7th Grade Civics Curriculum Blueprint
2013-14
Seminole County Public Schools
400 East Lake Mary Boulevard
Sanford, FL 32773
7th GRADE CIVICS
Instructional Plan
Seminole County Public Schools
Department of Teaching and Learning
2013
7th Grade Civics Curriculum Blueprint
2013-14
Seminole County Public Schools
400 East Lake Mary Boulevard
Sanford, FL 32773
THE SCHOOL BOARD OF SEMINOLE COUNTY
Karen Almond
Dede Schaffner
Dr. Tina Calderone
Diane Bauer
Amy Lockhart
Dr. Walt Griffin, Superintendent
Curriculum Writing Team
Alexandra Razgha, Milwee Middle School
Cindy Newcome, Tuskawilla Middle School
Gregory Pesicek, Greenwood Lakes Middle School
Jennifer Coursin, Sanford Middle School
Joan Ilemsky, Chiles Middle School
Kim Pottinger, Millennium Middle School
Martin Dunlop, Sanford Middle School
Mary McNeal, Indian Trails Middle School
Meghan Schwartz, Teague Middle School
Presley Dershimer, Markham Woods Middle School
Robert Poblocki, Greenwood Lakes Middle School
Ruth Marchwinski, South Seminole Middle School
Sherri Hyde, Rock Lake Middle School
Ryan Garrett, Jackson Heights Middle School
Shelley Tabscott, Rock Lake Middle School
Brian Furgione, Milwee Middle School
Kim Downes, Greenwood Lakes Middle School
Social Studies Curriculum Specialist- Ilene Haney
7th Grade Civics Curriculum Blueprint
2013-14
INSTRUCTIONAL PLAN AND COURSE DESCRIPTION FOR GRADE 7 CIVICS
COURSE NUMBER 2106010 and 2106020
Instructional Materials: McGraw-Hill Companies: Civics: Economics and Geography
Teachers are to modify their methods, activities, and assignments to meet the needs of their students.
This Instructional Plan is designed to guide the teacher as the required information is presented to and
mastered by students.
Components of the Instructional Plan—This Instructional Plan contains the components listed below.
Introductory Items
Curriculum Calendar
Pacing Guide and Course Sequence —guides teachers in planning their instruction for each
quarter.
The Instructional Plan
Topic – provides the content for instruction
Textbook Reference – the portion of the primary instructional tool that is being presented.
Learning Goals for NGSSS
Suggested Common Core State Standards (CCSS)
Standards/Benchmarks
Academic and Content Vocabulary
Teacher Resources – suggested resources and lessons
Appendix
A: Assessment Questions
B: Civics EOCStudy Guide
C: Civics Review Guide
D: Webb’s Depth of Knowledge
E: Common Core State Standards for History
F: State/Federal mandated curricululm
COURSE DESCRIPTION: M/J Civics, Advanced
The primary content for the course pertains to the principles, functions, and organization of government; the origins of the
American political system; the roles, rights, responsibilities of United States citizens; and methods of active participation in our
political system. The course is embedded with strong geographic and economic components to support civic education
instruction. The primary content for the course pertains to the principles, functions, and organization of government; the origins of
the American political system; the roles, rights, responsibilities of United States citizens; and methods of active participation in our
political system. The course is embedded with strong geographic and economic components to support civic education
instruction.
Honors/Advanced courses offer scaffolded learning opportunities for students to develop the critical skills of analysis, synthesis,
and evaluation in a more rigorous and reflective academic setting. Students are empowered to perform at higher levels as they
engage in the following: analyzing historical documents and supplementary readings, working in the context of thematically
categorized information, becoming proficient in note-taking, participating in Socratic seminars/discussions, emphasizing freeresponse and document-based writing, contrasting opposing viewpoints, solving problems, etc. Students will develop and
7th Grade Civics Curriculum Blueprint
2013-14
demonstrate their skills through participation in a capstone and/or extended research-based paper/project (e.g., history fair,
participatory citizenship project, mock congressional hearing, projects for competitive evaluation, investment portfolio contests, or
other teacher-directed projects).
Mathematics Benchmark Guidance – Social Studies instruction should include opportunities for students to interpret and create
representations of historical events and concepts using mathematical tables, charts, and graphs.
7th Grade Civics Curriculum Blueprint
2013-14
Seminole County Public Schools
2013-2014 Civics Curriculum Calendar
August 2013
July 2013
Su
F
Su
S
M
Tu
M
Tu
W
Th
1
2
3
4
5
6
7
8
9
10
11
12
13
4
5
6
14
15
16
17
18
19
20
11
[12
13
21
22
23
24
25
26
27
18
19
28
29
30
31
25
26
October 2013
Su
M
W
September 2013
Th
F
S
Su
M
Tu
W
Th
2
3
4
F
5
S
Su
M
W
Th
F
S
1
2
3
1
2
3
4
5
6
7
7
8
9
10
8
9
10
11
12
13
14
14
15
16
17
15
16
17*
18
19
20
21
20
21
22
23
24
22
23*
24*
25*
26*
27*
28
27
28
29
30
31
29
30
November 2013
1
Tu
Tu
W
Th
December 2013
Su
M
Tu
W
Th
1
2
1
2
3
4
5
6
7
F
S
F
S
6
7
8
9
10
11]
12
3
4
5
6
7
8
9
8
9
10
11
12
13
14
13
14
[15
16
17
18
19
10
11*
12
13
14
15
16
15
16
17
18
19]
20
21
20
21
22
23
24
25
26
17
18
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22
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28
27
28
29
30
31
24
25
26
27
28
29
30
29
30
31
Su
M
Tu
Su
M
Tu
F
S
Su
M
F
S
5
6
[7
12
13
19
26
January 2014
February 2014
F
S
Th
1
2
3
4
8
9
10
11
2
3
4
5
6
7
8
2
3
4
5
6
7
8
14
15
16
17
18
9
10
11
12
13
14
15
9
10
11
12
13]
14
15
20
21
22
23
24
25
16
17
18
19
20
21
22
16
17
18
19
20
21
22
27
28
29
30
31
23
24
25*
26*
27*
28
23
[24
25
26
27
28
29
30
31
Su
M
F
S
M
Tu
W
Th
Th
Tu
Th
1
May 2014
F
W
1
April 2014
Su
W
March 2014
W
S
1
2
3
4
5
Su
M
Tu
W
Th
June 2014
F
S
Tu
W
Th
1
2
3
1
2
3
4
5
6
7
6
7
8
9
10
11
12
4
5
6
7
8
9
10
8
9
10
11
12
13
14
13
14*
15*
16*
17*
18*
19
11
12
13
14
15
16
17
15
16
17
18
19
20
21
20
21*
22*
23*
24*
25*
26
18
19
20
21
22
23
24
22
23
24
25
26
27
28
27
28
29
30
25
26
27
28]
29
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30
7th Grade Civics Curriculum Blueprint
2013-14
PACING GUIDE and COURSE SEQUENCE
August
Standards and Objectives
TOPIC 1: AMERICAN GEOGRAPHY (5 DAYS)
Content to be covered:
●
●
●
●
●
The countries that make up North America
The boundaries that make up the United States
The location of the United States in relation to the rest of the world
The location of the fifty states and the nation’s capital
The geographic regions of the United States
Benchmarks covered:
Italicized = EOC Benchmark
Bolded parts of benchmark indicate portion to be covered within the topic
SS.7.G.1.1
Locate the fifty states and their capitals cities in addition to the nation’s capital on a map.
SS.7.G.1.2
Locate on a world map the territories and protectorates of the United States of America.
SS.7.G.2.4
Describe current major cultural regions of North America.
7th Grade Civics Curriculum Blueprint
2013-14
August/September/October
Standards and Objectives
TOPIC 2: THE FEDERAL GOVERNMENT (7 WEEKS)
Overview of Federal Government (5 days)
Content to be covered:
●
●
●
Introduce the idea and importance of the Constitution
Introduce the ideas of separation of power (Montesquieu) and system of checks and balances
Discuss federal services and obligations
Benchmarks covered:
Italicized = EOC Benchmark
Bolded parts of benchmark indicate portion to be covered within the topic
SS.7.C.3.3
Illustrate the structure and function (three branches of government
established in Articles I, II, and III with corresponding powers) of government in the
United States as established in the Constitution.
SS.7.C.1.7
Describe how the Constitution limits the powers of government through separation of
powers and checks and balances.
SS.7.C.1.1
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..
SS.7.C.3.14
Differentiate between local, state, and federal governments’ obligations and services.
Sub-Topic #1- The Legislative Branch (10 days)
Content to be covered:
●
●
●
●
Organization of the Legislative Branch
Powers and roles of Legislative Branch (Article I of the Constitution)
Bill/law making process
How the structure of Congress and Electoral College are similar
Benchmarks covered:
Italicized = EOC Benchmark
Bolded parts of benchmark indicate portion to be covered within the topic
SS.7.C.3.3
Illustrate the structure and function (three branches of government
established in Articles I, II, and III with corresponding powers) of government in the
United States as established in the Constitution.
7th Grade Civics Curriculum Blueprint
2013-14
SS.7.C.3.8
Analyze the structure, functions, and processes of the legislative, executive, and judicial
branches.
SS.7.C.3.9
Illustrate the lawmaking process at the local, state, and federal levels.
Sub-Topic #2- The Executive Branch (5 days)
Content to be covered:
●
●
●
●
Electoral Process- how the president is elected
Powers and roles of the president (Article II of the Constitution) i.e. “veto power” “executive order”
“Commander in Chief”
Presidential Cabinet/Appointments (cabinet members, Supreme Court justices)
Impeaching the President (checks and balances with Legislative and Judicial branches)
Benchmarks covered:
Italicized = EOC Benchmark
Bolded parts of benchmark indicate portion to be covered within the topic
SS.7.C.3.3
Illustrate the structure and function (three branches of government
established in Articles I, II, and III with corresponding powers) of government in the
United States as established in the Constitution.
SS.7.C.3.8
Analyze the structure, functions, and processes of the legislative, executive, and judicial
branches.
SS.7.C.3.9
Illustrate the lawmaking process at the local, state, and federal levels.
SS.7.C.1.7
Describe how the Constitution limits the powers of government through separation of
powers and checks and balances.
Sub-Topic #3- The Judicial Branch (10 days)
Content to be covered:
●
●
●
●
Organization of the Judicial Branch (Chief Justice, justices, etc.)
Power and roles of the Judicial Branch (Article III of the Constitution)
Function, level and powers of the federal court system
Supreme Court Case
- Marbury vs. Madison (judicial review)
- United States vs. Nixon (impeachment)
- Bush vs. Gore (election process/voting)
Benchmarks covered:
Italicized = EOC Benchmark
Bolded parts of benchmark indicate portion to be covered within the topic
7th Grade Civics Curriculum Blueprint
2013-14
SS.7.C.3.3
Illustrate the structure and function (three branches of government
established in Articles I, II, and III with corresponding powers) of government in the
United States as established in the Constitution.
SS.7.C.3.8
Analyze the structure, functions, and processes of the legislative, executive, and judicial
branches.
SS.7.C.3.9
Illustrate the lawmaking process at the local, state, and federal levels.
SS.7.C.1.7
Describe how the Constitution limits the powers of government through separation of
powers and checks and balances.
SS.7.C.3.11
Diagram the levels, functions, and powers of courts at the state and federal
levels.
SS.7.C.3.12
Analyze the significance and outcomes of landmark Supreme Court cases
including, but not limited to, Marbury v. Madison, Plessy v. Ferguson,
Brown v. Board of Education, Gideon v. Wainwright, Miranda v. Arizona,
In re Gault, Tinker v. Des Moines, Hazelwood v. Kuhlmeier,
United States v. Nixon, and Bush v. Gore.
7th Grade Civics Curriculum Blueprint
2013-14
October/November
Standards and Objectives
TOPIC 3: THE DEVELOPMENT OF AMERICAN DEMOCRACY (6 WEEKS)
Sub-Topic #1- Path to Democracy (11 days)
Content to be covered:
●
●
●
Events and complaints leading to the Declaration of Independence (instruction should include discussion about
taxation without representation, limited monarchy, self-government, natural rights, “Common Sense”)
Articles of Confederation (instruction should include discussion about the ideas found in the Magna Carta, the
English Bill of Rights and the Mayflower Compact that the Founding Fathers used in creating the Articles of
Confederation)
Why didn’t these ideas (mentioned above) work for us? (Weaknesses of the Articles of Confederation).
Benchmarks covered:
Italicized = EOC Benchmark
Bolded parts of benchmark indicate portion to be covered within the topic
SS.7.C.1.1
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.
SS.7.C.1.2
Trace the impact that the Magna Carta, English Bill of Rights, Mayflower
Compact, and Thomas Paine’s Common Sense had on colonists’ views of government.
SS.7.C.1.3
Describe how English policies and responses to colonial concerns led to the writing of
the Declaration of Independence.
SS.7.C.1.4
Analyze the ideas (natural rights, role of the government) and complaints set forth in the
Declaration of Independence.
SS.7.C.1.5
Identify how the weaknesses of the Articles of Confederation led to the writing of the
Constitution.
Sub-Topic #2- The Constitution (10 days)
Content to be covered:
●
●
●
●
The Preamble of the Constitution
Anti-Federalist and Federalists views on the Constitution
The Bill of Rights and how it safeguard but also limits individual rights
Supreme Court cases
- Tinker vs. Des Moines
- Gideon vs. Wainwright
- Miranda vs. Arizona
- Hazelwood vs. Kuhlmeier
7th Grade Civics Curriculum Blueprint
2013-14
Benchmarks covered:
Italicized = EOC Benchmark
Bolded parts of benchmark indicate portion to be covered within the topic
SS.7.C.1.6
Interpret the intentions of the Preamble of the Constitution.
SS.7.C.1.8
Explain the viewpoints of the Federalists and the Anti-Federalists regarding the
ratification of the Constitution and inclusion of a bill of rights.
the ratification of the Constitution and inclusion of a bill of rights.
SS.7.C.2.4
Evaluate rights contained in the Bill of Rights and other amendments to the Constitution.
SS.7.C.2.5
Distinguish how the Constitution safeguards and limits individual rights.
SS.7.C.3.12
Analyze the significance and outcomes of landmark Supreme Court cases
including, but not limited to, Marbury v. Madison, Plessy v. Ferguson,
Brown v. Board of Education, Gideon v. Wainwright, Miranda v. Arizona,
In re Gault, Tinker v. Des Moines, Hazelwood v. Kuhlmeier, United States
v. Nixon, and Bush v. Gore.
Sub-Topic #3- Amending the Constitution (9 days)
Content to be covered:
●
●
●
●
The amendment process (how changes are made and added to the Constitution)
How constitutional rights impact individuals and society
The equal rights/voting amendments (13th, 14th, 15th, 19th, 24th, 26)
Supreme Court cases
- Plessy vs. Ferguson
- Brown vs. Board of Education
Benchmarks covered:
Italicized = EOC Benchmark
Bolded parts of benchmark indicate portion to be covered within the topic
SS.7.C.3.5
Explain the constitutional amendment process.
SS.7.C.3.6
Evaluate constitutional rights and their impact on individuals and society.
SS.7.C.3.7
Analyze the impact of the 13th, 14th, 15th, 19th, 24th, and 26th
amendments on participation of minority groups in the American political process.
SS.7.C.3.12
Analyze the significance and outcomes of landmark Supreme Court cases
including, but not limited to, Marbury v. Madison, Plessy v. Ferguson,
Brown v. Board of Education, Gideon v. Wainwright, Miranda v. Arizona,
In re Gault, Tinker v. Des Moines, Hazelwood v. Kuhlmeier,
United States v. Nixon, and Bush v. Gore.
7th Grade Civics Curriculum Blueprint
2013-14
December
Standards and Objectives
TOPIC 4: THE FLORIDA GOVERNMENT & CONSTITUTION (9 DAYS)
Content to be covered:
●
●
●
●
Compare the Florida Constitution to the United States Constitution
Discuss how the local and state government are organized
- Bill/law making process at the local and state levels
- The levels, functions and powers of courts at the local and state levels
The division of powers between state and federal governments
Local and state obligations and services
Benchmarks covered:
Italicized = EOC Benchmark
Bolded parts of benchmark indicate portion to be covered within the topic
SS.7.C.3.4
Identify the relationship and division of powers between the federal government and state
governments.
SS.7.C.3.9
Illustrate the lawmaking process at the local, state, and federal levels.
SS.7.C.3.11
Diagram the levels, functions, and powers of courts at the state and federal levels.
SS.7.C.3.13
Compare the constitutions of the United States and Florida.
SS.7.C.14
Differentiate between local, state, and federal governments’ obligations and services.
7th Grade Civics Curriculum Blueprint
2013-14
January
Standards and Objectives
TOPIC 5: AMERICAN LAW (12 DAYS)
Content to be covered:
●
●
●
●
Rule of law- everyone is equal under the law
Connection between the rights protected in the constitution and matters of the law
Sources and types of law (criminal, constitutional, civil and military)
Trial process, including a mock trial in class
Benchmarks covered:
Italicized = EOC Benchmark
Bolded parts of benchmark indicate portion to be covered within the topic
SS.7.C.1.9
Define the rule of law and recognize its influence on the development of the American
legal, political, and governmental systems.
SS.7.C.2.6
Simulate the trial process and the role of juries in the administration of justice.
SS.7.C.3.10
Identify sources and types (civil, criminal, constitutional, military) of law.
7th Grade Civics Curriculum Blueprint
2013-14
January/February/March
Standards and Objectives
TOPIC 6: THE DEMOCRATIC PROCESS (6 WEEKS)
Sub-Topic #1- Citizenship (10 days)
Content to be covered:
●
●
●
How to become a citizen (natural born vs. naturalized)
An understanding of the naturalization process
Obligations and responsibilities of citizens
Benchmarks covered:
Italicized = EOC Benchmark
Bolded parts of benchmark indicate portion to be covered within the topic
SS.7.C.2.1
Define the term “citizen,” and identify legal means of becoming a U.S. citizen.
SS.7.C.2.4
Evaluate the obligations citizens have to obey laws, pay taxes, defend the nation, and
serve on juries.
SS.7.C.2.3
Experience the responsibilities of citizens at the local, state, or federal levels.
Sub-Topic #2- Political Process & Social Media (19 days)
Content to be covered:
●
●
●
●
●
Different political parties and political party platforms (including 3 rd parties)
Evaluate candidates running for/in office based on experience and including types of advertisements,
propaganda and social media
Address the voting process for citizens, including a review of the voting amendments (15 th, 19th, 24th, 26th)
Mock election in class, including voter registration, how to fill out a ballot, etc.
Use news and advertisements to discuss public and current issues from different points of view, looking for
types of propaganda, bias and symbolism
Benchmarks covered:
Italicized = EOC Benchmark
Bolded parts of benchmark indicate portion to be covered within the topic
SS.7.C.2.8
Identify America’s current political parties, and illustrate their ideas about government.
SS.7.C.2.9
Evaluate candidates for political office by analyzing their qualifications, experience,
issue-based platforms, debates, and political ads.
SS.7.C.2.7
Conduct a mock election to demonstrate the voting process and its impact on a school,
community, or local level.
7th Grade Civics Curriculum Blueprint
2013-14
SS.7.C.2.10
Examine the impact of media, individuals, and interest groups on monitoring and
influencing government.
SS.7.C.2.11
Analyze media and political communications (bias, symbolism, propaganda).
SS.7.C.2.13
Examine multiple perspectives on public and current issues.
7th Grade Civics Curriculum Blueprint
2013-14
March/April
Standards and Objectives
TOPIC 7: FOREIGN AFFAIRS (10 DAYS)
Content to be covered:
●
●
●
●
Understand the different forms and systems of government outside of the United States
Differentiate between domestic and foreign policy and how it affects our country and the world
Relations with other countries and international organizations
How America has dealt with international conflicts (i.e. Bay of Pigs, Korean War)
Benchmarks covered:
Italicized = EOC Benchmark
Bolded parts of benchmark indicate portion to be covered within the topic
SS.7.C.3.1
Compare different forms of government (direct democracy, representative democracy,
socialism, communism, monarchy, oligarchy, autocracy).
SS.7.C.3.2
Compare parliamentary, federal, confederal, and unitary systems of government.
SS.7.C.4.1
Differentiate concepts related to U.S. domestic and foreign policy.
SS.7.C.4.2
Recognize government and citizen participation in international organizations.
SS.7.C.4.3
Describe examples of how the United States has dealt with international conflicts.
7th Grade Civics Curriculum Blueprint
2013-14
April
Standards and Objectives
TOPIC 8: CIVIC ENGAGEMENT (15 DAYS)
Content to be covered:
●
●
Identify a local problem, come up with a solution and devise an action plan
Conduct an in class service project (examples: Project Citizen, Free the Slaves, School Recycling Drive, write
a local congressman)
Benchmarks covered:
Italicized = EOC Benchmark
Bolded parts of benchmark indicate portion to be covered within the topic
SS.7.C.2.12
Develop a plan to resolve a state or local problem by researching public policy
alternatives, identifying appropriate government agencies to address the issue, and
determining a course of action.
SS.7.C.2.14
Conduct a service project to further the public good.
7th Grade Civics Curriculum Blueprint
2013-14
May
Standards and Objectives
TOPIC 9: ECONOMICS (18 DAYS)
Content to be covered:
●
●
●
●
●
Understand the ideas of market and mixed economy and how it helped the United States develop
Borrowing and lending, how the government controls financial institutes and the idea of credit
How and why taxes are important
The banking system and laws on economic competition
International trade and its effect on currency
Benchmarks covered:
Italicized = EOC Benchmark
Bolded parts of benchmark indicate portion to be covered within the topic
SS.7.E.1.1
Explain how the principles of a market and mixed economy helped to develop the United
States into a democratic nation.
SS.7.E.1.2
Discuss the importance of borrowing and lending in the United States, the government’s
role in controlling financial institutions, and list the advantages and disadvantages of
using credit.
SS.7.E.2.1
Explain how federal, state, and local taxes support the economy as a function of the U.S.
government.
SS.7.E.2.2
Describe the banking system in the United States and its impact on the money supply.
SS.7.E.2.3
Identify and describe U.S. laws and regulations adopted to promote economic
competition.
SS.7.E.3.1
Explain how international trade requires a system for exchanging currency between and
among nations.
SS.7.E.3.2
Assess how the changing value of currency affects trade of goods and services between
nations.
7th Grade Civics Curriculum Blueprint
2013-14
CIVICS INSTRUCTIONAL PLAN
TOPIC 1: AMERICAN GEOGRAPHY
1ST NINE WEEKS - AUGUST:
Suggested Timing:
5 days
LEARNING GOALS:
1) Students will understand the major cultural
regions within the United States and locate the
states and capitals within those regions.
ESSENTIAL QUESTION(S):
 What are the political features that make up the United States?
 Where is the United States located in relation to the rest of the world?
ACADEMIC VOCABULARY
TERMS/PEOPLE/CONCEPTS:
region
nation
urban
rural
My Reflections
Ch.1, pages 5, 6
SS.7.G.1.1- Locate the fifty states and their capitals
cities in addition to the nation’s capital on a map,
SS.7.G.2. - Describe current major cultural regions of
North America
Websites:
www.eduplace.com/ss/maps/usa.html -
Map handout of regional locations
2) Students will be able to locate on a world map the
CONTENT VOCABULARY
TERMS/PEOPLE/CONCEPTS:
United States, its territories and protectorates.
SS.7.G.1.2 – Locate on a world map the territories and
protectorates of the U.S.A
Common Core
RESOURCE OPTIONS:
Civics: Economics and Geography
pages 8-10, 34-41
state
capital
territory
protectorate
http://eduplace.com/ss/maps/pdf/world_cou
ntry.pdf - Map handout of the world
-Atlas/online maps of your choice
1) Students will be able to integrate visual
information (e.g. in charts, graphs, photographs,
videos, or maps) with other information in print
and digital texts.
CCSS.ELA-Literacy.RH.6-8.7 Integrate visual
information (e.g., in charts, graphs, photographs,
videos, or maps) with other information in print and
digital texts
ANCHOR LESSON
SUGGESTED ACTIVITIES
Topic 1: American Geography Anchor lesson- attached and on
Topic 1 World Map lesson- located on Blackboard
7th Grade Civics Curriculum Blueprint
2013-14
Blackboard
TECHNOLOGY INFUSION



