting the multiple intelligences and utilizing both individual and cooperative learning (e.g. Geography/History Alive lessons).
-
Students should conduct research projects related to the Social Studies Fair (Geography, Civics, and History) or portfolios related to Project Citizen (Civics)
-
Assessment should include both formative assessments “for learning” and summative assessments. Questions should include Level 1 items that involve low order,
foundational knowledge/skills; Level 2 items require students to infer or draw conclusions; and Level 3 questions require more abstract thought, thinking beyond
the information at hand.
-
Writing for Understanding is not only the name of a TCI strategy but is an essential element in the learning process. Students should be engaged in higher order
writing on a regular basis, short and extended responses, more in-depth essays, and authentic writing. Students must be able to produce historical writing, that is,
they must be able to take a position on a subject (thesis) and defend it with examples (facts) and sound reasoning (logic).
-
Students should keep a Notebook as they help students organize information (previews, teacher directed activities, and process assignments), they provide
cohesion and structure to a unit of study, and they place responsibility for learning on students (e.g. an AVID or Interactive Student Notebook).
-
Teachers should assign, and students should complete targeted homework - students should be expected to complete homework regularly but homework
shouldn’t be assigned simply for the sake of giving homework. Homework can include preview or process activities, vocabulary/concept building, work related to
projects, etc.
o Previews involve activating prior knowledge, preparing students for the next topic of instruction.
o Process activities relate to content/skills recently learned where students are involved in metacognition.
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THINGS TO REMEMBER:
1. STATE OF FLORIDA CIVICS EOC ASSESSMENT CONSTITUTES 30% OF STUDENT’S FINAL COURSE GRADE.
2. MANDATORY INSTRUCTION IS TO INCLUDE:
A. “CELEBRATE FREEDOM WEEK” – LAST FULL WEEK OF SEPTEMBER
FL Statute: 1003.421 Recitation of the Declaration of Independence.—
(1) To educate students about the sacrifices made for freedom in the founding of this country and the values on which this country was
founded, the last full week of classes in September shall be recognized in public schools as Celebrate Freedom Week. Celebrate Freedom
Week must include at least 3 hours of appropriate instruction in each social studies class, as determined by each school district, which
instruction shall include an in-depth study of the intent, meaning, and importance of the Declaration of Independence.
(2) To emphasize the importance of this week, at the beginning of each school day or in homeroom, during the last full week of
September, public school principals and teachers shall conduct an oral recitation by students of the following words of the Declaration of
Independence: “We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with
certain unalienable rights, that among these are life, liberty and the pursuit of happiness. That to secure these rights, governments are
instituted among men, deriving their just powers from the consent of the governed.”
(3) Student recitation of this statement shall serve to reaffirm the American ideals of individual liberty
(4) Upon written request by a student’s parent, the student must be excused from the recitation of the Declaration of Independence.
History.—s. 1, ch. 2002-213.
B. VETERANS’ DAY AND MEMORIAL DAY
FL Statute: 1003.42
(t) In order to encourage patriotism, the sacrifices that veterans have made in serving our country and protecting democratic values
worldwide. Such instruction must occur on or before Veterans’ Day and Memorial Day. Members of the instructional staff are
encouraged to use the assistance of local veterans when practicable
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Important Events Observed by Volusia County Social Studies Courses
Sept 16-22
Constitution Week
All social studies courses will study one of the most important documents in United States history. Constitution Week commemorates the formation and signing of the U.S.
Constitution by thirty-nine brave men on September 17, 1787, recognizing all who, are born in the U.S. or by naturalization, have become citizens.
(Teachers will receive further instruction from content area specialist)
September
Last full week of
the month
Celebrate Freedom Week: FL Statute: 1003.421 Recitation of the Declaration of Independence.—
(1) To educate students about the sacrifices made for freedom in the founding of this country and the values on which this country was founded, the last full week of
classes in September shall be recognized in public schools as Celebrate Freedom Week. Celebrate Freedom Week must include at least 3 hours of appropriate instruction in
each social studies class, as determined by each school district, which instruction shall include an in-depth study of the intent, meaning, and importance of the Declaration
of Independence.
(2) To emphasize the importance of this week, at the beginning of each school day or in homeroom, during the last full week of September, public school principals and
teachers shall conduct an oral recitation by students of the following words of the Declaration of Independence: “We hold these truths to be self-evident, that all men are
created equal, that they are endowed by their Creator with certain unalienable rights, that among these are life, liberty and the pursuit of happiness. That to secure these
rights, governments are instituted among men, deriving their just powers from the consent of the governed.”
(3) Student recitation of this statement shall serve to reaffirm the American ideals of individual liberty
(4) Upon written request by a student’s parent, the student must be excused from the recitation of the Declaration of Independence.
History.—s. 1, ch. 2002-213.
September 15October 15
Hispanic Heritage Month
Each year, Americans observe National Hispanic Heritage Month from September 15 to October 15, by celebrating the histories, cultures and contributions of American
citizens whose ancestors came from Spain, Mexico, the Caribbean and Central and South America. The observation started in 1968 as Hispanic Heritage Week under
President Lyndon Johnson and was expanded by President Ronald Reagan in 1988 to cover a 30-day period starting on September 15 and ending on October 15. It was
enacted into law on August 17, 1988, on the approval of Public Law 100-402. The day of September 15 is significant because it is the anniversary of independence for Latin
American countries Costa Rica, El Salvador, Guatemala, Honduras and Nicaragua. In addition, Mexico and Chile celebrate their independence days on September 16 and
September 18, respectively. Also, Columbus Day or Día de la Raza, which is October 12, falls within this 30 day period.
November
Native American Heritage Month
What started at the turn of the century as an effort to gain a day of recognition for the significant contributions the first Americans made to the establishment and growth of the
U.S., has resulted in a whole month being designated for that purpose.
February
Black History Month
February is "Black History Month," a time to commemorate African-Americans who have changed the world.
Celebrating Black History began in 1926, when Dr. Carter G. Woodson, a Harvard Ph.D., initiated "Negro History Week." Dr. Woodson, a historian, chose the second week
in February because it included the birthdays of Frederick Douglass and Abraham Lincoln. In 1976, the Bicentennial (200th birthday) of the U.S.A., the week-long observance
was extended to the entire month of February in order to have enough time for celebratory programs and activities.
(Teachers will receive further instruction from content area specialist)
March
Women's History Month
Women’s History Month had its origins as a national celebration in 1981 when Congress passed Pub. L. 97-28 which authorized and requested the President to proclaim the
week beginning March 7, 1982 as “Women’s History Week." Throughout the next five years, Congress continued to pass joint resolutions designating a week in March as
"Women’s History Week." In 1987 after being petitioned by the National Women’s History Project, Congress passed Pub. L. 100-9 which designated the month of March
1987 as “Women’s History Month." Between 1988 and 1994, Congress passed additional resolutions requesting and authorizing the President to proclaim March of each year
as Women’s History Month. Since 1995, Presidents Clinton, Bush and Obama have issued a series of annual proclamations designating the month of March as “Women’s
History Month.”
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7 T H GRADE CIVICS TABLE OF CONTENTS
ITEM
_______
CIVICS END OF COURSE ASSESSMENT BLUE PRINT- YEAR AT A GLANCE
PAGE #
7-9
7TH GRADE CIVICS DIA (DISTRICT INTERIM ASSESSMENT) WINDOWS
OP 1:
OP 2:
OP 3:
OP 4:
OP 5:
OP 6:
OP 7:
OP 8:
OP 9:
DIA (District Interim Assessment) Schedule Windows
Roles and Responsibilities of Citizenship
09/09/2016 – 09/23/2016
Political Parties, Elections and Public Opinion
09/30/2016 – 10/14/2016
Political Heritage/Founding Fathers
10/28/2016 – 11/11/2016
Constitutional Convention
12/02/2016 – 12/16/2016
Bill of Rights and Other Amendments
12/20/2016 – 01/20/2017
Three Branches of Government
02/10/2017 – 02/24/2017
Federalism and Role of Government
02/24/2017 – 03/10/2017
American Legal System
03/09/2017 – 03/30/2017
US Foreign Policy
03/31/2017 – 03/14/2017
7TH GRADE CIVICS GEOGRAPHY STANDARDS
12
SS.7.G.1.1, SS.7.G.1.2, SS.7.G.1.3, SS.7.G.2.2, SS.7.G.2.3,
SS.7.G.1.1, SS.7.G.1.2, SS.7.G.1.3, SS.7.G.2.2AND SS.7.G.4.1
BENCHMARKS:
ORGANIZING PRINCIPLE 1 ROLES AND RESPONSIBILTIES OF CITIZENSHIP
13-15
DATES: 3 WEEKS AUGUST 22-SEPTEMBER 9
BENCHMARKS:
SS.7.C.2.1, SS.7.C.2.2, SS.7.C.2.3, SS.7.C.2.14
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Organizing Principle 2 Political Parties, Elections, and Public Opinion
Dates: 3 weeks
benchmarks:
16-18
September 12-September 30
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, and SS.7.C.2.13
Organizing Principle 3 America’s Political Heritage
19-21
Dates: 4 weeks October 3-October 28
benchmarks: SS.7.C.1.1, SS.7.C.1.2, SS.7.C.1.3, SS.7.C.1.4, SS.7.C.1.9, and SS.7.C.3.1
ORGANIZING PRINCIPLE 4 THE CONSTITUTIONAL CONVENTION
22-24
DATES: 4 WEEKS OCTOBER 31-DECEMBER 2
BENCHMARKS:
SS.7.C.1.5, SS.7.C.1.6, SS.7.C.1.7, SS.7.C.1.8, AND SS.7.C.3.5
ORGANIZING PRINCIPLE 5 THE BILL OF RIGHTS AND OTHER AMENDMENTS
25-27
DATES: 2 WEEKS DECEMBER 5-DECEMBER 20
BENCHMARKS:
SS.7.C.2.4, SS.7.C.2.5, SS.7.C.3.6, AND SS.7.C.3.7
ORGANIZING PRICIPLE 6 THE THREE BRANCHES
DATES: 5 WEEKS
BENCHMARKS:
28-30
JANUARY 4-FEBRUARY 10
SS.7.C.1.7, SS.7.C.3.3, SS.7.C.3.2, SS.7.C.3.8, SS.7.C.3.9
ORGANIZING PRINCIPLE 7 FEDERALISM
DATES: 2 WEEKS
31-333
FEBRUARY 13-FEBRUARY24
BENCHMARKS: SS.7.C.2.3, SS.7.C.2.12, SS.7.C.3.4, SS.7.C.3.13, SS.7.C.3.14
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ORGANIZING PRINCIPLE 8 AMERICAN LEGAL SYSTEM
DATES: 2 WEEKS
BENCHMARKS:
34-36
FEBRUARY 27-FEBRUARY 9
SS.7.C.2.6, SS.7.C.3.10, SS.7.C.3.11, SS.7.C.3.12
ORGANIZING PRINCIPLE 9 U.S. FOREIGN POLICY
DATES: 2 WEEKS
BENCHMARKS:
37-39
FEBRUARY 20-FEBRUARY 31
SS.7.C.2.13, SS.7.C.4.1, SS.7.C.4.2, SS.7.C.4.3
END OF YEAR REVIEW WINDOW
DATES: 2 WEEKS APRIL 3-APRIL 17
EOC WINDOW DATES: APRIL 17-MAY 19
ECONOMICS
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DATES: FROM EOC TESTING TO END OF YEAR
ORGANIZING PRINCIPLE 10 INTRODUCTION TO ECONOMICS AND PERSONAL FINANCE
BENCHMARKS:
SS.7.E.1.1, SS.7.E.1.3, SS.7.E.1.5, SS.7.E.1.2, SS.7.E.1.3, SS.7.E.1.4, SS.7.E.1.5
ORGANIZING PRINCIPLE 11 THE AMERICAN ECONOMY
BENCHMARKS:
40-41
42-43
SS.7.E.2.3, SS.7.E.2.5, AND SS.7.E.3.4
ORGANIZING PRINCIPLE 12 THE GOVERNMENT AND THE ECONOMY/GLOBAL ECONOMY
44-45
BENCHMARKS: SS.7.E.1.2, SS.7.E.1.4, SS.7.E.1.6, SS.7.E.2.1, SS.7.E.2.2, SS.7.E.2.3, SS.7.E.3.1, SS.7.E.3.2, SS.E.3.4, AND SS.7.E.3.4
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Civics End-of-Course Assessment Blueprint
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.3.10
SS.7.C.2.1
SS.7.C.2.2
SS.7.C.2.4
SS.7.C.2.5
SS.7.C.3.6
SS.7.C.3.7
SS.7.C.3.12
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.4.1
SS.7.C.4.2
SS.7.C.4.3
1. Origins and Purposes of Law and Government
Recognize how Enlightenment ideas including Montesquieu`s view of separation of power & John Locke`s theories related to natural law
& how Locke`s social contract influenced the Founding Fathers.
