Social Studies Curriculum Map - Volusia County Schoolsmyvolusiaschools.org/social-studies/Documents/Curricul… · · 2012-10-12Social Studies Curriculum Map Volusia County Schools

7th Grade 2011-2012 Civics CURRICULUM MAP

Revised, July 2011

Social Studies Curriculum Map

Volusia County Schools

CIVICS & ADVANCED CIVICS 2106010/NSG 2106020/NSI


Revised, July 2011

UNDERSTANDING THE CURRICULUM MAPS

If you view the document entitled, “Social Studies Curriculum Mapping – Teaching With a Purpose in Mind,” you will see a chart that shows the basic framework for our 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 concepts, essential questions, skills and vocabulary that you teach should come back to the Organizing Principle in some way. By the end of the unit of instruction, a student should be able to look the Organizing Principle and prove it to you (or perhaps in some instances, disprove it). The words Essential Questions are used in the maps because these are items essential to the coverage area, the things students should absolutely know. The same holds true for the concepts and terms. The skills listed are examples of Social Studies skills that should go on in classrooms regularly and they correspond to the types of skills tested on FCAT, SAT, AP, IB and other assessments. On the back side of the maps, you will find examples of teaching resources and assessment. These are only examples of some of the items you can use to teach the unit. One thing to keep in mind is that each of our courses are survey-level courses; we cannot possibly teach everything there is to know history, government, economics and geography. We are bound to the Next Generation Sunshine State Standards and have a responsibility to teach the necessary timeline. The maps are designed to help teachers determine areas of coverage and to avoid trying to teaching 34 chapters in a textbook. Instead the maps are designed around the Organizing Principles and teachers are encouraged to use a variety of resources to teach the content and skills. The textbook should be merely one of the resources. 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 about specific teaching units please use the reflection pages to note ideas.

Jason Caros Social Studies Curriculum Specialist

Volusia County Schools


Revised, July 2011

Social studies curriculum mapping -TEACHING WITH A PURPOSE IN MIND-

Organizing Principle (Thesis)

Pedagogy Content / Skills / Attitudes

Teaching Resources

Assessment Summative and Formative

Next Generation Sunshine State Standards


Revised, July 2011

ADVANCED CIVICS - 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 Essential Question(s) 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 G-SPRITE categorization tools). - 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 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. (read Marzano’s article on homework)

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.


Revised, July 2011

CIVICS - ORGANIZING PRINCIPLES 1. Citizens of the United States of America have certain rights, duties and responsibilities. 2. America’s political heritage is derived from previous philosophies and systems and the creativeness of the Founding Fathers. 3. The Constitution was created as a framework for our government, and was based on principles expressed in the Declaration of Independence. 4. The Founders created the three branches of government to prevent governmental abuse of power. 5. The Federal system was created to define the role of the national, state, and local governments. 6. The Bill of Rights and later amendments were created to protect the authority of states and the rights and liberties of American citizens. 7. The American legal system exists to protect citizens’ rights and freedoms. 8. The way our political parties function greatly influences the political process. 9. Voting gives citizens a voice in government. 10. America’s foreign policy directly impacts our nation and events throughout the world. 11. The U.S. economy is the result of millions of decisions its residents make every day about producing, earning, saving, investing, and spending. 12. The health of the U.S. economy depends largely on business operations, banking, and investment; the economy’s health is measured using multiple indicators. 13. The policies and decisions of governments have major economic impacts on societies.


Revised, July 2011

ORGANIZING PRINCIPLE 1: Citizens of the United States of America have certain rights, duties and responsibilities.

ESTIMATED # OF WEEKS: 3

PACING: August-September

Concepts

Essential Questions / Learning Targets People, Organizations, Terms Benchmark(s)

Civics, Citizen Rights/Responsibilities

1. What is Civics? SS.7.G.1.1 SS.7.G.1.3 SS.7.G.2.1 SS.7.G.2.2 SS.7.G.4.1 SS.7.C.2.1 SS.7.C.2.2 SS.7.C.2.3 SS.7.C.3.1

Activism, Volunteerism Voting, Election

Selective Service, Jury Duty, Tax Paying

2. What are the general duties and responsibilities related to citizenship?

Civic Virtue

3. Citizens play an important role in the health of a republic. What did President George Washington say about the role of education and morals in maintaining a republic?

Washington’s Farewell Address Washington’s 2nd State of the

Union Address

The People Civil Society

Civic Organizations Community Organization

4. In what ways can citizens participate in their community and bring about changes in government actions? (*Advanced - Introduce Project Citizen, Step 1)

Patriotism Veteran

5. What is the meaning of patriotism and how is it practiced?

The Stars and Stripes, Star Spangled Banner America (anthem), Pledge of Allegiance Uncle Sam, National Observances

Immigrant, Alien Migration, Refugee

Deportation Sub-Culture, Cultural Diffusion

6. What are the impacts of immigration on local communities and the larger American society?

Immigration Naturalization Services (INS)

Ellis Island, Angel Island Florida Immigration Issues

Naturalization Melting Pot Assimilation

7. What is the process by which one may become a citizen?

Republic Democracy

Direct Democracy Representative Democracy

Constitution

8. Why is it proper to refer to the United States as a “constitutional republic” or “representative democracy” rather than simply a “democracy?”

