MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies Fourth Nine Weeks
GRADE LEVEL OR COURSE TITLE Course Code: SEVENTH GRADE- CIVICS
Course Code: 210601001
COURSE DESCRIPTION:
Civics 6-8 Course: The seventh grade social studies curriculum consists of the following content area strands: Civics, Geography, and Economics. 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 Students are empowered to perform at higher levels as they engage in the following: analyzing historical documents and supplementary readings, working in the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 free-response and document-based
writing, contrasting opposing viewpoints, solving problems, etc. Students will develop and demonstrate their skills through participation in a capstone and/or extended researchbased paper/project (e.g., history fair, participatory citizenship project, mock congressional hearing, projects for competitive evaluation, investment portfolio contests, or other
teacher-directed projects).
Please note the following important general information regarding the Pacing Guides:
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The Pacing Guides outline the required curriculum for social studies, grades K-12, in Miami-Dade County Public Schools.
Social Studies Pacing Guides have been developed for all elementary grade levels (K-5) and for each of the required social studies courses at the middle and senior high school
levels.
The Social Studies Pacing Guides are to be utilized by all teachers, grades K-12, when planning for social studies instruction.
The Pacing Guides outline the required sequence in which the grade level or course objectives are to be taught.
The Pacing Guides outline the pacing in which instruction should occur. Specifically, the Pacing Guides are divided into 9 week segments and provide an estimate of the
number of traditional or block days needed to complete instruction on a given topic. Teachers should make every effort to stay on pace and to complete the topics in a given
nine weeks. Slight variations in pacing may occur due to professional decisions made by the teacher or because of changes in school schedules.
NOTE: Content benchmarks that are highlighted in red are benchmarks that are tested on the End of Course Exam for Civics - 7th grade. There are 35 tested content
benchmarks. There are five additional content assessed (project based/skill) benchmarks that each fall under a particular content tested benchmark.
NOTE: Associated with each red highlighted benchmark is a link to a lesson plan (highlighted in yellow) complete with all readings, handouts, a detailed lesson plan, and a prepost quiz to be used during instruction in order to emphasize the importance of tested benchmarks.
NOTE: Associated with each tested Civics End of Course Exam benchmark, is a link to the pages from the Civics End of Course Assessment Test Item Specifications which
provides a clarification and breakdown of the benchmark; highlighted in blue.
NOTE: The five additional content benchmarks (project based/skill) that are also assessed on the End of Course Exam for Civics are highlighted in green throughout the pacing
guide. Although separate lesson plans do not exist for the five content also assessed benchmarks (project based/skill), attached to each is a link (in yellow) to the lesson plan
that correlates to the content tested benchmark that it falls under.
Each Social Studies Pacing Guide is divided into the following headings/categories to assist teachers in developing lesson plans:
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Grade Level or Course Title - The grade level and course title are listed in the heading of each page.
Course Code - The Florida Department of Education Course Code is listed for the course.
Topic - The general topic for instruction is listed; e.g., Westward Expansion.
Pacing - An estimated number of traditional or block instructional days needed to complete instruction on the topic is provided.
Strands and Standards – Strands and Standards from the Next Generation Sunshine State Standards (NGSSS) are provided for each topic.
Nine Week Grading Period - Grading periods (1-4) are identified.
Essential Content – This critically important column provides a detailed list of content/topics and sub topics to be addressed during instruction.
NGSSS-SS Benchmarks – This critically important column lists the required instructional Benchmarks that are related to the particular topic. The Benchmarks are divided into
Content Benchmarks and Skill Benchmarks. These benchmarks should be identified in the teacher’s lesson plans.
Instructional Tools - This column provides suggested resources and activities to assist the teacher in developing engaging lessons and pedagogically sound instructional
practices. The Instructional Tools column is divided into the following subparts: Core Text Book, Key Vocabulary, Technology (Internet resources related to a particular topic),
Department of Social Sciences
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies Fourth Nine Weeks
GRADE LEVEL OR COURSE TITLE Course Code: SEVENTH GRADE- CIVICS
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Course Code: 210601001
Suggested Activities, Assessment, English Language Learner (ELL) Instructional Strategies, Related Programs (National, State, and/or District programs as they relate to a
particular topic), and SPED (A link to the NGSSS-SS Access Points for Students with Cognitive Disabilities).
Internet Resources applicable to all “Essential Content” and “Suggested Activities” relevant to this course and found in this pacing guide:
o M-DCPS Department of Social Sciences: http://socialsciences.dadeschools.net/
o Joint Center for Citizenship: www.floridacitizen.org
o Florida Law Related Education Association: http://flrea.org/ (follow registration instructions on website)
o iCivics: http://www.icivics.org
o Center for Civics Education: http://www.civiced.org/
o Congress for Kids: http://www.congressforkids.org/
o BrainPop: http://www.brainpop.com/socialstudies
o Center on Congress: http://www.centeroncongress.org
o Flocabulary (songs and videos): http://www.flocabulary.com
o Library of Congress: http://www.loc.gov/index.html
Florida Literacy and Writing Standards for History/Social Studies 6-12:
When planning lessons for instruction, teachers should address these state standards during their teaching of social studies content to ensure a systematic and proven
approach to literacy and writing development. The Florida Standards are research and evidenced-based, aligned with college and work expectations, rigorous, and
internationally benchmarked. For a complete listing of all Florida Standards, please visit: http://www.cpalms.org/Standards/lafs.aspx.
Course Themes: Identified under “Essential Content” are the course themes that span multiple topics for Civics (source: www.flrea.org), the following themes are identified:
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Rule of law: No one is above the law; institutions and procedures are in place to enforce and apply the law equally.
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Federalism: Power is divided between the federal government and state/local governments.
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Separation of Powers: Powers of government are divided among the branches of government so no one branch has all government powers. There are three separate
branches: legislative, executive and judicial.
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Checks and Balances: Ensures that none of the three branches becomes too powerful. Each branch of government can check or limit the powers of the other branches.
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Civic and Political Participation: Active engagement of the people in the political and civic life of the nation. May include voting for leaders, running for political office,
exhibiting civic virtue, and serving the common good through community action.