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.
Describe how English policies & responses to colonial concerns led to the writing of the Declaration of Independence.
Analyze the ideas (natural rights, role of government) and complaints set forth in the Declaration of Independence.
Identify how the weaknesses of the Articles of Confederation led to the writing of the Constitution.
Interpret the intentions of the Preamble of the Constitution.
Describe how the Constitution limits the powers of government through separation of powers and checks and balances.
Explain the viewpoints of the Federalists and Anti-Federalists regarding the ratification of the Constitution and inclusion of a bill of
rights.
Define the rule of law and recognize its influence on the development of the American legal, political, and governmental systems.
Identify sources and types (civil, criminal, constitutional, and military) of law.
2. Roles, Rights, and Responsibilities of Citizens
Define the term “citizen”, and identify legal means of becoming a United States citizen.
Evaluate the obligations citizens have to obey laws, pay taxes, defend the nation, and serve on juries.
Evaluate rights contained in the Bill of Rights and other amendments in the Constitution.
Distinguish how the Constitution safeguards and limits individual rights.
Evaluate Constitutional rights and their impact on individuals and society.
Analyze the impact of the 13th, 14th, 15th, 19th, 24th, and 26th amendments on participation of minority groups in the American
political process.
Analyze the significance and outcomes of landmark Supreme Court cases including, but not limited to, Marbury v. Madison, Plessy v.
Ferguson, Brown v. the Board of Education, Gideon v. Wainwright, Miranda v. Arizona, in re Gault, Tinker v. Des Moines, Hazelwood v.
Kulmeier, United States v. Nixon, and Bush v. Gore.
3. Government Policies and Political Processes
Identify America`s current political parties, and illustrate their ideas about government.
Evaluate candidates for political office by analyzing their qualifications, experience, issue-based platforms, debates, and political ads.
Examine the impact of media, individuals, and interest groups on monitoring and influencing government.
Analyze media and political communications (bias, symbolism, propaganda).
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.
Examine multiple perspectives on public and current issues.
Differentiate concepts related to United States domestic and foreign policy.
Recognize government and citizen participation in international organizations.
Describe examples of how the United States has dealt with international conflicts.
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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.3.8
SS.7.C.3.9
SS.7.C.3.11
SS.7.C.3.13
SS.7.C.3.14
4. Organization and Function of Government
Compare different forms of government (direct democracy, representative democracy, socialism, communism, monarchy, oligarchy,
autocracy).
Compare parliamentary, federal, confederal, and unitary systems of government.
Illustrate the structure and function (three branches of government established in Articles I, II, and III with corresponding powers) of
government in the United States as established in the Constitution.
Identify the relationship and division of powers between the federal government and state governments.
Explain the Constitutional amendment process.
Analyze the structure, functions, and processes of the legislative, executive, and judicial branches.
Illustrate the law making process at the local, state, and federal levels.
Diagram the levels, functions, and powers of courts at the state and federal levels.
Compare the constitutions of the United States and Florida.
Differentiate between local, state, and federal governments` obligations and services.
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7th Grade Civics Geography Standards
(These standards must be used throughout the school year.)
Measurement
Topics
Geography
Curriculum Standards
Benchmarks
Locate the fifty states and the capital cities in addition to the nation’s capital on a map.
SS.7.G.1.1
Locate on a world map the territories and protectorates of the United States.
SS.7.G.1.2
Interpret maps to identify geopolitical divisions and boundaries of places in North America.
SS.7.G.1.3
Locate major physical landmarks that are emblematic of the United States.
SS.7.G.2.2
Explain how major physical characteristics, natural resources, climate, and absolute and relative location
have influenced settlement, economies, and inter-governmental relations in North American.
SS.7.G.2.3
Describe current major cultural regions of North America.
SS.7.G.2.4
Use maps to describe the location, abundance, and variety of natural resources in North America.
SS.7.G.3.1
Use maps and other geographic tools to examine the importance of demographics within political divisions of
the United States.
Use Geographic Information Systems (GIS) or other technology to view maps of current information about
the United States.
SS.7.G.6.1
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SS.7.G.4.2
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Organizing Principle 1: Citizens of the United States of America have certain rights, duties,
and responsibilities.
Measurement Topics
Curriculum Standards
**Define the term "citizen," and identify legal means of becoming a
United States citizen.
1. Define citizenship as stated in the Fourteenth Amendment.
2. Evaluate the impact of the naturalization process on society,
3 weeks / August 22nd – September 9th
Benchmarks
SS.7.C.2.1
government, or the political process.
**Evaluate the obligations citizens have to obey laws, pay taxes,
defend the nation, and serve on juries.
Roles and
Responsibilities of
Citizenship
1. Recognize the concept of common good as a rationale for fulfilling
the obligations and/or responsibilities of citizenship.
2. Use scenarios to assess specific obligations and/or responsibilities of
citizens as they relate to active participation in society and
government.
SS.7.C.2.2
Experience the responsibilities of citizens at the local, state, or federal
levels.
SS.7.C.2.3
Conduct a service project to further the public good. (ADVANCED)
SS.7.C.2.14
Locate major cultural landmarks that are emblematic of the United
States.
1. Cultural landmarks of the U.S. can include, but are not limited to the
Statue of Liberty, Uncle Sam, Star Spangled Banner, Liberty Bell, etc.
Use geographic terms and tools to explain cultural diffusion
throughout North America.
Citizen
Citizenship
Civics
Cultural Diffusion
Duty
Ethnic group
Government
Natural Born
Naturalization
Oath
Public Policy
Refugee
Right
Selective Service
(Draft)
Content Focus
Terms
Alien
Common Good
Law of Blood
Law of Soil
Immigrant
Obligation
Petition
Resident
Responsibility
SS.7.G.2.1
SS.7.G.4.1
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Vocabulary
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Resources
Textbook
Safari
Montage/Videos
Websites
CPLAMS
Resources
History Alive!
Mini DBQ Binder
Roles and Responsibilities of Citizenship
McGraw Hill- Civics, Economics, and Geography Edition: Ch. 1,2,3
We the People: Lessons 4, 29, and 30
Safari Montage: Rights and Responsibilities (Schlessinger)
iCivics Lessons
 Citizenship: Just the Facts
 Citizen me
 Global You
 Students Engage
 Activate Game
 Trip around the World
 Civic Heroism WebQuest
 Immigration WebQuest
 Immigration Nation Game
 The Fourth Branch: You!
 Responsibility Launcher
Game
US Citizenship and Immigration Services
 http://www.uscis.gov/portal/site/usc
is (naturalization test)
 http://www.census.gov
Constitutional Rights Foundation Lessons
 www.ellisisland.org
 www.crf-usa.org
Florida Joint Center for Citizenship
http://floridacitizen.org
Lesson Plans:
2.1: Citizenship
2.2: Obligations & Responsibilities of Citizens
Newspapers in Education
 http://nieonline.com/
Stossel in the Classroom
 http://stosselintheclassroom.org/
Quizlet.com
Floridastudents.org
http://floridastudents.org/PreviewResource/Stu
dentResource/102484
See main site for more resources
URL: http:www.cpalms.org/public/search/Search
Instructions:
1. Click the link above (paste into address bar if live link is not available)
2. Input standard within search field
3. Click Search
4. Click resource attached to standard for further information
2.1: Lesson Plan/Tutorial
2.2: 2 Tutorials
2.3: 9 Tutorials
2.14: Tutorial
G.2.1: N/A
G.4.1: N/A
History Alive!
