Roselle Public Schools
Social Studies Curriculum Units of Study Grade 7
Unit/Chapter Title: Unit 2 – Forming a Government,
Citizenship, and the Constitution (1783-1815)
Course/Grade: 7th Grade Social Studies
Interdisciplinary Connection(s): ELA/Technology
Standards:
Unit Length: 12 weeks
6.2 World History/Global Studies All students will acquire the knowledge and skills to think analytically and systematically about how past
interactions of people, cultures, and the environment affect issues across time and cultures. Such knowledge and skills enable students to make
informed decisions as socially and ethically responsible world citizens in the 21st century.
6.3 Active Citizenship in the 21st Century All students will acquire the skills needed to be active, informed citizens who value diversity and
promote cultural understanding by working collaboratively to address the challenges that are inherent in living in an interconnected world.
Strands:
A. Civics, Government, and Human Rights
B. Geography, People, and the Environment
C. Economics, Innovation, and Technology
D. History, Culture, and Perspectives
CCSS ELA/ Literacy in History/Social Studies, Science and Technical Subjects
RH.6-8.1 Cite specific textual evidence to support analysis of primary and secondary sources
RH.6-8.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from
prior knowledge or opinions.
RH.6-8.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to
history/social studies.
Roselle Public Schools
Social Studies Curriculum Units of Study Grade 7
RH.6-8.7 Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.
RH.6-8.9 Analyze the relationship between a primary and secondary source on the same topic.
RH.6-8.10 By the end of grade 8, read and comprehend history/social studies texts in the grades 6-8 text complexity band independently and
proficiently.
WHST.6-8.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical
processes.
WHST.6-8.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and
audience.
WHST.6-8.6 Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas
clearly and efficiently
WHST.6-8.7 Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and
generating additional related, focused questions that allow for multiple avenues of exploration.
WHST.6-8.9 Draw evidence from informational texts to support analysis, reflection, and research.
WHST.6-8.10 Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or
two) for a range of discipline-specific tasks, purposes, and audiences.
SL.6.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6
topics, texts, and issues, building on others' ideas and expressing their own clearly.
L.6.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Roselle Public Schools
Social Studies Curriculum Units of Study Grade 7
21st Century Life and Careers Standards
9.1.8.A.1 Recognize a problem and brainstorm ways to solve the problem individually or collaboratively
9.1.8.B.1 Use multiple points of view to create alternative solutions.
9.1.8.C.1 Determine an individual’s responsibility for personal actions and contributions to group activities.
9.1.8.C.2 Demonstrate the use of compromise, consensus, and community building strategies for carrying out different tasks, assignments, and
projects.
9.1.8.C.3 Model leadership skills during classroom and extra-curricular activities.
9.1.8.B.6 Evaluate communication, collaboration, and leadership skills and how they might be further developed in preparation for a future
career through involvement in school, home, work, and extracurricular activities.
Interdisciplinary Connections:
English/Literacy:
WHST.6-8.2.A-E
Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.
Computer Technology:
CCSS TECHNOLOY 8.1.8.A.1
Create professional documents (e.g., newsletter, personalized learning plan, business letter or flyer) using advanced features of a word
processing program.
Roselle Public Schools
Social Studies Curriculum Units of Study Grade 7
Essential Questions
1.) What events and ideas affected the writing of the
Articles of Confederation and the Constitution?
2.) How did the Articles of Confederation provide a
framework for a national government?
3.) What problems did this young nation face that made it
clear that a new constitution was needed?
4.) How did the new constitution provide a framework for
a stronger national government?
Enduring Understandings
 The lack on national unity established under the Articles of
Confederation led to the emergence of federalism and a stronger
constitution with a separation of powers and checks and balances.
 Ideas contained in the United States Constitution were in part,
adapted from British constitutional experiences and ancient cultures.
 The Constitution is a “living document” that can be viewed in
different ways with debate and discussion.
 For a government to have legitimacy, citizen’s rights must be
5.) What points did Americans make as they debated
before eventually ratifying the constitution?
6.) How do the ideas in the Constitution affect the lives of
Americans?