Higher Law, Government, Constitutional Monarch,

Absolute Monarchy, Communism, Dictatorship (autocratic government),

Socialism, Anarchy, Theocracy

9. How does the American system of government compare to other systems of government around the world?

Antigone Sophocles

Landmark 10. What are some of the major physical and cultural landmarks that are emblematic of The United States? Why are they important?

Grand Canyon, White House / Capitol Statue of Liberty, Mount Rushmore Gateway Arch, Washington Monument


Revised, July 2011

ACTIVITIES (Teaching Resources) ASSESSMENT

We the People: Lessons 4, 29, and 30 We the People (High School Edition) Lessons 33, 34

The World and Its People Ch. 3 Chart Comparing Types of Governments Civics Resource Packet/Notebook Reproducible Activities Civics Resource CD What is a Republic Video Clip, Audio Files, American Heritage Files American Woodmen Lessons, PowerPoint Presentations, Podcast

History Alive! History Alive! Binder: The Rise of Industrial America Lessons 2.1-2.5 (immigration activity) Constitutional Rights Foundation Lessons http://www.crf-usa.org/bill-of-rights-in-action/ Safari-Montage Videos/Activities Websites: US Citizenship and Immigration Services http://www.uscis.gov/portal/site/uscis (naturalization test) http://www.census.gov Suggested Class Reading: Lord of the Flies by William Golding (what happens in the absence of order?) Animal Farm by George Orwell (satirical allegory of Soviet totalitarianism.

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). -Locate the 50 states and state capitals and The U.S. capital on a map. -Identify geopolitical divisions and boundaries of places in North America. Project Citizen DVD


Revised, July 2011

ORGANIZING PRINCIPLE 2: America’s political heritage is derived from previous philosophies and systems and the creativeness of the Founding Fathers.


PACING: September

Concepts Essential Questions / Learning Targets People, Organizations, Terms

Benchmark(s)

Monarchy, Oligarchy Tyranny, Democracy

Civic Virtue Common (Public) Good

1. What are the ancient origins of democratic and republican government and what was their impact on the creation of the American system of government?

Athens, Sparta, Solon, Pericles, Roman Republic,

12 Tables, Cincinnatus

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 SS.7.C.2.5 SS.7.C.3.1

Rights of Englishmen, Common Law, Rule of

Law, Federalism, Legislature, Parliament,

Compact, Consent of the Governed

2. What impact did the following historical documents have on the creation of the American system of government: Magna Carta (1215), Mayflower Compact (1620), Fundamental Orders of Connecticut (1639), and The English Bill of Rights (1689)?

Plymouth

Colony, Charter Mercantilism

Town Meeting Assembly Suffrage

3. How did the average person in the American colonies live in the 1770’s? 4. How did life in the colonies influence peoples’ ideas about good government?

13 Colonies House of Burgesses William Bradford

John Winthrop Roger Williams

Anne Hutchinson Iroquois Confederacy

John Wise George Whitefield Benjamin Franklin

State of Nature Natural Law / Rights

Social Contract Divine Right

Limited Government Separation of Power

Checks and Balances Popular Sovereignty

5. What key concepts from the Age of Enlightenment influenced the American Founders thinking about government (i.e. Locke, Montesquieu)?

Thomas Hobbes “Leviathan” John Locke

“Two Treatises of Government”

Baron de Montesquieu “Spirit of the Laws”

Sir William Blackstone “Blackstone’s

Commentaries” Declaration

Independence Unalienable Rights

6. What philosophical/religious ideas are found in the introductory section of the Declaration of Independence?

Declaration of Independence Thomas Jefferson

Philadelphia Independence Hall

Founders Grievance

Delegate, Congress Repeal

7. What were the colonists’ grievances against British rule as outlined in the Declaration of Independence?

Declaration of Independence, Philadelphia, Independence

Hall, Founders


Revised, July 2011

ACTIVITIES (Teaching Resources) ASSESSMENT We the People: Lessons 1, 2, 3, 6, 7, 8, 9 We the People (High School Edition) Lessons 1 - 7 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 History Alive: Ancient History Sampler The Rise of Democracy pages 18-39 (also in the Civics Resource Packet) Civics Resource Packet/Notebook Reproducible Activities Civics Resource CD What is a Republic Video Clip, Audio Files, History Alive Slides, American Heritage Files, American Woodmen Lessons, PowerPoint Presentations, We the People digital text, Podcast Constitutional Rights Foundation Lessons http://www.crf-usa.org/bill-of-rights-in-action/ Representative Democracy in America DVD and Workbook Program 1: What are the roots of Representative Democracy? -Ancient Greece, the Roman Republic, and Renaissance Italy -The Reformation -Developments in England, beginning with the Magna Carta -Locke, Montesquieu and the Age of Enlightenment -The development of representative democracy in Colonial America and the United States -Safari-Montage Videos/Activities

Test Bank History Alive: Ancient History Sampler Assessment pages included pg. 18-39 Timeline assessment activity Research: Translate the first section of the Declaration of Independence into modern language (section dealing with philosophy/principles).