History Alive! Binder: The Rise of Industrial America Lessons 2.1-2.5 (immigration activity)
What types of Citizens Does a Democracy Need?
7TH Grade Civics
Page 14
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***Civics EOC Reporting Category 3
****Civics EOC Reporting Category 4
2016-2017
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Assessment
Florida Joint Center for Citizenship
http://floridacitizen.org
Level 1, 2, 3 Questions
2.1 Assessment, Item Specs
2.2 Assessment, Item Specs
McGraw-Hill Networks-Idea Factory
Interactive Notebook
 creating a metaphor for Americans
 creating CD cases for various types of government
Citizenship Test Questions
Research:
 Analyze the text of the Pledge of Allegiance. Determine its origin and meaning.
 Determine the current federal policies pertaining to immigration (legal and illegal).
Florida Standards
Alignment
Reading 1,7,9
(LAFS.68.RH.1.1)
(LAFS.68.RH.3.7)
(LAFS.68.RH.3.9)
Writing 1, 2, 6
(LAFS.68.WH.1.1)
(LAFS.68.WH.3.7)
(LAFS.68.WH.3.9)
Activities
McGraw-Hill Networks: Technology Extension Ch.3
McGraw-Hill Networks: Primary source activity "Being American"
www.vfw.org/community/patriots-pen.com
7TH Grade Civics
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**Civics EOC Reporting Category 2
***Civics EOC Reporting Category 3
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2016-2017
Volusia District Social Studies Office
Organizing Principle 2: The way our political parties function greatly influences the political
process.
 (FORMERLY Organizing Principle 8 – changed for 2016-2017)
Curriculum Standards
Measurement Topics
Political Parties,
Elections, and Public
Opinion
3 Weeks/September 12-September 30
Includes “Celebrate Freedom Week”
Benchmarks
Conduct a mock election to demonstrate the voting process and its
impact on a school, community, or local level. (Bush v. Gore, 2000)
SS.7.C.2.7
***Identify America's current political parties, and illustrate their
ideas about government.
SS.7.C.2.8
***Evaluate candidates for political office by analyzing their
qualifications, experience, issue-based platforms, debates, and
political ads.
**Examine the impact of media, individuals, and interest groups on
monitoring and influencing government.
SS.7.C.2.10
**Analyze media and political communications (bias, symbolism,
propaganda).
SS.7.C.2.11
SS.7.C.2.9
**Examine multiple perspectives on public and current issues.
SS.7.C.2.13
Ballot
Caucus
Closed primary
Open primary
Mass media
National
convention
Platform
Political machine
Polling place
Precinct
Referendum
Third party
Two-party
system
Voter turnout
Electoral College
Popular vote
Public opinion
poll
Winner-take-all
system
Content Focus
Terms
Communist Party
Democratic Party
Libertarian Party
Lobbying
Lobbyist
Political Action
Committee
Propaganda
Republican Party
Socialist Party
Special Interest
Watchdog
7TH Grade Civics
Page 16
*Civics EOC Reporting Category 1
Vocabulary
**Civics EOC Reporting Category 2
***Civics EOC Reporting Category 3
****Civics EOC Reporting Category 4
2016-2017
Volusia District Social Studies Office
Resources
Textbook
Safari
Montage/Videos
Websites
CPALMS
Political Parties, Elections, and Public Opinion
McGraw Hill- Civics, Economics, and Geography Edition::
 Ch. 10,11
We the People:
 Lesson 20
We the People (High School Edition):
 Lesson 16
Safari Montage
Flocabulary:
Political Parties
 Hail to the Chief: Presidential Elections (Mazzarella)
Smart Songs:
Videos
Political Parties Epic Remix
 Mr. Smith Goes to Washington
Voting Rap
 Big Miracle
iCivics Lessons
The Democracy Project
Florida Joint Center for Citizenship
 One Big Party?
 http://pbskids.org/democracy/parentsedu www.floridacitizen.org
Lesson Plans:
cators/
 Electoral Process
2.8 Political Parties
Political Party Websites
 Candidate Evaluation
2.9 Candidates and Elections (student
 http://www.democrats.org
 Cast Your Vote - Game
voting election simulation/user guide)
 http://www.rnc.org
 Voting Rights
2.10 Monitoring and Influencing
 http://www.greenparty.org/index.php
 Got Ballot?
Government
Newspapers in Education
 Mock Election Simulation
2.11 Media and Political Communication

http://nieonline.com/
2.13 Understanding Issues Through
 Propaganda: What’s the
Multiple Perspectives
Stossel in the Classroom
Message?

•http://stosselintheclassroom.org
 Interest Groups
 The Public Sphere
 The role of Media
 The Fourth Branch: You!
 Win the Whitehouse – Game
 Represent Me Game
URL: http:www.cpalms.org/public/search/Search
2.7: 2 Tutorials
Instructions:
2.8: 3 Tutorials
1. Click the live above (paste into address bar if live link is not
2.9: 5 Tutorials, 1 Lesson Plan
available)
2.10: 6 Tutorials
2. Input standard within search field
2.11: 1 Tutorial, 1 Lesson Plan
3. Click Search
2.13: 5 Tutorials, 1 Lesson Plan
4. Click resource attached to standard for further information
7TH Grade Civics
Page 17
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**Civics EOC Reporting Category 2
***Civics EOC Reporting Category 3
****Civics EOC Reporting Category 4
2016-2017
Volusia District Social Studies Office
DBQ Binder/History
Alive
Mini DBQ in Civics
Binder
Assessment
Florida Standards
Alignment
Reading: 2, 4, 5, 6, 7
(LAFS.68.RH.1.2)
(LAFS.68.RH.2.4)
(LAFS.68.RH.2.5)
(LAFS.68.RH.2.6)
(LAFS.68.RH.3.7)
Writing: 1, 4, 5
(LAFS.68.WH.1.1)
(LAFS.68.WH.2.4)
(LAFS.68.WH.2.5)
History Alive: The Constitution in a New Nation
 Lesson 4.1 Illustrating Hamiltonian and Jeffersonian Ideals
 Lesson 4.2 Giving Voice to Jefferson and Hamilton
Campaign Propaganda: Which One Would You Use?
McGraw-Hill Online
 Graphic Novels
 Political Cartoonsvoter
apathy Ch. 10
 What is your ideologyLesson kickoff Ch. 10
 Idea FactoryPolitical
Parties Today
 Idea FactoryRole of the
media in U.S. Elections Ch.
11
 Hands on Chapter ProjectClass election
McGraw-Hill Online Continued
 Describe the political platforms of
today’s 2 major parties and compare
them with the platforms of those
parties from 1860 and 1960.
 Listen to and analyze a speech or
debate between political candidates.
 Take a political quiz to determine which
party your views most align with.
 Idea FactoryYou’ve been invited to a
political party
 Idea FactoryCreating a campaign
commercial Ch.11
Florida Joint Center for Citizenship
www.floridacitizen.org
Level 1, 2, 3 Questions
2.8 Assessment, Item Specs
2.9 Assessment, Item Specs
2.10 Assessment, Item Specs
2.11 Assessment, Item Specs
2.13 Assessment, Item Specs
Activities
McGraw-Hill Graphic Novel: A Big Responsibility
http://connected.mcgraw-hill.com/media/repository/private_data/DOC/50000070/41/89.pdf
Persuasive Writing Activity from iCivics: Yeah, But…
http://www.icivics.org/teachers/lesson-plans/lesson-5-yeah
Persuasive Writing Activity from iCivics: The Dreaded Outline
http://www.icivics.org/teachers/lesson-plans/lesson-6-dreaded-outline
Persuasive Writing Activity from iCivics: Emphasize, Minimize
http://www.icivics.org/teachers/lesson-plans/lesson-7-emphasize-minimize
Persuasive Writing Activity from iCivics: From Outline to Essay
http://www.icivics.org/teachers/lesson-plans/lesson-8-outline-essay
7TH Grade Civics
Page 18
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**Civics EOC Reporting Category 2
***Civics EOC Reporting Category 3
****Civics EOC Reporting Category 4
2016-2017
Volusia District Social Studies Office
Organizing Principle 3: America’s political heritage is derived from previous philosophies
and systems and the creativeness of the Founding Fathers.
 (FORMERLY Organizing Principle 2 – changed for 2016-2017)
Measurement Topics
Curriculum Standards
Benchmarks
*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.
*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.
*Describe how English policies and responses to colonial
concerns led to the writing of the Declaration of Independence.
1. Recognize the themes of taxation without representation and
individual rights.
America’s Political
Heritage
4 Weeks/ October 3rd- October 28th
SS.7.C.1.1
SS.7.C.1.2
SS.7.C.1.3
*Analyze the ideas (natural rights, role of the government) and
complaints set forth in the Declaration of Independence.
1. Recognize the following colonial complaints: imposing taxes
without consent, suspending trial by jury, limiting judicial
powers, quartering soldiers, and dissolving legislatures.
*Define the rule of law and recognize its influence on the
development of the American legal, political, and governmental
systems.
SS.7.C.1.4
Vocabulary
Boycott
Constitutional monarchy
Delegate
Democracy
Direct Democracy
Duty (Taxation)
Grievances
Legislature
Liberty
Limited Government
Majority rule
Proclamation
Repeal
Representative
Democracy
Content
Focus
Terms
Natural Law
Separation of
Powers
Social Contract
Individual
Liberties
Limited
Monarchy
SelfGovernment
Assent
Oppression
Self-Evident
Tyranny
Absolute
monarchy
Republic
SS.7.C.1.9
1. Assess the importance of rule of law in protecting citizens
from arbitrary and abusive uses of power.
****Compare different forms of government (direct democracy,
representative democracy, socialism, communism, monarchy,
oligarchy, autocracy).