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Limited Government: The authority and powers of government are limited by a higher law such as the Constitution.
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Popular Sovereignty: The principle that government receives its power from the people. The people are the ultimate authority or source of political power.
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Current Events: Current issues, scenarios, groups that influence public perspectives or shape participation in the political process.
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Civic Virtue for the Common Good: Personal qualities (i.e. character traits) associated with the effective functioning of the civil and political order.
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Representative Democracy: Form of government founded on the principle of elected individuals representing the people.
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Individual Rights: Basic freedoms that are guaranteed to the people regardless of gender, national or ethnic origin, race, religion, or other status.
Department of Social Sciences
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies Fourth Nine Weeks
GRADE LEVEL OR COURSE TITLE Course Code: SEVENTH GRADE- CIVICS
Course Code: 210601001
History/Social Science Labs
History/Social Science Labs are an engaging and rigorous instructional
approach designed to require in-depth learning and thinking on the part
of the student guided by an essential question, analysis of primary or
secondary source documents, and ending in a rigorous writing
assignment or other rigorous learning task.
Steps to Conduct History/Social Science Labs
1. Identify the NGSSS-SS Benchmark(s) to be addressed.
2. Develop an essential question or use an essential question
already found in the pacing guide.
3. Build background knowledge with students about the topic.
4. FACILITATE students conduct on document/source analysis.
5. Have students report back about their analysis of the source(s).
6. Take the lab to an end and have students Independently
answer, in writing, the essential question
*History/Social Science labs, complete with sources, have been
embedded in to this pacing guide. See next page for History/Social
Science template.
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Department of Social Sciences
The History/Social Science lab icon (on your left) has been
included next to benchmarks that have labs already created.
Simply click on the icon and you will be taken to the webpage
on http://socialsciences.dadeschools.net where the labs are
located.
To see a video that provides an overview of the History/Social
Science lab process and benefits, please see:
http://www.umbc.edu/che/historylabs/
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies Fourth Nine Weeks
GRADE LEVEL OR COURSE TITLE Course Code: SEVENTH GRADE- CIVICS
Course Code: 210601001
History/Social Science Lab Template
Name _____________________________________________
Period _____
Date _____________________
[Put benchmark here – numbers and write it out]
Essential Question: [put essential guiding question here]
Source
Main Idea / Message / Important Details
How does this document answer the
essential question?
Source 1
[include source
information as
applicable]
Source 2
Source 3
Source 4
Thesis:
___________________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________________________
Department of Social Sciences
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies Fourth Nine Weeks
GRADE LEVEL OR COURSE TITLE Course Code: SEVENTH GRADE- CIVICS
Topic 14: Origins and Purposes of Law and Government
Pacing
Traditional
Block
Course Code: 210601001
(EOC Review Week 1)
Date(s)
5 days
2.5 days
4-11-16 to 4-15-16
4-11-16 to 4-15-16
Essential Questions:
Why are natural rights considered “Enlightened” ideas?
How do you know that our democratic ideals were influenced by John Locke and Montesquieu?
Why were having different perspectives important when writing the U.S. Constitution?
How is the organization of the U.S. Constitution unique?
How does the rule of law remain constant through changes and growth in society?
STRAND:
REPORTING CATEGORIES:
CIVICS AND GOVERNMENT
ORIGINS AND PURPOSES OF LAW AND GOVERNMENT
STANDARDS:
Standard 1 – Demonstrate an understanding of the origins and purposes of government, law, and the American political system
Standard 3 – Demonstrate an understanding of the principles, functions and organization of government
.
Fourth Nine Weeks
NGSSS-SS Benchmarks/Florida Standards
Instructional Tools
Essential Content
Florida Standards:
Major Concepts:
Florida Standards Focus Activity:
LAFS.68.RH.1.2 - Determine the central ideas or information
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Foundations of Government
of a primary or secondary source; provide an accurate
Part 1: Review the parts of the Declaration of Independence, Play video
(Topic #2)
summary of the source distinct from prior knowledge or
www.soomopublishing.com/declaration (assure internet filter allows video, if not,
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Creating the US Constitution
opinions.
email filter@dadeschool.net) Have students write a short paragraph answering
(Topic #3)
LAFS.68.RH.3.7 - Integrate visual information (e.g., in
the question: Why was it too late to for King George III to apologize?
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Organization of the US
charts, graphs, photographs, videos, or maps) with other
Constitution (Topic #6)
information in print and digital texts.
Part 2: Constitution jeopardy… To access pre-made jeopardy game log into
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Impacts of Law (Topic #9)
www.flrea.org click on Section 4 “Constitutional Jeopardy” (You can save this
Content Benchmarks:
document to your desktop prior to activity)
Mandate(s):
SS.7.C.1.1: Recognize how Enlightenment ideas including
Other Suggested Approaches:
Montesquieu's view of separation of power and John
Character Education: Fairness
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Timelines
Locke's theories related to natural law and how Locke's
Haitian Heritage Month (May)
social contract influenced the Founding Fathers. End of
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Venn Diagrams (Compare and contrast two or three items)
Course Exam Benchmark.Click on the following link for
Global Perspective/Environmental
benchmark details and clarifications taken from the Civics
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T-Charts
Concerns (May)
End of Course Assessment Test Item
Webs
Specifications:http://socialsciences.dadeschools.net/files/EO 
(the links below are to full
C%20Item%20Specs/SS.7.C.1.1.pdf
collections)
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Jeopardy
SS.7.C.1.2: Trace the impact that the Magna Carta, English
African-American History Month
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Current Events
Bill of Rights, Mayflower Compact, and Thomas Paine's
(Feb.)
"Common Sense" had on colonists' views of government.
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Benchmark Analysis (Dissecting the benchmark; Have students create
End of Course Exam Benchmark.Click on the following link
National Women’s History Month
questions correlating to benchmarks and answer questions as a class)
for
benchmark
details
and
clarifications
taken
from
the
(Mar.)
Civics End of Course Assessment Test Item
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Posters/Collages
Department of Social Sciences
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies Fourth Nine Weeks
GRADE LEVEL OR COURSE TITLE Course Code: SEVENTH GRADE- CIVICS
Essential Content
Hispanic Contributions
Department of Social Sciences
Course Code: 210601001
Fourth Nine Weeks
NGSSS-SS Benchmarks/Florida Standards
Instructional Tools
Specifications:http://socialsciences.dadeschools.net/files/EO
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Matching Games
C%20Item%20Specs/SS.7.C.1.2.pdf
SS.7.C.1.3: Describe how English policies and responses to 
www.iCivics.com games (review games)