Revised, July 2011

ORGANIZING PRINCIPLE 3: The Constitution was created as a framework for our government, and was based on principles expressed in the Declaration of Independence.


PACING: October

Concepts Essential Questions / Learning Targets People, Organizations, Terms Benchmarks 1. How were ideas from state constitutions that were created after 1775 used

to create the federal constitution? Virginia, Massachusetts

Virg. Declaration of Rights SS.7.C.1.5 SS.7.C.1.6 SS.7.C.1.7 SS.7.C.1.8 SS.7.C.2.5 SS.7.C.3.3 SS.7.C.3.5 SS.7.C.3.8

Confederation Articles

2. How was government organized under the Articles of Confederation, and what were the strengths and weaknesses of this government?

Articles of Confederation Shay’s Rebellion

Northwest Ordinances Treaty of Paris

3. Why is it important for our nation to have a written constitution?

Convention Framers

4. What was the purpose of the Constitutional Convention in Philadelphia? Philadelphia Independence Hall

James Madison, James Wilson Benjamin Franklin

George Washington George Mason, Gouveneur Morris

Consensus, Compromise Electoral College

Equal Representation, Proportional Representation, Tariff

Fugitive Slave Clause, 3/5 Clause

5. What were the key historical events and compromises involved in writing The United States Constitution?

New Jersey Plan Virginia Plan

Great Compromise

Preamble We the People

E Pluribus Unum

6. What is the meaning of the Preamble to The Constitution and why is it important?

Article, Section Federalism

Separation of Powers Branches of Government

Bill of Rights

7. How is The Constitution designed (organized)?

Popular Sovereignty Enumerated Powers

Reserved Powers Supremacy Clause Concurrent Powers

8. Which key concepts found in The Constitution are meant to limit governmental power?

Ratify General Welfare (Preamble) Necessary and Proper Clause

(Article 1, Sec. 8)

9. How did the process of ratification of the Constitution and the debates between federalists and anti-federalists reshape the document?

Federalists / Anti-Federalists The Federalist (Papers)

Alexander Hamilton John Jay

James Madison Amend(ment) 10. Why did some states refuse to ratify the new constitution without the Bill

of Rights being added?


Revised, July 2011


We the People: Lessons 10, 11, 12, 13, 14, 15, and 18 We the People (High School Edition) Lessons 8 – 10 and 13, 14 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 American Journey Textbook James Madison Biography reading activity from American Biographies –from American Journey page 10

Civics Resource Packet/Notebook Reproducible Activities Civics Resource CD What is a Republic Video Clip, Audio Files, History Alive Slides, American Heritage Files, American Woodmen Lessons, PowerPoint Presentations DVD / Movie: A More Perfect Union: America Becomes a Nation Constitutional Rights Foundation Lessons http://www.crf-usa.org/bill-of-rights-in-action/ National Constitution Center www.constitutioncenter.org School House Rock Videos Safari-Montage Videos/Activities

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.


Revised, July 2011

ORGANIZING PRINCIPLE 4: The Founding Fathers created the three branches of government to help prevent governmental abuse of power.


PACING: October-November


Benchmark(s)

Human Nature The Human Condition

1. How and why did the framers divide the national government into three branches?

SS.7.G.6.1 SS.7.C.1.7 SS.7.C.3.3 SS.7.C.3.8 SS.7.C.3.9

SS.7.C.3.12

Expressed Powers (Enumerated Powers)

Implied Powers

2. What were the expressed and implied responsibilities of the federal government under the new constitution?

Bill, Act, Law, Bicameral, Legislative

Committee, Appropriation, Filibuster,

Census, District Reapportionment

3. What is the structure and function of the legislative branch (Article I)? Majority Leader, Minority Leader, Party Whip,

Speaker of the House, President Pro Tempore

Treaty, Executive Order, Pardon, Administration, Cabinet, Foreign Policy,

Diplomacy

4. What is the structure and function of the executive branch (Article II)? Party Leader, Chief Executive, President, Vice

President, Consul Ambassador, Embassy

Department Secretaries

Interpretation of Law 5. What is the structure and function of the judicial branch (Article III)?