Whole class exploration of Google Earth.
Utilize PicColalge to create and label digital version of various
maps.
Leverage Padlet/Edmodo to have students post finished products.
7th Grade Civics Curriculum Blueprint
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ANCHOR LESSON TOPIC 1
Lesson Title:
Essential Question:
NGSSS Benchmark:
CCSS Standard(s):
States and Capitals of the United States
What are the political features that make up the United States?
SS.7.G.1.1 – Locate the fifty states and their capital cities in addition to the
nation’s capital on a map
SS.7.G.2.4 – Describe current major cultural regions of North America
CCSS.ELA-Literacy.RH.6-8.7- Integrate visual information (e.g. in
charts, graphs, photographs, videos, or maps) with other information in
print and digital texts.
NGSSS Learning Goal(s): 
CCSS Learning Goal(s): 
Scale(s):
Students will understand the major cultural regions within the United
States and locate the states and capitals within those regions.
Students will be able to integrate visual information (e.g. in charts, graphs,
photographs, videos, or maps) with other information in print and digital
texts.
Scale(s) should be directly linked to the Learning Goal(s) and attached.
Approximate Time of 2-3 standard class periods
Lesson:
Materials/Resources:









Atlas/on-line map of the United States
Textbook pages 8-10, 34-41
Colored Pencils
Scissors
Glue sticks
Map Handouts 1 - 4
www.eduplace.com/ss/maps/usa.html
Large sheets of paper
Reciprocal Teaching Fab Four Placemat
Instructions
Instructions:
1. Introduce students to the United States by the following:
- Distribute Fab Four Placemats
- Demonstrate Reciprocal teaching using pages 8-10 in the Civics
textbook
- Have students share summaries
2. Distribute map handouts 1 - 4 and give students the following
directions: (Copy Saving Option: Teacher may assign 1 set of maps per
4 person team and students share information)
- Using Atlas or page 35 of the textbook, have students label each of the
regional maps.
- Map labeling must include – State, Capital, Nation’s capital, and major
bodies of water
- Students need to color each state a different color making sure no two
of the same colors touch each other
3. Project page 35 of the textbook (completed map) and review
7th Grade Civics Curriculum Blueprint
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4. Distribute the large sheets of paper (1 per student) and give the
following directions:
- Students need to cut out the regions and glue them together on the
paper to assemble a completed US map
- Outline each region and label
- Re-label major bodies of water
5. Students will answer the text based questions (see TBQ box below) by
using the information found on pages 34-41 of the Civics textbook.
Answers will be written by bullets on the completed newsprint map
near the region.
6. Exit Slip (see assessment task box below)
Exit slip – Name the geographic regions of the United States
Assessment Tasks
(formative):
Vocabulary:
BAV
Vocabulary in Content
Region
State
Nation
Capital
Urban
Territory
Rural
Reciprocal Teaching – Predict, Question, Clarify, Summarize
Reading/Learning 
Strategies:
Reading: Before

Predicting
During

Questioning and Clarifying
After

Text Based
Questions:
Summarize
According to the text (Pages 34-41)
1.
2.
3.
4.
Writing: 


Which region is best known for its historic sites and why?
What are the major crops of the South and why?
Why is the Midwest known as the “breadbasket of the nation?”
In which state(s) would you find Mt. Rushmore, The Golden Gate
Bridge, and the Alamo. Label them on your map in the appropriate
place.
5. What are the economic features of the Pacific region (West)?
Students answer the text based questions (see TBQ box above) by using the
information found on pages 34-41 of the Civics textbook. Answers will be
written by bullets on their completed map near the corresponding region.
Reciprocal teaching summaries
Exit Slips
Differentiation/Extension/Assessment
Differentiation:  ESE – based on need: extended time, partially labeled maps, enlarged maps

ELL – based on need: extended time, partially labeled maps, enlarged maps,
dictionary
7th Grade Civics Curriculum Blueprint
2013-14

Gifted/Advanced: Pick a state of their choosing, and research the following:
When it joined the US, State flag, State motto, what is the majority of that
states political party – is it considered a democrat or republican state, Who
is the governor, and one interesting fact on the state.
Information needs to be placed on a poster. Students will draw the
state and add the researched information. Students will do a gallery
walk to see completed posters.
Reflection/ Notes
Reflection:
Notes to guide re-teaching,
reviewing, enriching
7th Grade Civics Curriculum Blueprint
2013-14
TOPIC 2: THE FEDERAL GOVERNMENT
OVERVIEW
1ST NINE WEEKS - AUGUST
Suggested Timing:
5 days
LEARNING GOALS:
Overview of Federal Government
1) Students will understand the structure and
function of government and describe how
separation of powers and checks and balance is
established in the Constitution.
SS.7.C.3.3 – Illustrate the structure and function (3
branches of government established in Articles I, II,
and III with corresponding powers) of government
in the U.S. as established in the Constitution,
SS.7.C.1.7 – Describe how the Constitution limits
the powers of government through separation of
powers and checks and balances,
2) Students will understand the obligations and
services of the federal government.
SS.7.C.3.14 – Differentiate between local, state,
and federal governments’ obligations and services
ESSENTIAL QUESTIONS:
 WHAT IS THE STRUCTURE OF OUR GOVERNMENT? HOW DO GOVERNMENTS
BALANCE THE RIGHTS OF INDIVIDUALS AND SOCIETY AS A WHOLE?
ACADEMIC VOCABULARY
TERMS/PEOPLE/CONCEPTS:
Politics
Government
CONTENT VOCABULARY
TERMS/PEOPLE/CONCEPTS:
Articles I, II, III
Enumerated powers
Separation of powers Delegated powers
Checks and balances Concurrent powers
Limited government Implied powers
Elastic clause
RESOURCE OPTIONS:
Civics: Economics and Geography,
pgs. 136-141.
Website:
iCivics –
www.icivics.org
Constitution Center
www.constitutioncenter.org
Library Congress
www.loc.gov
Senate
www.senate.gov
House of Representatives
www.house.gov
ANCHOR LESSON
SUGGESTED ACTIVITIES
N/A
iCivics.org – “Three Branches”
Students will learn the basic functions of the three branches of
government and the separation of powers and checks and balances
between them.
iCivics.org – “Separation of Powers: What’s for Lunch?”
Students learn about the 3 branches of government and find out how they
7th Grade Civics Curriculum Blueprint
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interact with each other.
TECHNOLOGY INFUSION
 PicCollage graphic organizer of the Three Branches of
Government.
 Padlet Wall on the Three Branches of Government
7th Grade Civics Curriculum Blueprint
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TOPIC 2: THE FEDERAL GOVERNMENT
SUB-TOPIC 1 – THE LEGISLATIVE BRANCH
1ST NINE WEEKS – AUGUST/SEPTEMBER/OCTOBER
Suggested Timing:
2 weeks (10 days)
LEARNING GOALS:
Sub-Topic 1 – The Legislative Branch
1) Students will understand the structure, function,
and processes of the legislative branch of
government, as well as its role in the lawmaking
process at the federal level.
SS.7.C.3.3 – Illustrate the structure and function
(three branches of government established in
Articles I, II, and III with corresponding powers) of
government in the U.S. as established in the
Constitution
SS.7.C.3.8 – Analyze the structure, functions, and
processes of the legislative, executive, and judicial
branches,
SS.7.C.3.9 – Illustrate the lawmaking process at the
local, state, and federal levels
Common Core
1) Students will identify key steps in a text’s
description of a process related to social studies.
CCSS RH6-8.3 - Identify key steps in a text’s
description of a process related to history/social
studies
CCSS.RH.6-8.2 - Determine the central ideas or
conclusions of a text; provide an accurate summary
of the text distinct from prior knowledge or
ESSENTIAL QUESTIONS:
 What is the lawmaking process at the federal level?
ACADEMIC VOCABULARY
TERMS/PEOPLE/CONCEPTS:
Debate
Vote
Bill
Law
Veto
Committee
RESOURCE OPTIONS:
Civics: Economics and Geography
Chapter 7
My Reflections
Chapter 7
Website:
iCivics –
www.icivics.org
CONTENT VOCABULARY
TERMS/PEOPLE/CONCEPTS:
Bicameral
Congress
Filibuster
Senate
Cloture
House of
Interest group
Representatives
Speaker of the House Coining money
Presidential pro
tempore
Constitution Center
www.constitutioncenter.org
Library Congress
www.loc.gov
Senate
www.senate.gov
House of Representatives
www.house.gov
7th Grade Civics Curriculum Blueprint
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opinions
CCSS.WHST.6-8.2 - Write informative/explanatory
texts, including the narration of historical events,
scientific procedures/experiments, or technical
processes
ANCHOR LESSON
SUGGESTED ACTIVITIES
Topic 2 Sub-Topic 1 –How a bill becomes a law Anchor lesson – located
on Blackboard
iCivics.org – “The Legislative Branch”
Students will learn about the structure, function, and powers of the
legislative branch of government.
iCivics.org – “Separation of Powers: What’s for Lunch?”
Students learn about the 3 branches of government and find out how they
interact with each other.
TECHNOLOGY INFUSUION
 Students utilize BookCreator or a variation of the e-book creator
to develop a short story of a kid named “Bill” and how he
becomes a law.
7th Grade Civics Curriculum Blueprint
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ANCHOR LESSON
Lesson Title:
Essential Question:
NGSSS Benchmark:
CCSS Standard(s):
TOPIC 2.1
How a Bill Becomes a Law
What is the lawmaking process at the federal level?
SS.7.C.3.9 Illustrate the lawmaking process at the local, state, and federal
levels
CCSS.ELA-Literacy.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.
CCSS.ELA-Literacy.RH.6-8.3 Identify key steps in a text’s description of
a process related to history/social studies (e.g., how a bill becomes law,
how interest rates are raised or lowered).
CCSS.ELA-Literacy.WHST.6-8.2 Write informative/explanatory texts,
including the narration of historical events, scientific procedures/
experiments, or technical processes
Students will understand how a bill becomes a law at the federal level
NGSSS Learning Goal(s):
Students will be able to identify the key steps in a process .
CCSS Learning Goal(s)
Scale(s) should be directly linked to the Learning Goal(s) and attached.
Scale(s):
Approximate Time of 2-3 standard class periods
Lesson:
Materials/Resources:



Handout 1 “How a Bill Becomes a Law” (1 per pair or team)
Handout 2 Schoolhouse Rocks Lyrics and Schoolhouse Rocks video –
“How a Bill Becomes a Law” YouTube (one copy or one per team)
Handout 3 “Steps to a Bill Becoming a Law” handout (for each student)
Instructions
Instructions:
1. Preview the Activity – Provide shoulder partners with the steps to
making a law as presented in handout 1 “How a Bill Becomes a Law” cut
out. Partners should work together to predict the correct order of how
a bill becomes a law.
2. Play the Schoolhouse Rocks video “How a Bill Becomes a Law” from
YouTube
3. Reading - Students read handout 2 Schoolhouse Rocks lyrics and
check/correct their order from the preview activity
4. Using Hot Rod Reading, students will complete handout 3 “Steps to a
Bill Becoming a Law”
5. Class Discussion - Ask students – Is it difficult or easy to pass a law?
Why?
6. See Formative Assessment below
Assessment Tasks Formative Assessment – An idea has been proposed that students should
(formative): receive a national day of rest where no work at school or home is allowed.
Explain the steps this idea would have to pass in order for this to become
a law. (If students want to come up with their own idea, they may,
pending teacher approval).
7th Grade Civics Curriculum Blueprint
2013-14
Vocabulary:
BAV
Debate
Vote








Vocabulary in Content
Bill
Special Interest Group
Congress
Senate
House of Representatives
Standing Committee
Filibuster
Cloture
Reading/Learning  Hot Rod
Strategies:
Reading: Before

Preview Activity - Predict
During

HOT ROD
After


Graphic Organizer
Critical Thinking Formative Assessment
Handout “Steps to a Bill Becoming a Law”
Text Based
Questions:
Writing:  Text based questions on “Steps to a Bill Becoming a Law” handout

Formative Assessment – An idea has been proposed that students should
receive a national day of rest where no work at school or home is allowed.
Explain the steps this idea would have to pass in order for this to become a
law. (If students want to come up with their own idea, they may, pending
teacher approval).
Differentiation/Extension/Assessment
Differentiation:  ESE
Reinforcement – Using the provided directions “The Notes to Coincide
with the Graphic Organizer”, partners will fill in the graphic organizer
“How a Bill Becomes a Law”

ELL
Reinforcement – Using the provided directions “The Notes to Coincide
with the Graphic Organizer”, partners will fill in the graphic organizer
“How a Bill Becomes a Law”

Gifted/Advanced
Reinforcement – Students will propose their own bills through a mock
Congress. Referrer to page 115 in the teacher addition in the textbook.
Reflection/ Notes
Reflection:
7th Grade Civics Curriculum Blueprint
2013-14
Notes to guide re-teaching,
reviewing, enriching
7th Grade Civics Curriculum Blueprint
2013-14
1
TOPIC 2: THE FEDERAL GOVERNMENT
SUB-TOPIC 2 – THE EXECUTIVE BRANCH
ESSENTIAL QUESTIONS:
 What are the Constitutional responsibilities of the president of the United States?
1ST NINE WEEKS – AUGUST/SEPTEMBER/OCTOBER
Suggested Timing:
5 days
LEARNING GOALS:
ACADEMIC VOCABULARY
TERMS/PEOPLE/CONCEPTS:
Administration
Executive
Chief
Sub-Topic 1 – The Executive Branch
1) Students will understand the structure, function,
and processes of the legislative branch of
government, as well as its role in the lawmaking
process at the federal level.
SS.7.C.3.3 – Illustrate the structure and function
(three branches of government established in
Articles I, II, and III with corresponding powers) of
government in the U.S. as established in the
Constitution,
SS.7.C.3.8 – Analyze the structure, functions, and
processes of the legislative, executive, and judicial
branches
SS.7.C.3.9llustrate the lawmaking process at the
local, state, and federal levels
Common Core
1) Students will be able to determine central ideas
of a primary source (The United States
Constitutions)
CCSS.RH6-8.2 - 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.
CCSS.RH.6-8.9-Analyze the relationship between a
RESOURCE OPTIONS:
Civics: Economics and Geography
Chapter 8
My Reflections
Chapter 8
Website:
iCivics –
www.icivics.org
CONTENT VOCABULARY
TERMS/PEOPLE/CONCEPTS:
Commander – in –
Head of State
chief
Party Leader
Chief Diplomat
Impeach
Legislator
Cabinet
Chief Executive
Pardon
Constitution Center
www.constitutioncenter.org
Library Congress
www.loc.gov
7th Grade Civics Curriculum Blueprint
2013-14
primary and secondary source on the same topic
ANCHOR LESSON
SUGGESTED ACTIVITIES
Topic 2 Sub-Topic 2 –Roles of the President: Which Hat? – located on
Blackboard
iCivics.org – “The Executive Branch”
Students will learn about the executive branch, including the unique role
and powers of the president and the function of executive departments
and agencies.
TECHNOLOGY INFUSION