SS.7.C.3.1
1. Analyze scenarios describing various forms of government.
7TH Grade Civics
Page 19
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**Civics EOC Reporting Category 2
***Civics EOC Reporting Category 3
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Volusia District Social Studies Office
Resources
Textbook
Safari Montage/Videos
Websites
America’s Political Heritage
McGraw Hill- Civics, Economics, and Geography Edition: Ch. 4
We the People:
Lessons 1, 2, 3, 6, 7, 8, 9
We the People (High School Edition)
Lessons 1 – 7
YouTube:
American Form of Government
Too Late to Apologize
Safari Montage:
 Origins of Democracy 1688-1765
 Declaration of Independence (Schlessinger)
 Comparative Governments (Schlessinger)
 Liberty Kids
Flocabulary:
A More Perfect Union
Forms of Government
iCivics Lessons
Newspapers in Education
• http://nieonline.com/
 Who Rules
Stossel in the Classroom
 Limiting Government
• http://stosselintheclassroom.org
 Why Government
Constitutional
Rights Foundation Lessons
 Cradle of Democracy
 http://www.crf-usa.org/bill-of Hey, King: Get off our Backs
rights-in-action/
 Wanted: Just Right
 www.Floridacitizen.org
Government
 Colonial Influences
 Rule of Law
iCivics Influence Library Mini-Lessons
 John Locke Mini Lesson
 Thomas Jefferson Mini Lesson
 Enlightenment Mini Lesson
 Montesquieu Mini Lesson
www.floridacitizen.org
Lesson Plans:
1.1: Influence of the Enlightenment
1.2: Influences on Colonists’ Views of
Government
1.3: Colonial Concerns and the Writing of
the Declaration of Independence
1.4: Declaration of Independence
1.9: Rule of Law
3.1: Comparing Forms of Government
Quizlet.com
Floridastudents.org
http://floridastudents.org/PreviewResou
rce/StudentResource/101384
7TH Grade Civics
Page 20
*Civics EOC Reporting Category 1
Florida Joint Center for Citizenship
**Civics EOC Reporting Category 2
***Civics EOC Reporting Category 3
****Civics EOC Reporting Category 4
2016-2017
Volusia District Social Studies Office
CPALMS
URL: http:www.cpalms.org/public/search/Search
Instructions:
1. Click the live above (paste into address bar if live link is not
available)
2. Input standard within search field
3. Click Search
4. Click resource attached to standard for further information
DBQ Binder/History
Alive!
History Alive: The Constitution in a New Nation
 Lesson 1.1 Can People Be Trusted to Govern? Constitution Binder
 Lesson 1.1 (WH-10-1) in Tab # 7 The Challenge of Ruling: Forming a Government
 Lesson 1.2 (WH-10-01) in Tab # 7 Debating the Ideal Form of Government: A Meeting of Minds
 Lesson 4.1 (USH 8-2) Tab A Making Sense of Common Sense
 Lesson 4.4 (USH-8-2) Tab A Analyzing the Declaration of Independence
The Ideals of the Declaration: Which is the most important?
McGraw-Hill Networks:
 Hands-on chapter project, “Hold a Debate Between Patriots and Loyalists”
 Foldable “Roots of Democracy”
Florida Joint Center for Citizenship
Mini DBQ Binder
Assessment
1.1: 3 Tutorials
1.2: N/A
1.3: 3 Tutorials, 1 Lesson Plan
1.4: 2 Tutorials, 1 Lesson Plan
1.9: 3 Tutorials
3.1: N/A
www.floridacitizen.org
Level 1, 2, 3 Questions
1.1
1.2
1.3
1.4
1.9
3.1
Assessment, Item Specs
Assessment, Item Specs
Assessment, Item Specs
Assessment, Item Specs
Assessment, Item Specs
Assessment, Item Specs
Florida Standards
Alignment
Reading 1,2,8
(LAFS.68.RH.1.1)
(LAFS.68.RH.3.8)
Writing 1
(LAFS.68.WH.1.1)
Activities
McGraw-Hill Networks: Primary Source Activity “Tis Time to Part”
END OF 1st GRADING PERIOD
October 21st Teacher Duty Day
7TH Grade Civics
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Organizing Principle 4: The Constitution was created as a framework for our government and
was based on principles expressed in the Declaration of Independence.
 (FORMERLY Organizing Principle 3 – changed for 2016-2017)
Measurement Topics
Curriculum Standards
4 weeks/October 31st – December 2nd
Benchmarks
*Identify how the weaknesses of the Articles of Confederation led to
the writing of the Constitution.
1. Students will identify the following weaknesses:
-Congress did not have the power to tax, regulate trade, or enforce laws.
-The AOC did not have an executive or judicial branch.
-Changes to the AOC required unanimous consent of the 13 states.
*Interpret the intentions of the Preamble of the Constitution.
2. Students will recognize the intention of the phrase “We the People”.
The Constitutional
Convention
*Describe how the Constitution limits the powers of government
through separation of powers and checks and balances.
3. Explain the concept of limited government as set forth in the
Constitution.
*Explain the viewpoints of the Federalists and the Anti-Federalists
regarding the ratification of the Constitution and inclusion of a bill of
rights.
SS.7.C.1.5
SS.7.C.1.6
SS.7.C.1.7
SS.7.C.1.8
****Explain the Constitutional amendment process.
1. Recognize the significance of the difficulty of formally amending the
Constitution.
2. Recognize the importance and purpose of a formal amendment process.
SS.7.C.3.5
Amendment
Anti-Federalists
Article
Bicameral
Confederation
Constitution
Electoral College
Executive Branch
Federalism
Federalists
Great Compromise
Judicial Branch
Legislative Branch
Limited government
New Jersey Plan
Northwest Ordinance
Ordinance of 1785
Popular Sovereignty
Preamble
Ratify
Supremacy clause
Three-fifths
Compromise
Virginia Plan
Content Focus
Terms
Shays’s Rebellion
Debt
Constitutional
Convention
Constitutional
Government
Federalist Papers
Antifederalist
Papers
Caucus
7TH Grade Civics
Page 22
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Vocabulary
**Civics EOC Reporting Category 2
***Civics EOC Reporting Category 3
****Civics EOC Reporting Category 4
2016-2017
Volusia District Social Studies Office
Resources
Textbook
Safari
Montage/Videos
Websites
CPLAMS
DBQ Binder/History
Alive
The Constitutional Convention
McGraw Hill- Civics, Economics, and Geography Edition: Chapter 5
We the People:
 Lessons 10, 11, 12, 13, 14, 15, and 18
Safari Montage:
 Creating a New Nation (1783-1791) (Schlessinger)
 History of the U.S. Government (Schlessinger)
YouTube:
 School House Rock: Preamble
iCivics Lessons
Constitutional Rights Foundation
Lessons
 Anatomy of a Constitution
 http://www.crf-usa.org/bill-of The Electoral Process/PPT
rights-in-action/
 James Madison Mini Lesson
National Constitution Center
(Influence Library)
Constitutional Convention Mini Lesson
 www.constitutioncenter.org
(Influence Library)
Newspapers in Education
 Federalism Debate
• http://nieonline.com/
McGraw-Hill Networks
Stossel in the Classroom
 James Madison Biography reading
• http://stosselintheclassroom.or
activity from McGraw-Hill Networks
g
ResourcesBiographies James
Quizlet.com
Madison
Florida Joint Center for Citizenship
www.floridacitizen.org
Lesson Plans:
1.5: Articles of Confederation
1.6: The Preamble of the U.S. Constitution
1.7: Constitutional Limits on the Powers of
Government
1.8: Federalist, Anti-Federalist, and the
Constitution
3.5: Amending the U.S. Constitution
Floridastudents.org
http://floridastudents.org/PreviewResourc
e/StudentResource/116010
See site for more resources
1.5: 9 Tutorials, 1 Lesson Plan
1.6: 5 Tutorials
1.7: 18 Tutorials
1.8: 8 Tutorials
3.5: 4 Tutorials
URL: http:www.cpalms.org/public/search/Search
Instructions:
1. Click the live above (paste into address bar if live link is not
available)
2. Input standard within search field
3. Click Search
4. Click resource attached to standard for further information
History Alive: The Constitution in a New Nation
 Lesson 1.2 Experiencing the Weakness of the Articles of Confederation
 Lesson 1.3 Analyzing Features of the Articles of Confederation
 Lesson 1.4 Spelling Out the Weaknesses of the Articles
 Lesson 2.1 The Convening of the Constitutional Convention
 Lesson 2.2 The Compromises of the Constitution
7TH Grade Civics
Page 23
*Civics EOC Reporting Category 1
**Civics EOC Reporting Category 2
***Civics EOC Reporting Category 3
****Civics EOC Reporting Category 4
2016-2017
Volusia District Social Studies Office
Mini DBQ in Civics
Binder
Assessment
The Preamble and the Federal Budget: Are we Slicing the Pie Correctly?
How did the Constitution Guard Against Tyranny?
Should the Electoral College Be Abolished?
Test Bank
Research:
 Compare and contrast the early state constitutions of Massachusetts and Virginia.
 Prepare for and participate in a mock constitutional convention.
 Memorize the Preamble to the Constitution.
 Determine all the cities that once served as capital of the United States before Washington D.C.
Florida Joint Center for Citizenship
www.floridacitizen.org
Level 1, 2, 3 Questions
1.1
1.2
1.3
1.4
1.9
3.1
Assessment, Item Specs
Assessment, Item Specs
Assessment, Item Specs
Assessment, Item Specs
Assessment, Item Specs
Assessment, Item Specs
Florida Standards
Alignment
Reading: 2, 4, 7
(LAFS.68.RH.1.2)
(LAFS.68.RH.2.4)
(LAFS.68.RH.3.7)
Writing: 1, 4, 5
(LAFS.68.WH.1.1)
(LAFS.68.WH.2.4)
(LAFS.68.WH.2.5)
Activities
Persuasive Writing Activity from iCivics: So You Think You Can Argue
http://cdn.icivics.org/sites/default/files/uploads/So%20You%20Think%20You%20Can%20Argue.pdf
McGraw-Hill Graphic Novel: America’s Citizen Soldier
http://connected.mcgraw-hill.com/media/repository/private_data/DOC/50000070/42/19.pdf
7TH Grade Civics
Page 24
*Civics EOC Reporting Category 1
**Civics EOC Reporting Category 2
***Civics EOC Reporting Category 3
****Civics EOC Reporting Category 4
2016-2017
Volusia District Social Studies Office
Organizing Principle 5: The Bill of Rights and later amendments were created to protect
the authority of states and the rights and liberties of American citizens.