Justice Judicial Leader Supreme Court Chief Justice

Judiciary Act of 1789 Marbury v. Madison

John Marshall

Separation of Powers Checks and Balances

Judicial Review Advise and Consent Veto, Veto Override,

Impeachment, Constitutional Amendment

7. Why is the U.S. system of separation of powers and checks and balances important to the success of our government?

Federalist 10, 51


Revised, July 2011

ACTIVITIES (Teaching Resources) ASSESSMENT We the People: Lessons 5, 16, 19 We the People (High School Edition) Lesson 11, 21, 22, 23 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 Civics Resource Packet/Notebook Reproducible Activities Civics Resource CD What is a Republic Video Clip, Audio Files, History Alive Slides, American Heritage Files, American Woodmen Lessons, PowerPoint Presentations, Podcast Constitutional Rights Foundation Lessons http://www.crf-usa.org/bill-of-rights-in-action/ School House Rock Videos Video - Mr. Smith Goes to Washington (1939) -Safari-Montage Videos/Activities

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.


Revised, July 2011

ORGANIZING PRINCIPLE 5: The Federal system was created to define the role of the national, state, and local governments.


PACING: November


Benchmark(s)

Unitary, Confederal & Federal Governments,

Supremacy Clause, Enumerated Powers, Concurrent Powers Reserved Powers

1. What is federalism and how is power divided between national and state governments?

Confederation Confederacy

SS.7.G.5.1 SS.7.C.2.3 SS.7.C.2.12 SS.7.C.2.13 SS.7.C.2.14 SS.7.C.3.2 SS.7.C.3.4 SS.7.C.3.13 SS.7.C.3.14

2. How does the structure of the Florida state government compare to the federal government?

Governor Lieutenant Governor Governor’s Cabinet

State Legislature Supreme Court

Taxes, Fees, Licenses Revenue

3. What kind of services does state government provide, and how does the government pay for these services?

City Commission (or City Council) County Council School Board

4. What type of city and county government systems are used in Florida and specifically Volusia County?

Mayor, City Manager, City Commissioners

Council Members Volusia County School Board

Public Safety Transportation Urban Renewal Conservation Demographic

5. How do local governments provide services and how do these services impact peoples’ daily lives?

Police Chief, Fire Chief, County Sheriff, Water Management, Wildlife

Preservation, Beach Erosion

Public Policy 6. In what ways can citizens participate in their state and local community to bring about changes in government policy? (*Project Citizen Steps 2 & 3)

7. How do local, state, and federal governments work together? FEMA

8. How do local, state, and federal governments impact the lives of citizens and residents?


Revised, July 2011

ACTIVITIES (Teaching Resources) ASSESSMENT We the People: Lesson 17 We the People (High School Edition) Lesson12 and 26 American Journey Textbook “Florida’s Constitutional Government” American Journey pg. FL90 “How Florida’s Local Government Operates” American Journey pg. FL93 Civics Resource Packet/Notebook Reproducible Activities Civics Resource CD What is a Republic Video Clip, Audio Files, History Alive Slides, American Heritage Files, American Woodmen Lessons, PowerPoint Presentations, Podcast Constitutional Rights Foundation Lessons http://www.crf-usa.org/bill-of-rights-in-action/ Guest Speakers from City and County Governments, including School Board members Safari-Montage Videos/Activities

Test Bank Research: Create a foldable comparing unitary, confederal, and federal systems of government.


Revised, July 2011

ORGANIZING PRINCIPLE 6: The Bill of Rights and later amendments were created to protect the authority of states and the rights and liberties of American citizens.


PACING: December

Concepts Essential Questions / Learning Targets People, Organizations, Terms Benchmark(s)

Amendment Liberties

Limited Government

1. Why was the Bill of Rights was added to the Constitution? SS.7.C.2.4 SS.7.C.2.5 SS.7.C.3.5 SS.7.C.3.6 SS.7.C.3.7 SS.7.C.3.12

Due Process of Law Equal Protection Clause

Establishment of Religion Free Exercise of Religion Freedom of Expression

Probable Cause Search Warrant

Eminent Domain, Rights of the Accused, Slander

Libel, Treason, Petition, Private Domain, Term Limit

2. What rights are protected in the Bill of Rights and other amendments to the United States Constitution?

Prohibition

Precedent 3. How have rights been protected and limited throughout American history? 4. How have Supreme Court rulings established precedents for future court decisions?

Tinker v. Des Moines, Hazelwood School District v.

Kuhlmeier, Kelo Case, Miranda v. Arizona, Gideon v. Wainwright,

West Virginia Board of Education v. Barnett,

Reynolds Case, Wisconsin v. Yoder Bush v. Gore, District of Columbia v

Heller (2nd Amendment) Civil Rights

Discrimination Suffrage

Segregation

5. What are ‘civil rights’ and what are some examples of efforts made to secure these rights for all groups in the United States?

19th Amendment Voting Rights Act

Brown v. Board of Education Equal Rights Amendment

26th Amendment 6. What are some examples of changes (Amendments) some people want to

make to the U.S. Constitution today?