colonial concerns led to the writing of the Declaration of
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Word Wall Games/Challenges
Independence. End of Course Exam Benchmark.Click on
the following link for benchmark details and clarifications
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www.Flocabulary.com (Review test taking skills, Checks and Balances and
taken from the Civics End of Course Assessment Test Item
Balances music video rap, etc.)
Specifications:http://socialsciences.dadeschools.net/files/EO
C%20Item%20Specs/SS.7.C.1.3.pdf
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Project Citizen
SS.7.C.1.4: Analyze the ideas (natural rights, role of the
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BrainPop (by topic)
government) and complaints set forth in the Declaration of
Independence. End of Course Exam Benchmark.Click on
Vocabulary: (EOC Content Focus)
the following link for benchmark details and clarifications
Amendment, Anti-federalist, antifederalist papers checks and balances,
taken from the Civics End of Course Assessment Test Item
Specifications:http://socialsciences.dadeschools.net/files/EO civil law, Code of Hammurabi, coin and print money, constitutional law,
“common defense”, common law, colonial complaints, constitution,
C%20Item%20Specs/SS.7.C.1.4.pdf
constitutional articles, constitutional convention, constitutional
SS.7.C.1.5: Identify how the weaknesses of the Articles of
government, debt, “domestic tranquility”, English Bill of Rights, English
Confederation led to the writing of the Constitution. End of
Common Law, Enlightenment, “establish justice”, federalism, federalist,
Course Exam Benchmark.Click on the following link for
federalist papers, founding fathers, “general welfare”, juvenile law,
benchmark details and clarifications taken from the Civics
juvenile rights, Magna Carta, military law, natural law, ordain, posterity,
End of Course Assessment Test Item
Specifications:http://socialsciences.dadeschools.net/files/EO preamble (Constitution), precedent, separation of powers, social contract,
regulate, Roman Law, Shay’s rebellion, statutory law, tax, trade,
C%20Item%20Specs/SS.7.C.1.5.pdf
unanimous, viewpoint
SS.7.C.1.6: Interpret the intentions of the Preamble of the
Constitution. End of Course Exam Benchmark.Click on the
following link for benchmark details and clarifications taken
from the Civics End of Course Assessment Test Item
Specifications:
http://socialsciences.dadeschools.net/files/EOC%20Item%2
0Specs/SS.7.C.1.6.pdf
SS.7.C.1.7: Describe how the Constitution limits the powers
of government through separation of powers and checks
and balances. End of Course Exam Benchmark.Click on the
following link for benchmark details and clarifications taken
from the Civics End of Course Assessment Test Item
Specifications:http://socialsciences.dadeschools.net/files/EO
C%20Item%20Specs/SS.7.C.1.7.pdf
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. End of Course
Exam Benchmark.Click on the following link for benchmark
details and clarifications taken from the Civics End of
Course Assessment Test Item Specifications:
http://socialsciences.dadeschools.net/files/EOC%20Item%2
0Specs/SS.7.C.1.8.pdf
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies Fourth Nine Weeks
GRADE LEVEL OR COURSE TITLE Course Code: SEVENTH GRADE- CIVICS
Essential Content
Department of Social Sciences
Fourth Nine Weeks
NGSSS-SS Benchmarks/Florida Standards
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. End of Course Exam
Benchmark.Click on the following link for benchmark details
and clarifications taken from the Civics End of Course
Assessment Test Item Specifications:
http://socialsciences.dadeschools.net/files/EOC%20Item%2
0Specs/SS.7.C.1.9.pdf
SS.7.C.3.10: Identify sources and types (civil, criminal,
constitutional, military) of law. Click on the following link for
benchmark details and clarifications taken from the Civics
End of Course Assessment Test Item Specifications:
http://socialsciences.dadeschools.net/files/EOC%20Item%2
0Specs/SS.7.C.3.10.pdf
Course Code: 210601001
Instructional Tools
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies Fourth Nine Weeks
GRADE LEVEL OR COURSE TITLE Course Code: SEVENTH GRADE- CIVICS
Pacing Guide
Benchmark(s)
Date
April 11, 2016
to April 15,
2016
Florida Standards:
LAFS.68.RH.1.2 - 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.
LAFS.68.RH.3.7 - Integrate visual information (e.g., in
charts, graphs, photographs, videos, or maps) with other
information in print and digital texts.
Content Benchmarks:
SS.7.C.1.1: Recognize how Enlightenment ideas including
Montesquieu's view of separation of power and John
Locke's theories related to natural law and how Locke's
social contract influenced the Founding Fathers. End of
Course Exam Benchmark.
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.
End of Course Exam Benchmark.
SS.7.C.1.3: Describe how English policies and responses
to colonial concerns led to the writing of the Declaration of
Independence. End of Course Exam Benchmark.
SS.7.C.1.4: Analyze the ideas (natural rights, role of the
government) and complaints set forth in the Declaration of
Independence. End of Course Exam Benchmark
SS.7.C.1.5: Identify how the weaknesses of the Articles of
Confederation led to the writing of the Constitution. End of
Course Exam Benchmark.
Department of Social Sciences
Course Code: 210601001
Data Driven
Benchmark(s)
Activities
Assessment(s)
Strategies
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies Fourth Nine Weeks
GRADE LEVEL OR COURSE TITLE Course Code: SEVENTH GRADE- CIVICS
Pacing Guide
Benchmark(s)
Date
April 11, 2016
to April 15,
2016
SS.7.C.1.6: Interpret the intentions of the Preamble of the
Constitution. End of Course Exam Benchmark.
SS.7.C.1.7: Describe how the Constitution limits the powers
of government through separation of powers and checks
and balances. End of Course Exam Benchmark.
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. End of Course
Exam Benchmark.
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. End of Course Exam
Benchmark.
SS.7.C.3.10: Identify sources and types (civil, criminal,
constitutional, military) of law.
Department of Social Sciences
Course Code: 210601001
Data Driven
Benchmark(s)
Activities
Assessment(s)
Strategies
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies Fourth Nine Weeks
GRADE LEVEL OR COURSE TITLE Course Code: SEVENTH GRADE- CIVICS
Course Code: 210601001
Topic 15: Organization and Function of Government (EOC Review Week 2)
Pacing
Traditional
Block
Date(s)
10 days
5 days
4-18-16 to 4-29-16
4-18-16 to 4-29-16
Essential Questions:
How are the roles and responsibilities interconnected among the three branches of government?
How has/does the amendment process enable/enabled society to grow and evolve?
How do key character traits or expectations of government leaders differ among the branches?
Why is federalism important when limiting the power of government?
How has the US Constitution influenced to formation of the Florida Constitution?
STRAND:
REPORTING CATEGORIES:
CIVICS AND GOVERNMENT
ORGANIZATION AND FUNCTION OF GOVERNMENT
STANDARD:
Standard 2 – Evaluate the roles, rights, and responsibilities of U. S. Citizens and determine methods of active participation in society, government, and the political systems
Standard 3 – Demonstrate an understanding of the principles, functions and organization of government
What motivates the formation of different political systems and forms of government?
STRAND:
REPORTING CATEGORIES:
CIVICS AND GOVERNMENT
ORGANIZATION AND FUNCTION OF GOVERNMENT
STANDARD:
Standard 2 – Evaluate the roles, rights, and responsibilities of U. S. Citizens and determine methods of active participation in society, government, and the political systems
Standard 3 – Demonstrate an understanding of the principles, functions and organization of government
Department of Social Sciences
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies Fourth Nine Weeks
GRADE LEVEL OR COURSE TITLE Course Code: SEVENTH GRADE- CIVICS
Essential Content
Major Concepts:

Branches of Government
(Articles 1-3)

Amendment Process
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Federalism

Forms vs. Systems of
Government
Mandate(s):
Character Education: Fairness
Haitian Heritage Month (May)
Global Perspective/Environmental
Concerns (May)
(the links below are to full
collections)
African-American History Month
(Feb.)
National Women’s History Month
(Mar.)
Hispanic Contributions
Native American Month (Nov.)
Forms of Government
Branches of Government Collection
Federalism
Organization of the Constitution
President Powers Collection
Legislative Powers Collection
Department of Social Sciences
Course Code: 210601001
Fourth Nine Weeks
NGSSS-SS Benchmarks/Florida Standards
Instructional Tools
Florida Standards:
Florida Standards Focus Activity:
LAFS.68.RH.1.2 - Determine the central ideas or information
of a primary or secondary source; provide an accurate
Students may use notes or other resources to create a brochure/poster/ or
summary of the source distinct from prior knowledge or
booklet and include the following:
opinions.

Cover Page (Title: Organization and Function of Government)
LAFS.68.RH.3.7 - Integrate visual information (e.g., in
charts, graphs, photographs, videos, or maps) with other

Part 2-3 (Branches of Government: Structure Summary, Processes
information in print and digital texts.
Summary, Functions Summary, and Constitutional Powers Summary)
Content Benchmarks:

Part 4 (Amendment Process; flowchart)
SS.7.C.3.1: Compare different forms of government (direct

Part 5 (Federalism; this can be described or illustrated)
democracy, representative democracy, socialism,
communism, monarchy, oligarchy, autocracy). End of

Part 6 (List or Illustrate Forms and Systems of Government)
Course Exam Benchmark. Click on the following link for
benchmark details and clarifications taken from the Civics
End of Course Assessment Test Item Specifications:
Other Suggested Approaches:
http://socialsciences.dadeschools.net/files/EOC%20Item%2
0Specs/SS.7.C.3.1.pdf

Timelines
Organization and Function of Government Playlist
SS.7.C.3.2: Compare parliamentary, federal, confederal,
and unitary systems of government. End of Course Exam
Benchmark.Click on the following link for benchmark details
and clarifications taken from the Civics End of Course
Assessment Test Item Specifications:
http://socialsciences.dadeschools.net/files/EOC%20Item%2
0Specs/SS.7.C.3.2.pdf
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. End of Course
Exam Benchmark.Click on the following link for benchmark
details and clarifications taken from the Civics End of
Course Assessment Test Item Specifications:
http://socialsciences.dadeschools.net/files/EOC%20Item%2
0Specs/SS.7.C.3.3.pdf
SS.7.C.3.4: Identify the relationship and division of powers
between the federal government and state
governments.Click on the following link for benchmark
details and clarifications taken from the Civics End of
Course Assessment Test Item Specifications:
http://socialsciences.dadeschools.net/files/EOC%20Item%2
0Specs/SS.7.C.3.4.pdf
SS.7.C.3.5: Explain the Constitutional amendment
process.End of Course Exam Benchmark.Click on the

Venn Diagrams (Compare and contrast two or three items)

T-Charts

Webs

Jeopardy

Current Events

Benchmark Analysis (Dissecting the benchmark; Have students create
questions correlating to benchmarks and answer questions as a class)

Posters/Collages

Matching Games

www.iCivics.com games (review games)

Word Wall Games/Challenges

www.Flocabulary.com (Review test taking skills, Checks and Balances and
Balances music video rap)