7.) What three branches of government does the U.S.
Constitution balance the powers of the federal
government with?
8.) Why was the Bill of Rights added to the Constitution?
9.) What does it mean to be a U.S. Citizen?
safeguarded.
 The rights of greatest concern to the authors of the Bill of Rights
may differ from the rights of greatest concern to today’s citizens.
 Public discourse concerning rights promotes the continuation of a
democratic society.
 Effective decision-makers incorporate information from a variety
of sources.
Roselle Public Schools
Social Studies Curriculum Units of Study Grade 7
Student Learning Objectives
(What students should know and be able to do?)
What should students know?
CPI’s
6.1.8.A.3.b – Evaluate the effectiveness of the fundamental
principles of the Constitution (i.e., consent of the governed,
rule of law, federalism, limited government, separation of
powers, checks and balances, and individual rights) in
establishing a federal government that allows for growth and
change over time.
6.1.8.A.3.c – Determine the role that compromise played in the
creation and adoption of the Constitution and Bill of Rights.
6.1.8.A.3.d – Compare and contrast the Articles of
Confederation and the UNITED STATES Constitution in
What should students be able to do?
Skills

 Explain and evaluate the major purposes of government.
 Distinguish between various forms of government (monarchy, totalitarian,
etc.) and describe their characteristics and organization.
 Explain how separation of powers limits government and describe the U.S.
government system of checks and balances.
 Identify the powers of the U.S. federal government and the powers it shares
with state governments according to the U.S. Constitution.
 Identify the structure and powers of the three branches of the federal
government, the limits of those powers, and key positions within each branch.
Roselle Public Schools
Social Studies Curriculum Units of Study Grade 7
terms of the decision-making powers of national government.
6.1.8.A.3.e – Determine why the Alien and Sedition Acts were
enacted and whether they undermined civil liberties.
6.1.8.A.3.f – Explain how political parties were formed and
continue to be shaped by differing perspectives regarding the
role and power of federal government.
6.1.8.A.3.g - Evaluate the impact of the Constitution and Bill
of Rights on current day issues.
6.1.8.B.3.b –Determine the extent to which the geography of
the United States influenced the debate on representation in
Congress and federalism by examining the New Jersey and
Virginia plans.
6.1.8.C.3.b – Summarize the effect of inflation and debt on the
American people and the response of state and national
governments during this time.
6.1.8.D.3.b – Explain why the Declaration of Independence
was written and how its key principles evolved to become
unifying ideas of American democracy.
6.1.8.D.3.g - Evaluate the extent to which the leadership and
decisions of early administrations of the national government
met the goals established in the Preamble of the
Constitution.
 Identify qualifications and terms of office for elected officials at the national
level.
 Identify current government leaders at the national level.
 Describe the powers, responsibilities, and limits of power for government
officials at the national level.
 Explain how a bill becomes a law at the federal level.
 Examine a given law or court ruling and evaluate it based on given criteria.
 Identify problems that the U.S. faced after the American Revolution that led
to the writing of the U.S. Constitution.
 Explain how historical English documents such as the Magna Carta and the
English Bill of Rights, influenced American democracy.
 Define and explain the ideas expressed in the Mayflower Compact and the
Declaration of Independence.
 Explain the principles of government embodied in the U.S. Constitution.
 Research the three branches of the national government and identify and
explain the role each one plays.
 Create a Power Point Presentation that explains the role and responsibilities
one of the branches of the national government plays.
Roselle Public Schools
Social Studies Curriculum Units of Study Grade 7
Instructional Strategies
Modifications/Extensions
Assessments
Resources/Technology
(How will the students reach
the learning targets?)
(How will I differentiate?)
(How will the students
demonstrate mastery?)
(What resources and materials will
students need?)
Reading/Writing:
 Close Reading of Texts
 Use Cornell notes while
reading
 Use graphic organizer to
identify main idea and
supporting details
 Compare and contrast events,
groups, or specific individuals
using a Venn Diagram
 Summarize
 Use context clues to decode
words and ideas
 Take notes while reading
 Checks for Understanding
 Exit Tickets
 Using the RACER method to
respond to open-ended
questions
 Student created questions
Scaffolds for Learning:
 Use a main idea organizer to
identify the essential and nonessential information.
