2015-2016 Curriculum Blueprint
Grade: 7
Course Descriptions: Civics
Approximate
Time:
Unit 8 Civic Participation
7 days
Unit Overview
This unit covers public and current issues at the local, state, and national levels and the appropriate government agencies used to address the issue. There is an
opportunity for students to grasp the difference between public policy and private community service and the different solutions to issues from each. Then examine
how multiple perspectives shape participation in the political process by using scenarios to understand the reaction of different groups. There should be an emphasis
on civic participation within our communities. Explain the results that natural disasters have on communities, civil strife, social and economic hardships, etcetera. This
is a great opportunity to get students involved in their community. Finally, this unit will address how the 13th, 14th, 15th, 19th, 24th, and 26th amendments were
developed to remedy previous civil rights violations.
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Students will understand that there are multiple perspectives on public and current issues and be able to examine those perspectives.
Students will be able to evaluate the roles, rights, and responsibilities of the United States Citizens, and determine methods of active participation in society,
government, and the political system.
Students will understand the 13th, 14th, 15th, 19th, 24th, and 26th amendments and be able to analyze their impact on participation of minority groups in the
political process.
Learning Goal
Students will be able to evaluate the roles, rights, and responsibilities of U.S.
citizens, and determine methods of active participation in society, government,
and the political system.
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Sample Essential Questions
Distinguish the difference between public and private community services?
Should we try to minimize different groups’ influences/agendas on public
opinions?
What were the major effects of the 13th, 14th, and 15th amendments?
How can we promote public good through service?
Unit End Product
Have students complete a civic participation project. Stress the importance of taking an active role in their school, community, and nation. Have the students
brainstorm a project that they can do locally. Then students will need to write a proposal for their project using research and data to justify why they chose the
project. Examples: school-wide clean up, coat/clothing drive, food drive. Have them get the school involved by taking a leadership role in the project.
Focus Standards for the Unit
SS.7.C.2.12 Develop a plan to resolve a state or local problem by researching public policy alternatives, identifying appropriate government agencies to address the
issue, and determining a course of action.
SS.7.C.2.13 Examine multiple perspectives on public and current issues.
SS.7.C.2.14 Conduct a service project to further the public good.
SS.7.C.2.3 Experience the responsibilities of citizens at the local, state, or federal levels.
SS.7.C.3.7 Analyze the impact of the 13th, 14th, 15th, 19th, 24th, and 26th amendments on participation of minority groups in the American political process.
Recursive Standards
Suggested Texts
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Textbook: Civics in Practice, textbook pages 360-376
7th Grade Draft | March 2015
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LAFS.68.RH.3.7 Integrate visual information (e.g., in charts, graphs, photographs,
videos, or maps) with other information in print and digital texts.
LAFS.68.WHST.3.8 Gather relevant information from multiple print and digital
sources, using search terms effectively; assess the credibility and accuracy of each
source; and quote or paraphrase the data and conclusions of others while
avoiding plagiarism and following a standard format for citation.
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Understanding issues through multiple perspectives- Florida Joint Center
lesson plans.
 Time for Kids Use this site to find current events for students SS.7.C.2.13
 PBS Newshour Extra Use this site to find current events for students
SS.7.C.2.13
 Citizenship Rights and Responsibilities From U.S. Citizenship and
Immigration Services has a list of rights and responsibilities SS.7.C.2.14
 15th Amendment Reading from History Channel. Includes information on
ratification and the necessity of the Voting Rights Act of 1965
Sample Activities and Tasks
DBQ Suggestions
Understanding issues through multiple perspectives using the Florida Joint Center lesson plans. It
Should Americans be required to vote?
gives students multiple scenarios of issues and perspectives to broaden their understanding of various
outcomes. SS.7.C.2.12
Have students get involved in a public service project through collaborative learning by addressing a
community issue and create a plan to give back to the community. SS.7.C.2.14
Discuss what people went through to get the right to vote i.e. Hunger Strikes from the Women’s
Suffrage, Civil Rights efforts for African Americans, and Old Enough to Fight, Old Enough to Vote with
the 26th amendment. Have students write a reflection on what they would be willing to do for the right
to vote. SS.7.C.3.7
Give students the 13th, 14th, 15th, 19th, 24th, and 26th amendments and have them read and annotate the
amendments. Then have a Socratic Seminar discussing the importance of those amendments and what
are society could be like today, if we did not have them. C.3.7
People, Places, and Events to Know
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Government agencies
Address
Analyze
Public policy solution
Private community services
Public perspectives
Political process
Interest group
Suffrage
Voting Rights Act 1965
Literacy Tests
Poll Tax
Civil Rights
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Links and Resources
MyFlorida.com Website for the state of Florida, addressing government and
business in the state.
Learntogive.org Philanthropy education resource that teaches giving and civic
engagement.
Civic Action Project Use this website to help create a civic action project
Do Something Tackle campaigns that impact every cause, from poverty, to
violence, and the environment.
Implementing a civic action project Steps on how to create a civic action
project.
Amendments Index of the Amendments.
The Fight for the Right to Vote in the United States (4:31 video) Runs through
the history of the right to vote in the United States. Good to use for review or
introduction to the voting amendments. SS.7.C.3.7
Link to Webb’s DOK Guide
7th Grade Draft | March 2015
7th Grade Draft | March 2015