Revised, July 2011


We the People: Lessons 23 and 24 We the People (High School Edition) Lesson 15, 18, 19, 20, 27 - 32 and 35 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 American Journey Textbook Political Cartoon – Women’s Suffrage American Journey Political Cartoon workbook page 37. American Journey Political Cartoon workbook “Achieving Equality for Women” pg. 59. Civics Resource Packet/Notebook Reproducible Activities Civics Resource CD What is a Republic Video Clip, Audio Files, History Alive Slides, American Heritage Files, American Woodmen Lessons, PowerPoint Presentations, 4th Amendment Video Clip, Podcast Constitutional Rights Foundation Lessons http://www.crf-usa.org/bill-of-rights-in-action/ Justice Teaching Lessons http://www.justiceteaching.org/lesson_plans.shtml DVD Celebrate Freedom – Rights You Inherited (ACLU) DVD http://www.ourcourts.org/ Safari-Montage Videos/Activities

Test Bank 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


Revised, July 2011

ORGANIZING PRINCIPLE 7: The American legal system exists to protect citizens’ rights and freedoms.


PACING: January

Concepts Essential Questions / Learning Targets People, Organizations, Terms Benchmark(s)

Law Code Common Law

1. How did laws originate and develop in Western society from Hammurabi to the present?

Hammurabi’s Code, Mosaic Law, Justinian’s Code,

Napoleonic Code, English Common Law

SS.7.C.1.9 SS.7.C.2.6 SS.7.C.3.6 SS.7.C.3.10 SS.7.C.3.11

Order (Rule of Law) Equality Under the Law

Justice

2. Why are ‘order,’ ‘equality under the law,’ and ‘justice’ essential in our society?

3. What is the role of citizens in the creation and enforcement of laws?

Misdemeanor Felony

Juvenile

4. What are the differences among civil, criminal, military, and juvenile law?

Subpoena, Parole Plea Bargain, Indict, Habeas Corpus, Bill of Attainder,

Burden of Proof, Reasonable Doubt Presumption of Innocence, Ex Post

Facto Law, Law suit, Sentence, Summons, Arraignment, Prosecution, Testimony, Cross-Examination, Hung

Jury, Verdict, Bond, Bail, Search Warrant

5. What are the rights and protections afforded to juveniles and adults accused of a crime?

Defendant, Plaintiff

Original Jurisdiction, Appellate Jurisdiction, Circuit, Judicial

Review, Unconstitutional, Supreme Court, Majority Opinion,

Dissenting Opinion, Grand Jury

6. What roles do courts play in the justice system, and how are the courts organized?

County, Circuit, & District Courts, Attorney, Justice of the Peace,

Mediator, Magistrate, Jury, Bailiff, Court Reporter

Judicial Restraint Judicial Activism

7. What are the four main methods justices utilize to interpret the Constitution and what is the meaning of each (plain meaning, original intention, fundamental principles, social values/needs)?

Criminal Case Civil Case

8. What problems can arise in the civil justice system; are there solutions to these problems? 9. Is a jury necessary in civil suit? Why or why not? (Example: Criminal v. Civil case of O.J. Simpson)


Revised, July 2011


We the People: Lessons 21, 22, 26 and 27 WTP High School Text Lessons 24 and 25 History Alive: The Constitution in a New Nation Lesson 5.1 Judging Court Cases Lesson 5.2 Drafting a Legal Opinion History Alive: Ancient Egypt and the Near East Mesopotamia: Land of Conflict 2.1 Examining the Code of Hammurabi 2.2 Applying the Code of Hammurabi to Babylonian Court Cases (also in the Civics Resource Binder) Civics Resource Packet/Notebook Reproducible Activities Civics Resource CD What is a Republic Video Clip, Audio Files, History Alive Slides, American Heritage Files, American Woodmen Lessons, PowerPoint Presentations, Podcast Constitutional Rights Foundation Lessons http://www.crf-usa.org/bill-of-rights-in-action/ Justice Teaching Lessons http://www.justiceteaching.org/lesson_plans.shtml Mock Oral Arguments: http://www.floridasupremecourt.org/education/tours/mockoa.shtml Mock Trial http://www.mrdonn.org/government.html#mock American Bar Association-Teacher’s Link www.abanet.org/publiced/lawday/schools/lessons Our Courts http://www.ourcourts.org/ Make Your Case – Online Courtroom Simulation http://teacher.scholastic.com/lessonplans/americanjustice/myc_home.htm Videos: To Kill A Mockingbird (or novel by Harper Lee) 12 Angry Men (1957) Safari-Montage Videos/Activities

History Alive: The Constitution in a New Nation Culminating Project: Create a Parade Float Test Bank Research: Prepare for and participate in a mock trial. Research a current case before the Florida or Federal Supreme Court.


Revised, July 2011

ORGANIZING PRINCIPLE 8: The way our political parties function greatly influences the political process.