 (FORMERLY Organizing Principle 4 – changed for 2016-2017)
Measurement Topics
Curriculum Standards
2 Weeks/ December 5th – December 20th
Benchmarks
**Evaluate rights contained in the Bill of Rights and other
amendments to the Constitution.
1. Recognize the five freedoms protected by the first amendment.
2. Use scenarios to identify rights protected by the Bill of Rights.
SS.7.C.2.4
(Tinker v. Des Moines, Hazelwood School District v. Kuhlmeier, Miranda v.
Arizona, Gideon v. Wainwright, and In re Gault)
The Bill of Rights and
Other Amendments
**Distinguish how the Constitution safeguards and limits individual
rights.
1. Examine the role of the judicial branch of government protecting
individual rights.
2. Use scenarios to examine the impact of limits on individual rights
on social behavior.
**Evaluate Constitutional rights and their impact on individuals and
society.
1. Recognize how the social, political, and economic systems in the
U.S. depend on individual rights.
**Analyze the impact of the 13th, 14th, 15th, 19th, 24th, and 26th
amendments on participation of minority groups in the American
political process.
1. Analyze historical scenarios to examine how these amendments
have affected participation in the political processes.
2. Recognize how the amendments were developed to address
previous civil rights violations.
SS.7.C.2.5
SS.7.C.3.6
SS.7.C.3.7
(Plessy v. Ferguson and Brown v. Board of Education)
Assembly
Bail
Black codes
Censorship
Civil liberty
Civil right
Free speech
Indictment
Libel
Petition
Poll tax
Probable cause
Quartering
Search warrant
Selfincrimination
Slander
Suffrage
Content Focus Terms
Appellate process
Civil disobedience
Civil Rights Acts of 1964
Civil Rights Act of 1968
Cruel and unusual
punishment
Double jeopardy
Due process
Economic freedom
Eminent Domain
Equal protection
under the law
Equal Rights Amendment
Ex Post Facto Law
Forced internment
Habeas Corpus
Independent judiciary
Pleading the fifth
Precedent
Privacy
Property rights
Right to bear arms
Right to legal counsel
Search and seizure
States’ rights
Summary judgment
Suffrage
Trial by jury
Enumerated rights
Voting Rights Act of 1965
7TH Grade Civics
Page 25
*Civics EOC Reporting Category 1
Vocabulary
**Civics EOC Reporting Category 2
***Civics EOC Reporting Category 3
****Civics EOC Reporting Category 4
2016-2017
Volusia District Social Studies Office
Resources
The Bill of Rights and Other Amendments
Textbook
McGraw Hill- Civics, Economics, and Geography Edition:
 Chapter 6
We the People:
 Lessons 23 and 24
Safari
Montage/Videos
Safari Montage
 Writing the Constitution and the Bill of Rights (Creation Station)
YouTube Videos:
Gideon’s Trumpet (1980)
“Rights Rights Baby”
Bill of Rights Rap
Bad Romance – Women’s Suffrage
iCivics Lessons
Justice Teaching Lessons
http://www.justiceteaching.org/lesson_plans.sht
 Bill of Rights Game
ml
 Do I have a Right?
Florida Joint Center for Citizenship
Game
www.floridacitizen.org
 You’ve Got Rights
Lesson Plans:
Lesson
 The Road to Civil Rights 2.4: Rights in the U.S. Constitution
2.5: The U.S. Constitution and Individual Rights
Constitutional Rights
3.6: The Impact of Constitutional Rights
Foundation Lessons
3.7: The Evolution of Voting Rights
 http://www.crfusa.org/bill-of-rightsQuizlet.com
in-action/
URL: http:www.cpalms.org/public/search/Search
Instructions:
1. Click the live above (paste into address bar if live link is not available)
2. Input standard within search field
3. Click Search
4. Click resource attached to standard for further information
2.4: 21 Tutorials, 1 Video/Audio
2.5: 17 Tutorials, 1 Video/Audio, 1 Lesson Plan
3.6: 17 Tutorials, 2 Lesson Plans and 3.7: 3 Tutorials
Websites
CPALMS
Floridastudents.org
http://floridastudents.org/PreviewResource
/StudentResource/119020
See site for more resources
7TH Grade Civics
Page 26
*Civics EOC Reporting Category 1
Newspapers in Education
• http://nieonline.com/
Stossel in the Classroom
• http://stosselintheclassroom.org
**Civics EOC Reporting Category 2
***Civics EOC Reporting Category 3
****Civics EOC Reporting Category 4
2016-2017
Volusia District Social Studies Office
DBQ Binder/History
Alive!
Mini DBQ in Civics
Binder
Assessment
Florida Standards
Alignment
Reading: 1, 2,7
(LAFS.68.RH.1.1)
(LAFS.68.RH.1.2)
(LAFS.68.RH.3.7)
Writing: 1, 2, 6
(LAFS.68.WH.1.1)
(LAFS.68.WH.1.2)
(LAFS.68.WH.2.6)
History Alive: The Constitution in a New Nation
 Lesson 3.1 Considering A Parents’ Bill of Rights
 Lesson 3.2 Creating a Students’ Bill of Rights
 Lesson 3.3 Understanding the Bill of Rights
 Lesson 3.4 Imagining Life Without the Bill of Rights
History Alive: The Constitution in a New Nation
•
Culminating Project: Create a Parade Float
Should Schools Be Allowed to Limit Students’ Online Speech?
Search and Seizure: Did the Government go too Far?
Research:
 State governments already had bills of rights in their constitutions before the
U.S. Constitution was ratified. Research the reasons why some founders still
wanted a bill of rights added to the federal constitution.
 Rank the first eight amendments in order of importance and justify the position
of each in the ranking.
 Determine how the 9th and 10th Amendment were designed to limit the power of
the federal government and preserve the peoples’ freedom and the powers of
the states.
 Research amendments to The Constitution that were not passed.
 Research multiple perspectives related to the topic of whether or not The
Constitution is “a living Constitution.”
 Read and discuss the majority and dissenting opinions from the 2nd Amendment
case - District of Columbia Et Al v Heller
Florida Joint Center for Citizenship
www.floridacitizen.org
Level 1, 2, 3 Questions
2.4
2.5
3.6
3.7
Assessment, Item Specs
Assessment, Item Specs
Assessment, Item Specs
Assessment, Item Specs
Activities
McGraw-Hill Technology Extension: Voice Thread Photo Essay
http://connected.mcgraw-hill.com/media/repository/private_data/DOC/50000075/14/99.pdf
McGraw-Hill Graphic Novel: Great Moments in the History of Law
http://connected.mcgraw-hill.com/media/repository/private_data/DOC/50000070/41/95.pdf
7TH Grade Civics
Page 27
*Civics EOC Reporting Category 1
**Civics EOC Reporting Category 2
***Civics EOC Reporting Category 3
****Civics EOC Reporting Category 4
2016-2017
Volusia District Social Studies Office
Organizing Principle 6: The Founding Fathers created the three branches of government
to help prevent governmental abuse of power.
 (FORMERLY Organizing Principle 5 – changed for 2016-2017)
Measurement Topics
Curriculum Standards
Benchmarks
*Describe how the Constitution limits the powers of government
through separation of powers and checks and balances.
****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.
****Compare parliamentary, federal, confederal, and unitary
systems of governments.
1. Analyze scenarios describing various systems of government.
The Three Branches
of Government
5 Weeks/ January 4th- February 10th
SS.7.C.1.7
SS.7.C.3.3
SS.7.C.3.2
****Analyze the structure, functions, and processes of the
legislative, executive, and judicial branches.
1. Examine the following processes of the legislative branch:
-How a bill becomes a law, appointment confirmation,
impeachment (United States v. Nixon),committee selection
2. Examine the following processes of the executive branch:
-Executive order, veto, appointments
3. Examine the following processes of the judicial branch:
-Judicial review (Marbury v. Madison (1803), court order, writ of
certiorari, summary judgment
Illustrate the law making process at the local, state, and federal
levels.
SS.7.C.3.8
SS.7.C.3.9
Ambassador
Amnesty
Census
Concurrent Powers
Confederation
Constituent
House of
Representatives
Majority party
Minority party
Senate
Executive order
Federalism
Filibuster
Judicial review
Jurisdiction
Pardon
Pocket veto
Reserved Powers
Content Focus
Terms
Presidential appointments
Armed Forces
Coin money
Concurrent Powers
Declare war
Delegated Powers
Elastic Clause
Enumerated Powers
Foreign relations
Governor
Impeachment
Implied Powers
Naturalization laws
Necessary and Proper
Regulation of Immigration
Regulation of trade
Cabinet
Chief Justice
Committees
Majority Leader
Majority Vote
Mayor
Minority Leader
Ordinance
Pardon
President
President Pro Tempore
Prime Minister
School Boards
Speaker of the House
Special Interest Groups
Statute
7TH Grade Civics
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*Civics EOC Reporting Category 1
Vocabulary
**Civics EOC Reporting Category 2
***Civics EOC Reporting Category 3
****Civics EOC Reporting Category 4
2016-2017
Volusia District Social Studies Office
Resources
Textbook
Safari
Montage/Videos
Websites
CPALMS
The Three Branches of Government
McGraw Hill- Civics, Economics, and Geography Edition:
 Ch. 7,8,9
We the People:
 Lessons 5, 16, 19
Movie - Mr. Smith Goes to Washington (1939)
Safari Montage: Three branches of government and videos on individual branches (Schlessinger)
Smart Songs:
Three Branches Rap
President’s Rap
Flocabulary:
Three Branches of Government
iCivics Lessons
iCivics Lessons Continued
Constitutional Rights Foundation Lessons
 Separation of Power: What's for
 Why do we Have a House and Senate
 http://www.crf-usa.org/bill-ofLunch?