Formative Assessments:
Teacher Observation
 Use an inference chart while
reading a story or a particular
event and draw conclusions
about what was read.
Quizzes/Test
Group Discussions
CCCS
http://www.state.nj.us/education/cccs/standards/1/index.ht
ml
 Pose questions
Logs, Journal Entries
21st Century Skills and Career Standards
http://www.state.nj.us/education/aps/cccs/career/
Presentation
Portfolios
 Skim and scan an assigned
Demonstrations
reading to identify text features
Constructed Responses
and structure.
 Create labeled illustrations
and/or illustrate vocabulary
terms.
 Create a biographical
dictionary for the people
describe in this unit.
Extensions:
 Identify and describe the
multiple causes and effects of
the events described in this
Socratic Seminar Questions: See
Appendix A
Performance Tasks: See
Appendix B
Summative Assessment: See
Appendix C
Text/s:
Holt McDougal – United States
History
Texts: See Appendix D
Websites:
Depths of Knowledge Levels
http://www.dese.mo.gov/divimprove/sia/msip/DOK_Char
t.pdf
http://commoncore.lacoe.edu/resources/training_121015/
DOK_technology.pdf
Amistad:
http://www.theamistadcommission.com/
Harcourt Online:
http:// http://www.eharcourtschool.com
History Channel:
http://www.history.com
Ancillary Materials
Student Portfolio



Social Studies Notebook
Journals
Print and Online Graphic
Organizers
Roselle Public Schools
Social Studies Curriculum Units of Study Grade 7








unit.
 Respond to an open-ended
question based on an editorial
or any informational text read
in class.
 Complete a journal response
or Cornell notes with questions
that encourage critical
thinking. Then write a brief
summary of their questions at
the end of each journal
response or Cornell notes.
Open-Ended Response Rubric
Word Walls
Internet
Various Writing Prompts
Exemplars
Student Portfolios
Feedback Worksheets
Anchor Charts
Key Terms/Vocabulary Words
Magna Carta, constitution, Virginia Statute for Religious Freedom, suffrage, Articles of Confederation, ratification, Land Ordinance of 1785,
Northwest Ordinance of 1787, Northwest Territory, tariffs, interstate commerce, inflation, depression, Daniel Shays, Shay’s Rebellion,
Constitutional Convention, James Madison, Virginia Plan, New Jersey Plan, Great Compromise, Three-Fifths Compromise, popular
sovereignty, federalism, legislative branch, executive branch, judicial branch, checks and balances, Antifederalists, George Mason, Federalists,
Federalist Papers, amendments, Bill of Rights, federal system, impeach, veto, executive orders, pardons, Thurgood Marshall, Sandra Day
O’Connor, James Madison, majority rule, petition, search warrant, due process, indict, double jeopardy, eminent domain, naturalized citizens,
deport, draft, political action committees, interest groups
\
Roselle Public Schools
Social Studies Curriculum Units of Study Grade 7
Appendix A
Socratic Seminar Questions
Articles of Confederation
Students will read and examine the Articles of Confederation and Perpetual Union - 1777 to better understand that the Articles of
Confederation served as a bridge between the initial government by the Continental Congress of the Revolutionary period and the
federal government provided under the Constitution for the United States in effect March 4, 1789, by responding to the following
questions citing textual evidence, of course. Once you have responded to the questions and found quotes in the primary source to
support your responses, come to class prepared for a discussion. (http://www.barefootsworld.net/aoc1777.html)
Reading Passage:
Articles of Confederation and Perpetual Union - 1777
After the ratification of the Declaration of Independence, establishing the "united colonies" as Free and Independent States, the Continental
Congress set to work on the task of drawing up a document that would provide a legal framework for that Union, and which would be enforceable as the
law of the new land. The Articles were written during the early part of the American Revolution by a committee of the Second Continental Congress of
the now independent thirteen sovereign states. The head of the committee, John Dickinson, who had refused to sign the Declaration of Independence,
nevertheless adhering to the will of the majority of the members of the Continental Congress, presented a report on the proposed articles to the Congress
on July 12, 1776, eight days after the signing of the Declaration of Independence. Dickinson initially proposed a strong central government, with control
over the western lands, equal representation for the states, and the power to levy taxes.