PACING: January-February

Concepts Essential Questions / Learning Targets People, Organizations Terms

Benchmark(s)

Two Party System Multi-Party System

1. How have political parties evolved in the United States? Democratic-Republicans Federalists, Whigs

Democrats, Republicans

SS.7.G.2.4 SS.7.G.4.2 SS.7.G.6.1 SS.7.C.2.8 SS.7.C.2.9

Candidate, Majority, Plurality, Platform, Plank,

Conservative, Liberal, Moderate, Radical,

Coalition Population Density

2. What are America’s major contemporary political parties and what are the key principles of each? 3. What is the relationship between political parties and the various political (sub) cultural regions in the U.S.?

The South Rust Belt

The Heartland, Farm Belt Bible Belt Sun Belt

Silicon Valley Coalition

Third Party

4. What role have third parties played in elections throughout American history?

Free-Soil Know-Nothing (American) Populist Party, Progressive,

Libertarian, Green Party Precinct, Ward, Grassroots,

Delegate 5. How are local, state, and national committees organized? Party Chairman

Patronage Political Machine

6. How do political machines sometimes emerge? (adv) Tammany Hall

Candidate, Majority Nominate, Campaign

Straight Ticket/Split Ticket Inauguration

7. How do political parties nominate and campaign for candidates? National Convention

Factions 8. In George Washington’s farewell address, he warned against political parties or factions. To what degree are political parties beneficial and detrimental to the political process?


Revised, July 2011


We the People: Lesson 20 We the People (High School Edition) Lesson 16 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 Civics Resource Packet/Notebook Reproducible Activities Civics Resource CD What is a Republic Video Clip, Audio Files, History Alive Slides, American Heritage Files, American Woodmen Lessons, PowerPoint Presentations Constitutional Rights Foundation Lessons http://www.crf-usa.org/bill-of-rights-in-action/ Websites: The Democracy Project http://pbskids.org/democracy/parentseducators/ Political Party Websites http://www.democrats.org http://www.rnc.org http://www.libertarianparty.org http://www.greenparty.org/index.php Video: Mr. Smith Goes to Washington -Safari-Montage Videos/Activities

Test Bank Research: 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.


Revised, July 2011

ORGANIZING PRINCIPLE 9: Voting gives citizens a voice in government. ESTIMATED # OF WEEKS:

3 PACING: February-March


Benchmark(s)

Property Requirement Literacy Test, Poll Tax, Grandfather

Clause, Proposition,

Referendum, Recall

1. What voting rights and privileges do American citizens have, and how have they been expanded throughout American history?

15th Amendment 17th Amendment 19th Amendment 26th Amendment

SS.7.C.2.7 SS.7.C.2.10 SS.7.C.2.11 SS.7.C.2.13

Voter Apathy, Exit Poll, Propaganda,

PACs, Interest Group, Public Opinion, Mass

Media Bias, Demographics

2. How do interest groups, polls, and the media influence elections? Lobbyist Pollster

Soft Money Hard money

3. How are political campaigns financed? (adv)

Primary Election Caucus

Polling Station

4. In what ways are primaries and general elections similar and different? Supervisor of Elections Secretary of State

Super Tuesday Polling Place

Electorate Popular Vote

5. What is the purpose of the Electoral College System? Elector

6. When the Founders created the Constitution, only educated male land owners could vote. Today, any citizen over 18 years of age has the right to vote. What are arguments for and against adding more requirements for a citizen to vote?


Revised, July 2011

ACTIVITIES (Teaching Resources) ASSESSMENT We the People: Lesson 25 American Journey Textbook:

• American Journey political cartoon about Third Party and debate process pg. 67

• American Journey political cartoon Apathy among American voters pg. 71

Civics Resource Packet/Notebook Reproducible Activities Civics Resource CD What is a Republic Video Clip, Audio Files, History Alive Slides, American Heritage Files, American Woodmen Lessons, PowerPoint Presentations Constitutional Rights Foundation Lessons http://www.crf-usa.org/bill-of-rights-in-action/ Safari-Montage Videos/Activities

Test Bank Research: Participate in a mock election. Analyze questions from a political poll to determine if there is any bias present. Analyze television campaign ads to determine if they focus on issues or ad hominem attacks. Analyze the impact of the McCain-Feingold Act to determine how it might help or hurt the political process. Conduct research and determine whether reform of the Electoral College System is needed or not.


Revised, July 2011

ORGANIZING PRINCIPLE 10: United States foreign policy directly impacts our nation and events throughout the world.