Anyway?
rights-in-action/
Stossel in the Classroom
 Branches of Power Game
 Law Craft - Game
• http://stosselintheclassroom.org
 For the President, All in a Day's
 Voting in Congress: More Yea or Nea
Florida
Joint Center for Citizenship
Work
 Represent me Game
www.floridacitizen.org
 George Washington Mini Lesson
 Making Laws WebQuest
Lesson Plans
 Who Represents Me? WebQuest
 Judicial Branch in a Flash
1.7: Constitutional Limits on the Powers of
 Congress in a Flash Lesson
 Court Quest Game
Government
 Federal in Federalism
 U.S. v. Nixon
3.3: Structure and Function of Government
 Executive Command Game
 Marbury v. Madison Lesson
3.2: Systems of Government
*Overview Videos: Legislative, Executive, &
 Being President WebQuest
3.8: Processes and Lawmaking
Judicial
3.9: N/A
Floridastudents.org
Quizlet.com
http://floridastudents.org/PreviewResource
/StudentResource/122742
See site for more resources
URL: http:www.cpalms.org/public/search/Search
1.7: 18 Tutorials
Instructions:
3.3: 49 Tutorials, 1 Video/Audio
1. Click the live above (paste into address bar if live link is not
3.2: 1
available)
3.8: 49 Tutorials, 1 Lesson Plan, 1 Video/Audio
2. Input standard within search field
3.9: 11 Tutorials
3. Click Search
4. Click resource attached to standard for further information
7TH Grade Civics
Page 29
*Civics EOC Reporting Category 1
**Civics EOC Reporting Category 2
***Civics EOC Reporting Category 3
****Civics EOC Reporting Category 4
2016-2017
Volusia District Social Studies Office
DBQ Binder/History
Alive
Assessment
History Alive: The Constitution in a New Nation
 Lesson 2.3 Constitutional Card Sort
 Lesson 2.4 Maintaining the Balance of Power
 Lesson 2.5 Creating Metaphors for the Constitution
 Lesson 4.3 Building “A More Perfect Union”
 Lesson 5.3 Understanding the Legislative Process
Test Bank
Research:
 Describe the process of how a bill becomes a law.
 Create a formal letter addressing a current issue and mail it to your local representative.
 Compare a parliamentary system like the one in Great Britain to the system here in The United States.
 Investigate instances when Presidents or high level government officials have been either censured or impeached
Florida Joint Center for Citizenship
www.floridacitizen.org
Level 1, 2, 3 Questions
1.7
3.3
3.2
3.8
Assessment, Item Specs
Assessment, Item Specs
Assessment, Item Specs
Assessment, Item Specs
Florida Standards
Alignment
Reading: 2, 4, 7
(LAFS.68.RH.1.2)
(LAFS.68.RH.2.4)
(LAFS.68.RH.3.7)
Writing: 1, 4, 5, 6
(LAFS.68.WH.1.1)
(LAFS.68.WH.2.4)
(LAFS.68.WH.2.6)
Activities
Persuasive Writing Activity from iCivics: I Can’t Wear What?
http://www.icivics.org/teachers/lesson-plans/lesson-2-i-cant-wear-what
McGraw-Hill Graphic Novel: In the House
http://connected.mcgraw-hill.com/media/repository/private_data/DOC/50000070/41/91.pdf
McGraw-Hill Graphic Novel: The Impeachment of Andrew Johnson
http://connected.mcgraw-hill.com/media/repository/private_data/DOC/50000070/41/92.pdf
McGraw-Hill Technology Extension: Supreme Court Justice Autobiography Podcast
http://connected.mcgraw-hill.com/media/repository/private_data/DOC/50000075/14/96.pdf
End of 2nd Grading Period
December 21st
7TH Grade Civics
Page 30
*Civics EOC Reporting Category 1
**Civics EOC Reporting Category 2
***Civics EOC Reporting Category 3
****Civics EOC Reporting Category 4
2016-2017
Volusia District Social Studies Office
Organizing Principle 7: The Federal System was created to define the role of the national,
state, and local governments.
 (FORMERLY Organizing Principle 6 – changed for 2016-2017)
Measurement Topics
Curriculum Standards
Benchmarks
Experience the responsibilities of citizens at the local, state, or
federal levels.
***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.
****Identify the relationship and division of powers between the
federal government and state governments.
Federalism
2 Weeks/ February 13th – February 24th
1. Compare concurrent, enumerated, reserved, and delegated
powers as they relate to state and federal government.
2. Analyze the issues related to the Tenth Amendment of the U.S.
Constitution.
SS.7.C.2.3
SS.7.C.2.12
SS.7.C.3.4
****Compare the constitutions of the United States and Florida.
1. Compare the amendment process of the U.S. and Florida
Constitution.
SS.7.C.3.13
****Differentiate between local, state, and federal governments'
obligations and services.
SS.7.C.3.14
Explain how federal, state, and local taxes support the economy as a
function of the United States government.
SS.7.E.2.1
City Charter
Concurrent
powers
County
County Seat
Federal system
Line-item veto
Referendum
Reserved powers
Special session
Home rule
Ordinance
Rural
Suburb
Town
Town meeting
Township
Village
Urban
Content Focus
Terms
Supremacy Clause
Florida Declaration
of Rights
7TH Grade Civics
Page 31
*Civics EOC Reporting Category 1
Vocabulary
**Civics EOC Reporting Category 2
***Civics EOC Reporting Category 3
****Civics EOC Reporting Category 4
2016-2017
Volusia District Social Studies Office
Resources
Textbook
Safari Montage/Videos
Websites
CPALMS
Teacher Hints
Federalism
McGraw Hill- Civics, Economics, and Geography Edition: Ch. 13,14
We the People:
 Lesson 17
We the People (High School Edition):
 Lesson12 and 26
Safari Montage
 Federal, State, and Local Government (Schlessinger)
 The U.S. Federal System (Schlessinger)
McGraw-Hill Online-Florida state capital video (part 1 and 2)
iCivics Lessons
Constitutional Rights Foundation
Lessons
 The Capable County
 http://www.crf Counties at Work - Game
usa.org/bill-of-rights-in The Great State
action/
 The State Governor
Florida Joint Center for Citizenship
 State Power – Got a
www.floridacitizen.org
Reservation?
2.3 N/A
 States Rule! - WebQuest
2.12 Lesson Plan Coming Soon
 County Basics WebQuest
3.4 Federalism
 Comparative Constitutions
3.13 Comparing the U.S. and FL
 Activate Game
Constitutions
 Who Represents Me?
3.14 Government Obligations and
Webquest
Services
 County Solutions: Project
Overview – Students Engage!
URL: http:www.cpalms.org/public/search/Search
Instructions:
1. Click the live above (paste into address bar if live link is
not available)
2. Input standard within search field
3. Click Search
4. Click resource attached to standard for further
information
McGraw-Hill Online-State Government concentration game.
Newspapers in Education
• http://nieonline.com/
Stossel in the Classroom
• http://stosselintheclassroom.org
Floridastudents.org
http://floridastudents.org/PreviewResource/Stude
ntResource/126037
See site for more resources
Quizlet.com
2.3: 10 Tutorials
3.4: 4 Tutorial
3.13: 1 Lesson Plan
3.14: 3 Tutorials
7TH Grade Civics
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Assessment
McGraw-Hill Online
 Idea FactoryFlorida Constitution search Ch. 13 Lesson 1
 Ch. 13 lesson 4 Judicial metaphors
Florida Joint Center for Citizenship
www.floridacitizen.org
Level 1, 2, 3 Questions
2.4 N/A
2.13 Assessment, Item Specs
3.5 Assessment, Item Specs
3.13 Assessment, Item Specs
3.14 Assessment, Item Specs
Florida Standards
Alignment
Reading: 1, 2, 7
(LAFS.68.RH.1.1)
(LAFS.68.RH.1.2)
(LAFS.68.RH.3.7)
Writing: 1, 2, 6
(LAFS.68.WH.1.1)
(LAFS.68.WH.1.2)
(LAFS.68.WH.2.6)
Activities
McGraw-Hill Graphic Novel and Opinion Writing: Mr. King’s Class
http://connected.mcgraw-hill.com/media/repository/private_data/DOC/50000070/9/69.pdf
7TH Grade Civics
Page 33
*Civics EOC Reporting Category 1
**Civics EOC Reporting Category 2
***Civics EOC Reporting Category 3
****Civics EOC Reporting Category 4
2016-2017
Volusia District Social Studies Office
Organizing Principle 8: The American legal system exists to protect citizens’ rights and
freedoms.
 (FORMERLY Organizing Principle 7 – changed for 2016-2017)
Measurement Topics
Curriculum Standards
2 Weeks/ February 27th - March 9th
Benchmarks
Simulate the trial process and the role of juries in the administration
of justice.
*Identify sources and types (civil, criminal, constitutional, military)
of law.
1. Use examples of historical law codes to identify how laws
originated and developed in Western society.
2. Recognize constitutional, statutory, case and common law as
sources of law.
SS.7.C.2.6
SS.7.C.3.10
****Diagram the levels, functions, and powers of courts at the
state and federal levels.
1. Recognize that the powers and jurisdiction of the state and federal
courts are derived from their respective constitutions.
2. Students will compare appellate and trial processes.
SS.7.C.3.11
The American
Legal System
**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.
SS.7.C.3.12
Bail
Complaint
Concurring opinion
Constitutional law
Cross-examination
Custody
Damages
Defendant
Deliberations
Dissenting opinion
Double jeopardy
Due process
Ex post facto law
Exclusionary rule
Felony
Juvenile delinquent
Lawsuit
Misdemeanor
Negligence
Plaintiff
Plea Bargaining
Precedent
Presumption of
innocence
Prosecution
Search warrant
Sentence
Subpoena
Summons
Tort
Verdict
Content Focus
Terms
Appeal
Appellate Court
Circuit Courts
Common Law
County Courts
District Court of
Appeals
Florida Supreme
Court
Judge
Judicial Review
Jurisdiction
Justice
Juvenile Law
Statutory Law
U.S. Circuit Court
of Appeals
U.S. District
Courts
U.S. Supreme
Court
Trial court
Writ of certiorari
District of
Columbia v.