Because of their experience with Great Britain, the 13 states feared a powerful central government. Consequently, they changed Dickinson's
proposed articles drastically before they sent them to all the states for ratification in November 1777. The Continental Congress had been careful to give
the states as much independence as possible. The Articles deliberately established a confederation of sovereign states, carefully specifying the limited
functions of the federal government. Despite these precautions, several years passed before all the states ratified the articles. The delay resulted from
preoccupation with the revolution and from disagreements among the states. These disagreements included quarrels over boundary lines, conflicting
decisions by state courts, differing tariff laws, and trade restrictions between states.
The small states wanted equal representation with the large states in Congress, and the large states were afraid they would have to pay an
excessive amount of money to support the federal government. In addition, the states disagreed over control of the western territories. The states with no
frontier borders wanted the government to control the sale of these territories so that all the states profited. On the other hand, the states bordering the
frontier wanted to control as much land as they could.
Eventually the states agreed to give control of all western lands to the federal government, paving the way for final ratification of the articles on
March 1, 1781, just seven and a half months before the surrender of Lord Cornwallis and his British Army at Yorktown, October 19, 1781, the victory
ended fighting in the War of Independence and virtually assured success to the American cause. Almost the entire war for five long years had been
prosecuted by the members of the Second Continental Congress as representatives of a loose federation of states with no constitution, acting at many
Roselle Public Schools
Social Studies Curriculum Units of Study Grade 7
times only on their own individual strengths, financial resources and reputations.
The Surrender of Lord Cornwallis to General Geo. Washington at Yorktown
-- Oct. 19, 1781 -Under the Articles, on paper, the Congress had power to regulate foreign affairs, war, and the postal service and to appoint military officers,
control Indian affairs, borrow money, determine the value of coin, and issue bills of credit. In reality, however, the Articles gave the Congress no power
to enforce its requests to the states for money or troops, and by the end of 1786 governmental effectiveness had broken down. Nevertheless, some solid
accomplishments had been achieved: certain state claims to western lands were settled, and the Northwest Ordinance of 1787 established the
fundamental pattern of evolving government in the territories north of the Ohio River. Equally important, the Confederation provided the new nation
with instructive experience in self-government under a written document. In revealing their own weaknesses, the Articles paved the way for the
Constitutional Convention of 1787 and the present form of U.S. government.
The Articles were in force from March 1, 1781, to March 4, 1789, when the present Constitution of the United States went into effect. During
those years the 13 states were struggling to achieve their independent status, and the Articles of Confederation stood them in good stead in the process
and exercise of learning self-government.
The Provisions of the Articles
The articles created a loose confederation of independent states that gave limited powers to a central government. The national government
would consist of a single house of Congress, where each state would have one vote. Congress had the power to set up a postal department, to estimate
the costs of the government and request donations from the states, to raise armed forces, and to control the development of the western territories. With
the consent of nine of the thirteen states, Congress could also coin, borrow, or appropriate money as well as declare war and enter into treaties and
alliances with foreign nations.
There was no independent executive and no veto of legislation. Judicial proceedings in each state were to be honored by all other states. The
federal government had no judicial branch, and the only judicial authority Congress had was the power to arbitrate disputes between states. Congress
was denied the power to levy taxes; the new federal government was financed by donations from the states based on the value of each state's lands. Any
amendment to the articles required the unanimous approval of all 13 states.