Project Citizen

BrainPop (by topic)
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies Fourth Nine Weeks
GRADE LEVEL OR COURSE TITLE Course Code: SEVENTH GRADE- CIVICS
Judicial Powers Collection
Federal/State
following link for benchmark details and clarifications taken
from the Civics End of Course Assessment Test Item
Specifications:
http://socialsciences.dadeschools.net/files/EOC%20Item%2
0Specs/SS.7.C.3.5.pdf
SS.7.C.3.8: Analyze the structure, functions, and processes
of the legislative, executive, and judicial branches. End of
Course Exam Benchmark.Click on the following link for
benchmark details and clarifications taken from the Civics
End of Course Assessment Test Item
Specifications:http://socialsciences.dadeschools.net/files/EO
C%20Item%20Specs/SS.7.C.3.8.pdf
SS.7.C.3.9: Illustrate the law making process at the local,
state, and federal levels. End of Course Exam Benchmark.
End of Course Exam (also assessed Benchmark) correlating
to benchmark SS.7.C.2.8.
SS.7.C.3.11: Diagram the levels, functions, and powers of
courts at the state and federal levels. Click on the following
link for benchmark details and clarifications taken from the
Civics End of Course Assessment Test Item Specifications:
http://socialsciences.dadeschools.net/files/EOC%20Item%2
0Specs/SS.7.C.3.11.pdf
SS.7.C.2.6: Simulate the trial process and the role of juries
in the administration of justice.
SS.7.C.3.13: Compare the constitutions of the United States
and Florida. Click on the following link for benchmark details
and clarifications taken from the Civics End of Course
Assessment Test Item Specifications:
http://socialsciences.dadeschools.net/files/EOC%20Item%2
0Specs/SS.7.C.3.13.pdf
SS.7.C.3.14: Differentiate between local, state, and federal
governments' obligations and services. End of Course Exam
Benchmark.
Click on the following link for benchmark details and
clarifications taken from the Civics End of Course
Assessment Test Item
Specifications:http://socialsciences.dadeschools.net/files/EO
C%20Item%20Specs/SS.7.C.3.14.pdf
ST STRAND(S) and STANDARD(S): RAND(S) and STANDARD(S): STRAND(S) and STANDARD
Department of Social Sciences
Course Code: 210601001
Vocabulary: (EOC Content Focus)
Act of Congress, appeal, appellate court, appellate process, approval of
presidential appointments, armed forces, bail, cabinet, amendment, article
(constitutional), checks and balances, Chief Justice, circuit court, coin and
print money, concurrent powers, county court, conference committee,
constitutional amendment process, declare war, delegated powers, District
Court of Appeals, efficacy, Elastic Clause, enumerated powers, federalism,
Florida Constitution, Florida Declaration of Rights, Florida Supreme Court,
foreign policy, impeach, implied powers, judge, judicial review,
jurisdiction, justice, lawmaking process, majority leader, majority vote,
mayor, minority leader, naturalization laws, necessary and proper clause,
obligations, pardon, preamble (US vs Florida Constitution), President pro
Tempore of the Senate, regulation of immigration, regulation of trade,
reserved powers, separation of powers, services, Speaker of the House,
standing committee, special committee, Supremacy Clause, Supreme law
of the land (10th amendment), statute, steps in amending the Florida
Constitution, treaty, trial court, US Circuit Court of Appeals, US District
Court, US Supreme Court
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies Fourth Nine Weeks
GRADE LEVEL OR COURSE TITLE Course Code: SEVENTH GRADE- CIVICS
Course Code: 210601001
(S):
Pacing Guide
Benchmark(s)
Date
April 18, 2016
to April 29,
2016
Florida Standards:
LAFS.68.RH.1.2 - 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.
LAFS.68.RH.3.7 - Integrate visual information (e.g.,
in charts, graphs, photographs, videos, or maps)
with other information in print and digital texts.
Content Benchmarks:
SS.7.C.3.1: Compare different forms of government
(direct democracy, representative democracy,
socialism, communism, monarchy, oligarchy,
autocracy). End of Course Exam Benchmark.
SS.7.C.3.2: Compare parliamentary, federal,
confederal, and unitary systems of government.
End of Course Exam Benchmark.
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. End of Course Exam Benchmark.
SS.7.C.3.4: Identify the relationship and division of
powers between the federal government and state
governments.
SS.7.C.3.5: Explain the Constitutional amendment
process. End of Course Exam Benchmark.
SS.7.C.3.8: Analyze the structure, functions, and
processes of the legislative, executive, and judicial
branches. End of Course Exam Benchmark.
Department of Social Sciences
Data Driven
Benchmark(s)
Activities
Assessment(s)
Strategies
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies Fourth Nine Weeks
GRADE LEVEL OR COURSE TITLE Course Code: SEVENTH GRADE- CIVICS
Pacing Guide
Benchmark(s)
Date
April 18, 2016
to April 29,
2016
SS.7.C.3.9: Illustrate the law making process at the
local, state, and federal levels. End of Course
Exam Benchmark.
SS.7.C.3.11: Diagram the levels, functions, and
powers of courts at the state and federal levels.
SS.7.C.2.6: Simulate the trial process and the role
of juries in the administration of justice.
SS.7.C.3.13: Compare the constitutions of the
United States and Florida.
SS.7.C.3.14: Differentiate between local, state, and
federal governments' obligations and services. End
of Course Exam Benchmark.
Department of Social Sciences
Data Driven
Benchmark(s)
Course Code: 210601001
Activities
Assessment(s)
Strategies
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies Fourth Nine Weeks
GRADE LEVEL OR COURSE TITLE Course Code: SEVENTH GRADE- CIVICS
Course Code: 210601001
Topic 16: Roles, Rights, and Responsibilities of Citizens (EOC Review Week 3)
Pacing
Traditional
Block
Date(s)
5 days
2.5 days
5-2-16 to 5-6-16
5-2-16 to 5-6-16
Essential Questions:
How does government affect our lives?
What does it mean to be a good citizen?
How has/does the amendment process enable/enabled
society to grow and evolve?
How is the value that a society places on individual rights reflected in that society’s government?
How does a landmark Supreme Court case reflect the social, political, economic and cultural aspects of that
period in time?
How is the value that a society places on individual rights reflected in that society’s government?
REPORTING CATEGORIES:
ROLES, RIGHTS, AND RESPONSIBILITIES OF CITIZENS
STRAND:
CIVICS AND GOVERNMENT
STANDARD:
Standard 2 – Evaluate the roles, rights, and responsibilities of U. S. Citizens and determine methods of active participation in society, government, and the political systems
Standard 3 – Demonstrate an understanding of the principles, functions and organization of government
Essential Content
Major Concepts:

Citizenship (Obligations and
Responsibilities)

Constitutional Rights

Landmark Cases (Impact on
Rights)

Service Learning and
Volunteerism
Mandate(s):
Character Education: Fairness
Haitian Heritage Month (May)
Global Perspective/Environmental
Concerns (May)
(the links below are to full
collections)
African-American History Month
(Feb.)
National Women’s History Month
(Mar.)
Department of Social Sciences
Fourth Nine Weeks
NGSSS-SS Benchmarks/Florida Standards
Florida Standards:
LAFS.68.RH.1.2 - 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.
LAFS.68.RH.3.7 - Integrate visual information (e.g., in charts,
graphs, photographs, videos, or maps) with other information in
print and digital texts.
Content Benchmarks:
SS.7.C.2.1: Define the term "citizen," and identify legal means of
becoming a United States citizen. End of Course Exam
Benchmark. Click on the following link for benchmark details and
clarifications taken from the Civics End of Course Assessment
Test Item Specifications:
http://socialsciences.dadeschools.net/files/EOC%20Item%20Spec
s/SS.7.C.2.1.pdf
SS.7.C.2.2: Evaluate the obligations citizens have to obey laws,
pay taxes, defend the nation, and serve on juries. End of Course
Exam Benchmark. Click on the following link for benchmark
details and clarifications taken from the Civics End of Course
Assessment Test Item Specifications:
http://socialsciences.dadeschools.net/files/EOC%20Item%20Spec
s/SS.7.C.2.2.pdf
SS.7.C.2.3: Experience the responsibilities of citizens at the local,
Instructional Tools
Florida Standards Focus Activity:
Assign one essential question (above) per person or group. Students
should then do the following:
Part 1: Research 2-3 primary or secondary sources that answer the
assigned essential question
Part 2: Determine the main idea of each source and write a summary of
each source (use evidence from sources, not your own opinion).
Part 3: Create a collage and include: The essential question, your
summary, and Illustrations depicting your answer to the essential question
Other Suggested Approaches:

Timelines

Venn Diagrams (Compare and contrast two or three items)

