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SCHOOL YEAR 2012 - 2013
Bay County School Board
1311 Balboa Avenue
Panama City, FL 32405
(850) 767-4100
Bay District Schools
Civics Curriculum Guide
Grade 7
Bay District Schools
Social Studies Civics Pacing Guide
SEVENTH GRADE CIVICS: M/J CIVICS
SEVENTH GRADE: M/J CIVICS
SCHOOL YEAR 2012-2013
Introduction:
This course is being implemented in the 2012-2013 school year for all students in Bay District Schools. The District Pacing 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 pacing
guide provides support to identify areas of coverage required verses teaching all the chapters in a textbook. Teachers are encouraged to use a
variety of resources to teach content and skills with the textbook merely being one of the resources. Common Core State Standards (CCSS) for
Literacy are embedded in the seventh grade NGSSS aligned Civics Course Descriptions. Common Core State Standards (CCSS) should be used to
implement Civics content addressed in each of the Content Focus Areas of the District Pacing Guide.
To address the concern of the high mobility rate within the school district the following pacing guide 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 pacing guides 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 freeresponse 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 a well-written, grade-level textbook 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:
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Reading assignments from longer text passages as well as shorter ones when text is extremely complex.
Division of Teaching and Learning
Amendments of the Constitution and Bill of Rights
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Bay District Schools
Social Studies Civics Pacing Guide
SEVENTH GRADE CIVICS: M/J CIVICS
SCHOOL YEAR 2012-2013
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).
General Information Regarding the Pacing Guide:
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The pacing guide outlines required curriculum for Civics, grade 7, in Bay District Public Schools
It outlines the pacing and order in which instruction should occur.
An asterisk(*) denotes benchmarks that should be introduced during instruction of the content focus area.
Benchmarks without asterisks indicate the expectation of student mastery during the instructional period of that content focus area.
NGSSS benchmarks that include topics in bold indicate essential content to be emphasized during the instructional content focus area.
Common Core State Standards (CCSS) are not listed in the District Pacing Guide but should be used to implement NGSSS aligned Civics
Courses and are included in all DOE approved Civics Course Descriptions.
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 (Content Area Focus).
Slight variations in pacing may occur due to professional decisions made by the teacher or because of school schedules
The pacing guide is separated into fourteen distinct sections to help teachers utilize its resources in planning for instruction.
BDS pacing guide should help facilitate high quality instruction to maximize student achievement.
Teachers should reflect throughout the year to address yearly revisions to the pacing guide.
Division of Teaching and Learning
Amendments of the Constitution and Bill of Rights
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Bay District Schools
Social Studies Civics Pacing Guide
SEVENTH GRADE CIVICS: M/J CIVICS
Content Focus 6: Amendments of the Constitution and Bill of Rights
SCHOOL YEAR 2012-2013
2nd Nine WeeksSuggested pacing: 10 days
NGSSS Benchmark Alignment:
*SS.7.C.1.6Interpret the intentions of the Preamble of the Constitution.
SS.7.C.2.4Evaluate rights contained in the Bill of Rights and other amendments to the Constitution.
*SS.7.C.2.5Distinguish how the Constitution safeguards and limits individual rights.
SS.7.C.3.5Explain the Constitutional amendment process.
SS.7.C.3.6Evaluate Constitutional rights and their impact on individuals and society.
SS.7.C.3.7Analyze the impact of the 13th, 14th, 15th, 19th, 24th, and 26th amendments on participation of minority groups in the
American political process.
*SS.7.C.3.12Analyze 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. Kuhlmier, United States v. Nixon, and Bush v. Gore, DC v. Heller.