Weaknesses
In attempting to limit the power of the central government, the Second Continental Congress created one without sufficient power to govern
effectively, which led to serious national and international problems. The greatest weakness of the federal government under the Articles of
Confederation was its inability to regulate trade and levy taxes. Sometimes the states refused to give the government the money it needed, and they
engaged in tariff wars with one another, almost paralyzing interstate commerce. The government could not pay off the debts it had incurred during the
revolution, including paying soldiers who had fought in the war and citizens who had provided supplies to the cause. Congress could not pass needed
measures because they lacked the nine-state majority required to become laws. The states largely ignored Congress, which was powerless to enforce
cooperation, and it was therefore unable to carry out its duties.
Roselle Public Schools
Social Studies Curriculum Units of Study Grade 7
After the Colonial victory in the Revolutionary War, it became obvious to the Founding Fathers that the original attempt would not be equal to
the task of providing the equitable law which they sought.
Congress could not force the states to adhere to the terms of the Treaty of Paris of 1783 ending the American Revolution, which was
humiliating to the new government, especially when some states started their own negotiations with foreign countries. In addition, the new nation was
unable to defend its borders from British and Spanish encroachment because it could not pay for an army when the states would not contribute the
necessary funds.
Leaders like Alexander Hamilton of New York and James Madison of Virginia criticized the limits placed on the central government, and
General George Washington is said to have complained that the federation was "little more than a shadow without substance."
On February 21, 1787, Congress called for a Constitutional Convention to be held in May to revise the articles. Between May and September,
the convention wrote the present Constitution for the United States, which retained some of the features of the Articles of Confederation but gave
considerably more power to the federal government. The new Constitution provided for executive and judicial branches of government, lacking in the
Articles, and allowed the government to tax its citizens.
At home in preparation of Socratic Seminar:
1.) Independently, summarize the key points identified in this reading.
2.) In 1-2 paragraphs, explain why the Articles of Confederation could be titled “A Rocky Start for the United States.” Use
details and information from the passage to support your answer.
In class as part of our Socratic Seminar:
1.) With a partner, share your responses to the at home portion of the Socratic Seminar.
2.) Next, with a partner, compare the powers granted to Congress under the Articles of Confederation with the reality of
using these powers in 1777. Use details and information from the passage to support your reasoning.
Grading: Refer to Open Ended Rubric and the Socratic Seminar Rubric found under Common Rubrics.
Roselle Public Schools
Social Studies Curriculum Units of Study Grade 7
Appendix B
Performance Task/s
Task #1: Imagine that, on a field trip to Tahiti, the students become stranded—without any adults and with little hope of being
rescued in the foreseeable future—on a very hospitable tropical island. Start with a brief general discussion about such matters as the
following: (http://www.archives.gov/exhibits/charters/constitution_transcript.html)
-
How will you work together?
-
How will you create rules?
-
How will you deal with group members who are not following the rules?
Next, have students read the Preamble to the United States Constitution, which lists promises the new government made to its citizens.
As a class activity, complete a classroom chart like the one below.
Goals stated in the Preamble of the U.S. Constitution
Examples of that Goal Today
To form a more perfect union
To establish justice
To ensure domestic tranquility
Working in small groups, make lists of things the group would have to consider in developing its own government. Help the students
by asking these guiding questions, which relate to phrases from the Preamble:
- How will you make sure that anyone who feels unfairly treated will have a place to voice their complaints?
(establishing justice)
- How will you make sure that people can have peace and quiet? (ensuring domestic tranquility)
Roselle Public Schools
Social Studies Curriculum Units of Study Grade 7
- How will you make sure that group members will help if outsiders arrive who threaten your group? (providing for the
common defense)
- How will you make sure that the improvements you make on the island (such as shelter, clothing, etc.) will be used
fairly? (promoting the general welfare)
- How will you make sure that group members will be free to do what they want as long as it doesn’t hurt anyone else?
(securing the blessings of liberty to ourselves)
- How will you make sure that the rules and organizations you develop protect future generations? (securing the
blessings of liberty to our prosperity)
Lastly, provide students with a copy of the Preamble of the U.S.
Constitution(http://www.archives.gov/exhibits/charters/constitution_transcript.html), and a copy of the Preamble of the New Jersey
Constitution (http://www.njleg.state.nj.us/lawsconstitution/constitution.asp). Students should create a Venn diagram to compare and
contrast the two preambles. Then, students should write in essay form how both constitutions are similar/different using R.A.C.E.R.