T-Charts

Webs

Jeopardy

Current Events

Benchmark Analysis (Dissecting the benchmark; Have students create
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies Fourth Nine Weeks
GRADE LEVEL OR COURSE TITLE Course Code: SEVENTH GRADE- CIVICS
Essential Content
Hispanic Contributions
Roles, Rights and Responsibility
Playlist
Origins and Purpose Review
Playlist
Civil War and Voting Amendments
Landmark Supreme Court Cases
Department of Social Sciences
Fourth Nine Weeks
NGSSS-SS Benchmarks/Florida Standards
state, or federal levels. End of Course Exam (also assessed
Benchmark) correlating to benchmark SS.7.C.2.2.
SS.7.C.2.14: Conduct a service project to further the public good.
SS.7.C.2.4: Evaluate rights contained in the Bill of Rights and
other amendments to the Constitution. End of Course Exam
Benchmark.Click on the following link for benchmark details and
clarifications taken from the Civics End of Course Assessment
Test Item Specifications:
http://socialsciences.dadeschools.net/files/EOC%20Item%20Spec
s/SS.7.C.2.4.pdf
SS.7.C.2.5: Distinguish how the Constitution safeguards and
limits individual rights. End of Course Exam Benchmark. Click on
the following link for benchmark details and clarifications taken
from the Civics End of Course Assessment Test Item
Specifications:
http://socialsciences.dadeschools.net/files/EOC%20Item%20Spec
s/SS.7.C.2.5.pdf
SS.7.C.3.6: Evaluate Constitutional rights and their impact on
individuals and society. End of Course Exam Benchmark.Click on
the following link for benchmark details and clarifications taken
from the Civics End of Course Assessment Test Item
Specifications:
http://socialsciences.dadeschools.net/files/EOC%20Item%20Spec
s/SS.7.C.3.6.pdf
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. End of Course Exam Benchmark.
Click on the following link for benchmark details and clarifications
taken from the Civics End of Course Assessment Test Item
Specifications:
http://socialsciences.dadeschools.net/files/EOC%20Item%20Spec
s/SS.7.C.3.7.pdf
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, Plessy v. Ferguson, Brown v. Board
of Education, Gideon v. Wainwright, Miranda v. Arizona, in re
Gault, Tinker v. Des Moines, Hazelwood v. Kuhlmier, United
States v. Nixon, and Bush v. Gore. Click on the following link for
benchmark details and clarifications taken from the Civics End of
Course Assessment Test Item Specifications:
http://socialsciences.dadeschools.net/files/EOC%20Item%20Spec
s/SS.7.C.3.12.pdf
Course Code: 210601001
Instructional Tools
questions correlating to benchmarks and answer questions as a class)

Posters/Collages

Matching Games

www.iCivics.com games (review games)

Word Wall Games/Challenges

www.Flocabulary.com (Review test taking skills, Checks and Balances
and Balances music video rap)

Project Citizen

BrainPop (by topic)
Vocabulary: (EOC Content Focus)
alien, amendment process, appellate process, bail, Bill of Rights,
Brown v. Board of Education, Bush v. Gore, caucus, citizen, Civil
Rights Act 1964, Civil Rights Act 1968, constitution, constitutional
amendments, cruel and unusual punishment, District of Columbia v
Heller, double jeopardy, due process, eminent domain, enumerated
powers (9th amendment), equal protection under the law, Equal Rights
amendment, ex post facto law, first amendment, five freedoms
(amendment 1), forced internment, Gideon v. Wainwright, Hazelwood
v. Kuhlmeir, immigrant, In Re Gault, independent judiciary, Juries, law
of blood, law of soil, Marbury v. Madison, Miranda v. Arizona,
naturalization laws (14th amendment), naturalization process,
obligations, pleading the fifth, Plessy v. Ferguson, precedent, privacy,
property rights, resident, responsibilities, right to bear arms, right to
legal counsel, rights, roles, search and seizure, states’ rights (10th
amendment), suffrage, summary judgment, summons, rule of law,
selective service, trial by jury, Tinker v. Des Moines, US v. Nixon,
Voting Amendments (13, 14, 15, 19, 24, 26), Voting Rights Act 1965
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies Fourth Nine Weeks
GRADE LEVEL OR COURSE TITLE Course Code: SEVENTH GRADE- CIVICS
Pacing Guide
Benchmark(s)
Date
May 2, 2016 to
May 6, 2016
Course Code: 210601001
Data Driven
Benchmark(s)
Activities
Assessment(s)
Strategies
Data Driven
Benchmark(s)
Activities
Assessment(s)
Strategies
Florida Standards:
LAFS.68.RH.1.2 - 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.
LAFS.68.RH.3.7 - Integrate visual information (e.g.,
in charts, graphs, photographs, videos, or maps)
with other information in print and digital texts.
Content Benchmarks:
SS.7.C.2.1: Define the term "citizen," and identify
legal means of becoming a United States citizen.
End of Course Exam Benchmark.
SS.7.C.2.2: Evaluate the obligations citizens have to
obey laws, pay taxes, defend the nation, and serve
on juries. End of Course Exam Benchmark.
SS.7.C.2.3: Experience the responsibilities of
citizens at the local, state, or federal levels. End of
Course Exam.
SS.7.C.2.14: Conduct a service project to further the
public good.
SS.7.C.2.4: Evaluate rights contained in the Bill of
Rights and other amendments to the Constitution.
End of Course Exam Benchmark.
SS.7.C.2.5: Distinguish how the Constitution
safeguards and limits individual rights. End of
Course Exam Benchmark.
SS.7.C.3.6: Evaluate Constitutional rights and their
impact on individuals and society. End of Course
Exam Benchmark.
Date
Department of Social Sciences
Pacing Guide
Benchmark(s)
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies Fourth Nine Weeks
GRADE LEVEL OR COURSE TITLE Course Code: SEVENTH GRADE- CIVICS
May 2, 2016 to
May 6, 2016
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. End of Course Exam Benchmark.
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,
Plessy v. Ferguson, Brown v. Board of Education,
Gideon v. Wainwright, Miranda v. Arizona, in re
Gault, Tinker v. Des Moines, Hazelwood v. Kuhlmier,
United States v. Nixon, and Bush v. Gore.
Department of Social Sciences
Course Code: 210601001
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies Fourth Nine Weeks
GRADE LEVEL OR COURSE TITLE Course Code: SEVENTH GRADE- CIVICS
Course Code: 210601001
Topic 17: Government Policies and Political Processes (EOC Review Week 4)
Pacing
Traditional
Block
Date(s)
5 days
2.5 days
5-9-16 to 5-13-16
5-9-16 to 5-13-16
Essential Questions:
How do citizens, both individually and collectively, influence government?
How do political parties affect society today?
How can public policy be used to improve society?
Why is it necessary to have different political ideologies?
How does the U.S. involvement in international conflicts and organizations impact its domestic policy?
Why are forms of political communication (bias/propaganda)
How does global interdependence influence US foreign policy?
both harmful and useful?
STRAND:
REPORTING CATEGORIES:
CIVICS AND GOVERNMENT
GOVERNMENT POLICIES AND POLITICAL PROCESSES
STANDARD: Standard 2 – Evaluate the roles, rights, and responsibilities of U. S. Citizens and determine methods of active participation in society, government, and the political
systems. Standard 3 – Demonstrate an understanding of the principles, functions and organization of government
Standard 4 – Demonstrate an understanding of contemporary issues in world affairs and evaluate the role and impact of U. S. foreign policy
Fourth Nine Weeks
NGSSS-SS Benchmarks/Florida Standards
Instructional Tools
Essential Content
Florida Standards:
Major Concepts:
Florida Standards Focus Activity:
LAFS.68.RH.1.2 - Determine the central ideas or information

Political Participation
of a primary or secondary source; provide an accurate
Part 1: Watch Human Rights Video (“What are human rights?”)