Essential Concepts
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Bill of Rights
U.S. Constitution
Amendments U.S. Constitution
Individual rights
Civil liberties
Amending the U.S. Constitution
Amending the Florida Constitution
Civil liberties
Civil Rights and the U.S. Supreme Court
Civil liberties v. Civil Rights
Civil Rights and the U.S. Constitution
Extending the Bill of Rights to the states
Florida Declaration of Rights
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Amendments of the Constitution and Bill of Rights
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Bay District Schools
Social Studies Civics Pacing Guide
SEVENTH GRADE CIVICS: M/J CIVICS
The extension of voting rights through the U.S. Constitution
Plessy v. Ferguson
Hazelwood v. Kuhlmier
Brown v. Board of Education
In re Gault
Tinker v. Des Moines
Marbury v. Madison
Bush v. Gore
United States v. Nixon
Gideon v. Wainwright
Miranda v. Arizona
SCHOOL YEAR 2012-2013
Analyze the impact of (specifically) the 13th, 14th, 15th, 19th, 24th, and 26th amendments on participation of minority groups in the
American political process.
o Evaluate how these U.S. Supreme Court cases have had an impact on society
o Assess the significance of these U.S. Supreme Court cases
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Test Item Specifications:
See the Civics End-of-Course Assessment Test Item Specifications from the Florida Department of Education for the benchmarks in this unit.
Division of Teaching and Learning
Amendments of the Constitution and Bill of Rights
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Bay District Schools
Social Studies Civics Pacing Guide
SEVENTH GRADE CIVICS: M/J CIVICS
Vocabulary
Civil liberty
free speech
censorship
petition
slander
libel
accused
probable cause
search warrant indictment
double jeopardy
self-incrimination
due process
eminent domain
bail
license
retain
black codes
suffrage
poll tax
eliminate
discrimination
Preamble
amendment
rights
proposal
ratification
petition
segregation
clause
treason
private domain
term limit
equal protection clause
due process
Miranda rights
racial profiling
quartering
affirmative action
civil rights
Division of Teaching and Learning
SCHOOL YEAR 2012-2013
Instructional Resources
Textbook Alignment:
Remy,Richard C, etl. Florida Civics,
Economics and Geography. Bothell,WA:
McGraw-Hill, 2013. Print
Chapter 6
Internet Links:
www.civiced.org
www.ourdocuments.gov/content.ph
p?flash=true&page=milestone
www.justice.gov/crt/voting_rights.ht
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http://memory.loc.gov/ammem/aao
html/exhibit/aopart9b.html
www.coreonline.org/History/voting_rights.ht
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Suggested Learning Experiences
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Have students pick an important
social issue: allow the students to
create their own picket sign and
explain how the Constitution protects
their rights.
Have students read and analyze the
speech: “I have a dream” by Dr. Martin
Luther King Jr. and discuss whether
his dream has been realized.
Have students make an illustrated
table or chart for all 10 amendments
in the Bill of Rights, including the
number, a written description, and a
symbol for each.
Have students find a current events
news article that relates to one of the
rights in the Bill of Rights, and then
write a paragraph to explain how the
Bill of Rights relates to the current
event.
www.afroamfl.com/default.aspx
www.theblackarchives.org/entry.ht
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www.spartacus.schoolnet.co.uk/USA
voting65.htm
www.archives.gov/exhibits/charters
/bill_of_rights.html
Amendments of the Constitution and Bill of Rights
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Bay District Schools
Social Studies Civics Pacing Guide
SEVENTH GRADE CIVICS: M/J CIVICS
SCHOOL YEAR 2012-2013
http://teacher.scholastic.com/histm
yst/start.asp?Game=11
http://constitutioncenter.org/Billof
RightsGame/
www.texaslre.org/BOR/billofrights.
html
ICS: The Constitution/ Civil Rights:
http://www.icivics.org/teachers
Additional Resources:
FJCChttp://floridacitizen.org/resources/mid
dle/curriculum
Unit 2 Foundations of American
Government- Lesson 6, 9
www.icivics.org
Misconceptions
The students may believe that…
o The citizens individual rights do not
apply to certain people (i.e. The
president, certain age groups,
celebrities, etc.).
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Division of Teaching and Learning
There are no limitations on freedom of
speech.
The Bill of Rights are in the main body
of the Constitution.
Amendments of the Constitution and Bill of Rights
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Bay District Schools
Social Studies Civics Pacing Guide
SEVENTH GRADE CIVICS: M/J CIVICS
Division of Teaching and Learning
SCHOOL YEAR 2012-2013
Amendments of the Constitution and Bill of Rights
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