Task #2: Students will research and examine various primary sources and important documents that helped shape the United States
government. Using the chart below, students will examine specific documents, describe the significant principle it
teaches/demonstrates, and provide an example of how each document influences the U.S. government today. After the chart has been
completed, students will answer the following open-ended question using R.A.C.E.R. Our nation was built on several important
documents that outlined significant principles to the people who founded our great nation. Which document (from the list below) do
you feel has influenced our government today the most? Explain your reasoning with examples and evidence.
Documents of the Nation
Important Document
Important Principle
Example of how this document
influences the U.S. government today.
Roselle Public Schools
Social Studies Curriculum Units of Study Grade 7
Magna Carta 1215
www.law.ou.edu/ushistory/
Click on Magna Carta
Mayflower Compact 1620
www.law.ou.edu/ushistory/
Click on Mayflower Compact
Declaration of Independence 1776
http://bensguide.gpo.gov/
Click on 6-8, then click on Historical
Documents.
Article of Confederation 1781
http://bensguide.gpo.gov/
Click on 6-8, then click on Historical
Documents.
Grading: Refer to NJ Registered Holistic Scoring Rubric/Open Ended Scoring Rubric found under Common Rubrics.
Roselle Public Schools
Social Studies Curriculum Units of Study Grade 7
Appendix C
Summative Assessment
Unit 2
Title: Forming a Government, Citizenship, and the Constitution
Subject: Social Studies
Grade Level: 7
_________________________________________________________________________________________________________
Instructional Focus:
Social Studies Standards:
6.1.8.A.3.b, 6.1.8.A.3.c, 6.1.8.A.3.d, 6.1.8.A.3.e, 6.1.8.A.3.f, 6.1.8.A.3.g, 6.1.8.B.3.b, 6.1.8.C.3.b, 6.1.8.D.3.b, 6.1.8.D.3.g
Reading Standards:
RH.6-8.1, RH.6-8.2, RH.6-8.4, RH.6-8.7, RH.6-8.9, RH.6-8.10
Writing Standards:
WHST.6-8.2, WHST.6-8.4, WHST.6-8.6, WHST.6-8.7, WHST.6-8.9, WHST.6-8.10
Speaking and Listening Standards:
SL.6.1
Language Standards:
L.6.1
21st Century Life and Careers Standards:
9.1.8.A.1, 9.1.8.B.1, 9.1.8.C.1, 9.1.8.C.2, 9.1.8.C.3, 9.1.8.B.6
_________________________________________________________________________________________________________
Roselle Public Schools
Social Studies Curriculum Units of Study Grade 7
Essential Questions:
1.) How does state and national government differ?
2.) What are the three branches of the national government?
3.) What role does each of the three branches play?
_________________________________________________________________________________________________________
Student Learning: Students will be able to complete the following:
 Students will research the 3 branches of the national government.
 Students will respond to a variety of leveled questions by citing strong textual evidence using RACE/RACER.
 Students will be able to outline their research utilizing a graphic organizer.
 Students will arrange the information they have gathered to create an informational Power Point.
 Students will utilize presentation skills to present their project to the class.
 Students will write notes utilizing an outline/graphic organizer.
 Students will write a rough draft for their presentation before presenting any information to the class.
 Students will participate in a simulation.
 Students will describe various roles and aspects of their chosen branch of government.
 Students will research the United States Constitution and any articles pertaining to the three branches of government.
__________________________________________________________________________________________________________
Introduction
The United States government needs your help! Your mission for this project is to become a member of one of the three branches of
government, and to investigate information about your branch of government. You will need to research websites that deal with the
United States Constitution. Once you uncover information about your particular branch, you will participate in a simulation where real
life situations will be posed, and you will need to decide who in the three branches has the power to do what. For instance, if the
President of the United States wants to make a treaty with North Korea, how would the three branches of government make it happen?
Good luck--the fate of the country is in your hands.