Heller
7TH Grade Civics
Page 34
*Civics EOC Reporting Category 1
Vocabulary
**Civics EOC Reporting Category 2
***Civics EOC Reporting Category 3
****Civics EOC Reporting Category 4
2016-2017
Volusia District Social Studies Office
Resources
Textbook
Safari
Montage/Videos
Websites
The American Legal System
McGraw Hill- Civics, Economics, and Geography Edition: :
 Ch. 15, 16
We the People:
 Lessons 21, 22, 26 and 27
WTP High School Text: Lessons 24 and 25
Safari Montage:
Videos:
 The Judicial Branch (Schlessinger)
 To Kill A Mockingbird (or novel by Harper Lee)
 Judicial Branch (Mazzarella)
 12 Angry Men (1957)
 Big Bad Wolf and Curly Pig
 Gideon’s Trumpet (1980) Gideon's Trumpet on YouTube
 Town of Nottingham vs. Robin Hood
 Brown v. Board
 Village of Sheepfold vs. Joey Wolfcryer
iCivics Lessons
Constitutional Rights Foundation Lessons
American Bar Association-Teacher’s Link
 James Bond in a Honda? Trial
 http://www.crf-usa.org/bill-of-rights www.abanet.org/publiced/lawday/s
Simulation
in-action/
chools/lessons
Justice Teaching Lessons
Our Courts
 Trial Court "Go Fish"
 http://www.justiceteaching.org/lesson
 http://www.ourcourts.org/
 Appellate Courts "Let's Take
_plans.shtml
Make Your Case – Online Courtroom
it Up"
Simulation
 You and the Law; Quiz Show You and
 Interpreting the Constitution:
the Law; Quiz Show: So You Want to be
 www.streetlaw.org
What does it mean?
as Smart as a State Court Judge
Florida Joint Center for Citizenship
 Argument Wars Game
www.floridacitizen.org
 Interpreting the Constitution Mock Oral Arguments
 http://www.floridasupremecourt.org/e Lesson Plans:
 The Courts in a Nutshell
2.6: N/A
ducation/tours/mockoa.shtml
 In the Courts WebQuest
3.10: Sources and Types of Law
 You Be The Judge WebQuest Newspapers in Education
3.11: Federal and State Courts
 http://nieonline.com/
 In the Courts WebQuest
3.12: Two PowerPoints provided (civil liberties &
Stossel in the Classroom
 Sources of Law
civil rights)
 http://stosselintheclassroom.org
 We the Jury Game
Mock Trial
Quizlet.com
 The “Supreme” in Supreme

http://www.mrdonn.org/government.h
Decision
tml#mock
Floridastudents.org
http://floridastudents.org/PreviewResource/Stud
 http://www.lawlessons.ca/teaching-
resources/mock-trial-scripts
7TH Grade Civics
Page 35
*Civics EOC Reporting Category 1
entResource/128054
See site for more resources
**Civics EOC Reporting Category 2
***Civics EOC Reporting Category 3
****Civics EOC Reporting Category 4
2016-2017
Volusia District Social Studies Office
CPALMS
DBQ Binder/History
Alive
Mini DBQ in Civics
Binder
Assessment
Florida Standards
Alignment
Reading: 2, 4, 5, 6, 7
(LAFS.68.RH.1.2)
(LAFS.68.RH.2.4)
(LAFS.68.RH.2.5)
(LAFS.68.RH.2.6)
(LAFS.68.RH.3.7)
Writing: 1, 4, 5
(LAFS.68.WH.1.1)
(LAFS.68.WH.2.4)
(LAFS.68.WH.2.5)
URL: http:www.cpalms.org/public/search/Search
Instructions:
1. Click the live above (paste into address bar if live link is
not available)
2. Input standard within search field
3. Click Search
History Alive: The Constitution in a New Nation
 Lesson 5.1 Judging Court Cases
 Lesson 5.2 Drafting a Legal Opinion
Is the American Jury System still a good idea?

McGraw-Hill Idea Factory- Ch. 15 Lesson 2: “Writing laws
for Unlawfulvania”
 Foldable- Criminal and Civil law Ch. 16
 Mock Trial Comic summary Ch. 16 technology extension
Test Bank
Research:
 Prepare for and participate in a mock trial.
 Research a current case before the Florida or Federal
Supreme Court.
4. Click resource attached to standard for further
information
2.6: 6 Tutorials
3.10: 4 Tutorials
3.11: 9 Tutorials, 1 Lesson Plan
3.12: 4 Tutorials, 1 Lesson Plan, 1 Video/Audio
Florida Joint Center for Citizenship
www.floridacitizen.org
Level 1, 2, 3 Questions
3.10 Assessment, Item Specs
3.11 Assessment, Item Specs
3.12 Assessment, Item Specs
Activities
McGraw-Hill Graphic Novel: Breaking the Law
http://connected.mcgraw-hill.com/media/repository/private_data/DOC/50000070/42/18.pdf
Persuasive Writing Activity from iCivics: Lookin’ For Evidence
http://www.icivics.org/teachers/lesson-plans/lesson-3-lookin-evidence
Persuasive Writing Activity from iCivics: No Rambling Allowed
http://www.icivics.org/teachers/lesson-plans/lesson-4-no-rambling-allow
END OF 3RD GRADING PERIOD
March 10th
7TH Grade Civics
Page 36
*Civics EOC Reporting Category 1
**Civics EOC Reporting Category 2
***Civics EOC Reporting Category 3
****Civics EOC Reporting Category 4
2016-2017
Volusia District Social Studies Office
Organizing Principle 9: United States foreign policy directly impacts our nation and events
throughout the world.
Measurement Topics
Curriculum Standards
2 Weeks/ March 20th – March 31st
Benchmarks
**Examine multiple perspectives on public and current issues.
SS.7.C.2.13
***Differentiate concepts related to United States domestic and
foreign policy.
1. Identify the goals and objectives of U.S. domestic and foreign
policy.
2. Recognize the role of the U.S. State Department in foreign affairs.
***Recognize government and citizen participation in
international organizations.
U.S. Foreign Policy
SS.7.C.4.1
SS.7.C.4.2
***Describe examples of how the United States has dealt with
international conflicts.
1. Analyze primary source documents pertaining to international
incidents to determine the course of action taken by the U.S.
SS.7.C.4.3
Communism
Ethnic group
Embargo
Genocide
Global
interdependence
Internationalism
Imperialism
Isolationism
Human rights
Humanitarian Aid
Prisoner of war
Refugee
Tariff
Weapon of mass
destruction
Content Focus
Terms
Alliances
Allies
Ambassadors
Bay of Pigs
Cuban Missile Crisis
Diplomacy
Diplomats
Doctrine
Domestic Affairs
Embassies
Foreign Affairs
Gulf Wars I and II
International Relations
INGO
International Red
Cross/Red Crescent
Iran Hostage Crisis
Korean War
NATO
NGO
NAFTA
Secretary of State
Terrorism
Treaty
UNICEF
United Nations
Vietnam War
World Court
World War I and II
WTO
7TH Grade Civics
Page 37
*Civics EOC Reporting Category 1
Vocabulary
**Civics EOC Reporting Category 2
***Civics EOC Reporting Category 3
****Civics EOC Reporting Category 4
2016-2017
Volusia District Social Studies Office
Resources
Textbook
Safari
Montage/Videos
Websites
U.S. Foreign Policy
McGraw Hill- Civics, Economics, and Geography Edition: Ch. 25
We the People:
 Lesson 28
We the People (High School Edition):
 Lesson 36, 37, and 38
Safari Montage
*U.S. Foreign Policy (Schlessinger)
iCivics Lessons
CIA World Factbook
 Foreign Policy: War &
 https://www.cia.gov/library/publications/thePeace and Everything in
world-factbook/index.html
Between
Constitutional Rights Foundation Lessons
 Conflict and Cooperation
 http://www.crf-usa.org/bill-of-rights-in-action/
United
Nations
 International Influence
http://www.un.org/en/
 International
Newspapers in Education
Organizations
• http://nieonline.com/
 Crisis of Nations Game
Stossel in the Classroom
http://stosselintheclassroom.org
Quizlet.com
Florida Joint Center for
Citizenship
www.floridacitizen.org
Lesson Plans:2.13 Understanding
Issues Through Multiple Perspectives
4.1 Understanding U.S. Domestic
and Foreign Policy
4.2 Government and Citizen
Participation in International
Organizations (2.13, 4.1, 4.2, 4.3)
4.3 The U.S. and International
Conflict
Floridastudents.org
http://floridastudents.org/Previe
wResource/StudentResource/122
028
See site for more resources
CPALMS
URL: http:www.cpalms.org/public/search/Search
Instructions:
1. Click the live above (paste into address bar if live link is not
available)
2. Input standard within search field
3. Click Search
4. Click resource attached to standard for further
information
2.13: 3 Tutorials, 1 Lesson Plan
4.1: 5 Tutorials, 1 Lesson Plan
4.2: 1 Tutorial
4.3: 2 Lesson Plan
7TH Grade Civics
Page 38
*Civics EOC Reporting Category 1
**Civics EOC Reporting Category 2
***Civics EOC Reporting Category 3
****Civics EOC Reporting Category 4
2016-2017
Volusia District Social Studies Office
Assessment
Primary Source Activity-Declaration of Human Rights-Ch. 25
Alphabet Soup-Ch.25 Idea Factory
 What Do You Know? Word Sort
 Ch.25 Resources
 Guided Reading-Ch. 25
Research:
 Create a timeline focusing on the evolution of America’s
foreign policy using the presidencies of Washington,
Monroe, Polk, McKinley, T. Roosevelt, Wilson, Truman,
Reagan, and G.W. Bush.
 Identify events or struggles since 1945 that have caused a
change in American foreign policy (i.e. creation of Israel,
WWII, Cold War, Oil Embargo, Nuclear Proliferation, 9/11).
 Research the controversy related to global
warming/climate change and debate the issue from
multiple perspectives.
Florida Standards
Alignment
Reading: 2, 4, 7, 8
(LAFS.68.RH.1.2)
(LAFS.68.RH.2.4)
(LAFS.68.RH.3.7)
(LAFS.68.RH.3.8)

Students will research a person who made a
positive impact in the world and then create a
biography, PowerPoint, or website, with an oral
presentation of that person.
 Evaluate the United Nations Declaration of Human
Rights, the Declaration of Independence, and the
Bill of Rights. Do you believe the United Nation’s
document compliments or conflicts with the
American founding documents?