PACING: March

Concepts Essential Questions / Learning Targets People, Organizations Benchmark(s) Nation-State Nationalism Sovereignty

1. What are nation-states (nations)? 2. Who has authority over nations?

SS.7.G.1.2 SS.7.G.2.3 SS.7.C.4.1 SS.7.C.4.2

SS.7.C.4.3 International Law Treaty

Sanctions

3. What is international law?

Diplomacy Alliance

Interdependence Trade

Free Trade Globalization Foreign Aid Philanthropy

Humanitarianism Conservation Military Force Anti-Terrorism

4. How do nations interact with each other? 5. What international organizations prompt interaction among nations?

League of Nations United Nations

Secretary General NATO

EU (European Union) OAS (Organization of

American States) UNICEF

International Red Cross

Foreign Policy Regulation Commerce

6. What powers does the U.S. Constitution give each branch of government to deal with other nations?

Secretary of State Secretary of Defense

Diplomat Ambassador

7. When it comes to foreign policy or treaties with other nations, how does the Constitution guide U.S. governmental actions toward promoting the interest and protection of its citizens?

8. How have other nations influenced the United States?

Natural Rights Human Rights Civil Rights

9. How have the Declaration of Independence and United States Constitution and Bill of Rights influenced other nations?

Universal Declaration of Human Rights


Revised, July 2011

ACTIVITIES (Teaching Resources) ASSESSMENT We the People: Lesson 28 We the People (High School Edition) Lesson 36, 37 and 38 Civics Resource Packet/Notebook Reproducible Activities Civics Resource CD What is a Republic Video Clip, Audio Files, History Alive Slides, American Heritage Files, American Woodmen Lessons, PowerPoint Presentations

Constitutional Rights Foundation Lessons http://www.crf-usa.org/bill-of-rights-in-action/ Websites: United Nations http://www.un.org/en/ CIA World Factbook https://www.cia.gov/library/publications/the-world-factbook/index.html Safari-Montage Videos/Activities

Test Bank 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. 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?


Revised, July 2011

ORGANIZING PRINCIPLE 11: The U.S. economy is the result of millions of decisions its residents make every day about producing, earning, saving, investing, and spending.


PACING: April

Concepts Essential Questions / Learning Targets People, Organizations Benchmark(s) Economics, Economy

Micro-Economics Macro-Economics

1. What is ‘economics?’

Economist SS.7.E.1.3

Medium of Exchange Money, Currency, Coinage,

Gold/Silver Standard, Fiat Money, World’s Reserve Currency

2. What is the U.S. medium of exchange?

Needs Wants

Resources Scarcity Choice

3. How do wants and needs determine how people spend their money? 4. What is the cause and effect of scarcity?

Decision Opportunity Cost

5. Which factors influence a buying decision?

Budget Income

Expenditures

6. What are the financial goals and sources of income in a budget?

Fixed Costs Variable Costs

Balance

7. What are fixed and variable costs, and how do you balance a budget?

Supply Demand

Price Surplus

Shortage

8. What are the laws of Supply and Demand?


Revised, July 2011


The Nystrom Economics Series Lessons 1-2 -Scarcity and Choice -Supply and Demand Civics Resource Packet/Notebook Reproducible Activities

• Goods and Services Chart • Chicken Farm Activity • TCI Chapter 2 Economic Decision Making Packet • TCI Lesson Economic Decision Making • TCI Lesson Demand and Supply • I Didn’t Even Know I Lived in an Economy Booklet

Civics Resource CD What is a Republic Video Clip, Audio Files, History Alive Slides, American Heritage Files, American Woodmen Lessons, PowerPoint Presentations, Financial Freedom Activities(also available in a workbook)

Constitutional Rights Foundation Lessons http://www.crf-usa.org/bill-of-rights-in-action/ Websites: http://www.econedlink.org/lessons/ http://www.teach-nology.com/teachers/lesson_plans/economics/ Council for Economic Education http://www.ncee.net/ Federal Reserve DVD’s The Money Story Money: Summing it Up Safari-Montage Videos/Activities

Test Bank Research: 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.


Revised, July 2011

ORGANIZING PRINCIPLE 12: The health of the U.S. economy depends largely on business operations, banking, and investment; the economy’s health is measured using multiple indicators.


PACING: April-May

Concepts Essential Questions / Learning Targets People, Organizations Benchmark(s) Business, Entrepreneurship

Sole Proprietor (owner) Partnerships Corporation Franchise

Labor Union

1. What are the characteristics of the following types of businesses: Sole Proprietorships, Partnerships, and Corporations? 2. What is a labor union and what role have unions historically played in the United States?

Entrepreneur Steve Jobs, Bill Gates,

Meg Whitman, Donald Trump, Oprah

Winfrey

SS.7.E.1.2 SS.7.E.1.4 SS.7.E.2.4 SS.7.E.2.5

Good Service

Competition Location Capital Labor Land

3. Which forms of production are needed to produce a good or service? 4. What are the major businesses and industries that contribute to Florida’s economy (International Trade, Tourism, Space Industry, Cattle, Agriculture-Orange, etc.)?

Financial Institution Bank, Credit Union

Savings & Loans Institutions Loans, Borrowing, Lending

Interest

5. How are the following types of financial institutions similar and different: banks, credit unions, and savings and loans institutions? 6. Why is it important to know the interest rate and length of the loans when borrowing?