Roselle Public Schools
Social Studies Curriculum Units of Study Grade 7
Task
Here are the goals for this research project:
•
Assume the persona of someone in your assigned branch.
•
Research information about the U.S. Constitution Article that deals with your branch
Article I = Legislative Branch
Article II = Executive Branch
Article III = Judicial Branch
•
Create a visual to represent your branch.
•
Prepare yourself for the three branches simulation.
• Participate in the simulation.
Steps:
Step One - First you will be assigned to one of the three branches of the U.S. Government
Step Two - Once you have your role, you will need to research the requirements and powers of your branch.
Research: In order to be ready for the simulation, you need to research your branch of the government and find out
requirements and powers that are specific to that branch. Here are a few example questions you may need to know:
• If we need to make a treaty with a foreign country, what role does your branch play?
• What is the youngest age you can be in order to become a U.S. Senator?
Roselle Public Schools
Social Studies Curriculum Units of Study Grade 7
• What power do you have when it comes to laws? Do you create bills, approve/veto bills, or look at the Constitutionality of new
laws?
• If there is an impeachment trial, sound familiar, what job would your branch have? Now you are ready to begin researching. Choose your branch from below, and remember, you will be taking a quiz at the end of
your research, so you make sure to take some notes as you research.
Legislative Branch – http://www.tntwebs.com/legislative.html
Executive Branch – http://www.tntwebs.com/executive.html
Judicial Branch - http://www.tntwebs.com/judicial.html
Step Three - After compiling information about your branch and taking the quiz, you will create a Power Point presentation about
what you have learned.
Step Four - Once you have become an "expert" on your branch, you will prepare for the simulation where you will simulate how the
three branches of government function.
Simulation: Once you have taken your quiz, and have finished your Power Point presentation, you are ready to prepare for the
simulation. Each branch of the government: Legislative, Executive, and Judicial will sit in a circle (this part of the project will occur in
History class). When you first get in the circle, you need to introduce yourself to everyone in your branch AS IF YOU WERE
THE PERSONA YOU CREATED. What that means is for the simulation, you are no longer Ryan the 7th grader, but Senator Gwynn
from California.
The simulation has two parts:
Government in Action
(http://www.tntwebs.com/govinaction.html)
&
Checks and Balances
(http://www.tntwebs.com/chk_bal.html)
Roselle Public Schools
Social Studies Curriculum Units of Study Grade 7
After you check out what will happen in the two simulations, you should think of ideas of how you will use the knowledge of
your branch when the simulation begins. Good luck, but more importantly, have fun!
Content - Give as much information about what your branch of the government does as possible. Give examples. Also give
requirements to become a member of your branch of the government.
If you are in the Legislative Branch, give information about
Representatives AND Senators.
If you are in the Executive Branch, give info on the President, Vice President, AND Cabinet
members.
If you are in the Judicial Branch, give all the information you can about being part of the Judiciary.
Mechanics Use of correct spelling, grammar, and punctuation.
Slide Show - Included 5 - 10 slides with the required information about the topic. Include 1 resource slide (does not count in
your required 5). No more than two backgrounds. Use text and graphics.
Text is readable.
Examples of animation - Do
Not OVERUSE animation.
Work Habits - Use class time wisely.
Effective use of the Internet during research.
Did not visit
sites not related to assignment.
Websites:

https://drive.google.com

http://www.tntwebs.com/usconstitution.html#Resources:

http://www.tntwebs.com/executive.html

http://www.tntwebs.com/judicial.html
Roselle Public Schools
Social Studies Curriculum Units of Study Grade 7
Rubric(s):
Oral Presentation Rubric
Teacher Name:
______________________________________________________________________
Student Name(s):
______________________________________________________________________
4
3
2
1
Speaks Clearly
Speaks clearly and distinctly all
(100-95%) the time, and
mispronounces no words.
Speaks clearly and distinctly all
(100-95%) the time, but
mispronounces one word.
Speaks clearly and distinctly
most ( 94-85%) of the time.
Mispronounces no more than
one word.
Often mumbles or can not be
understood OR mispronounces
more than one word.