Utilize ThingLink to have students create a presidential portrait
with multiple hats and descriptions/details on each hat.
7th Grade Civics Curriculum Blueprint
2013-14
ANCHOR LESSON
Lesson Title:
Essential Question:
NGSSS Benchmark:
CCSS Standard(s):
TOPIC 2.2
Roles of the President – Which Hat?
What are the Constitutional responsibilities of the president of the United
States?
SS.7.C.3.8 - Analyze the structure, functions, and processes
of the legislative, executive, and judicial branches.
CCSS.ELA-Literacy.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.
CCSS.ELA-Literacy.RH.6-8.9- Analyze the relationship between a
primary and secondary source on the same topic.
NGSSS Learning Goal(s): 
CCSS Learning Goal(s) 
Students will understand the structure, function, and processes of the
executive branch of government, as well as its role in the lawmaking
process at the federal level.
Students will be able to determine central ideas of a primary source (The
United States Constitution)
Scale(s) should be directly linked to the Learning Goal(s) and attached.
Scale(s):
Approximate Time of 2 standard class periods
Lesson:
Materials/Resources:



Hats of the Presidents Handout (1 per student)
Roles of the President Reading Document (1per pair or team)
Roles of the President Scenarios (1 copy per class)
Instructions
Instructions:
7. Students Rally Robin the reading document “Roles of the President”
using the HOT ROD reading strategy
8. As they read, students summarize each role of the president in each
hat.
9. Using the backside of the “Hats of the President” handout, students
generate examples the president would face in that role.
Assessment Tasks Formative Assessment–Use the “Roles of the President Scenarios”
(formative): handout to assign teams of students to the various roles. Teams act-out
their assigned scenario. Teacher monitors for accuracy as the students
prepare their presentations. During the presentations, the audience of
students will determine the role presented and add this example to the
appropriate hat.
Vocabulary:
BAV
Vocabulary in Content






Commander-in-Chief
Chief Diplomat
Chief Legislator
Chief Executive
Economic Leader
Head of State
7th Grade Civics Curriculum Blueprint
2013-14

Reading/Learning 
Strategies: 


Party Leader
Primary and Secondary Source HOT ROD
Rally Robin
Graphic Organizer
Act-it-Outs
Reading: During


Rally Robin HOT ROD
Graphic Organizer
After

Text Based Questions:
Act-it-Out
“Hats of the President” Graphic Organizer
Writing: 
Students individually select 2 of the presidential roles which they think are
the most important (1 from Article II of the Constitution and 1 from the
additional roles.) Write a paragraph explaining why these two roles are the
most important using evidence from the reading document to support
response.
Differentiation/Extension/Assessment
Differentiation:  ESE
Students may use “My Reflections” workbook pg. 120-122 to reinforce
the reading with a simplified text

ELL
Students may use “My Reflections” workbook pg. 120-122 to reinforce
the reading with a simplified text

Gifted/Advanced
Formative Assessment– students form teams assigned to the various roles
and act-out a student created situation the president may face in that role.
Teacher monitors for accuracy as the students prepare their presentations.
During the presentations, the audience of students will determine the role
presented and add this example to the appropriate hat
Reflection/ Notes
Reflection:
Notes to guide re-teaching,
reviewing, enriching
1
2
7th Grade Civics Curriculum Blueprint
2013-14
3
TOPIC 2: THE FEDERAL GOVERNMENT
SUB-TOPIC 3 – THE JUDICIAL BRANCH
1ST NINE WEEKS – AUGUST/SEPTEMBER/OCTOBER
Suggested Timing:
10 days
LEARNING GOALS:
Sub-Topic 3 – The Judicial Branch
1) Students will understand the structure, function,
and processes of the judicial branch of
government, as well as its role in the lawmaking
process at the federal level SS.7.C.3.3 – Illustrate
the structure and function (three branches of
government established in Articles I, II, and III with
corresponding powers) of government in the U.S.
as established in the Constitution,
SS.7.C.3.8 – Analyze the structure, functions, and
processes of the legislative, executive, and judicial
branches
SS.7.C.3.9llustrate the lawmaking process at the
local, state, and federal levels
SS.7.C.1.7 – Describe how the Constitution limits
the powers of government through separation of
powers and checks and balances
2) Students will understand the levels, functions,
and powers of courts at the federal level while
analyzing the significance and outcomes of
ESSENTIAL QUESTIONS:

What is the role and function of the Judicial Branch as it pertains to the Federal
Government?
ACADEMIC VOCABULARY
TERMS/PEOPLE/CONCEPTS:
Judicial
Constitutional
Nullify
Decision
Court
Affirm
RESOURCE OPTIONS:
Civics: Economics and Geography
Chapter 8
My Reflections
Chapter 8
Website:
iCivics –
www.icivics.org
CONTENT VOCABULARY
TERMS/PEOPLE/CONCEPTS:
Supreme Court
Verdict
Federal Court
Appeal
State Court
Marbury v Madison
Civil
United States v
Criminal
Nixon
Evidence
Bush v Gore
Jury
Trial
7th Grade Civics Curriculum Blueprint
2013-14
landmark Supreme Court Cases.
SS.7.C.3.11 – Diagram the levels, functions, and
powers of courts at the state and federal levels,
SS.7.C.3.12 – Analyze the significance and
outcomes of landmark Supreme Court cases
including but not limited to Marbury v. Madison,
Plessy v. Ferguson, Brown v. Board of Education,
Gideon v. Wainwright, Miranda v. Arizona, United
States v. Nixon, and Bush v. Gore
Common Core
1) Students will be able to determine the central
idea/key information of a secondary source and
write a clearly worded summary.
CCSS.ELA-Literacy.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
CCSS.ELA-Literacy.WHST.6-8.2 -Write
informative/explanatory texts, including the
narration of historical events, scientific
procedures/experiments, or technical processes
ANCHOR LESSON
SUGGESTED ACTIVITIES
Topic 2 Sub-Topic 3 –Understanding the Judicial Branch: The Judicial
Branch in a FLASH – ( located on Blackboard)
iCivics.org – “The Judicial Branch”
Students will learn about the federal and state courts and what they do.
7th Grade Civics Curriculum Blueprint
2013-14
They will explore the courts’ role in fairly settling disputes and
administering justice, and the unique role of the US Supreme Court in
interpreting the US Constitution.
TECHNOLOGY INFUSION

Use Padlet to post essential questions and have students continuously
respond during the class period.
7th Grade Civics Curriculum Blueprint
2013-14
ANCHOR LESSON
Lesson Title:
Essential Question:
NGSSS Benchmark:
CCSS Standard(s):
NGSSS Learning Goal(s):
TOPIC 2.3
Understanding the Judicial Branch
What is the role and function of the Judicial Branch as it pertains to the Federal
Government?
SS.7.C.3.3: Illustrate the structure and function (three branches of government
established in Articles I, II, and III with corresponding powers) of government in
the United States as established in the Constitution.
SS.7.C.3.8: Analyze the structure, functions, and processes of the legislative,
executive, and judicial branches.
CCSS.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.
CCSS.WHST.6-8.2 - Write informative/explanatory texts, including the narration
of historical events, scientific procedures/experiments, or technical processes.
 Students will be able to analyze the structure, function, and processes
of the judicial branch as established in Article III of the Constitution; the
judicial branch’s role in the lawmaking process a the federal level and
how the Constitution limits the power of the judicial branch.
CCSS Learning Goal(s):

Students will be able to diagram the levels, functions, and powers of
the courts at the federal level while analyzing the significance and
outcomes of landmark Supreme Court cases including Marbury v.
Madison, United States v. Nixon, and Bush v. Gore (Review during
American Law and through other activities in topic)

Students will be able to determine the central idea/key information of a
secondary source and write a clearly worded summary.
Approximate Time of Lesson: 2-3 standard class periods
Materials/Resources:  Handout 1: iCivics: Judicial Branch in a Flash Readings
Instructions:

Handout 2: Judicial Branch in a Flash Review Worksheet

Handout 3: Judicial Branch Bingo Class Set
Instructions
1. Anticipate with a quick poll of the class, asking how many students have
heard the following words: trial, judge, jury, Court of Appeals, Supreme
Court, remand or judicial review.
2. Explain that today will be an overview of the judicial system, and that
they will learn all these terms and more.
3. Read the “Judicial Branch in a Flash!” reading page together with the
7th Grade Civics Curriculum Blueprint
2013-14
class using Reciprocal Teaching strategies.
4. Check for understanding by using the true/false activity – See Attached
handout. Students may answer by calling “true” or “false” as a chorus,
by showing you thumbs-up or thumbs-down, or by doing a four corners
variation.
5. Distribute the “Judicial Branch in a Flash!” review worksheet. Circulate
to answer questions as necessary. Students should use the reading
page as a reference sheet.
6. Play the Judicial Branch Bingo game with the class. See the Judicial
Branch Bingo directions for how to play the game – See attached.
7. Closing: Exit Slip: Summarize the role and functions of the Judicial
Branch as it pertains to the Federal Government.
8. Enrichment: Use of following iCivics games with a written review of the
processes explored during the assignment: Court Quest or We the Jury.
Assessment Tasks (formative): Judicial Branch in a Flash Review Worksheet
Vocabulary:
BAV
Vocabulary in Content
Judicial Branch
Supreme Court
Judicial Review
Federal Court System
Constitutional
State Court System
Unconstitutional
Civil
Nullify
Criminal
Evidence
Jury Trial
Bench Trial
Verdict
Affirm
Reverse
Remand
Appellate Court
Decision
Reading/Learning Strategies:  Reciprocal teaching
Reading: Before
 Anticipate with a quick poll of the class, asking how many students have
heard the following words: trial, judge, jury, Court of Appeals, Supreme
Court, remand or judicial review.

During
Predict information within reading materials with students.
7th Grade Civics Curriculum Blueprint
2013-14

Question materials throughout the text

Clarify any questions that may come up throughout the reading
After


Text Based Questions:
Writing:
Differentiation:
Check for understanding: True/False Activity –see attached.
Summarize the Judicial Branch via Exit Slip
1. See Judicial Branch in a Flash review worksheet

Exit Slip: Summarize the role and functions of the Judicial Branch as it
pertains to the Federal Government.
Differentiation/Extension/Assessment
 ESE


o
Cooperative Learning: AllWriteRoundRobin or Think-Pair-Share
o
Highlight key words, extended time, small group instruction,
increased opportunity for movement
o
Assistance in heritage language, visual aids, translation if
necessary
ELL
Gifted/Advanced
o
Enrichment: Use of following iCivics games with a written
review of the processes explored during the assignment:

Court Quest

We The Jury
Reflection/ Notes
Reflection:
Notes to guide re-teaching,
reviewing, enriching
7th Grade Civics Curriculum Blueprint
2013-14
TOPIC 3: THE DEVELOPMENT OF
AMERICAN DEMOCRACY
SUB-TOPIC 1 – PATH TO DEMOCRACY
ESSENTIAL QUESTIONS:
 Why do people create, structure and change governments?
 How do societies balance individual and communi ty rights?
2ND NINE WEEKS – OCTOBER/NOVEMBER
Suggested Timing: 11 days
LEARNING GOALS:
ACADEMIC VOCABULARY
TERMS/PEOPLE/CONCEPTS:
document
compact
authority
process
ensure
retain
tyranny
taxes
Sub-Topic #1 – Path to Democracy
1) Students will be able to analyze how the theories
of John Locke, the ideas within Thomas Paine’s
“Common Sense” and English policies led to
the writing of the Declaration of Independence.
SS.7.C.1.1 – 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
SS.7.C.1.2 – Trace the impact that the Magna
Carta, English Bill of Rights, Mayflower Compact,
and Thomas Paine’s Common Sense had on
colonists’ views of government
SS.7.C.1.3 – Describe how English policies and
responses to colonial concerns led to the writing
of the Declaration of Independence
SS.7.C.1.4 – Analyze the ideas (natural rights, role
of the government) and complaints set forth in the
Declaration of Independence
2) Students will be able to analyze how the ideas in
the Magna Carta, English Bill of Rights, and
Mayflower Compact were used to write the
Articles of Confederation and identify how the
weaknesses of the Articles of Confederation led
RESOURCE OPTIONS:
Civics: Economics and Geography
Chapter 4
My Reflections
Chapters 4
Websites:
iCivics
www.icivics.org
CONTENT VOCABULARY
TERMS/PEOPLE/CONCEPTS:
limited monarchy
self-government
assent
oppression
self-evident
debt
Shay’s Rebellion
School House Rock Video – Tea Party
http://www.youtube.com/watch?v=t9pDZMRCpQ
Video to break down the Declaration of
Independence in kid speak
http://kidsspeakforamerica.com/understad
ing-the-declaration-of-independence/
Declaration of Independence in simple
words:
http://www.historyforkids.org/learn/north
america/after1500/government/declaratio
n.htm
Analysis of Declaration of Independence
7th Grade Civics Curriculum Blueprint
2013-14
How it addresses colonists concerns
http://www.icivics.org/teachers/lessonplans/hey-king-get-our-backs
to the writing of the Constitution.
SS.7.C.1.2 - Trace the impact that the Magna
Carta, English Bill of Rights, Mayflower Compact,
and Thomas Paine’s Common Sense had on
colonists’ views of government
SS.7.C.1.4 - Analyze the ideas (natural rights, role
of the government) and complaints set forth in the
Declaration of Independence
SS.7.C.1.5 – Identify how the weaknesses of the
Articles of Confederation led to the writing of the
Constitution
Shays Rebellion
http://www.youtube.com/watch?v=fbP0J
WQeXag
Common Core
1) Students will be able to determine central ideas
of a primary source.
CCSS.RH6-8.2 -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
CCSS.ELA-Literacy.RH.6-8.9- Analyze the
relationship between a primary and secondary
source on the same topic
ANCHOR LESSON
SUGGESTED ACTIVITIES
Topic 3 Sub Topic 1: Colonial Influences Anchor lesson – Located below
and on Blackboard
Roots of Democracy – (on blackboard)
Students will read “Principles of Democracy Worksheet,” then students
will complete a worksheet correlating to the reading. As reinforcement
activity students will play a matching card game.
7th Grade Civics Curriculum Blueprint
2013-14
iCivics.org – “Wanted: A Just Right Government”
In the following activity, students will learn how the U.S. Constitution
came to exist by looking at the tensions and differences of opinion that
existed among early American states and citizens. Students learn about
the Articles of Confederation, why the first “constitution” didn’t work,
and how compromise led to the Constitution.
TECHNOLOGY INFUSION
 Students create morfos of various historical figures and describe
their influence on Colonial America.
7th Grade Civics Curriculum Blueprint
2013-14
ANCHOR LESSON
Lesson Title:
Essential Question:
NGSSS Benchmark:
CCSS Standard(s):
TOPIC 3.1
Colonial Influences
Where did America get its ideas about government?
SS.7.C.1.2- Trace the impact that the Magna Carta, English Bill of
Rights, Mayflower Compact, and Thomas Paine’s Common Sense had on
colonists’ view of government
CCSS.ELA-Literacy.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.
Students will understand the impact that the Magna Carta, English Bill of
Rights, Mayflower Compact, and Common Sense had on the creation of the
Articles of Confederation and Constitution.
NGSSS Learning Goal(s):
Students will determine the central ideas of a primary and a secondary
reading source.
Scale(s) should be directly linked to the Learning Goal(s) and attached.
CCSS Learning Goal(s)
Scale(s):
Approximate Time of 2 standard class periods
Lesson:

Materials/Resources:


Handout 1: Colonial Influences (includes lessons instructions and the
student hand-outs. Paper Saving Option: Students make their own foldable.
Colonial Influences PowerPoint
Scissors, art materials for a cartoon strip
Instructions
Instructions:
10. See handout 1 Colonial Influences
Assessment Tasks  Activities in handout 1 Colonial Influences
(formative):
Vocabulary:
BAV
Vocabulary in Content
Impact
 Rule of Law
Evaluate
 Self-Government




Reading/Learning 
Strategies: 
Close reading
Scaffolding
Due Process
Limited Government
Rights
Petition
7th Grade Civics Curriculum Blueprint
2013-14
Reading: Before

Activate prior knowledge with the anticipation activity
During

Students read Colonial Influence, stopping between paragraphs to fill in
“cut and fold activity” graphic organizer.
After

Text Based
Questions:
Read power point as review and check understanding as indicated by cut
and fold activity.
The following questions are in the foldable graphic organizer:
1.
2.
3.
Writing: 

What was the purpose of this document?
Who wrote the document?
What was the big idea?
Anticipation activity, fold and cut activity,
Colonial Comics
Differentiation/Extension/Assessment
Differentiation:  ESE – students work in pairs to complete the activities; power point visuals

ELL- graphic organizer as foldable; peer assisted learning; power point
visuals

Gifted/Advanced- Students will rank order (1-8) the rights listed in the
English Bill of Rights in what they feel is most important (#1) to least
important (#8). Students will provide a sentence or two explanations for
each to explain why they feel one is more important than the other.
Following is a link to the English Bill of Rights:
http://avalon.law.yale.edu/17th_century/england.asp
Reflection/ Notes
Reflection:
Notes to guide re-teaching,
reviewing, enriching
7th Grade Civics Curriculum Blueprint
2013-14
TOPIC 3: THE DEVELOPMENT OF
AMERICAN DEMOCRACY
SUB-TOPIC 2 – THE CONSTITUTION
2ND NINE WEEKS – OCTOBER/NOVEMBER
Suggested Timing: 10 days
LEARNING GOALS:
Sub-Topic #2 – The Constitution
1) Students will be able to interpret the intentions of
the Preamble of the Constitution
SS.7.C.1.6 – Interpret the intentions of the Preamble
of the Constitution
2) Students will be able to explain the viewpoints of
the Federalists and the Anti-Federalists
regarding the ratification of the Constitution and
evaluate Bill of Rights and other amendments in
the Constitution.
SS.7.C.1.8 – Explain the viewpoints of the
Federalists and the Anti-Federalists regarding the
ratification of the Constitution and inclusion of a bill
of rights
SS.7.C.2.4 – Evaluate rights contained in the Bill of
Rights and other amendments to the Constitution,
SS.7.C.2.5 – Distinguish how the Constitution
safeguards and limits individual rights
3) Students will be able to analyze the significance
of the landmark Supreme Court cases and how
the outcomes use the Constitution to safeguard
and limit individual rights.
SS.7.C.2.5 Distinguish how the Constitution
ESSENTIAL QUESTIONS:
 How does social change influence government?
ACADEMIC VOCABULARY
TERMS/PEOPLE/CONCEPTS:
Ordain
Precedent
Equal
Segregation
Rights
Civil
RESOURCE OPTIONS:
Civics: Economics and Geography
Chapter 5
My Reflections
Chapter 5
Websites:
CONTENT VOCABULARY
TERMS/PEOPLE/CONCEPTS:
Constitutional
Eminent-domain
Convention
Search and seizure
Anti- Federalist
Suffrage
Federalist
Gideon v Wainwright
ex post- facto,
Miranda v Arizona
Habeas corpus,
Tinker v Des Moines
States’ rights
Hazelwood v
Double jeopardy
Kuhlmeier
Due- process
iCivics
www.icivics.org
Florida Joint Center for Citizenship (a
variety of resources are available) http://floridacitizen.org
School House Rock – Preamble to
Constitution
http://www.youtube.com/watch?v=30Oy
U4O80i4
Bill of Rights in simple words:
http://www.historyforkids.org/learn/north
america/after1500/government/billofright
s.htm
7th Grade Civics Curriculum Blueprint
2013-14
safeguards and limits individual rights
SS.7.C.3.12 – Analyze the significance and outcomes
of the landmark Supreme Court cases including but
not limited to, Marbury v. Madison, Plessy v.
Ferguson, Brown v. Board of Education, Gideon v.
Wainwright, Miranda v. Arizona, In re Gault,
Tinker v. Des Moines, Hazelwood v. Kuhlmeier,
United States v. Nixon, and Bush v. Gore
Common Core
1) Students will be able to determine the meaning of
words and phrases used in a text.
CCSS.ELA-Literacy.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
ANCHOR LESSON
SUGGESTED ACTIVITIES
Topic 3 Sub Topic 2: The Bill of Rights Anchor lesson - Locate
materials on Blackboard
iCivics.org – “Anatomy of the Constitution”
This lesson gives an article-by-article overview of the structure and
function of the U.S. Constitution. Students learn about the duties and
powers of the three branches, the amendment process and role of the
Constitution as the supreme law of the land.
TECHNOLOGY INFUSION
 Students “tweet” their concepts of the Preamble by submitting
responses and reactions on Edmodo.
7th Grade Civics Curriculum Blueprint
2013-14
ANCHOR LESSON
Lesson Title:
Essential Question:
NGSSS Benchmark:
CCSS Standard(s):
TOPIC 3.2
Bill of Rights
Why and how did American leaders decide to create a new plan of
government?
SS.7.C.2.4 Evaluate rights contained in the Bill of Rights and other
amendments in the U.S. Constitution.
CCSS.ELA-Literacy.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.
Students will be able to explain the viewpoints of the Federalists and the
Anti-Federalists regarding the ratification of the Constitution and evaluate
The Bill of Rights and other amendments in the Constitution.
NGSSS Learning Goal(s):
Students will be able to determine the meaning of words and phrases used
in the Bill of Rights and other amendments in the U.S. Constitution.
Scale(s) should be directly linked to the Learning Goal(s) and attached.
CCSS Learning Goal(s)
Scale(s):
Approximate Time of 2 standard class periods
Lesson:
Materials/Resources:


Handout 1 Bill of Rights
Handout 2 Bill of Rights Glossary
Instructions
Instructions: PLEASE NOTE THIS LESSON PLAN DIFFERS FROM THE GUIDE ON ICIVICS IN
ORDER TO INCORPORATE STANDARDS REQUIREMENTS.
11. DISTRIBUTE the Single-side Rights Activity p.1 and Double-side Rights
Activities p. 2-3 to each student (see Handout 1 Bill of Rights). Students
should be in pairs.
12. ANTICIPATE the lesson by reading the “Fast Forward…” paragraph on
the first page with students, then have them complete the checklist.
13. Poll students to find out which rights got the most votes on the
“Pamphlet of Protections.”
14. READ the “Rewind…” paragraph with students.
15. EXPLAIN that you will be reading the actual text of the Bill of Rights
together. You will be looking to see whether any of the rights students
chose for the Pamphlet of Protections appear in the Bill of Rights.
MODELING
16. READ the 1st amendment as a class. After reading, provide the students
with the synonyms for the bolded words on the board. Instruct
students to cross out the bolded word and replace them with the
correct synonym. Have a student re-read the 1st amendment with the
bolded words replaced. Ask the students to identify which “pamphlet
protection”, if any, corresponds with the amendment. Once identified,
have a student read the correct “pamphlet protection” aloud. Repeat
the same model for the 2nd and 3rd amendments.
7th Grade Civics Curriculum Blueprint
2013-14
17. DISTRIBUTE handout 2 Bill of Rights Glossary to the students.
18. INSTRUCT the students to take turns reading the remaining
amendments using the same model as the first three amendments.
One student will read the original amendment. The other will read it
after the words have been replaced with the synonyms. They will both
identify which “pamphlet protection”, if any, applies to the
amendment.
19. DISTRIBUTE the Double-side Worksheet pages 1-2 to student (see
Handout 1 Bill of Rights), reviewing the instructions for each activity.
20. Close the class by reviewing student answers to question #6 on
worksheet p.2. This question may need deeper analysis. If students
answered “yes,” ask them to read the text of the amendment they
cited in support of their answer. Then ask them to reevaluate their
answers.
21. Students will create a picture book in which they illustrate each of the
first 10 amendments, paraphrasing in words a third grader would
understand, the corresponding rights contained in that amendment.
 iCivics Worksheet p. 2 (“Can They Do That?” and “A World Without?”)
 Bill of Rights Picture Book (instructions above)
Assessment Tasks
(formative):
Vocabulary:
BAV
Impact
Evaluate









Vocabulary in Content
Cruel and unusual punishment
double jeopardy, due process
eminent domain
equal protection under the law
pleading the fifth, right to bear arms
right to legal counsel
search and seizure
trial by jury
unenumerated rights, suffrage
Reading/Learning  Close reading
Strategies:
Reading: Before

Students will use prior knowledge and opinions to prioritize which human
rights are most important by doing the “Fast Forward” activity.
During

Students will use close reading strategies to reword primary source text to
develop an understanding of the Bill of Rights.
After

Text Based
Questions:
Based on their understanding of the text, students will fill in the scaffolding
worksheet labeled “Fill in the Blank”.
4. Pick a freedom guaranteed in the first amendment that is most important
to you and explain why.
5. In complete sentences, explain three rights given by the 5th amendment.
7th Grade Civics Curriculum Blueprint
2013-14
Writing: 

Students will use critical thinking to describe what society would be like
without certain constitutional amendments by doing the “A World
Without?” Activity.
Bill of Rights Picture Book
Differentiation/Extension/Assessment
Differentiation:  ESE
– Students work in pairs to complete the activities.

ELL
– Students work in pairs to complete the activities.

Gifted/Advanced
– Remove the word bank in the “Fill in the Blank” worksheet and have
students come up with their own words using the Bill of Rights.
- Have students complete the activities individually rather than in pairs.
Reflection/ Notes
Reflection:
Notes to guide re-teaching,
reviewing, enriching
7th Grade Civics Curriculum Blueprint
2013-14
TOPIC 3: THE DEVELOPMENT OF
AMERICAN DEMOCRACY
SUB-TOPIC 3 – AMENDING THE
CONSTITUTION
2ND NINE WEEKS – OCTOBER/NOVEMBER
Suggested Timing: 9 days
LEARNING GOALS:
Sub-Topic #3- Amending the Constitution
1) Students will be able to understand the
constitutional amendment process and evaluate
constitutional rights and their impact on
individuals and society.
SS.7.C.3.5 – Explain the constitutional amendment
process,
SS.7.C.3.6 – Evaluate constitutional rights and
their impact on individuals and society
2) Students will understand the impact of the 13th,
14th, 15th, 19th, 24th, and 26th amendments and
how they influenced the outcomes of several
Supreme Court cases.
SS.7.C.3.7 – Analyze the impact of the 13th, 14th,
15th, 19th, 24th, and 26th amendments on
participation of minority groups in the American
political process
SS.7.C.3.12 Analyze the significance and outcomes
of the landmark Supreme Court cases including but
not limited to, Marbury v. Madison, Plessy v.
Ferguson, Brown v. Board of Education, Gideon v.
Wainwright, Miranda v. Arizona, In re Gault, Tinker
v. Des Moines, Hazelwood v. Kuhlmeier, United
ESSENTIAL QUESTIONS:
 How do societies balance individual and community rights?
ACADEMIC VOCABULARY
TERMS/PEOPLE/CONCEPTS:
Amend
Ratify
Suffrage
RESOURCE OPTIONS:
Civics: Economics and Geography,
Chapter 6
My Reflections
Chapter 6
Websites:
CONTENT VOCABULARY
TERMS/PEOPLE/CONCEPTS:
Caucus
Civil disobedience
Poll Tax
Black Codes
Segregation
Accused
Plessy v Ferguson
Brown v Board
Of Education
iCivics
www.icivics.org
7th Grade Civics Curriculum Blueprint
2013-14
States v. Nixon, and Bush v. Gore
Common Core
1) Students will understand the steps (furthering
civil liberties) in a text’s description of a process
related to history/social studies.
CCSS.RH6-8.3 - Identify key steps in a text’s
description in a process related to history/social
studies.
2) Students will be able to produce clear and
coherent writing in which the development,
organization, and style are appropriate to task,
purpose, and audience.
CCSS.WHST.6-8.4 - Produce clear and coherent
writing in which the development, organization,
and style are appropriate to task, purpose, and
audience
ANCHOR LESSON
Topic 3 Sub Topic 3: Equal Rights/Voting Amendments Anchor lesson –
Locate materials on Blackboard
TECHNOLOGY INFUSION
 Students utilize PicColalge to create the foldable in a digital
format.
 Students develop scripts and create 30-second news clips to be
posted on Youtube or Padlet.
SUGGESTED ACTIVITIES
7th Grade Civics Curriculum Blueprint
2013-14
ANCHOR LESSON
Lesson Title:
Essential Question:
NGSSS Benchmark:
CCSS Standard(s):
NGSSS Learning Goal(s):
TOPIC 3.3
Equal Rights/Voting Amendments
How were the civil rights extended after the Civil War and the twentieth
century?
SS.7.C.3.7 – Analyze the impact of the 13th, 14th, 15th, 19th, 24th, and 26th
amendments on participation of minority groups in the American political
process
CCSS.ELA-Literacy.RH.6-8.3 - Identify key steps in a text’s description
of a process related to history/social studies
CCSS.ELA-Literacy.WHST.6-8.4 - Produce clear and coherent writing in
which the development, organization, and style are appropriate to task,
purpose, and audience.

CCSS Learning Goal(s): 

Students will be able to explain the impact of the 13th, 14th, 15th, 19th,
24th, and 26th on participation of minority groups in the American political
process
Students will understand the steps (furthering civil liberties) in a text’s
description of a process related to history/social studies
Students will be able to produce clear and coherent writing in which the
development, organization, and style are appropriate to task, purpose, and
audience.
Approximate Time of 2-3 standard class periods
Lesson:
Materials/Resources:



Textbook - Chapter 6 Lesson 3 (pgs. 185 – 189)
Large sized paper
Colored pencils
Activity Instructions
Instructions:
1. Have students use the large sized paper to create a six flap foldable,
listing the name of the following amendments – one per tab: 13, 14, 15,
19, 24, 26.
 Step 1- Fold a sheet of paper in half from side to side (hotdog style).
 Step 2- Turn the paper and fold it in to six sections.
 Step 3- Unfold and cut only the top layer along both folds.
2. Group students in two for partner read
-
Students will take turns reading about each amendment, and then both
will stop and complete the flap for that amendment.
Flap information will contain purpose, specific details, and who was
affected
3. Have students continue to read in pairs and complete foldable
4. Upon completion, have students complete the writing portion using
their foldable: Pick two of the amendments – write a scenario based on
what society would be like today if those amendments had not been
passed.
Assessment Tasks
7th Grade Civics Curriculum Blueprint
2013-14
1. How did the 13th, 14th and 15th amendments extend African-Americans’
rights?
2. How did poor people benefit from the elimination of the poll tax?
(formative):
Vocabulary:
BAV
Vocabulary in Content
Suffrage, Poll tax, black codes
Reading/Learning 
Strategies:
Partner Read, Summarizing: Textbook - Chapter 6 Lesson 3 (pgs. 185 –
189)

Reading: Before

Predicting
During

Summarizing of amendment
After

Text based questions
1. How did the 13th, 14th and 15th amendments extend AfricanAmericans’ rights?
2. How did poor people benefit from the elimination of the poll tax?
Text Based Questions:
Writing: 
Pick two of the amendments – write a scenario based on what society
would be like today if those amendments had not been passed.
Differentiation/Extension/Assessment
Differentiation:  ESE – based on need – extended time, pre-folded foldable

ELL – based on need – extended time, dictionary, pre-folded foldable

Gifted/Advanced – In pairs, each partner takes three amendments and
becomes a master of their amendments. They complete the foldable and
teach their partner about their amendments so partner can complete their
foldable.
Reflection/ Notes
Reflection:
Notes to guide re-teaching,
reviewing, enriching
7th Grade Civics Curriculum Blueprint
2013-14
TOPIC 4: THE FLORIDA GOVERNMENT AND
CONSTITUTION
2ND NINE WEEKS - DECEMBER:
Suggested Timing: 9 days
LEARNING GOALS:
Students will understand the relationship and
division of powers between the federal and state
governments (lawmaking process, court systems,
obligations, and services).
SS.7.C.3.4 – Identify the relationship and division of
powers, between the federal government and state
governments
SS.7.C.3.9 – Illustrate the lawmaking process at the local,
state, and federal levels
SS.7.C.3.11 – Diagram the levels, functions, and powers of
courts at the state and federal levels SS.7.C.3.13 –
Compare the constitutions of the U.S. and Florida
SS.7.C.3.14 – Differentiate between local, state, and
federal governments’ obligations and services
ESSENTIAL QUESTIONS:
 How do state and the federal government compare to one another?
ACADEMIC VOCABULARY
TERMS/PEOPLE/CONCEPTS:
RESOURCE OPTIONS:
Suburb
Civics: Economics and Geography
Metropolitan
Chapters 13,14
Ordinance
Charter
My Reflections
Chapters 13,14
Website:
CONTENT VOCABULARY
TERMS/PEOPLE/CONCEPTS:
Governor
County
Mayor
Town
City Council
Public Policy
City Commissioners
iCivics
www.icivics.org
State Website for Florida:
www.myflorida.gov
Common Core
Short clip (4 mins) of a tour of the
historic Florida Capitol Building.
http://www.youtube.com/watch?v=ec
SOVwiu070
Students will be able to use visual information to
organize information.
CCSS.ELA-Literacy.RH.6-8.7 Integrate visual information
(e.g. in charts, graphs, photographs, videos, or maps) with
other information in print and digital texts
Interactive modules that show how the
government is involved in citizen’s
everyday life.
http://congress.indiana.edu/interactivelearning-modules
ANCHOR LESSON
SUGGESTED ACTIVITIES
Topic 4: Federal and State Government Powers Anchor lesson- materials
located on Blackboard
Describe and debate issues & bills currently in the state legislature (visit
www.leg.state.fl.us )
7th Grade Civics Curriculum Blueprint
2013-14
iCivics.org – “The Capable County”
Students will read and create a brochure of their own county.
iCivics.org – “The Great State”
Students will learn the characteristics of state governments.
iCivics.org – “On the level”
Students will compare the three branches at all levels of government.
TECHNOLOGY INFUSION
 PicCollage or Padlet Wall - Venn Diagram of the Florida
Government and its relation to the US Constitution.
7th Grade Civics Curriculum Blueprint
2013-14
ANCHOR LESSON
Lesson Title:
Essential Question:
NGSSS Benchmark:
CCSS Standard(s):
NGSSS Learning Goal(s):
TOPIC 4
Federal and State Government Powers
What powers are divided between federal, state, and local governments?
SS.7.C.3.4 – Identify the relationship and division of powers between the
federal government and state governments.
SS.7.C.3.14 – Differentiate between local, state, and federal
governments’ obligations and services.
CCSS.ELA-Literacy.RH.6-8.7 - Integrate visual information (e.g., in
charts, graphs, photographs, videos, or maps) with other information in
print and digital texts.
CCSS.ELA-Literacy.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.

Students will understand the relationship and division of powers between
the federal and state governments (lawmaking process, court systems,
obligations and services).
Students will be able to use visual information to organize information.
CCSS Learning Goal(s): 
Approximate Time of 1 standard class period
Lesson:
Materials/Resources:


My Reflections Workbook
Handout 1: Federal Powers and State Powers Venn Diagram
Instructions
Instructions:
Assessment Tasks
(formative):
Vocabulary:
1. Introduce the idea that the federal, state governments have powers,
and sometimes they share those powers.
2. Explain that federal powers are referred to as “expressed powers,”
shared powers are “concurrent powers,” and state powers are
“reserved powers.”
3. With shoulder partners, have students read pages 192-211 in the My
Reflections Workbook.
4. While students are reading, have them fill in Handout 1: Federal Powers
and State Powers Venn Diagram.
5. Exit Slip: In a 140 character “Tweet,” explain to your followers one of
the powers found on your Venn diagram.
- Give students Handout 1: Federal Powers and State Powers Venn
Diagram and have students identify who is responsible for each power.
BAV
Federal
State
Local
Reading/Learning 
Strategies:
Vocabulary in Content
Expressed Powers
Concurrent Powers
Reserved Powers
Graphic Organizers – Venn Diagram
7th Grade Civics Curriculum Blueprint
2013-14
Reading: Before

Predict which level of government deals with each power
During

Identify which level of government deals with each power.
After


Text Based Questions:
Writing: 
Recall each power and which level of government is involved with the
power.
Summarize
 What are expressed powers?
 What are concurrent powers?
 What are reserved powers?
Exit slip: In a 140 character “Tweet,” explain to your followers one of the
powers found on your Venn diagram.
Differentiation/Extension/Assessment
Differentiation:  ESE - based on need: extended time, partially completed prediction
worksheet

ELL – based on need: extended time partially completed prediction
worksheet, translated reading

Gifted/Advanced: explain why certain powers cannot be concurrent
powers. Example: students will explain how coining money is a federal
power, and why it is not the state’s responsibility to coin money.
Reflection/ Notes
Reflection:
Notes to guide re-teaching,
reviewing, enriching
7th Grade Civics Curriculum Blueprint
2013-14
TOPIC 5: AMERICAN LAW
3RD NINE WEEKS - JANUARY
Suggested Timing: 12 days
LEARNING GOALS:
ESSENTIAL QUESTIONS:
 What are the different sources and types of law?
ACADEMIC VOCABULARY
TERMS/PEOPLE/CONCEPTS:
RESOURCE OPTIONS:
Civics: Economics and Geography
Chapters 15,16
1) Students will be able to define the rule of law
and recognize its influence on types of law
(civil, criminal, constitutional, military).
SS.7.C.1.9 – Define the rule of law and recognize
its influence on the development of the American
legal, political, and governmental systems
SS.7.C.3.10 – Identify sources and types (civil,
criminal, constitutional, military) of law
2) Students will be able to simulate the trial
process and the role of juries in the
administration of justice.
SS.7.C.2.6 – Simulate the trial process and the
role of juries in the administration of justice
Common Core
1) Students will be able to determine the central ideas
of a text and provide an accurate summary of the
text.
CCSS.RH6-8.3 - Identify key steps in a text’s
description of a process related to history/social
studies.
CCSS.ELA-Literacy.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
CCSS.ELA-Literacy.WHST.6-8.2 -Write
informative/explanatory texts, including the narration
of historical events, scientific procedures/experiments,
or technical processes.
My Reflections
Chapters 15,16
Websites:
iCivics www.icivics.org
CONTENT VOCABULARY
TERMS/PEOPLE/CONCEPTS:
Civil law
Criminal law
Constitutional law
Military law
Juvenile law
Rule of law
Jury
Felonies
Misdemeanors
Lawsuit
7th Grade Civics Curriculum Blueprint
2013-14
ANCHOR LESSON
SUGGESTED ACTIVITIES
Topic 5: Types of Law Anchor lesson – materials and resources located
on Blackboard
iCivics.org – “Sources of Law”
Teaches students about the sources and different types of law.
TECHNOLOGY INFUSION
 Digital Jigsaw activity on Padlet.
 Morfos of various legal minds in the county discussing content
7th Grade Civics Curriculum Blueprint
2013-14
ANCHOR LESSON
Lesson Title:
Essential Question:
NGSSS Benchmark:
CCSS Standard(s):
TOPIC 5
Types of Law (Civil, Criminal, Constitutional, Military)
What are the different sources and types of law?
SS.7.C.3.10 Identify Sources and Types of Law (civil, criminal,
constitutional, military).
CCSS.ELA-Literacy.RH.6-8.3 – Identify key steps in a text’s description
of a process related to history/social studies
CCSS.ELA-Literacy.RST.6-8.2 - Determine the central ideas or
conclusions of a text; provide an accurate summary of the text distinct
from prior knowledge or opinions.
CCSS.ELA-Literacy.WHST.6-8.2 – Write informative/explanatory texts,
including the narration of historical events, scientific
procedures/experiments, or technical processes
NGSSS Learning Goal(s): 
CCSS Learning Goal(s): 
Students will be able to define the rule of law and its influence on the types
of law (civil, criminal, constitutional, military).
Students will be able to determine the central ideas of a text and provide an
accurate summary of the text.
Scale(s) should be directly linked to the Learning Goal(s) and attached.
Scale(s):
Approximate Time of 1-2 standard class periods
Lesson:
Materials/Resources:


Handout 1: Different Types of Law Reading
Civics’ Textbook
Instructions
Instructions:
1. Students will create a four-door foldable organizer to reflect
understanding of the four types of law.
2. With a partner, students will read the single sheet handout 1: The
Different Types of Law using Reciprocal Teaching strategies.
3. On the foldable, students will summarize the different types of law on
the top tab, and on the bottom tab illustrate a picture relating to that type
of law.
4. Students will read page 418, Miranda v. Arizona, in the textbook and
answer the following questions individually (put on the board)
-
Assessment Tasks 
(formative):
Vocabulary:
Reading/Learning 
On what basis did Miranda appeal his conviction?
Why is it important for individuals in police custody to have a lawyer
present during questioning?
- What are the effects of this ruling for people accused of crimes?
Formative Assessment Activity – Civil Law, Criminal Law, Constitutional Law,
Military Law Four Door Foldable
BAV
Felonies
Misdemeanors
Lawsuit
Vocabulary
Civil Law
Criminal Law
Constitutional Law
Military Law
Partner Read Reading Activity – “The Different Types of Law”
7th Grade Civics Curriculum Blueprint
2013-14
Strategies: 
Graphic Organizer – Four Door Foldable
Reading: Before

Predicting
During

Questioning and Clarifying
After
Text Based Questions:


Writing: 
Summarize
Analyze the reading to create a four-door foldable organizer which reflects
understanding of the types and sources of law (civil, criminal, military,
constitutional)
Answering Miranda questions. (See above)
Differentiation/Extension/Assessment
Differentiation:  ESE - based on need - extended time, partially completed prediction
worksheet, pre-made and titled foldable

ELL – based on need - extended time partially completed prediction
worksheet, translated reading, pre-made and titled foldable

Gifted/Advanced - Generate and illustrate their own example of each type
of law (civil, criminal, constitutional, military)
Reflection/ Notes
Reflection:
Notes to guide re-teaching,
reviewing, enriching
7th Grade Civics Curriculum Blueprint
2013-14
TOPIC 6: THE DEMOCRATIC PROCESS
SUB-TOPIC 1: CITIZENSHIP
3RD NINE WEEKS – JANUARY/FEBRUARY/MARCH
Suggested Timing: 10 days
LEARNING GOALS:
1) Students will understand the term “citizen” and
all it implies: the legal means of becoming a U.S.
citizen, the obligations associated with being a
citizen and understanding the responsibilities at
the local, state and federal levels.
SS.7.C.2.1 – Define the term “citizen”, and identify
legal means of becoming a U.S. citizen
SS.7.C.2.4 – Evaluate the obligations citizens have
to obey laws, pay taxes, defend the nation, and
serve on juries
SS.7.C.2.3 – Experience the responsibilities of
citizens at the local, state, or federal levels
Common Core
1) Students will be able to integrate visual
information (e.g. in charts, graphs, photographs,
videos, or maps) with other information in print
and digital texts.
CCSS.RH6-8.7 - Integrate visual information (e.g.
in charts, graphs, photographs, videos, or maps)
with other information in print and digital texts
ANCHOR LESSON
ESSENTIAL QUESTIONS:
 What is a Citizen?
 What are the rights and responsibilities of citizens?
ACADEMIC VOCABULARY
TERMS/PEOPLE/CONCEPTS:
RESOURCE OPTIONS:
Citizen
Civics: Economics and Geography
Obligation
Chapter 3
Responsibilities
Duties
My Reflections
Chapter 3
Websites:
iCivics http://www.icivics.org/
CONTENT VOCABULARY
TERMS/PEOPLE/CONCEPTS:
Alien
Natural born
Citizen
Naturalization
Immigrant
Resident
Law of blood
Law of soil
Topic 6: Subtopic 1 Citizenship Anchor lesson- materials located on
Blackboard
SUGGESTED ACTIVITIES
7th Grade Civics Curriculum Blueprint
2013-14
TECHNOLOGY INFUSION
 Students create morfos of various persons and describe the
person’s citizenship experiences.
 Students create a morfo of the statue of liberty and discuss
immigration throughout US history.
7th Grade Civics Curriculum Blueprint
2013-14
ANCHOR LESSON
Lesson Title:
Essential Question:
NGSSS Benchmark:
CCSS Standard(s):
TOPIC 6.1
Citizenship
What is a Citizen?
SS.7.C.2.4 Students will evaluate the obligations citizens have to obey
laws, pay taxes, defend the nation, and serve on juries.
CCSS.ELA-Literacy.RH.6-8.7 Integrate visual information (e.g., in
charts, graphs, photographs, videos, or maps) with other information in
print and digital texts.
NGSSS Learning Goal(s): 
CCSS Learning Goal(s): 
Students will understand the obligations and responsibilities of being a
United States citizen.
Students will be able to integrate visual information (e.g., in charts, graphs,
photographs, videos, or maps) with other information in print and digital
texts.
Scale(s) should be directly linked to the Learning Goal(s) and attached.
Scale(s):
Approximate Time of 2-3 standard class periods
Lesson:
Materials/Resources:





Handout 1 Citizen Me
Citizen Me PowerPoint Part 1
Citizen Me PowerPoint Part 2
Scissors
glue
Instructions
-
Instructions:
-
-
Follow the teacher’s guide for I-Civics Handout 1 Citizen Me
PowerPoints
Students will complete the graphic organizer pyramid while going
through Citizen Me PowerPoint Part 1
Follow the teacher’s guide for I-Civics Citizen Me
Citizen Me PowerPoint Part 2 – students will complete the graphic
organizer pyramid while going through the power point
Writing Activity: Students will choose a minimum of 4 responsibilities
and or duties of citizens they feel are most important and create a
poem or rap explaining why they’re important.
Exit slip: Students will explain their rights and responsibilities as a
student.
Assessment Tasks Exit slip: Students will explain their rights and responsibilities as a
(formative): student.
Vocabulary:
BAV
Vocabulary in Content
Government,
citizenship, taxes,
community,
authority
Selective Service, civic responsibility,
democracy, obligation, duty, welfare,
volunteerism, tolerance
7th Grade Civics Curriculum Blueprint
2013-14
Reading/Learning  Various strategies: Individual Read, Clarify words not understood
Strategies:
Reading: Before

Prediction: When looking at Ted’s Big Day of Rights and Responsibilities
During


Individual Read
Clarifying
After

Text Based
Questions:
Writing: 
Graphic organizer associated with Ted’s Big Day
1. What is the difference between a duty and a responsibility?
2. Why is it every citizen’s responsibility to be informed?
Poem/Rap Writing Activity: Students will choose a minimum of 4
responsibilities and or duties of citizens they feel are most important and
create a poem or rap explaining why they’re important.
Differentiation/Extension/Assessment
Differentiation: 
ESE- based on need – extended time, partially completed graphic organizer
pyramid, enlarged graphic organizer pyramid, copy of power point at desk

ELL- based on need – extended time, partially completed graphic organizer
pyramid, copy of power point at desk, dictionary

Gifted/Advanced - students will do a round robin on the following
question: What duties of citizenship do you take on now?
Reflection/ Notes
Reflection:
Notes to guide re-teaching,
reviewing, enriching
7th Grade Civics Curriculum Blueprint
2013-14
TOPIC 6: THE DEMOCRATIC PROCESS
SUB-TOPIC 2: POLITICAL PROCESS AND
SOCIAL MEDIA
3RD NINE WEEKS – JANUARY/FEBRUARY/MARCH
Suggested Timing: 19 days
LEARNING GOALS:
1) Students will be able to demonstrate the voting
process by conducting a mock election.
SS.7.C.2.7 – Conduct a mock election to
demonstrate the voting process and its impact on a
school, community, or local level
2) Students will be able to examine multiple views
on public and current issues by analyzing media
and political communications (bias, symbolism,
propaganda) and the impact it can have on
government.
SS.7.C.2.10 – Examine the impact of media,
individuals, and interest groups on monitoring and
influencing government,
SS.7.C.2.11 – Analyze media and political
communications (bias, symbolism, propaganda),
SS.7.C.2.13 – Examine multiple perspectives on
public and current issues
3) Students will understand the ideas and
difference between America’s current political
parties and how they use the media to their
advantage.
SS.7.C.2.8 – Identify America’s current political parties,
and illustrate their ideas about government
SS.7.C.2.9 – Identify America’s current political
parties, and illustrate their qualifications, experience,
issue-based platforms, debates, and political ads
ESSENTIAL QUESTIONS:
 Why do people create, structure, and change governments?
 How do citizens, both individually and collectively, influence government
policy?
ACADEMIC VOCABULARY
TERMS/PEOPLE/CONCEPTS:
RESOURCE OPTIONS:
Bias
Civics: Economics and Geography
Symbolism
Chapters 10,11,12
Media
My Reflections
Chapters 10,11,12
Websites:
iCivics http://www.icivics.org/
CONTENT VOCABULARY
TERMS/PEOPLE/CONCEPTS:
Communist Party
Lobbyist
Democratic Party
Political Action
Republican Party
Committee
Socialist Party
Special Interest
Lobbyist
Groups
Propaganda
Watchdog
Primary Election
3rd Party
Party Platform
Candidate
Elections
7th Grade Civics Curriculum Blueprint
2013-14
Common Core
1) Students will be able to identify aspects of a text
that reveal an author’s point of view or purpose
and cite specific textual evidence to support
their analysis of a primary source.
CCSS.RH6-8.2 - 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
CCSS.RH6-8.6 - Identify key aspects of a text that
reveal an author’s point of view or purpose
CCSS.RH6-8.1 - Cite specific textual evidence to
support analysis or primary or secondary sources
ANCHOR LESSON
Topic 6: Subtopic 2 Propaganda-What’s the Message? Anchor lesson –
materials located on Blackboard
TECHNOLOGY INFUSION
 Students create personalized propaganda artifacts via ThingLink,
PicCollage, or Weebly and post them in a digital gallery walk.
SUGGESTED ACTIVITIES
7th Grade Civics Curriculum Blueprint
2013-14
ANCHOR LESSON
Lesson Title:
Essential Question:
NGSSS Benchmark:
CCSS Standard(s):
TOPIC 6.2
Propaganda: What’s the Message?
How do citizens, both individually and collectively, influence government
policy?
SS.7.C.2 - Evaluate the roles, rights, and responsibilities of U.S. citizens,
and determine methods of active participation in society, government, and
the political system.
SS.7.C.2.10 - Examine the impact of media, individuals, and interest
groups on monitoring and influencing government.
SS7.C.2.11 - Analyze media and political communications (bias,
symbolism, propaganda).
ELA-Literacy.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.
ELA-Literacy.RH.6-8.6 Identify aspects of a text that reveal an author’s
point of view or purpose (e.g., loaded language, inclusion or avoidance of
particular facts).
ELA-Literacy.RH.6-8.1 Cite specific textual evidence to support analysis
of primary and secondary sources.
NGSSS Learning Goal(s):

CCSS Learning Goal(s): 
Students will be able to examine multiple perspectives on public and
current issues by analyzing media and political communications (bias,
symbolism, propaganda) and examine the impact media, individuals, and
interest groups have on monitoring and influencing government.
Students will be able to identify aspects of a text that reveal an author’s
point of view or purpose and cite specific textual evidence to support their
analysis of a primary source.
Approximate Time of 2-3 standard class periods
Lesson:
Materials/Resources:


Handout 1 Propaganda
Handout 2 Gallery Walk
Activity Instructions
Step by Step Instructions:
1. Anticipate by asking students how they might try to convince someone
to do something. (Examples: parents to extend curfew, teacher to
postpone a due date, choice of movie with friends, etc.) Ask students if
there are any common techniques.
2. Distribute one student packet to each student (see Handout 1
Propaganda)
3. Read through the packet with the class, answering questions or
clarifying terms along the way if needed using Reciprocal Teaching
strategies.
4. Divide students into up to seven small groups to rotate through the
Gallery Walk pages.
5. Instruct students to spend 3-5 minutes at each station and complete
the Gallery Walk pages in their student packet. (Tip: use an egg timer to
keep track of the pace) If you have time for an 8th station, you can ask
the students to stop at the challenge page as well.
7th Grade Civics Curriculum Blueprint
2013-14
6. Review the answers to the stations.
7. Assign students Activity page 2 (see Handout 1 Propaganda) as review
(students may choose from suggested topics or come up with their
own).
8. Students exchange cartoons and analyze the message and propaganda
technique used in a well written paragraph. Within their paragraphs,
students should identify the message, the propaganda technique used,
and the effectiveness of the message. Students should include
evidence from the cartoon to support their analysis.
9. Close by asking students to think of all the places these propaganda
techniques can be found. (TV, radio, internet, conversations,
advertisements, etc.)
Assessment Tasks
(formative):
Vocabulary:
Handout 1 Propaganda - Gallery Walk student worksheet and Activity pg 2
BAV
Propaganda
Bias
Symbol
Vocabulary in Content
Testimonials
Endorsing
Bandwagon
Name-Calling
Glittering Generalities
Card Stacking
Plain Folks
Transfer
Reading/Learning  Close Reading
Strategies:  Reciprocal Teaching
Reading: Before


Anticipate by asking students how they might try to convince someone to
do something. (Examples: parents to extend curfew, teacher to postpone a
due date, choice of movie with friends, etc.) Ask students if there are any
common techniques.
Make predictions using reading pages
During

Read through the reading pages with the class, answering questions or
clarifying terms along the way if needed using Reciprocal Teaching
strategies.
After


Text Based Questions:
Check for understanding
Summarize propaganda techniques
1. Why do the media use propaganda techniques?
2. How can you evaluate the messages in media and political
communications?
7th Grade Civics Curriculum Blueprint
2013-14
Writing: 
Cartoon and student analysis: Students exchange cartoons and analyze the
message and propaganda technique used in a well written paragraph.
Within their paragraphs, students should identify the message, the
propaganda technique used, and the effectiveness of the message.
Students should include evidence from the cartoon to support their
analysis.
Differentiation/Extension/Assessment
Differentiation: 
ESE: highlight key words, extended time, increased opportunity for
movement, small group instruction

ELL: assistance in heritage language, visual aids

Gifted/Advanced: Students will research major political party platforms
and create a campaign poster using one of the propaganda techniques.
Reflection/ Notes
Reflection:
Notes to guide re-teaching,
reviewing, enriching
7th Grade Civics Curriculum Blueprint
2013-14
TOPIC 7: FOREIGN AFFAIRS
4TH NINE WEEKS – MARCH/APRIL
Suggested Timing: 10 days
LEARNING GOALS:
1) Students will be able to compare different
forms and systems of government
SS.7.C.3.1 –Compare different forms of government
(direct democracy, representative democracy,
socialism, communism, monarchy, oligarchy,
autocracy
SS.7.C.3.2- Compare parliamentary, federal,
confederal, and unitary systems of government
2) Students will understand the difference
between the U.S. domestic and foreign
policy.
SS.7.C.4.1- Differentiate concepts related to U.S.
domestic and foreign policy
SS.7.C.4.2- Recognize government and citizen
participation in international organizations
SS.7.C.4.3- Describe examples of how the United
States has dealt with international conflicts
Common Core
1) Students will be able to identify and explain the
goals and purposes of various international
organizations by analyzing primary sources and
citing textual evidence.
CCSS.ELA-Literacy.RH.6-8.1 Cite specific textual
evidence to support analysis of primary and
secondary sources.
CCSS.ELA-Literacy.RH.6-8.2 Determine the
ESSENTIAL QUESTIONS:
 How do nations interact with each other?
 Why do conflicts develop or “Why Can’t we just all be friends”?
ACADEMIC VOCABULARY
TERMS/PEOPLE/CONCEPTS:
RESOURCE OPTIONS:
Foreign Policy
Civics: Economics and Geography
Poverty
Ch. 24, Lesson 1
Alliances
Ch. 25
My Reflections
Ch. 24, Lesson 1
Ch. 25
Websites:
CONTENT VOCABULARY
TERMS/PEOPLE/CONCEPTS:
International
Oligarchy
Organizations
Autocracy
Prime Minister
Parliamentary
Allies
Domestic
Ambassadors
Affairs
Diplomacy
International
Diplomats
Relations
Socialism
Human Rights
Communism
Secretary of State
Unitary
Treaty
Economic
NATO
Development
NAFTA
UN
UNICEF
WTO
World Court
International Red
Cross
iCivics –
www.icivics.org
7th Grade Civics Curriculum Blueprint
2013-14
central ideas or information of a primary or
secondary source; provide an accurate summary of
the source distinct from prior knowledge or
opinions
EU
NGO / INGO
ANCHOR LESSON
SUGGESTED ACTIVITIES
Topic 7: Foreign Affairs Anchor Lesson - materials located on
Blackboard
iCivics.org– “Who Rules”
Students explore several different forms of government
iCivics.org – “Conflict and Cooperation”
Students analyze examples of international conflict and cooperation
iCivics.org – “International Influence”
Students explore international authority
iCivics.org – “Diplomacy”
Students learn the art of diplomacy
TECHNOLOGY INFUSION
 Students develop “Welcome Websites” from the perspective of
the Unite Nations and how various current events and worldly
developments would impact the United States from a foreign
affairs perspective.
7th Grade Civics Curriculum Blueprint
2013-14
ANCHOR LESSON
Lesson Title:
Essential Question:
NGSSS Benchmark:
CCSS Standard(s):
TOPIC 7
Foreign Affairs
Why & how do nations interact with one another? Why does conflict
develop?
SS.7.C.4.2 Recognize government and citizen participation in
international organizations.
CCSS.ELA-Literacy.RH.6-8.1 – Cite specific textual evidence to support
analysis of primary and secondary sources.
CCSS.ELA-Literacy.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.
NGSSS Learning Goal(s): 
Common Core Learning
Goal(s):

Students will understand the difference between U.S. domestic and foreign
policy.
Students will be able to identify and explain the goals and purposes of
various international organizations by analyzing primary sources and citing
textual evidence.
Scale(s) should be directly linked to the Learning Goal(s) and attached.
Scale(s):
Approximate Time of 1-3 standard class periods
Lesson:
Materials/Resources:




Handout 1 International Organizations Teacher Materials
Handout 2 International Organizations Student Materials
Preamble to the UN Charter (see below)
Civics Textbook (p.658)
Instructions
Instructions:
1. Guide students through “International Organizations” to introduce new
knowledge. Inform students that they will research six different
international organizations.
2. Strategically place the 6 international organizations and their bios
throughout the classroom (like stations). Instruct students that their
group is responsible for finding the information necessary to complete
their charts at these stations.
3. Suggested time = 5 minutes at each station. Facilitate
movement/progress. -Summarize collected information as a closing
activity or opening activity the next day, time permitting.
4. Opening Activity: post the question(s) – Which international
organization do you feel has the greatest impact on our planet? Explain.
If you were to be a part of one of these international organizations,
which would you choose and why?
5. Display via LCD projector/ELMO or have class sets of the U.N Charter
Preamble.
6. Organize students into groups of 2-3 and assign one of the 8 bullet
objectives from the preamble to each group. Groups will read, interpret
and discuss amongst themselves. They will rewrite the objective using
their own words. After each group shares their re-written preamble,
the class as a whole can discuss real-world applications/current events
pertaining to the UN Charter Preamble.
7th Grade Civics Curriculum Blueprint
2013-14
Writing Activity:
Students will compare and contrast the Preamble of the United States
Constitution (Textbook p.146) to the Preamble of the U. N. Charter.
Assessment Tasks Rewrite: They will rewrite the objective using their own words.
(formative):
Vocabulary:
BAV
Vocabulary in Content
foreign policy,
International organizations, warfare, disaster,
poverty, economic
human rights
development
Reading/Learning 
Strategies:
Students will be reading/learning individually for introductory instruction as
well as in groups for whole group instruction. Students will be analyzing
primary sources, interpreting meaning, and summarizing.
Reading: Before

International Organizations Intro & discussion
During

Six different bios of the international organizations. Students will analyze
text to determine history, function, and organization of the group.
After
Text Based Questions:

Utilizing text (pgs.656-659) to compare and contrast international
organizations & complete formative assessment.