Banker Loan Officer

Savings Account, Life Insurance Money Market Deposit Account

Mutual Fund, Bonds Stocks, Dividend

Foreign Currency, Commodities Lottery Tickets

Diversifying Investments

7. What are the benefits and risks of various types of investments? Insurance Agent Stock Broker

GDP, Unemployment Rate Stock Market Index

Consumer Price Index Recession, Depression

Bull/Bear Market Per Capita Income, Poverty Rate

8. How do the following economic indicators measure our country’s economic health: Gross Domestic Product (GDP), Unemployment Rate, Stock Market Index, and the Consumer Price Index? 9. How well does the standard of living in various countries around the world compare to that of the U.S. using GDP, Income, and Poverty Rate as indicators?


Revised, July 2011

ACTIVITIES (Teaching Resources) ASSESSMENT The Nystrom Economics Series Lessons 3, 4, 5 -Types of Businesses -Banking and Investing -Measuring the Economy American Journey Textbook

• “Making Economic Decisions” American Journey pg. FL95 Civics Resource Packet/Notebook Reproducible Activities

• Stock Market Lesson • Inflation Case Study • What did things cost? Handout • Types of Applications

Civics Resource CD What is a Republic Video Clip, Audio Files, History Alive Slides, American Heritage Files, American Woodmen Lessons, PowerPoint Presentations

Constitutional Rights Foundation Lessons http://www.crf-usa.org/bill-of-rights-in-action/ Federal Reserve DVD’s Money Connections The FED Today

Websites: http://www.econedlink.org/lessons Safari-Montage Videos/Activities

Test Bank 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.


Revised, July 2011

ORGANIZING PRINCIPLE 13: The policies and decisions of governments have major economic impacts on societies.


PACING: May

Concepts Essential Questions / Learning Targets People, Organizations Benchmark(s) Free Enterprise Profit Motive

Competitive Market Division of Labor

Capital, Patents, Copyrights Capitalism

1. What are the characteristics and benefits of the American free-enterprise economic system? 2. To what extent did the U.S. adopt Adam Smith’s ideas about a free-enterprise system of economics (see the Adam Smith article)?

Adam Smith The Wealth of Nations

Regulate, Industry, Contract, Negative Externalities

Monopoly, Social Security Fiscal Policy, Monetary Policy

3. How is the U.S. government involved in the nation’s economy?

Legislature Treasury Department The Federal Reserve (The Fed)

SS.7.G.3.1 SS.7.E.1.1 SS.7.E.1.5 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.7.E.3.3 SS.7.E.3.4

Gold Standard, Fiat Currency, Progressive, New Deal,

Loose Money, Tight Money, Deregulation

4. How has government economic policy changed during our nation’s history?

ICC, Sherman Anti-Trust Act, FDA, FTC, SEC, FDIC

Revenue, Income Tax, Sales Tax, FICA, Property Tax,

Social Security, Medicare, Tax Deductions, Mandatory Spending,

Discretionary Spending, National Debt, Entitlements, National Budget

5. In what ways does government tax citizens and spend tax revenue (national, state, and local government)? 6. How does the national budget process compare to the personal budget process?

Internal Revenue

Service (IRS)

Traditional Economy Market Economy Mixed Economy

Command Economy

7. What are the characteristics of the four economic systems found around the world? 8. How does a single resource economy compare to a diversified economy?

Imports Exports

Global Supply Chain Raw Materials, Natural Resources

Final Assembly World’s Reserve Currency

9. Which key trade organizations does The United States associate with? 10. How does a global supply chain move from raw materials to finished product?

NAFTA, The European Union,

OPEC, WTO


Revised, July 2011


The Nystrom Economics Series Lessons 6, 7, 8 -U.S. Government and the Economy -Comparing Economies -Global Trade Civics Resource Packet/Notebook Reproducible Activities -Adam Smith and The Wealth of Nations (also available on the Const. Rights Foundation web site) Civics Resource CD What is a Republic Video Clip, Audio Files, History Alive Slides, American Heritage Files, American Woodmen Lessons, PowerPoint Presentations

Constitutional Rights Foundation Lessons http://www.crf-usa.org/bill-of-rights-in-action/ Federal Reserve Video Monetary Policy: Part Art, Part Science Safari-Montage Videos/Activities

Test Bank Research: Create a compare/contrast graphic organizer for a command, market, mixed, and traditional economy. Compose a letter to a president of another country to encourage them to change their nation to a free enterprise system. Create a graph illustrating the creation and growth of our national debt. Find the top five categories within the federal budget for the last five years. Examine the trends in relation to current events. Research the effects of NAFTA on the American economy and write a letter to the President outlining your position on the merits or detriments of the treaty. Complete a 1040EZ form. Visit the Internal Revenue Service (IRS) web site or non-partisan organizations such as the Tax Foundation to determine what percentage of taxes various income earners have paid in the last couple of years. http://www.irs.gov/ http://www.taxfoundation.org/news/show/250.html