Volume
Volume is loud enough to be
heard by all audience members
throughout the presentation.
Volume is loud enough to be
heard by all audience members
at least 90% of the time.
Volume is loud enough to be
heard by all audience members
at least 80% of the time.
Volume often too soft to be
heard by all audience members.
Stays on Topic
Stays on topic all (100%) of the
time.
Stays on topic most (99-90%) of Stays on topic some (89%-75%) It was hard to tell what the topic
the time.
of the time.
was.
Content
Shows a full understanding of
the topic.
Shows a good understanding of
the topic.
CATEGORY
Posture and Eye Contact Stands up straight, looks relaxed Stands up straight and
and confident. Establishes eye
contact with everyone in the
room during the presentation.
Shows a good understanding of
parts of the topic.
Sometimes stands up straight
establishes eye contact with
and establishes eye contact.
everyone in the room during the
presentation.
Does not seem to understand
the topic very well.
Slouches and/or does not look
at people during the
presentation.
Roselle Public Schools
Social Studies Curriculum Units of Study Grade 7
PowerPoint Rubric
Category
Teacher Name:
______________________________________________________________________
Student Name(s):
______________________________________________________________________
4 Points
3 Points
2 Points
Content and
Accuracy
All content throughout the
presentation is accurate. There
are no factual errors.
Information is organized in a
clear, logical way. It is easy to
anticipate the type of material
that might be on the next slide.
All graphics are attractive
(size and colors) and support
the theme/content of the
presentation. Images are not
overused.
Less than two spelling,
grammatical, or punctuation
errors.
The content is generally
accurate, but one piece of
information is clearly flawed or
inaccurate.
Some information is logically
sequenced. An occasional slide
or item of information seems out
of place.
All graphics are attractive but a
few seem to not support the
theme/content of the
presentation. Images may be
used too often.
Five to ten spelling,
grammatical, or punctuation
errors.
Content is typically confusing
or contains more than one
factual error.
Sequencing
Information
Most of the content is accurate
but there is one piece of
information that might be
inaccurate.
Most information is organized in
a clear, logical way. One slide or
item of information seems out of
place.
A few graphics are not attractive
but all support the
theme/content of the
presentation. Images are not
overused.
Less than five spelling,
grammatical, or punctuation
errors.
Project includes most material
needed to gain a comfortable
understanding of the material
but is lacking one or two key
elements. It is an adequate
presentation.
Project is missing more than two
key elements. It would make an
incomplete presentation.
Project lacking several key
elements and has inaccuracies
that make it a poor
presentation.
Use of Graphics
Grammar and
Spelling
Overall
Effectiveness
Project includes all material
needed to gain a comfortable
understanding of the topic. It
is a highly effective
presentation.
Appendix D
1 Point
There is no clear plan for the
organization of information.
Several graphics are
unattractive and detract from
the content of the presentation.
Images may be used too often.
More than ten spelling,
grammatical, or punctuation
errors.
Roselle Public Schools
Social Studies Curriculum Units of Study Grade 7
Text/Articles and or Documents
Unit 2 – Forming a Government, Citizenship, and the Constitution
Title
Genre/ Resource/ Page #
The Articles of Confederation
Primary Source
The Constitution
Primary Source
Branches of Government (Government in Action!) by John
Hamilton
Informational Text
Shh! We're Writing the Constitution by Jean Fritz and Tomie
dePaola
Informational Text
We the People: The Story of Our Constitution by Lynne Cheney
and Greg Harlin
Informational Text
Constitutional Law for Kids: Discovering the Rights and
Privileges Granted by the U.S. Constitution by Ursula Furi-Perry
Informational Text
The Judicial Branch (My Guide to the Constitution) (Kid's Guide
to the Constitution) by Pete DiPrimio
U.S. Constitution and You, The by Syl Sobel
Informational Text
We the Kids: The Preamble to the Constitution of the United
States by David Catrow
Informational Text
Holt McDougal – United States History
Non-Fiction Text (Chapters 5 & 6)(Pages 146-229)
Informational Text