How are Intergovernmental Organizations formed?
What are the differences between Intergovernmental and
Nongovernmental Organizations?
Why do you think these organizations are important to people around
the world?


Writing:
Students will compare and contrast the Preamble of the United States
Constitution to the Preamble of the U. N. Charter.
Differentiation/Extension/Assessment
Differentiation: 


ESE - Give students their own “Mark it up copy” of the Presentation Activity
and allow students to circle, highlight, underline, box and bracket key
information found in the readings.
ELL - Read aloud International Organizations using photos/pictures from the
worksheet to help understand functions of different organizations.
Gifted/Advanced - Students will research two of the six listed organizations.
They will need to find out who is currently the head of each organization
and the roles and responsibilities of that person. Students should research
pre-requisites to obtain the position, term length, whom they report to,
salaries/pay structure, and main duties. Students can create a
brochure/flyer on the organizations they chose. Students will explain the
roles of these two organizations in various current events.
7th Grade Civics Curriculum Blueprint
2013-14
Reflection/ Notes
Reflection:
7th Grade Civics Curriculum Blueprint
2013-14
TOPIC 8: CIVIC ENGAGEMENT
4TH NINE WEEKS - APRIL:
Suggested Timing: 15 days
LEARNING GOALS:
ESSENTIAL QUESTIONS:
ACADEMIC VOCABULARY
TERMS/PEOPLE/CONCEPTS:
Project Citizen
Students will select a problem (at their
school or in their local community) and
create alternative policies, and action
plan to fix their problem.
3) Students will be able to develop a plan to resolve
a state or local problem.
SS.7.C.2.12- Develop a plan to resolve a state or
local problem by researching public policy
alternatives, identifying appropriate government
agencies to address the issue, and determining a
course of action
4) Students will be able to conduct a service project
to further the public good.
SS.7.C.2.14- Conduct a service project to further
the public good
ANCHOR LESSON
N/A
RESOURCE OPTIONS:
CONTENT VOCABULARY
TERMS/PEOPLE/CONCEPTS:
Public Policy
Service Project
Agencies
SUGGESTED ACTIVITIES
7th Grade Civics Curriculum Blueprint
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4TH NINE WEEKS - MAY
Suggested Timing: 18 days
TOPIC 9: ECONOMICS
LEARNING GOALS:
ACADEMIC VOCABULARY
TERMS/PEOPLE/CONCEPTS:
RESOURCE OPTIONS:
ESSENTIAL QUESTIONS:
 How do economic systems influence societies?
Civics: Economics and Geography
Chapters 17-24
1) Students will understand how the principles of a
market and mixed economy helped to develop the
United States into a democratic nation.
SS.7.E.1.1 – Explain how the principles of a market
and mixed economy helped to develop the United
States into a democratic nation
2) Students will understand the importance of
borrowing and lending in the United States, as
well as the government’s role in controlling
financial institutions.
CONTENT VOCABULARY
TERMS/PEOPLE/CONCEPTS:
Mixed
Economy
Banking
SS.7.E.1.2- Discuss the importance of borrowing and
Traditional Economy Economic
lending in the United States, the government’s role in
controlling financial institutions, and list the advantages Market Economy
Entrepreneur
and disadvantages of using credit
Free MarketGDP (Gross
Economy
Domestic Product)
Supply
Per Capita Income
3) Students will be able explain how taxes support
Demand
Standard of Living
the economy, how banking impacts the money
Opportunity Cost
Goods
supply, and how U.S. laws and regulations
Scarcity
Services
promote economic competition.
Market
Taxes
SS.7.E.2.1 – Explain how the federal, state, and local
Economy
Money
taxes support the economy as a function of the U.S.
Budget
Currency
Government
Needs
Finance
SS.7.E.2.2 – Describe the banking system in the United
Wants
Trade
States and its impact on the money supply
Profit
Personal Finance
SS.7.E.2.3- Identify and describe U.S. laws and
Competition
regulations adopted to promote economic competition.
4) Students will be able to explain how international
trade and assess how the changing value of
currency affects trade of goods and services
My Reflections
Chapters 17-24
Website:
iCivicswww.icivics.org
7th Grade Civics Curriculum Blueprint
2013-14
between nations.
SS.7.E.3.1- Explain how international trade requires a
system for exchanging currency between and among
nations
SS.7.E.3.2 – Assess how the changing value of currency
affects trade of goods and services between nations
ANCHOR LESSON
SUGGESTED ACTIVITIES
N/A
iCivics.org – “Budget Blast”
Students will develop a sense of the cost of goods and services and the
average annual salaries for multiple professions through a simulation.
TECHNOLOGY INFUSION
 Students research various aspects of the economic process and
post their findings via Padlet or Edmodo to share with the class.
7th Grade Civics Curriculum Blueprint
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APPENDIX
7th Grade Civics Curriculum Blueprint
2013-14
Appendix A: Assessment Questions
The following are questions by benchmark to assist students in mastering content and preparing for
the End of Course Exam.
Civics Test Bank
Benchmark
Level
SS.7.C.1.1
Low
Answer: D
The theory of separation of power in a government helped our founding Fathers guard against what fear the colonists
had regarding the government.
a.
b.
c.
d.
Level
Colonist had a fear of a warring government
Colonist had a fear of a weak government
Colonist had a fear of a limited monarchy
Colonist had a fear of a tyrannical king
Moderate
Answer: B
“We hold these truths to be self-evident, that all men are created equal, that they are endowed
by their Creator with certain unalienable Rights that among these are Life, Liberty and the
pursuit of Happiness.”
Which Enlightenment theory most likely influenced the Founding Fathers’ ideas in this passage?
a.
b.
c.
d.
Separation of Powers
Theory of Natural Rights
Social Contacts
Freedom of Speech
7th Grade Civics Curriculum Blueprint
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Level
High
Answer: D
―Political liberty is to be found only in moderate governments; and even in these it is not
always found. It is there only when there is no abuse of power. But constant experience shows
us that every man invested with power is apt to abuse it, and to carry his authority as far as it
will go. Is it not strange, though true, to say that virtue itself has need of limits?
To prevent this abuse, it is necessary from the very nature of things that power should be a
check to power. A government may be so constituted, as no man shall be compelled to do
things to which the law does not oblige him, nor forced to abstain from things which the law
permits.‖
--Montesquieu The Spirit of Laws
The ideas in the passage above influenced the Founding Founders’ creation of what guiding principle in our
government?
a.
b.
c.
d.
The principle of natural rights
The principle of reserved powers
The principle of freedom of speech
The principle of limited government
Benchmark
Level
SS.7.C.1.2
Low
Answer: A
What pamphlet denounced British rule and incited the desire to support the revolution?
a.
b.
c.
d.
Level
Common Sense
English Bill of Rights
Magna Carta
Mayflower Compact
Moderate
Answer: C
How did the English Bill of Rights influence delegates during the Constitutional Convention?
a.
b.
c.
d.
It was established a framework for the new constitution.
Provided individual roles for the branches of government.
Established many rights the delegates wanted to guarantee people.
One of the first documents that limited the power of the monarch.
7th Grade Civics Curriculum Blueprint
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Level
High
Answer: D
“No freeman shall be taken, imprisoned,… or in any other way destroyed…except by the lawful
judgment of his peers or by the law of the land.”
-excerpt from the Magna Carta
How did the idea, expressed in the above document, influence the colonists’ view of government?
a. Colonist believed in having multiple branches of government.
b. Colonist believed the government should protect the right to free speech.
c. Colonist believed citizens should have the right to petition their government.
d. Colonist believed everyone should follow the law and have the right to trial by jury.
Benchmark
Level
1.
2.
3.
4.
5.
SS.7.C.1.3
Low
Answer: C
Events Leading to the American Revolution
1. The Declaration of Independence is issued.
2. British Parliament passes Tea Act.
3. Boston Tea Party staged to protest British policies.
4. First battles of the American Revolution are fought.
What is the correct sequence of events?
a. 2, 1, 4, 3
b. 4, 2, 3, 1
c. 2, 3, 4, 1
d. 1, 2, 4, 3
Level
Moderate
Answer: A
How did the laws passed by Parliament encourage American colonists to consider a revolution against British rule?
a. Parliament raised taxes in the American colonies without granting the colonies any representation in Parliament.
b. Parliament ignored American representatives in Parliament on issues of taxes in the American colonies
c. Parliament revealed the British plan to expand the American colonies farther west on the continent.
d. Parliament represented an effort in Britain to end all slave trade related activities in the colonies.
7th Grade Civics Curriculum Blueprint
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Level
High
Answer: B
Such has been the patient sufferance of these Colonies; and such is now the necessity which
constrains them to alter their former Systems of Government. The history of the present King
of Great Britain is a history of repeated injuries and usurpations, all having in direct object
the establishment of an absolute Tyranny over these States.
The third part of the Declaration of Independence lists a set of grievances set force by the Colonist. The above
document is an example of…
a.
b.
c.
d.
Colonial frustration of taxation without representation.
Colonial frustration of being under the rule of the British.
Colonial fears of establishing a weak government.
Colonial fears of losing all their religious freedom.
Benchmark
Level
SS.7.C.1.4
Low
Answer: B
The Declaration of Independence provides an explanation for a number of rights and freedoms. According to the
Declaration of Independence, when do people have the right to alter or abolish a government?
a. If that government is structured as a limited monarchy.
b. If that government violates or denies individual natural rights.
c. If that government favors any one religion over another religion.
d. If that government becomes involved in entangling alliances.
Level
Moderate
Answer: D
The Declaration of Independence has been used to identify a number of grievances against the British rule. Which of
the following best describes why the document was written?
a. Explains the guarantees of universal suffrage.
b. Explains the basic set of rights for every citizen.
c. Explains the importance of a strong central government.
d. Explains the reasons for the revolution.
7th Grade Civics Curriculum Blueprint
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Level
High
Answer: C
―We hold these truths to be self-evident, that all men are created equal, that they are endowed
by their Creator with certain unalienable Rights that among these are Life, Liberty, and the
pursuit of Happiness. That to secure these rights, Governments are instituted among Men,
deriving their just powers from the consent of the governed…‖
-excerpt from the Declaration of Independence
According to this excerpt, how does the source of natural rights compare to the source of government power?
a. Natural rights come from the government; government power comes from the people.
b. Natural rights come from the government; government power comes from God.
c. Natural rights come from God; government power comes from the people.
d. Natural rights come from God; government power comes from God.
Benchmark
Level
SS.7.C.1.5
Low
Answer: D
After 10 years of states ignoring the National Governments laws and policies, the American leaders decided that the
national government needed to be revised. What was the main criticism of the Articles of Confederation?
a. It failed to limit the powers of the president.
b. It failed to allow for the admission of new states.
c. It failed to prevent the development of military rule.
d. It failed to provide adequate powers for the central government.
7th Grade Civics Curriculum Blueprint
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Level
Moderate
Answer: B
Weaknesses of the Articles of Confederation
Weakness
Only legislative branch
No executive branch
No judicial branch
Effect
The national government was dependent on the
states to enforce laws
No way to coordinate the work of the national
government
No way to interpret laws or settle disputes
between states
6. According to the above chart, how did the weaknesses impact the writing of the Constitution?
a. The Founding Fathers gave Congress the power to legislate.
b. The Founding Fathers created a government with three branches.
c. The Founding Fathers gave the states the power to interpret national laws.
d. The Founding Fathers created the office of president to settle disputes.
Level
High
Answer: B
Read the following quotation from George Washington’s papers and interpret the meaning of Washington’s statement
regarding his view on the future of the United States.
“I do not conceive we can exist long as a nation, without having lodged somewhere a
power which will pervade the whole Union.”
What is the meaning of Washington’s statement?
a.
b.
c.
d.
The United States will not be able to survive as a sovereign nation.
The United States will not survive without a strong central government.
The Unites State will only survive when states are granted more power.
The United States will survive without changing the central government.
7th Grade Civics Curriculum Blueprint
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Benchmark
Level
SS.7.C.1.6
Low
Answer: B
The Founding Fathers included many ideas regarding the structure of the government and the importance of peoples’
freedoms in the Constitution. Which of the following portions of the Preamble to the Constitution reveals the
Founding Fathers’ ideas about the source of government power?
a. “our Posterity”‖
b. ”We the People”‖
c. “this Constitution”‖
d. “Blessings of Liberty”‖
Answer: C
The Constitution has three main parts, which the first part is an introduction known as the Preamble. The Preamble
states the goals and purposes of the government. What is one of the goals of the Preamble?
a. To make the colonies independent from Britain.
b. To improve the U.S. relationship with Britain.
c. To reorganize and improve the U.S. government.
d. To decrease the power of the federal government.
Level
Moderate
Answer: A
―We the people of the United States, in Order to form a more perfect Union, establish Justice,
insure domestic Tranquility, provide for the common Defense, promote the general Welfare,
and secure the Blessings of Liberty to ourselves and our Posterity [future generations], do
ordain and establish this Constitution for the United States of America.‖
-Preamble of the U.S. Constitution
What did the Founding Fathers mean by the phrase ―to ourselves and our Posterity when they included it in the
Preamble?
a. They wanted to create a lasting government that Americans would benefit from.
b. They aimed to create a strong government, independent of the will of the people.
c. They were willing to sacrifice their liberty for the benefit of their children.
d. They wanted to dismantle any social contracts that Americans could break.
7th Grade Civics Curriculum Blueprint
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Level
High
Answer: A
“We The People of the United States, in order to form a more perfect Union, establish justice
and insure domestic tranquility, provide for the common defense, promote the general welfare
and secure the blessings of liberty to ourselves and our posterity (future generations), do ordain
and establish this Constitution of the United States of America.”
Which would represent the best example of a blessing of liberty?
a. Citizens must have the right to free speech.
b. Citizens must serve in the military.
c. Citizens must preserve future generations.
d. Citizens must worship one religion.
Benchmark
Level
SS.7.C.1.7
Low
Answer: B
One way in which the framers of the Constitution tried to create “limited government” was by providing for
a. loyal opposition through a two-party system of federal government.
b. a division of power between the national and state governments.
c. the establishment of naturalization laws
d. the popular election of federal judge
7th Grade Civics Curriculum Blueprint
2013-14
Level
Moderate
Answer: B
Which scenario below illustrates the power of checks and balances?
a.
b.
Daily News
Daily News
Congress votes to
censure radio
station.
c.
The President is set
to veto a bill passed
by congress.
d.
Daily News
Daily News
The Governor has
decided to send the
National Guard to
help stop the
downtown riot.
The State and
Federal governments
are set to levy and
collect taxes.
7th Grade Civics Curriculum Blueprint
2013-14
Level
High
Answer: D
Use the following statement from the Federalist Papers to answer the question
“In framing [creating] a government which is to be administered by men over men, the great
difficultly lies in this, you must first enable the government to control the governed; and in
the next place, oblige [force] it to control itself.”
What does the above passage refer to as a need for the government?
a. a strong executive
b. an independent military
c. a national education system
d. a system of checks and balances
Benchmark
Level
SS.7.C.1.8
Low
Answer: A
During the debates over the ratification of the United States Constitution, Federalist and Anti-Federalist disagreed
most strongly over the:
a. division of powers between the National and State governments
b. distribution of power between the Senate and the House of Representatives
c. provision for admitting new states to the union
d. method of amending the Constitution
7th Grade Civics Curriculum Blueprint
2013-14
Level
Moderate
Answer: C
Use the following to answer the question.
Speaker A: A leader is not ultimately responsible to the people but to God, from whom
the leader derives the right to govern.
Speaker B: Each citizen is entitled to a voice in government. Therefore, government
should be run by those representatives elected directly by the citizens so that the will of
the citizens is expressed.
Speaker C: History has taught us that the concentration of political power leads to the
abuse of that power. Therefore, power should be divided among national, state, and local
governments.
Speaker D: Life is a struggle. Those who seize and maintain political power represent
the strongest and most competent of that society and earn the right to govern.
The principle of Federalism contained in the Constitution of the United States is most consistent with the ideas of
which Speaker?
a. Speaker A
b. Speaker B
c. Speaker C
d. Speaker D
7th Grade Civics Curriculum Blueprint
2013-14
Level
High
Answer: B
Use the following statements from the Federalist and the Antifederalist to answer the following question.
Speaker A: “States must be represented in the national government solely on the basis of
population. It is indeed the only fair situation.”
Speaker B: “The national legislature must be based on equal representation of the states to
protect the interests of the small states.”
Speaker C: “States must accept the supremacy of the national government on all issues;
otherwise, the system will fail.”
Speaker D: “The national Congress should consist of two houses; one in which
representation is based on population, and one in which states are equally represented.”
Which document was being written when this discussion most likely occurred?
a. Declaration of Independence
b. United States Constitution
c. The League of Nations
d. Charter of the United Nations
Benchmark
Level
SS.7.C.1.9
Low
Answer: A
What is one way that the rule of law has influenced the development of the American legal system?
a.
b.
c.
d.
All people, including politicians and other leaders, must obey the law.
Defendants are guilty until proven innocent in a court of law.
Penalties for violating civil laws are more severe than for violating criminal laws.
Elected officials must obey constitutional laws but not statutory laws.
7th Grade Civics Curriculum Blueprint
2013-14
Level
Moderate
Answer: B
After the Revolutionary War, George Washington was asked to lead the Constitutional Convention in Philadelphia.
Although he was selected to be the first President of the United States, he stepped down after two terms in office. He
stated “I am stepping down because I do not want to be King.”
Washington’s quote reinforces the idea of
a. Social Contract
b. Limited Government
c. Separation of Powers
d. Natural Rights Theory
Level
High
Answer: B
“Where the Law ends….Tyranny
begins.”
John Locke,
Two Treatises of Government ,
1900
“That in America…THE LAW IS
KING.”
Thomas Paine, Common Sense,
1776
“Man is born free…”
Jean-Jacques Rousseau, The Social
Contract, 1762
“People agree to be governed because
their rights are protected under the
law.”
Thomas Hobbes,
1679
Which conclusion about the rule of law is best supported by the above quotations?
a.
b.
c.
d.
The rule of law leads to tyranny.
The rule of law and freedom cannot coexist together.
The rule of law is not necessary for a government to exist.
The rule of law leads to a limited government.
7th Grade Civics Curriculum Blueprint
2013-14
Benchmark
Level
SS.7.C.2.1
Low
Answer: C
Naturalization is a legal process in order to obtain
a. a work permit
b. birth certificate
c. citizenship
d. residency
Level
Moderate
Answer: B
In the United States, there are different forms of Foreign-Born Residents. Which example describes a resident alien?
a. David is a foreigner who works in the exporting business. He is anticipating that he will need to stay in the United
States for about 2 months until his company is ready to begin shipping again.
b. Julie is a foreigner who owns her own business. She recently moved and is currently living in the United States. She
has been granted permission to operate her business permanently in the United States.
c. Joan is a United State citizen who currently lives in another country. However, she visits the United States every
two months.
d. Rick was dealing with hardship in his country and was forced to relocate somewhere new. Rick ended up in the
Unites States hoping that he could stay.
7th Grade Civics Curriculum Blueprint
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;
Level
High
Answer: D
Students in Mrs. Brown’s 7th Grade Civics class created this poster as part of their lesson on Citizenship. “Su Voto es
Su Voz” means “Your Vote is Your Voice” in Spanish.
Looking at the poster created by Mrs. Brown’s Class, which of the following best describes what they are learning
about Citizenship?
a.
b.
c.
d.
All legal and illegal aliens have the right to vote.
All persons who vote are of good moral character.
All persons who vote volunteer on political campaigns.
All persons who vote are expressing their views.
Benchmark
Level
SS.7.C.2.2
Low
The duties of a citizen include all of the following except which?
a. paying taxes
b. defending the nation
c. getting a driver‘s license
d. obeying the laws
Answer: C
7th Grade Civics Curriculum Blueprint
2013-14
Level
Moderate
Jeffrey works for a local government. He has never paid much attention to what was happening in his community
because he is busy working, going to college at night and coaching his son’s baseball team. He has always thought of
himself as a good citizen.
According to the scenario above, Jeffrey has NOT fulfilled his obligation as a citizen to
a. Attend School
b. Respect Others
c. Pay Laws
d. Be Informed
Level
High
Answer: C
Mr. Brown opened a dry cleaning business in his local neighborhood. His business has been in the same location for
20 years. The rent on his building has gone up each year, but Mr. Brown’s prices have stayed the same. Mr. Brown
received a letter from the Department of Environmental Protection telling him that a new law has been passed by
Congress that requires him to use a new environmentally friendly chemical in his cleaning process. The chemical will
double the cost of cleaning services to his customers. Mr. Brown has decided to ignore the letter and continue
operating his business as he always has.
According to the scenario above, Mr. Brown has NOT fulfilled his obligation as a citizen to
a. Defend the Nation
b. Pay Taxes
c. Obey Laws
d. Serve in Court
Benchmark
Level
SS.7.C.2.5
Low
At what point are criminal defendants no longer presumed to be innocent?
a. once the trial starts
b. once bail is put up
c. once proven guilty
d. once they get a lawyer
Answer: C
7th Grade Civics Curriculum Blueprint
2013-14
Level
Moderate
Answer: A
When a group of citizens gathered to protest against a law that Congress was considering passing, the group was
demonstrating freedom
a. of assembly.
b. of the press.
c. of petition.
d. of slander.
Level
High
Answer: B
“The right of citizens of the United States to vote in any primary or other election for President
or Vice President, for elcetors for President or Vice President, or for Senator or Representative
in Congress, shall not be denied or abridged by the United States or any State by reason of
failure to pay any poll tax or other tax.”
—U.S. Constitution, Twenty-fourth Amendment, ratified in 1964
What is the purpose of this amendment?
a.
b.
c.
d.
to reduce poll taxes
to protect voting rights
to regulate voter registration for elections
to change rules for the Electoral College
Benchmark
Level
SS.7.C.2.8
Low
Answer: B
The platform of the political party that includes providing housing, income, education and jobs for the poor belongs to
a.
b.
c.
d.
Republican Party
Democratic Party
Socialist Party
Independent Party
7th Grade Civics Curriculum Blueprint
2013-14
Level:
Low
Answer: A
The platform of the political party that includes less government regulation to promote economic prosperity belongs
to
a.
b.
c.
d.
Republican Party
Democratic Party
Socialist Party
Independent Party
Level
Moderate
Answer: A
In the modern political system which issue represents a basic disagreement between Democrats and Republicans?
a.
b.
c.
d.
The responsibilities of government.
The frequency of national elections.
The legality of the U.S. Constitution.
The support for the U.S. military.
7th Grade Civics Curriculum Blueprint
2013-14
Level
High
Answer: D
Analyze the above picture which shows the presidential election of 1856. From this image which of the
