[Type text]
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higher levels as they engage in the following: analyzing historical documents and supplementary readings, working in the context of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.
Making close reading and rereading of texts central to lessons.
Division of Teaching and Learning
Foundation of American Government
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Bay District Schools
Social Studies Civics Pacing Guide
SEVENTH GRADE CIVICS: M/J CIVICS
SCHOOL YEAR 2012-2013
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
Foundation of American Government
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Bay District Schools
Social Studies Civics Pacing Guide
SEVENTH GRADE CIVICS: M/J CIVICS
Content Focus 4:Foundations of American Government
1st Nine Weeks
SCHOOL YEAR 2012-2013
Suggested pacing: 15 days
NGSSS Benchmark Alignment:
SS.7.C.1.1Recognize how Enlightenment ideas including Montesquieu's view of separation of power and John Locke's theories related to
natural law and how Locke's social contract influenced the Founding Fathers.
SS.7.C.1.2Trace the impact that the Magna Carta, English Bill of Rights, Mayflower Compact, and Thomas Paine's "Common Sense" had on
colonists' views of government.
SS.7.C.1.3Describe how English policies and responses to colonial concerns led to the writing of the Declaration of Independence.
SS.7.C.1.4Analyze the ideas (natural rights, role of the government) and complaints set forth in the Declaration of Independence.
*SS.7.C.1.9Define the rule of law and recognize its influence on the development of the American legal, political, and governmental systems.
*SS.7.C.3.1Compare different forms of government (direct democracy, representative democracy, socialism, communism, monarchy,
oligarchy, autocracy).
*SS.7.C.3.2Compare parliamentary, federal, confederal, and unitary systems of government.
SS.7.G.2.1Locate major cultural landmarks that are emblematic of the United States.
Essential Concepts
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The Era of Enlightenment
John Locke and Natural Rights Theory
Montesquieu's Ideas on creating a just government
Core documents that impacted the colonists’ view of government
Magna Carta
English Bill of Rights
Mayflower Compact
Thomas Paine’s Common Sense
English policies and actions prior to the Declaration of Independence
Core themes of the Declaration of Independence
Core ideas in the Declaration of Independence
Fundamental complaints in the Declaration of Independence
Examples are Statue of Liberty, White House, Mount Rushmore, Capitol, Empire State Building, Gateway Arch, Independence Hall, Alamo, Hoover
Dam
Division of Teaching and Learning
Foundation of American Government
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Bay District Schools
Social Studies Civics Pacing Guide
SEVENTH GRADE CIVICS: M/J CIVICS
SCHOOL YEAR 2012-2013
Natural rights
The concept of justice
The importance of the rule of law in democracy
The use of the concept of the rule of law in American Politics
Comparing political systems and forms of government
Forms of government: direct democracy, representative democracy, socialism, communism, monarchy, oligarchy, autocracy
Comparing political systems and forms of government
Systems of government: Parliamentary, federal, confederal and unitary systems
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
Foundation of American Government
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Bay District Schools
Social Studies Civics Pacing Guide
SEVENTH GRADE CIVICS: M/J CIVICS
Vocabulary
Direct Democracy
Representative Democracy
John Locke
Baron de Montesquieu
Thomas Hobbes
Enlightenment
Monarch (monarchy)
Oligarch (oligarchy)
Tyrant (tyranny)
Precedent
Common Law
Natural Rights
Social Contract
Colony Charter
Compact
Puritans
Pilgrims
Toleration
Legislature
13 Colonies
Intolerable Acts
Sugar Act
Tea Act
Stamp Act
Declaratory Act
Quartering Act
King John
King James
King George III
Glorious Revolution
William and Mary
King Edward
Triangular Trade
Religious Dissenters
Egalitarianism
Unalienable Rights
Grievance
Congress
Repeal
Founders
Philadelphia
Thomas Jefferson
Declaration of Independence
Abolish
Banish
Rule of law
Indentured Servant
Economy
Republic
Limited Government
Cash Crop
Plantations
Proclamation
Smuggling
Delegates
Debated
Mercantilism
Boycott
Repeal
Delegate
Independence
English Bill of Rights
Magna Carta
Parliament
Mayflower Compact
Charter
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 4
Internet Links:
Discovery Ed-united streaming
School House Rocks (youtube)
Too Late To Apologize (A Declaration)
Patriot
http://www.youtube.com/watch?v=O3t
OE_BbRmc
ICS: Foundations of Government /The
Constitution:
http://www.icivics.org/teachers
Suggested Learning Experiences
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Map of 13 original colonies
Leon County Share Point-Foundations
of American Government
http://www2.leon.k12.fl.us/sites/ci
vics/default.aspx
FJCC-Foundations of American
Government
http://floridacitizen.org/
Patriotic Symbols – Locate
cultural/symbolic landmarks (Statue
of Liberty, Mount Rushmore,
Mississippi River, The White House,
etc.)
Additional Resources:
We the People
Lessons 1, 2, 3, 6, 7, 8, 9
FJCChttp://floridacitizen.org/resources/mi
ddle/curriculum
Unit 2 Foundations of American
Government- Lesson 2, 3, 7, 10
Foundation of American Government
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Bay District Schools
Social Studies Civics Pacing Guide
SEVENTH GRADE CIVICS: M/J CIVICS
SCHOOL YEAR 2012-2013
Misconceptions
The student may believe that:
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Division of Teaching and Learning
The Declaration of Independence and
the Constitution are the same
document or part of the same
document.
The major issue was the taxes on the
tea.
The Boston Massacre and the Boston
Tea Party are the same event.
George Washington wrote the
Declaration of Independence.
The United States was made up of 50
stares at that time.
Our government is only a democracy.
Kings or Queens have unlimited power
even in the present.
George Washington was the king of the
United States.
Foundation of American Government
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