Florida Joint Center for Citizenship
www.floridacitizen.org
Level 1, 2, 3 Questions
2.13 Assessment, Item Specs
4.1 Assessment, Item Specs
4.2 Assessment, Item Specs
4.3 Assessment, Item Specs
Activities
McGraw-Hill Graphic Novel and Opinion Writing: Happy Birthday!
http://connected.mcgraw-hill.com/media/repository/private_data/DOC/50000070/9/71.pdf
Writing: 1, 2, 3, 5
(LAFS.68.WH.1.1)
(LAFS.68.WH.1.2)
(LAFS.68.WH.1.3)
(LAFS.68.WH.2.5)
END OF 3rd GRADING PERIOD
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Organizing Principle 10: The U.S. economy is the result of millions of decisions its residents
make every day about producing, earning, investing, and spending.
Measurement Topics
Introduction to
Economics
Personal Finance
Curriculum Standards
EOC-End of Year
Benchmarks
Explain how the principles of a market and mixed economy helped
to develop the United States into a democratic nation.
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.
Assess how profits, incentives, and competition motivate individuals,
households, and businesses in a free market economy.
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.
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.
Discuss the function of financial institutions in the development of a
market economy.
Assess how profits, incentives, and competition motivate individuals,
households, and businesses in a free market economy.
SS.7.E.1.1
SS.7.E.1.3
SS.7.E.1.5
SS.7.E.1.2
SS.7.E.1.3
SS.7.E.1.4
SS.7.E.1.5
Command Economy
Economic system
Opportunity cost
Resource
Revenue
Scarcity
Traditional Economy
Balance
Budget
Consumerism
Credit
Debt
Discretionary income
Disposable income
Incentive
Warranty
Competition
Consumer
Demand
Equilibrium price
Market
Producer
Shortage
Supply
Surplus
Annual
percentage rate
(APR)
Borrower
Dividend
Interest
Loan
Mutual funds
Penalty
Principle
Return
Stock
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Textbook
Safari
Montage/Videos
Websites
Teacher Hints
Assessment
McGraw Hill- Civics, Economics, and Geography Edition: Ch. 18,19
The Nystrom Economics Series
 Lessons 1-2
 Scarcity and Choice
 Supply and Demand
Federal Reserve DVD’s
Videos
 The Money Story
 Lorax
 Money: Summing it Up
iCivics Lessons
Constitutional Rights
Council for Economic Education Newspapers in Education
Foundation Lessons
•http://nieonline.com/
 Budget Blast
 http://www.ncee.net/
http://www.crf-usa.org/bill-ofStossel in the Classroom
(Google Title)
rights-in-action/
 Government and the
 http://www.econedlink. •http://stosselintheclassroom.org
 http://www.teachEconomy
org/
nology.com/teachers/le
 Market Economy
sson_plans/economics/
Use the Idea Factory Cornell Notes from McGraw-Hill for Chapters 18 and 19:
 Ch. 18: http://connected.mcgraw-hill.com/media/repository/private_data/DOC/50000324/53/74.pdf
 Ch. 19: http://connected.mcgraw-hill.com/media/repository/private_data/DOC/50000324/53/80.pdf




Create a personal budget.
Log real-life expenses for one week and examine how much money was spent in different expense categories.
Create a conceptual graphic for the differences between job v. career, fixed v. variable expenses, gross v. net income.
Create a graphic showing the relationship between the price of gasoline and the concepts of supply and demand.
Florida Standards
Alignment
Reading: 1, 2, 5, 7
(LAFS.68.RH.1.1)
(LAFS.68.RH.1.2)
(LAFS.68.RH.2.5)
(LAFS.68.RH.3.7)
Writing: 1, 2, 4, 7, 9
(LAFS.68.WH.1.1)
(LAFS.68.WH.1.2)
(LAFS.68.WH.2.4)
(LAFS.68.WH.3.7)
(LAFS.68.WH.3.9)
Activities
McGraw-Hill Hands-On Project and Technology Extension: Make and Sell a Product
http://connected.mcgraw-hill.com/media/repository/private_data/DOC/50000073/37/73.pdf
http://connected.mcgraw-hill.com/media/repository/private_data/DOC/50000075/14/88.pdf
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Organizing Principle 11: The U.S. economy depends on business operations, banking, and
investment and is measured using multiple indicators.
Measurement
Topics
Curriculum Standards
Identify and describe United States laws and regulations adopted to
promote economic competition.
EOC-End of Year
Benchmarks
SS.7.E.2.3
Explain how economic institutions impact the national economy.
SS.7.E.2.5
The American
Economy
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.
SS.7.E.3.4
Capitalism
Competition
Corporation
Entrepreneur
Franchise
Free enterprise
Gross Domestic Product (GDP)
Incentive
Laissez-faire
Per capita GDP
Productivity
Profit
Right-to-work
Sole proprietorship
Specialization
Standard of living
Sole proprietorship
7TH Grade Civics
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McGraw Hill- Civics, Economics, and Geography Edition: Ch. 20
The Nystrom Economics Series
 Lessons 3, 4, 5
 Types of Businesses
 Banking and Investing
 Measuring the Economy
Federal Reserve DVD’s
Safari
 Money Connections
Montage/Videos
 The FED Today
iCivics Lessons
Constitutional Rights Foundation Lessons
Websites
 International Influence
 http://www.crf-usa.org/bill-of-rightsin-action/
Textbook
Newspapers in Education
• http://nieonline.com/
Stossel in the Classroom
• http://stosselintheclassroom.org
Teacher Hints
Use the Idea Factory Cornell Notes from McGraw-Hill for Chapter 20:
http://connected.mcgraw-hill.com/media/repository/private_data/DOC/50000324/52/94.pdf
Assessment
Research:
 Write an editorial discussing the ethical question of Florida’s sugar industry’s responsibility to keep the Everglades clean from
pollution.
 Evaluate whether or not labor unions are still necessary in America, and cite examples where they may be helpful or detrimental to
the economy.
 Compare the benefits of savings, money-market, CDs, and another type of investment accounts.
Florida Standards
Activities
Alignment
Reading: 1, 2, 4, 6
(LAFS.68.RH.1.1)
(LAFS.68.RH.1.2)
(LAFS.68.RH.2.4)
(LAFS.68.RH.2.6)
Writing: 2, 4, 9
(LAFS.68.WH.1.2)
(LAFS.68.WH.2.4)
(LAFS.68.WH.3.9)
McGraw-Hill Primary Sources: Adam Smith – Wealth of Nations
http://connected.mcgraw-hill.com/media/repository/private_data/DOC/50000073/72/23.pdf
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Organizing Principle 12: The policies and decisions of governments have major economic
impacts on societies.
Measurement Topics
Curriculum Standards
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.
Discuss the function of financial institutions in the development of a
market economy.
The Government and Compare the national budget process to the personal budget process.
the Economy
Explain how federal, state, and local taxes support the economy as a
function of the United States government.
Describe the banking system in the United States and its impact on
the money supply.
Identify and describe United States laws and regulations adopted to
promote economic competition.
Explain how international trade requires a system for exchanging
The Global Economy currency between and among nations.
Assess how the changing value of currency affects trade of goods and
services between nations.
Compare and contrast a single resource economy with a diversified
economy.
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.
Textbook
McGraw Hill- Civics, Economics, and Geography Edition: Ch. 21, 24
The Nystrom Economics Series
Lessons 6, 7, 8
EOC-End of Year
Benchmarks
SS.7.E.1.2
SS.7.E.1.4
SS.7.E.1.6
SS.7.E.2.1
SS.7.E.2.2
Public goods
Private goods
Monopoly
Antitrust law
Merger
Recession
Depression
Unemployment Rate
Fixed income
Inflation
Bear/Bull market
Welfare
Worker’s Compensation
SS.7.E.2.3
SS.7.E.3.1
SS.7.E.3.2
SS.7.E.3.3
SS.7.E.3.4



Export
Import
Tariff
Quota
Free Trade
Balance of trade
Exchange rate
Privatization
Mixed economies
Developed/Developing countries
U.S. Government and the Economy
Comparing Economies
Global Trade
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Safari Montage/Videos Federal Reserve Video
Websites
Teacher Hints
Assessment
 Monetary Policy: Part Art, Part Science
iCivics
 http://www.econedl Stossel in the Classroom
Constitutional Rights
 Banks, Credit, and the
ink.org/
 http://stosselinthecla
Foundation Lessons
Economy
ssroom.org
 http://www.crf Taxation
usa.org/bill-of-rights-in Government Spending
action/
Use the Idea Factory Cornell Notes from McGraw-Hill for Chapters 21 - 24:
 Ch. 21: http://connected.mcgraw-hill.com/media/repository/private_data/DOC/50000324/53/75.pdf
 Ch. 22: http://connected.mcgraw-hill.com/media/repository/private_data/DOC/50000324/52/95.pdf
 Ch. 23: http://connected.mcgraw-hill.com/media/repository/private_data/DOC/50000324/53/81.pdf
 Ch. 24: http://connected.mcgraw-hill.com/media/repository/private_data/DOC/50000324/53/96.pdf
Research:
 Create a graph illustrating the
 Complete a 1040EZ form.
 Create a compare/contrast
creation and growth of our national
 Visit the Internal Revenue
graphic organizer for a
debt.
Service (IRS) web site or noncommand, market, mixed, and
partisan organizations such as
 Find the top five categories within
traditional economy.
the federal budget for the last five
the Tax Foundation to
 Compose a letter to a president
years. Examine the trends in relation
determine what percentage of
of another country to encourage
to current events.
taxes various income earners
them to change their nation to a
have paid in the last couple of
 Research the effects of NAFTA on
free enterprise system.
years. http://www.irs.gov/
the American economy and write a
letter to the President outlining your
 http://www.taxfoundation.org/
position on the merits or detriments
news/show/250.html
of the treaty.
Florida Standards
Alignment
Reading: 1, 7
(LAFS.68.RH.1.1)
(LAFS.68.RH.3.7)
Writing: 1, 4, 6
(LAFS.68.WH.1.1)
(LAFS.68.WH.2.4)
(LAFS.68.WH.2.6)
Activities
McGraw-Hill Technology Extension: Making an Online Presentation on the History of Banking
http://connected.mcgraw-hill.com/media/repository/private_data/DOC/50000075/14/82.pdf
McGraw-Hill Graphic Novel: The History of Money
http://connected.mcgraw-hill.com/media/repository/private_data/DOC/50000070/9/70.pdf
END OF 4th GRADING PERIOD
7TH Grade Civics
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