Teacher(s):
Grade/Subject:
Week of:
Unit : The Citizen and
Dates:
October 5, 2015
US Citizenship
October 5 to 9, 2015
Florida SS 7.C.1.1, 1.2, 1.3, 1.4, 1,5; LAFS 68.1 and 2; WHST. 1, 2, and 3.
Standard(s):
Benchmarks,
descriptions, DOK
levels, standards
unpacked
(know/do)
highlighted
Learning Goal:
Students will be able to demonstrate an understanding of the origins and purposes of the
government, law, and the American political system.
Essential Question How did Enlightenment ideals influence the Founders beliefs about individual liberties and
government?
Assessments Unit assessment:
Formative
Assessments:
Cornell Notes,
Class discussion,
graphic
organizers, exit
tickets, writing
prompt
Summative
Assessments:
20 question
exam, with a
writing
component, to
test students’
mastery of the
unit.
Progress
Monitoring/
Feedback Loop
Higher Order
Question(s)
Key Vocabulary
Monday 10/12
Daily 
Objective
BELL RINGER 
( 5 minutes)
Review organizers, C Notes, and exit tickets, listen to class discussion and ask questions to test students’
mastery.
Is the Student able to analyze documents which established the principles on which the America’s
founding fathers relied and on which the American government is based?
Thomas Pain, Common Sense, Monarchy, Shay’s Rebellion, Magna Carta, Democracy, Articles of
Confederation, Mayflower Compact, Republic, Intolerable Acts, Social Contract, Constitution,
Boston Tea Party, Natural Law, natural rights, Stamp Act, Baron de Montesquieu,
Confederation, John Locke, English Bill of Rights, Sovereignty Ratification, Compromise,
Separation of Powers, Declaration of Independence.
Unit : Citizen and US
Rigor Level 3
Citizenship
Daily Agenda
Students will understand the principles which influenced America’s founding fathers to establish
the American government.
In 3 complete sentences, answer the following question: “What is a philosophy?”
I DO: 
Introduce the assignment for the day: 1) Declaration of Independence (DOI) excerpt; and, 2)
citizenship review graphic organizer.
Students will work in small groups and discuss the DOI excerpt for 5 minutes, then, as a group,
explain what the excerpt meant to the group.
Students will each re-write the excerpt in their own works; then, 2) complete the graphic
organizer (3 prompts: a) Explain the role of a citizen of the United States, b) Outline the steps an
immigrant would follow to apply for citizenship, and c) Describe what you like best about being a
US citizen). Prompts a and c must be written in a paragraph.
Unfinished classwork
In 3 complete sentences, explain the importance of the Declaration of Independence.
WE DO: 
YOU DO: 
Homework 
EXIT TICKET: 
(5 minutes)
Tuesday 10/13
Daily 
Objective
BELL RINGER 
( 5 Minutes)
I DO: 
WE DO: 


YOU DO: 


Homework 
EXIT TICKET: 
(5 minutes)
Unit : Citizen and US
Citizenship
Rigor Level 3
Daily Agenda
Students will understand the principles which influenced America’s founding fathers to establish
the American government.
In 3 complete sentences, compare and contrast the concepts of democracy and monarchy.
Introduce the following standard: Recognize how Enlightenment ideas including Montesquieu’s
view of separation of powers and John Locke’s theories related to natural law and how Locke’s
social contract influenced the Founding Fathers.
Students will take a Unit 2 Pre-test.
Students will begin analyzing the following standard: Recognize how Enlightenment ideas
including Montesquieu’s view of separation of powers and John Locke’s theories related to
natural law and how Locke’s social contract influenced the Founding Fathers.
Mini-task- working in small groups, students will discuss the standard and then identify the noun
and verbs in the standard.
Students will write the Standard on their Cornell Notes intro page.
Students, on their Cornell Notes intro page, will re-write the Standard, underline the nouns and
circle the verbs set out in the Standard.
Students will write the “unpacked version” of the Standard in their Unit 2 Cornell Note Intro page.
Unfinished classwork
In 3 complete sentences, students will explain the concept of “compromise” and give an example.
Wednesday 10/14
Daily Objective 
BELL RINGER 
( 5 Minutes)
I DO: 
WE DO: 

YOU DO: 

Homework 
Rigor Level 3
Unit : Citizen and US Citizenship
Daily Agenda
Students will understand the principles which influenced America’s founding fathers to
establish the American government.
In 3 complete sentences, explain the concept of separation of powers.
Review pre-test and Standard.
Discuss the Standard.
Mini-task- in small groups, students will listen, discuss, and critique student’s re-worded
versions of the Standard.
Students will correct the pre-test.
Students will complete a document sheet.
Unfinished classwork
EXIT TICKET: 
(5 minutes)
Thursday 10/15
Daily Objective 
BELL RINGER
(5 Minutes)
I DO:
WE DO:
YOU DO:




Homework 
EXIT TICKET: 
(5 minutes)
Friday 10/16
Daily Objective 
BELL RINGER 
( 5 Minutes)
I DO: 

WE DO: 
You DO: 
Homework 
EXIT TICKET: 
(5 minutes)
In 3 complete sentences, Students will describe a social contract.
Unit. Citizen and US Citizenship
Rigor Level 3
Daily Agenda
Students will understand the principles which influenced America’s founding fathers to
establish the American government.
None
Introduce the philosophers Thomas Hobbs and John Locke.
Read and discuss an article on Hobbs and Locke.
Students will create a double bubble thinking map which compares and contrasts the
philosophies of Hobbs and Locke.
Unfinished classwork
None
Unit Citizen and US Citizenship
Rigor Level 3
Daily Agenda
Students will understand the principles which influenced America’s founding fathers to
establish the American government.
In 3 complete sentences, describe Hobbs’ philosophy on the role of government.
AVID Binder check
Introduce selected vocabulary words. (Monarchy, Democracy, Social Contract, Natural Law,
natural rights, John Locke).
Working in small groups, Students will discuss the selected vocabulary words and draw a
pictoral representation for each of the vocab words.
Students will write the selected vocab words down, define the vocab words, and give an
example of each vocab word.
Unfinished claswork.
In 3 complete sentences, describe Locke’s philosophy on the role of government.
Learning Scales and Accommodations:
MEASUREMENT, DATA, STATISTICS, AND PROBABILITY
Probability
Grade 7
Score 4.0
In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that
allow student to apply knowledge and mastery to current day issues.
Score 3.5 In addition to score 3.0 performance, partial success at score 4.0 content
Score 3.0
The student will demonstrate knowledge and mastery of the underlying concepts of citizen and citizenship
requirements and responsibilities, but cannot apply their knowledge to and mastery to current day issues.
Score 2.5 No major errors or omissions regarding score 2.0 content, and partial success at score 3.0 content
Score 2.0
The student will, with some help, demonstrate knowledge of the concepts of citizen and citizenship
requirements and responsibilities, but has not totally mastered the concepts.
Score 1.5 Partial success at score 2.0 content, and major errors or omissions regarding score 3.0 content
Score 1.0
With help, student can demonstrate partial knowledge of the concepts of citizen and citizenship requirements
and responsibilities.
Score 0.5 With help, partial success at score 2.0 content but not at score 3.0 content
Score 0.0
Even with help, student cannot demonstrate partial knowledge of the concepts of citizen and citizenship
requirements and responsibilities.
WICR Strategies used during each unit.
Writing
Writing activities that help
students understand the
content
Inquiry
Questioning strategies
that help students
understand the content
Writing-to-Learn
• summaries
Process writing
• using a rubric as evaluation
On-demand/Timed writing
• writing that is completed in
class within a set amount of
time
• grade is evaluated using a
rubric
Cornell Notes
• taking notes on the most
important information
• summarizing
• using the notes to study
Higher level questioning
in classes
• Costa’s Level 1: Students
find the answers right there
in the text.
Collaboration
Working together with a
partner or in a group of
students to understand, to
problem solve, or to
complete a task/project
Think Pair Share
Sharing ideas with a
partner or in a group
Carousel/Gallery Walk
• Costa’s Level 2: Students
must figure out the answer
from information in the
text.
• Costa’s Level 3: Students
apply what they have
learned or use what they
have learned to evaluate or
Problem solving in groups
Reading
Any strategies in reading
that help students
understand
Before reading activities
• vocabulary activities
• accessing prior knowledge
• making predictions
During reading activities
• marking the text
• Cornell notes
• graphic organizers
Projects in groups
After reading strategies
• summarizing
• group projects
Reflective writing
• students write about what
they have learned and what
they still need
create.
Accommodations used daily on an individual basis in accordance with IEP and 504 plans and ELL Students
 Read directions for the
student
 Check for understanding
 Allow to leave class for
assistance
 Extra time for exams
 Daily agenda
 Allow student time to step
out to de-escalate
 Testing in small groups
 Use of a planner/binder for
organization
 English Language Dictionary
 Extended time on
assignments =1 day
 Preferential seating
 Written direction given
 Break directions into
chunks
 Read Aloud to Students
 Visual manipulatives
 Cooperative Learning,
 Vocabulary, Description,
Introduction,
.