following would NOT be true:
a.
b.
c.
d.
Slavery is a major issue in this presidential campaign.
Slavery would lead to the development of the Republican Party.
One of these two candidates is elected President in 1856.
This campaign would lead to the election of Abraham Lincoln in 1860.
7th Grade Civics Curriculum Blueprint
2013-14
Benchmark
Level
SS.7.C.2.10
Low
Answer: D
Which is an example of electronic media?
a. a book written by a TV news commentator
b. a newspaper column about radio newscasts
c. a magazine article analyzing news coverage.
d. a website that focuses on publishing.
Level
Moderate
Answer: C
Which of these would be the best source for evaluating a candidate’s statements on issues?
a. the candidate’s issue-based position papers
b. the website of the candidate’s position
c. newspaper articles analyzing the candidate’s position
d. political ad paid for by the candidate’s opponent
Level
High
Which of the following statements BEST summarizes James’s words?
a. Citizens have the power and responsibility to monitor government actions.
b. Government has the right and the responsibility to identify dangerous people.
c. Improving and maintaining civilization is the responsibility of elected officials.
d. Opening a country’s borders to foreigners is civilization’s best hope.
Answer: A
7th Grade Civics Curriculum Blueprint
2013-14
Benchmark
Level
SS.7.C.2.11
Low
Answer: D
A movie star does a television interview in which he states “I’m voting for Jonathan Smart for President and you
should too” is an example of what type of propaganda:
a.
b.
c.
d.
Level
Just Plain Folks
Glittering Generalities
Stacked Cards
Endorsement
Moderate
Answer: B
In what way do lobbyists insert bias into the lawmaking process?
a.
b.
c.
d.
Level
They provide testimony in committee hearings during the lawmaking process.
They don’t give lawmakers information on all sides of the issue.
They don’t share their opinions with the voting public.
They work with the groups they represent to make sure that laws are enforced.
High
Answer: D
Two candidates have differing views on the environment. Candidate A believes that government should conduct large
amounts of research to develop a plan for tackling environmental issues such as water pollution and global warming.
Candidate B believes in a more balanced approach to the issues by suggesting both research and work in the field to
develop workable solutions. Work in the field is defined as studies in affected locations by specialized personnel to
develop practical solutions to these types of issues. Which of the following would NOT be a way for candidates to gain
votes in the election?
a.
b.
c.
d.
Conduct a debate on the issue.
Run a television commercial about their position.
Have volunteers go door to door discussing their position.
Work in the field themselves to develop their own solutions.
7th Grade Civics Curriculum Blueprint
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Level
High
Answer: B
Luis owns a small store in the downtown business district. He learned that at the next monthly council meeting, the
mayor will propose limiting the amount of time that people can park on the streets in the business district. Luis is
afraid that if the city council approves the proposal, his business will suffer. Which of the following should be Luis’s
final step in attempting to resolve this issue?
a. Prepare a map of the available downtown parking spaces
b. Present an alternative proposal at the next council meeting
c. Call council members with concerns about the proposed policy
d. Survey downtown business to determine their thoughts on the issue
Benchmark
Level
SS.7.C.3.1
Low
Answer: C
Which of the following statements describes a monarchy?
a. It is the most common form of government in the world today.
b. It is a government in which the power is shared by all citizens.
c. It is a government in which one person usually inherits their power.
d. It is a form of government that no longer exists in the world today.
Level
Low
Which of the following statements describes a dictatorship?
a. The power is usually inherited.
b. The government is controlled by one person.
c. The leaders are chosen in free elections.
d. The congress must vote to enact laws.
Answer: B
7th Grade Civics Curriculum Blueprint
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Level
Low
Where did the idea of direct democracy come from?
Answer: B
a. the Magna Carta
b. ancient Greece
c. Roman law
d. John Locke
Level
Moderate
Which characteristic would most likely be seen in an authoritative government?
Answer: B
a. free elections
b. unitary system
c. majority rule
d. limited government
Level
Moderate
Answer: D
In an imaginary kingdom, the people were being mistreated by their king. The people of each town got together and
chose chiefs to bring their complaints to the king. What type of government did the town‘s people demonstrate by
their actions?
a. autocracy
b. direct democracy
c. monarchy
d. representative democracy
7th Grade Civics Curriculum Blueprint
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Level
High
Answer: D
―The House of Representatives shall be composed of members Chosen every second year by the
People for the several states, and The electors in each state shall have the qualifications requisite
for Electors of the most numerous Branch of the State Legislature.‖
Based on the quotation above, which type of government is described?
a. monarchy
b. oligarchy
c. direct democracy
d. republic
Benchmark
Level
SS.7.C.3.2
Low
Which characteristic would most likely be seen in an authoritarian government?
a. free elections
b. unitary system
c. majority rule
d. limited government
Answer: B
7th Grade Civics Curriculum Blueprint
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Level
Moderate
Answer: A
The table below shows a comparison of two different systems of government.
COMPARISON OF FEDERAL AND UNITARY SYSTEMS OF GOVERNMENT
Federal System
Unitary System
Canada and the United States
France and the United Kingdom
?
?
Which information completes the table?
a.
power shared
power delegate
rule by a democracy
rule by a monarchy
role of government expanded
role of government limited
power divided among the branches
power held by one branch
b.
c.
d.
7th Grade Civics Curriculum Blueprint
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Level
High
Answer: D
After a long war for their independence, the country of Hopeful began to develop their own form of government.
Knowing how hard they fought for their independence, this group of independent states has decided that they would
join together voluntarily and create a common body to carry out certain governmental functions. However, they are
very clear that each state will retain its own power.
The above scenario illustrates an example of what type of system of government?
a. Parliamentary system
b. Confederal system
c. Unitary systems
d. Federal system
Benchmark
Level
SS.7.C.3.3
Low
Answer: B
President Smith was found guilty of performing unethical acts. Many governmental members did not want President
Smith to keep his position and wanted him impeached. Which form of government has the authority to impeach
federal officials?
a.
b.
c.
d.
The Executive Branch has the authority to impeach federal officials?
The Legislature Branch has the authority to impeach federal officials?
The state government has the authority to impeach federal officials?
The local government has the authority to impeach federal officials?
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Level
Moderate
Answer: C
Read each newspaper below and select the newspaper heading best describes the duty of the Judicial Branch?
a.
b.
Daily News
Daily News
United States will
declare war with
Nation A.
c.
Foreign policy to
change after
conflicts begin
overseas.
d.
Daily News
Court case will be
reviewed by the
higher court.
Daily News
The United States
will begin to print
more money.
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Level
High
Answer: A
Senator Fish filed a bill in the House of Representatives. The bill stated that “all children should be given the ability to
use cellphones in the classroom.” Once the bill was assigned a number it was assigned to several committees
including: Education, Information Technology Subcommittee and the Foreign Relations Subcommittee.
According to the scenario above, the Education Committee would be an example of a
a. Standing Committee
b. Constitutional Committee
c. Select Committee
d. Conference Committee
Benchmark
Level
SS.7.C.3.4
Low
Answer: A
What level of government has the power to declare war, coin money, and admit new states?
a.
b.
c.
d.
National
State
Shared
Local
Level
Moderate
The U.S. Constitution prohibits the states from
a. borrowing money.
b. organizing local governments.
c. setting up police forces.
d. taxing imports from other states.
Answer: D
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Level
Moderate
Answer: D
5. Which provision of the Constitution resolves conflicts between the laws of a state and laws passed by the U.S.
Congress?
a. Bill of Rights
b. concurrent powers clause
c. “necessary and proper” clause
d. supremacy clause
Level
Low
Answer: A
6. Powers held by both the state and federal governments, such as the powers to tax and set up courts are called
a. concurrent powers.
b. expressed powers.
c. implied powers.
d. preexisting powers.
Level
High
Answer: D
11. Why did each state have to write a new constitution early in the American Revolution?
a. New Hampshire’s example of doing so spurred the others to act.
b. People wanted to remove all mention of the king from the old constitution.
c. The English Bill of Rights was newly discovered.
d. With independence, the old colonial charters would no longer apply.
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Benchmark
Level
SS.7.C.3.5
Low
Answer: B
An amendment proposed by Congress becomes part of the Constitution when it is ratified by
a. simple majority of the state legislatures.
b. supermajority of three-fourths of the state legislatures.
c. president.
d. Court.
Level
Moderate
Answer: C
What is one way that the amendments to the Florida Constitution are different from those of the U.S. Constitution?
a. They are listed at the end of the document.
b. They are made within the text of the document.
c. They can only be proposed by Florida citizens.
d. Explanatory notes are not allowed.
Level
Low
Answer: C
Which of the following must be ratified by ¾ of the States?
a. Federal Laws.
b. State Laws
c. Amendments
d. Charter Schools
Level
Moderate
Answer: D
What mechanism does the Constitution provide to change what it legally means?
a. Supreme Court rulings.
b. A congressional vote of two-thirds or more.
c. The President can issue an executive order and have it approved by two-thirds of the Senate.
d. An amendment process.
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Level
Moderate
Answer: B
Congress may propose an amendment to the Constitution whenever:
a. either House wants the amendment
b. two-thirds of both Houses want it
c. the Senate wants it
d. the President wants it
Level
Moderate
An amendment may also become part of the Constitution by:
a. approval by conventions in three-fourths of the States
b. demand of the President
c. approval by a majority of governors
d. vote of the Supreme Court
Answer: A
7th Grade Civics Curriculum Blueprint
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Appendix B
Civics - EOC Study Guide
Topic 2 (Legislative Branch):
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
What are Articles I, II, and III of the U.S. Constitution about?
Congress is made up of what two houses?
Who is the leader of the House?
Who is the leader of the Senate?
Who is the “pro-tempore?”
How many members are in the House?
How many members are in the Senate?
What are the powers of Congress?
After a bill is passed in the house, it next goes to the…?
What are lobbyists?
Define enumerated powers.
What checks to executive branch power does the legislative branch have?
What checks to judicial branch power does the legislative branch have?
What is the process for how a bill becomes a law?
Topic 2 (Executive Branch):
1.
2.
3.
4.
5.
6.
7.
8.
What are the three qualifications to run for the office of the president?
Who approves the president’s appointments?
What are the seven roles of the president?
According to the U.S. Constitution, how is the president elected?
How is it possible for a presidential candidate to win the popular vote, but not win the election?
What checks to legislative branch power does the executive branch have?
What checks to judicial branch power does the executive branch have?
Why doesn’t the president have the power to declare war?
Topic 2 (Judicial Branch):
1.
2.
3.
4.
How long do Supreme Court Justices serve?
Who appoints Supreme Court Justices? Who approves the appointment?
Under the U.S. court system, which court is the highest in the land?
What can an appeals court do?
5. The Supreme Court’s decision in Plessy v. Ferguson reflected Americans’ approval of?
6.
7.
8.
9.
10.
11.
12.
Define “judicial review’ and which court case established it?
Which case says no one is above the law?
Which case determined that it is a first amendment right for students to war an air band to school to protest a war?
Which court case states that everyone is entitled to an attorney if they cannot afford one?
What checks to legislative branch power does the judicial branch have?
What checks to executive branch power does the judicial branch have?
What effect did the following landmark Supreme Court cases have on our judicial system:
U.S. v. Nixon; Bush v. Gore.
13. What effect did the following landmark Supreme Court cases have on our judicial system:
7th Grade Civics Curriculum Blueprint
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Gideon v. Wainwright; Miranda v. Arizona; Tinker v. Des Moines; Hazelwood v. Kuhlmeier Plessy v.
Ferguson; Brown v. Board of Education; In re Gault.
Topic 3 (Path to Democracy):
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
What did the Magna Carta establish?
Which Enlightenment thinker believed that government should serve the people?
Define the following terms: autocracy, monarchy, direct democracy, representative democracy, oligarchy, tyranny.
Montesquieu’s ideas about power in government are referred to as the…
Why did Montesquieu want the government structure to have three branches?
What is the Social Contract Theory?
How did Locke’s social contract influence the Founding Fathers?
Which Enlightenment thinker did Thomas Jefferson reference when listing the natural rights of “Life, Liberty, and
the pursuit of Happiness” in the Declaration of Independence?
What is the relationship between natural rights and the role of government?
What was the purpose of the Mayflower Compact?
What argument did Thomas Pain put forth in the 1776 publication Common Sense?
What was the effect of the publication of Thomas Paine’s Common Sense?
A government based on a representative democracy is called a ….?
Colonists became increasingly unhappy with the British government because….
What did the Tea Act of 1773 require colonists to do?
What was the importance of the French and Indian War?
How did the colonist react to the Stamp Act?
What does the phrase, “No Taxation without Representation” mean?
What was the Quartering Act?
What document addressed the colonist concerns and listed their grievances?
What was the British response to colonial grievances?
Which colonial complaints were addressed in the Declaration of Independence?
Topic 3 (The Constitution):
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
What are the weaknesses of the Articles of Confederation?’
Why was it difficult to amend (change) laws under the Articles of Confederation?
What occurred during Shay’s Rebellion?
Why did the Articles of Confederation have to be replaced?
What is a federal system of government?
Who were the Federalists?
Who were the Anti-Federalists?
What was added for the Anti-Federalist to ratify the Constitution?
What are the federalist papers?
What does the term “checks and balances” mean?
What is the Preamble?
Which phrase in the Preamble refers to the principle of popular sovereignty?
Explain the Electoral College system.
7th Grade Civics Curriculum Blueprint
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Topic 3 (The Amendments):
1. What does the word amend mean?
2. What are the steps for amending the Constitution?
3. What are the five freedoms of the first amendment?
4. Which amendment grants citizens a right to an attorney?
5. Which amendment protects the rights of the accused?
6. What does double jeopardy mean?
7. What are the Civil Rights Amendments? What did those amendments do?
8. Name the two amendments that specifically extended suffrage to new groups of people
9. Which amendment eliminated the poll tax and how did this affect voting rights?
10. What is Due Process?
11. Which amendment grants citizens the right to a trial by jury?
12. Which amendment reserves powers back to the states?
13. Which amendment lowered the voting age from 21 to 18?
14. How much of Congress has to approve an amendment?
15. In order a search warrant, a judge must have what?
Topic 4 (Florida Government):
1.
2.
3.
4.
5.
6.
In what ways are Florida’s constitution and the U.S. constitution different? Similar?
What are reserved powers? (Give three powers)
What are concurrent powers? (Give three powers)
What are expressed powers? (Give three powers)
What services does the local government provide?
Describe how a bill becomes a state law
Topic 5 (The American Legal System):
1.
2.
3.
4.
5.
6.
Define the following types of law: civil, criminal, military and constitutional
Liebeck vs. McDonalds is an example of what type of law?
The use of a court marshal is an example of what type of law?
Robbing a bank and being brought to court is an example of what type of law?
Define the Rule of Law?
What court case was supported by the rule of law?
Topic 6 (Citizenship):
1.
2.
3.
4.
5.
6.
What are the five responsibilities of being a U.S. citizen?
What are the five obligations of being a U.S. citizen?
What is the process of becoming a citizen?
Describe the legal process it takes to become a naturalized citizen.
What is popular sovereignty?
What are the two qualifications to vote?
7th Grade Civics Curriculum Blueprint
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Topic 6 (Political Parties and Propaganda):
1. What are the two major political parties?
2. Republicans and Democrats most differ on their ideas of…?
3. What are some of the things that should be considered when evaluating a candidate for political office?
4. Explain why political ads are not always trustworthy?
5. What is a party platform?
6. Explain the importance of third parties in America.
7. What are the different types of propaganda?
8. What is the watchdog theory?
9. What are two types of media?
10. How do the media influence government?
11. What are some reasons people join interest groups?
Topic 7 (Foreign Policy):
1. What are the goals of U.S. foreign policy?
2. What are the tools of foreign policy?
3. Compare and Contrast: Government Organizations and Nongovernmental Organizations (NGOs).
A. Goals and purpose of:
a.
World Trade Organization
b.
North Atlantic Treaty Organization (NATO)
c.
Peace Corps
d.
World Health Organization (WHO)
e.
United Nations Children's Fund (UNICEF)
f.
United Nations
g.
International Red Cross
4. Describe how the United States respond to the terrorist attacks of September 11, 2001?
5.
6.
7.
8.
9.
What is the difference between a monarchy and a dictatorship?
Why is a constitutional monarchy not an authoritarian system of government?
What is the difference between a direct democracy and a representative democracy?
What is a unitary system?
What is communism?
Appendix C
SCPS - Civics EOC Review Guide
7th Grade Civics Curriculum Blueprint
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Three Branches
Checks and Balances
Judicial Checks on
Executive
Can declare presidential actions unconstitutional
Branch
Members of the Branch
Legislative Branch
Executive Branch
Judicial Branch
Judicial Checks on
Legislative
Executive Checks on
Legislative
Executive Checks on
Judicial
Legislative Checks on
Executive
Legislative Checks on
Judicial
Congress
(House of Representatives and Senate)
President
Executive Office of President Cabinet
Supreme Court
Role
Makes Laws
Enforce Laws
Interpret Laws
Can declare acts of legislature unconstitutional
Can veto legislation
Can appoint Supreme Court Justices
Impeachment process, can override veto, and reject appointments, can refuse to approve treaties.
Can impeach judges
Can reject appointment of judges
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How Congress is Organized
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The 7 Roles
(Hats) of the
President of the
United States.
Leader of the
Military
Commander-in- Chief
Propose
legislation to
Congress
Handle foreign
policy
Chief Diplomat
Chief Legislator
Implementing
the nation’s
economic
policies
Enforces
laws
Chief Executive
Represents the U.S.
with foreign
leaders and
ceremonial leader
Head of State
Economic Leader
Supreme Court Cases
Head of his or
her political
party
Party Leader
7th Grade Civics Curriculum Blueprint
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Name of Case
Constitutional Principal
Marbury vs. Madison
Separation of powers in the
Judicial Branch
Equality rights of minority
groups
th
(14 Amendment)
Equality rights of minority
groups
(14th Amendment)
Civil liberties and rights of the
Accused
th
(6 Amendment)
Criminal Procedures; Rights of
the accused and civil liberties
(5th Amendment)
Civil Liberties
(1st Amendment)
Separation of Powers (Article
6 of the U.S. Constitution)
Plessy vs. Ferguson
Brown vs. Board of
Education
Gideon vs.
Wainwright
Miranda vs Arizona
Tinker vs Des Moines
School Distric
United States vs
Richard Nixon
Hazelwood School
District vs Kuhlmeier
Bush vs Gore
Name of Document
Rights of students, Freedom of
press
(1st Amendment)
Electoral College
Why the Decision is Important
Established Judicial Review
Demonstrates the power of the Judicial Branch
It is okay to separate the races “SEPARATE BUT
EQUAL”
Separate but equal is unconstitutional
Segregation ends in the public school system
6th Amendment right to an attorney if you cannot
afford one.
5th Amendment: Self-Incrimination
Miranda Rights: Right to remain silent….
1st Amendment: Freedom of speech
Symbols are considered freedom of speech
President’s Executive Privilege cannot be used to
conceal a crime.
Rule of law!
School publications can be censored
The president is selected through the electoral
college and not the popular vote
How it Laid the Foundation for American Democracy
7th Grade Civics Curriculum Blueprint
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Magna Carta
Parliament
English Bill of Rights
House of Burgesses
Mayflower Compact
Event
French and Indian
War
Stamp Act
Quartering Act
Declatory Act
Tea Act
Boston Tea Party
Common Sense
Author of the
Declaration of
Independence
Main Ideas of the
Declaration of
Independence
Limited Power of the monarchy, made its citizens have a trial by jury, eliminated the
power of the king to have unjust taxes.
Legislative branch of Great Britain- the idea of representative government
Limits the power of the monarchy (limited government) – Idea that people have
rights and they are recorded.
Legislature in the New World – In Virginia, 1st colonial attempt at a government
system.
1st written colonial constitution- social contract of the Pilgrims – direct democracy
How this caused the American Revolution
War between France and Great Britain for supremacy of land. Caused colonial heavy
taxation-led to American Revolution.
British law placing a tax on printed colonial matter: Paper products
British 1760s law requiring colonists to supply the basic needs of British soldiers –
3rd amendment protects Americans from this.
British act of Parliament declaring its right to tax and legislate over the colonies
without colonial representation. (“No taxation without representation)
Forced colonist to buy tea only from the British East Indian Company.
Protest by the Sons of Liberty against the British. Colonists dressed as Indians and
threw tea overboard.
Pamphlet written by Thomas Paine that called for independence from Great Britain.
Thomas Jefferson – John Locke’s ideas of: Life, Liberty and Property.
Signed: July 4, 1776
1. Unalienable Rights- Life, liberty, and pursuit of happiness.
2. Grievances against the King of England. Listed the many abused the
colonists suffered under the British king.
3. Rights to revolt because the treatment they had received under British rule
contradicted the purpose of Government.
7th Grade Civics Curriculum Blueprint
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7th Grade Civics Curriculum Blueprint
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The Bill of Rights
1st Amendment: Freedom of religion, assembly, speech, press, petition
2nd. Amendment: Right to bear arms (Owning a gun)
3rd Amendment: Quartering of Soldiers
4th Amendment: Privacy Act (search warrant) protection against illegal search
and seizures
5th Amendment: Self-incrimination, due process of law, eminent domain, and
double jeopardy
6th Amendment: Right to a speedy and public trial, right to an attorney
7th Amendment: Right to a trial by jury
8th Amendment: Protection against cruel and unusual punishment; excessive
bail
9th Amendment: Unmentioned rights to American Citizens
10th Amendment: Reserved Powers (State Powers e.g. marriage and education)
7th Grade Civics Curriculum Blueprint
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Amendments:
Amendment that address the President:
20th: Inauguration date of the President
22nd: Limit president to two terms
25th: Presidential succession Act
Post Civil War Amendments
13th: Abolish slavery
14th: Citizenship and due process of law on state
level
15th: Minority groups gain suffrage
Levels of Government
Amendments that Address Voting Rights:
15th: Minority groups gain suffrage
19th: Women gain suffrage
26th: Voting age changed from 21 to 18 (Vietnam
War)
Amendments that Address Rights of the
Accused
4th: Privacy Amendment (Search Warrant)
5th: Eminent domain, grand jury, selfincrimination, double jeopardy, due process
6th: Right to a speedy and public trail; Right to an
attorney
8th: Protection from cruel and unusual
punishment, excessive bail.
Levels of the Court System
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7th Grade Civics Curriculum Blueprint
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Types of Propaganda
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The Two Political Parties





Conservative
Red
Elephant
Less Government Control
Lower Taxes





Liberal
Blue
Donkey
More Government Control
Higher Taxes
7th Grade Civics Curriculum Blueprint
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Appendix D:
Webb’s Depth of Knowledge
Discussion and test questions should be at
Levels 2 and 3
Level 1—Recall (one-step process)
Questions at this level are the least effective for
developing understanding. This level of question
should be used sparingly. This category requires
students to recall, observe, question, or represent
basic facts. For a Level 1 item, the student would
be expected to demonstrate simple skills or
abilities. A Level 1 item requires only a basic
understanding of text—often verbatim recall from
text or simple understanding of a single word or
phrase. Skills required to respond correctly to Level
1 items include
 identifying the correct meanings of gradeappropriate words;
 locating details in a text;
 locating details on a graph, chart, or
diagram;
 or, recognizing the correct order of events
in a text.
Level 2— Basic Application of Skill/Concept
(two-step process)
Items may require a two-step process: first,
comprehension, and then subsequent processing
of text. Students are expected to make simple
inferences within the text and may encounter
items that include words such as summarize,
infer, classify, gather, organize, compare, and
display. Depending on the objective of a particular
moderate level item, students may also be
required to explain, describe, or interpret. Skills
required to respond correctly to Level 2 items
include
 using context clues to identify the
meanings of unfamiliar words;
 determining how details support the main
idea;
 interpreting the information in graphs,
charts, and diagrams;
 identifying cause-and-effect relationships;
 determining an author’s main purpose or
point of view;
 identifying similarities and differences;
 demonstrating an understanding of plot
Level 3— Strategic Thinking (multiple-step
process)
Level 3 items make heavy demands on student
thinking. Students may be encouraged to explain,
generalize, or make multiple connections. Level 3
items require several steps involving abstract
reasoning and planning. Students must be able to
support their thinking. Items may involve identifying
theme and implicit main idea and making complex
inferences within or across text. Students may also
be asked to take information from at least one
portion of the text and apply this information to a
new task. They may be asked to perform complex
analyses of the connections among texts. Skills
required to respond correctly to Level 3 items
include
 showing how graphs, charts, and diagrams
contribute to a text;
 determining an author’s purpose and/or
point of view and describing
how it affects the text;
 evaluating strong vs. weak arguments in a
text;
 analyzing similarities and differences;
 describing and analyzing the
characteristics of various types of
literature;
 describing and illustrating how common
themes are found across texts;
 or, analyzing cause-and-effect
relationships.
7th Grade Civics Curriculum Blueprint
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



development;
recognizing elements of plot;
recognizing patterns of organization;
summarizing the major points of a text; or,
comparing word meanings.
Appendix B continued
Webb’s Depth of Knowledge
This Level is used for extended writing
assignments (essays)
Level 4— Extended Thinking (Essay Writing)
This category makes heavy demands on students
thinking. Students may be encouraged to explain,
generalize, or make multiple connections. Items of
high complexity often involve abstract reasoning and
planning. These items require students to consider the
elements of focus, organization, support, and
conventions to demonstrate understanding of the
writing situation—including the intended audience,
occasion, or purpose—as a prerequisite to recognizing
and producing effective writing. Inherent in such items
is the expectation that students demonstrate
knowledge of writing that is insightful and involved with
the subject. Items at this level often ask students to
apply skills to accomplish a new task. These items
require students to support their thinking as they
engage in developing compositions. Such writing tasks
call for a mature command of language and complex
sentence structures, showing synthesis and analysis.
The tasks also necessitate the integration and
evaluation of appropriate compositional elements.
Items may involve analyzing the presentation and
maintenance of a central theme, topic, or unifying point
and making a complex inference within or across
compositions. The question at this level may be an
extended activity, with additional time provided for
completing it; however, the extended time period is not
a distinguishing factor if the work is only repetitive and
does not require the application of significant
conceptual understanding and higher-order thinking.
Some of the skills required for high complexity items
7th Grade Civics Curriculum Blueprint
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include, but are not limited to, the following:
 evaluating the effectiveness of a written
response according to audience and purpose;
 developing a composition using the writing
process; and
 analyzing and applying complex conventions.
7th Grade Civics Curriculum Blueprint
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Appendix E: Common Core State Standards for History
English Language Arts Standards » History/Social Studies » Grade 6-8
Standards in this strand:

CCSS.ELA-Literacy.RH.6-8.1

CCSS.ELA-Literacy.RH.6-8.2

CCSS.ELA-Literacy.RH.6-8.3

CCSS.ELA-Literacy.RH.6-8.4

CCSS.ELA-Literacy.RH.6-8.5

CCSS.ELA-Literacy.RH.6-8.6

CCSS.ELA-Literacy.RH.6-8.7

CCSS.ELA-Literacy.RH.6-8.8

CCSS.ELA-Literacy.RH.6-8.9

CCSS.ELA-Literacy.RH.6-8.10
Key Ideas and Details

CCSS.ELA-Literacy.RH.6-8.1 Cite specific textual evidence to support analysis of primary and secondary sources.

CCSS.ELA-Literacy.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.

CCSS.ELA-Literacy.RH.6-8.3 Identify key steps in a text’s description of a process related to history/social studies
(e.g., how a bill becomes law, how interest rates are raised or lowered).
Craft and Structure

CCSS.ELA-Literacy.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.

CCSS.ELA-Literacy.RH.6-8.5 Describe how a text presents information (e.g., sequentially, comparatively, causally).

CCSS.ELA-Literacy.RH.6-8.6 Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded
language, inclusion or avoidance of particular facts).
Integration of Knowledge and Ideas

CCSS.ELA-Literacy.RH.6-8.7 Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with
other information in print and digital texts.
7th Grade Civics Curriculum Blueprint
2013-14

CCSS.ELA-Literacy.RH.6-8.8 Distinguish among fact, opinion, and reasoned judgment in a text.

CCSS.ELA-Literacy.RH.6-8.9 Analyze the relationship between a primary and secondary source on the same topic.
Range of Reading and Level of Text Complexity

CCSS.ELA-Literacy.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.
7th Grade Civics Curriculum Blueprint
2013-14
English Language Arts Standards » Writing » Grade 6-8
Standards in this strand:

CCSS.ELA-Literacy.WHST.6-8.1

CCSS.ELA-Literacy.WHST.6-8.2

CCSS.ELA-Literacy.WHST.6-8.4

CCSS.ELA-Literacy.WHST.6-8.5

CCSS.ELA-Literacy.WHST.6-8.6

CCSS.ELA-Literacy.WHST.6-8.7

CCSS.ELA-Literacy.WHST.6-8.8

CCSS.ELA-Literacy.WHST.6-8.9

CCSS.ELA-Literacy.WHST.6-8.10
Text Types and Purposes

CCSS.ELA-Literacy.WHST.6-8.1 Write arguments focused on discipline-specific content.
o
CCSS.ELA-Literacy.WHST.6-8.1a Introduce claim(s) about a topic or issue, acknowledge and distinguish the
claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.
o
CCSS.ELA-Literacy.WHST.6-8.1b Support claim(s) with logical reasoning and relevant, accurate data and
evidence that demonstrate an understanding of the topic or text, using credible sources.
o
CCSS.ELA-Literacy.WHST.6-8.1c Use words, phrases, and clauses to create cohesion and clarify the
relationships among claim(s), counterclaims, reasons, and evidence.
o
CCSS.ELA-Literacy.WHST.6-8.1d Establish and maintain a formal style.
o
CCSS.ELA-Literacy.WHST.6-8.1e Provide a concluding statement or section that follows from and supports
the argument presented.

CCSS.ELA-Literacy.WHST.6-8.2 Write informative/explanatory texts, including the narration of historical events,
scientific procedures/ experiments, or technical processes.
o
CCSS.ELA-Literacy.WHST.6-8.2a Introduce a topic clearly, previewing what is to follow; organize ideas,
concepts, and information into broader categories as appropriate to achieving purpose; include formatting (e.g., headings),
graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
o
CCSS.ELA-Literacy.WHST.6-8.2b Develop the topic with relevant, well-chosen facts, definitions, concrete
details, quotations, or other information and examples.
o
CCSS.ELA-Literacy.WHST.6-8.2c Use appropriate and varied transitions to create cohesion and clarify the
relationships among ideas and concepts.
7th Grade Civics Curriculum Blueprint
2013-14
o
CCSS.ELA-Literacy.WHST.6-8.2d Use precise language and domain-specific vocabulary to inform about or
explain the topic.
o
CCSS.ELA-Literacy.WHST.6-8.2e Establish and maintain a formal style and objective tone.
o
CCSS.ELA-Literacy.WHST.6-8.2f Provide a concluding statement or section that follows from and supports
the information or explanation presented.

(See note; not applicable as a separate requirement)
Production and Distribution of Writing

CCSS.ELA-Literacy.WHST.6-8.4 Produce clear and coherent writing in which the development, organization, and
style are appropriate to task, purpose, and audience.

CCSS.ELA-Literacy.WHST.6-8.5 With some guidance and support from peers and adults, develop and strengthen
writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and
audience have been addressed.

CCSS.ELA-Literacy.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.
Research to Build and Present Knowledge

CCSS.ELA-Literacy.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.

CCSS.ELA-Literacy.WHST.6-8.8 Gather relevant information from multiple print and digital sources, using search
terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of
others while avoiding plagiarism and following a standard format for citation.

CCSS.ELA-Literacy.WHST.6-8.9 Draw evidence from informational texts to support analysis reflection, and research.
Range of Writing

CCSS.ELA-Literacy.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.
Note
Students’ narrative skills continue to grow in these grades. The Standards require that students be able to incorporate
narrative elements effectively into arguments and informative/explanatory texts. In history/social studies, students must be
able to incorporate narrative accounts into their analyses of individuals or events of historical import. In science and technical
subjects, students must be able to write precise enough descriptions of the step-by-step procedures they use in their
investigations or technical work that others can replicate them and (possibly) reach the same results.
7th Grade Civics Curriculum Blueprint
2013-14
Appendix F: Required Instruction
Celebrate Freedom Week
Florida State Statute, 1003.421 Recitation of the Declaration of Independence.-(1) To educate students about the sacrifices made for freedom in the founding of this country and the values
on which this country was founded, the last full week of classes in September shall be recognized in public
schools as Celebrate Freedom Week. Celebrate Freedom Week must include at least 3 hours of appropriate
instruction in each social studies class, as determined by each school district, which instruction shall include an
in-depth study of the intent, meaning, and importance of the Declaration of Independence.
(2) To emphasize the importance of this week, at the beginning of each school day or in homeroom, during the
last full week of September, public school principals and teachers shall conduct an oral recitation by students
of the following words of the Declaration of Independence: "We hold these truths to be self-evident, that all
men are created equal, that they are endowed by their Creator with certain unalienable rights, that among
these are life, liberty and the pursuit of happiness. That to secure these rights, governments are instituted
among men, deriving their just powers from the consent of the governed."
(3) Student recitation of this statement shall serve to reaffirm the American ideals of individual liberty.
(4) Upon written request by a student's parent, the student must be excused from the recitation of the
Declaration of Independence.
Constitution Day
Federal Legislation
September 17 is Constitution Day
Federal law states ``[e]ach educational institution that receives Federal funds for a fiscal year shall hold an
educational program on the United States Constitution on September 17 of such year for the students served
by the educational institution.''
(If September 17 falls on a Saturday, then Constitution Day is celebrated on the Friday before. If September
falls on a Sunday, then Constitution Day is celebrated on the Monday after.)