Monitoring Government
summary of the source distinct from prior knowledge or
http://www.humanrights.com/#/what-are-human-rights and create a timeline

Developing Public Policy
opinions.
displaying the evolution of human rights.

Globalization and
LAFS.68.RH.3.7 - Integrate visual information (e.g., in
Part 2: Develop a plan to resolve a global problem (or raise awareness)
Interdependence
charts, graphs, photographs, videos, or maps) with other
information
in
print
and
digital
texts.
Mandate(s):
Suggested Review Approaches:
Character Education: Fairness
Content Benchmarks:

Timelines
Haitian Heritage Month (May)
SS.7.C.2.8: Identify America's current political parties, and

Venn Diagrams (Compare and contrast two or three items)
illustrate their ideas about government. End of Course Exam
Global Perspective/Environmental
Benchmark. Click on the following link for benchmark details 
T-Charts
Concerns (May)
and clarifications taken from the Civics End of Course
(the links below are to full

Webs
Assessment Test Item Specifications:
collections)
http://socialsciences.dadeschools.net/files/EOC%20Item%2

Jeopardy
0Specs/SS.7.C.2.8.pdf
African-American History Month

Current Events
SS.7.C.2.9: Evaluate candidates for political office by
(Feb.)
analyzing their qualifications, experience, issue-based

Benchmark Analysis (Dissecting the benchmark; Have students create
National Women’s History Month
platforms, debates, and political ads. End of Course Exam
questions correlating to benchmarks and answer questions as a class)
(Mar.)
Benchmark. Click on the following link for benchmark details
and clarifications taken from the Civics End of Course

Posters/Collages
Hispanic Contributions
Assessment Test Item
Matching Games
Specifications:http://socialsciences.dadeschools.net/files/EO 
Political Parties
C%20Item%20Specs/SS.7.C.2.9.pdf

www.iCivics.com games (review games)
Political Platforms/Ads
SS.7.C.2.7: Conduct a mock election to demonstrate the
Department of Social Sciences
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies Fourth Nine Weeks
GRADE LEVEL OR COURSE TITLE Course Code: SEVENTH GRADE- CIVICS
Essential Content
Impact/Influencing Government
Media and Political Communications
Public Policy Collection
Multiple Perspectives
March Current Events Collection
International Organizations
Department of Social Sciences
Course Code: 210601001
Fourth Nine Weeks
NGSSS-SS Benchmarks/Florida Standards
Instructional Tools
voting process and its impact on a school, community, or
Word Wall Games/Challenges
local level. End of Course Exam (also assessed Benchmark) 
correlating to benchmark SS.7.C.2.9.

www.Flocabulary.com (Review test taking skills, Checks and Balances and
SS.7.C.2.10: Examine the impact of media, individuals, and
Balances music video rap)
interest groups on monitoring and influencing

Project Citizen
government.End of Course Exam Benchmark. Click on the
following link for benchmark details and clarifications taken

BrainPop (by topic)
from the Civics End of Course Assessment Test Item
Specifications:http://socialsciences.dadeschools.net/files/EO
C%20Item%20Specs/SS.7.C.2.10.pdf
Vocabulary: (EOC Content Focus)
SS.7.C.2.11: Analyze media and political communications
(bias, symbolism, propaganda). End of Course Exam
Benchmark.Click on the following link for benchmark details Absolute monarchy, agencies, alliances, allies, ambassadors, anarchy, Bay
of Pigs, bias, campaign, communism, Communist Party, Confederal
and clarifications taken from the Civics End of Course
system, contemporary, diplomacy, course of action (public policy), Cuban
Assessment Test Item Specifications:
http://socialsciences.dadeschools.net/files/EOC%20Item%2 Missile Crisis, debates, Democratic Party, diplomat, direct democracy ,
doctrine, domestic, domestic affairs, economics, elections, embassy,
0Specs/SS.7.C.2.11.pdf
federal system, foreign affairs, foreign policy, funds, Gulf Wars 1 and 2,
SS.7.C.2.12: Develop a plan to resolve a state or local
problem by researching public policy alternatives, identifying impact, International Non-Governmental Organizations (INGO), human
appropriate government agencies to address the issue, and rights, International Red Cross/Red Crescent, Iran Hostage Crisis, issue
determining a course of action. Click on the following link for issue-based platform, international relations, Korean War, Libertarian
Party, lobbying, lobbyist, Mayor, media, military operation, monarchy,
benchmark details and clarifications taken from the Civics
monitoring, Non-governmental Organizations (NGO), North American Free
End of Course Assessment Test Item Specifications:
http://socialsciences.dadeschools.net/files/EOC%20Item%2 Trade Agreement (NAFTA), North Atlantic Treaty Organization (NATO),
oligarchy, Parliamentary system, political action committees, political
0Specs/SS.7.C.2.12.pdf
advertisements, political communication, political parties, Prime Minister,
SS.7.C.2.13: Examine multiple perspectives on public and
propaganda, proposal, public policy, qualifications, representative
current issues. End of Course Exam Benchmark. Click on
democracy, republic, Republican Party, Secretary of State, socialism,
the following link for benchmark details and clarifications
Socialist Party, special interest groups, State Department, symbolism,
taken from the Civics End of Course Assessment Test Item
terrorism, trade ban, treaty, Unitary system, United Nations (UN), United
Specifications:
http://socialsciences.dadeschools.net/files/EOC%20Item%2 Nations Children’s Fund (UNICEF), Vietnam War, watch dog, World Court,
World Trade Organization (WTO), World War I, World War II
0Specs/SS.7.C.2.13.pdf
SS.7.C.4.1: Differentiate concepts related to United States
domestic and foreign policy. Click on the following link for
benchmark details and clarifications taken from the Civics
End of Course Assessment Test Item Specifications:
http://socialsciences.dadeschools.net/files/EOC%20Item%2
0Specs/SS.7.C.4.1.pdf
SS.7.C.4.2: Recognize government and citizen participation
in international organizations. Click on the following link for
benchmark details and clarifications taken from the Civics
End of Course Assessment Test Item Specifications:
http://socialsciences.dadeschools.net/files/EOC%20Item%2
0Specs/SS.7.C.4.2.pdf
SS.7.C.4.3: Describe examples of how the United States
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies Fourth Nine Weeks
GRADE LEVEL OR COURSE TITLE Course Code: SEVENTH GRADE- CIVICS
Essential Content
US/International Conflicts
Department of Social Sciences
Fourth Nine Weeks
NGSSS-SS Benchmarks/Florida Standards
has dealt with international conflicts. Click on the following
link for benchmark details and clarifications taken from the
Civics End of Course Assessment Test Item Specifications:
http://socialsciences.dadeschools.net/files/EOC%20Item%2
0Specs/SS.7.C.4.3.pdf
Course Code: 210601001
Instructional Tools
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies Fourth Nine Weeks
GRADE LEVEL OR COURSE TITLE Course Code: SEVENTH GRADE- CIVICS
Pacing Guide
Benchmark(s)
Date
Course Code: 210601001
Data Driven
Benchmark(s)
Activities
Assessment(s)
Strategies
Data Driven
Benchmark(s)
Activities
Assessment(s)
Strategies
May 9, 2016 to Florida Standards:
- Determine the central ideas or
May 13, 2016 LAFS.68.RH.1.2
information of a primary or secondary source; provide
an accurate summary of the source distinct from prior
knowledge or opinions.
LAFS.68.RH.3.7 - Integrate visual information (e.g., in
charts, graphs, photographs, videos, or maps) with
other information in print and digital texts.
Content Benchmarks:
SS.7.C.2.8: Identify America's current political parties,
and illustrate their ideas about government. End of
Course Exam Benchmark.
SS.7.C.2.9: Evaluate candidates for political office by
analyzing their qualifications, experience, issue-based
platforms, debates, and political ads. End of Course
Exam Benchmark.
SS.7.C.2.7: Conduct a mock election to demonstrate
the voting process and its impact on a school,
community, or local level. End of Course Benchmark.
SS.7.C.2.10: Examine the impact of media,
individuals, and interest groups on monitoring and
influencing government. End of Course Exam
Benchmark.
SS.7.C.2.11: Analyze media and political
communications (bias, symbolism, propaganda). End
of Course Exam Benchmark.
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.
Date
Department of Social Sciences
Pacing Guide
Benchmark(s)
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies Fourth Nine Weeks
GRADE LEVEL OR COURSE TITLE Course Code: SEVENTH GRADE- CIVICS
May 9, 2016 to SS.7.C.2.13: Examine multiple perspectives on public
May 13, 2016 and current issues. End of Course Exam Benchmark.
SS.7.C.4.1: Differentiate concepts related to United
States 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.
Department of Social Sciences
Course Code: 210601001
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies Fourth Nine Weeks
GRADE LEVEL OR COURSE TITLE Course Code: SEVENTH GRADE- CIVICS
Course Code: 210601001
Topic 18: Being an Economically Responsible Citizen
Pacing
Date(s)
Traditional
Block
18 days
9 days
5-16-16 to 6-9-16
5-16-16 to 6-9-16
Essential Questions:
Why and how do people make economic choices?
How does financial literacy shape your future?
STRAND:
ECONOMICSONOMICS
STANDARD:
Standard 2 – Understand the fundamental concepts relevant to the institution, structure,
and functions of a national economy.– Understand the fundamental concepts relevant
to the institution, struce, and functions of a national economy
Essential Content
Major Concepts:

Personal Budget
Planning

Financial Literacy

Rational Choices

Taxes (key terms)

Credit
Mandate(s):
Character Education:
Fairness
Haitian Heritage Month (May)
Global
Perspective/Environmental
Concerns (May)
(the links below are to full
collections)
African-American History
Month (Feb.)
National Women’s History
Month (Mar.)
Hispanic Contributions
STRAND:
GEOGRAPHY
STANDARD:
Standard 1 - Understand how to use maps and other geographic representations, tools,
and technology to report information.
Standard 2 – Understand the physical and cultural characteristics of a
place.physicndharacteristics of a place
Fourth Nine Weeks
NGSSS-SS Benchmarks/Florida Standards
Instructional Tools
Florida Standards:
Florida Standards Focus Activity:
LAFS.68.WHST.1.1 - Write arguments focused on discipline-specific
content.
LAFS.68.WHST.2.4 - Produce clear and coherent writing in which the
development, organization, and style are appropriate to task, purpose,
and audience.
LAFS.68.WHST.2.5 - 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.
LAFS.68.WHST.2.6 - Use technology, including the Internet, to produce
and publish writing and present the relationships between information and
ideas clearly and efficiently.
LAFS.68.WHST.3.9 - Draw evidence from informational texts to support
analysis reflection, and research.
** Note: Computers or Computer lab is needed for this activity
Part 1: Log in or Create an account on www.iCivics.com. Set up classes.
(Students should also create an account)
Part 2: Students will log into www.iCivics.com, click on games “Drafting
Board” then click on the topic “Kids and Credit”
Part 3: Students will follow this 3-4 day (1-2 block days) activity, which will
cover Common Core benchmarks on left, to complete argument bases
activity
(Teacher can track student progress)
NGSSS Focus Project:
Content Benchmarks:
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.1.3: Review the concepts of supply and demand, choice, scarcity,
and opportunity cost as they relate to the development of the mixed
market economy in the United States.
SS.7.E.1.5: Assess how profits, incentives, and competition motivate
individuals, households, and businesses in a free market economy.
Department of Social Sciences
Step 1: Click on the link http://www.scholastic.com/teachers/lessonplan/budgeting-trip and download lesson and resources.
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies Fourth Nine Weeks
GRADE LEVEL OR COURSE TITLE Course Code: SEVENTH GRADE- CIVICS
SS.7.E.1.6: Compare the national budget process to the personal budget
process.
SS.7.G.1.3: Interpret maps to identify geopolitical divisions and
boundaries of places in North America.
SS.7.G.2.1: Locate major cultural landmarks that are emblematic of the
United States.
SS.7.G.2.2: Locate major physical landmarks that are emblematic of the
United States
SS.7.G.6.1: Use Global Information Systems (GIS) or other technology to
view maps of current information about the United States.
Course Code: 210601001
Step 2: Students will use the provided information to plan and calculate a
round trip vacation.
Additional Enrichment Challenges:

Students will research current gas prices at a national scale (national
gas price average) and apply to their road trip project budget

Students will research current food establishments/menus to pan
their road trip budget

Students will research current lodgings/recreational activities
(contiguous states)

Write a journal entry or post card for each day of travel, describing
major cultural or physical landmarks that are emblematic to the
United States

Print/Draw map of route of round trip vacation
Additional Suggested Activities:
Have students research how to determine price per unit to help make
decisions when comparing products.
Have students research and list how supply and demand affects choices
such as: careers, types of cars made, electronics, etc.
Have students research the national minimum wage average from their
birth year to the current year and create a line graph showing changes
Have students research the Current National Average of Income and the
Florida Average. Create a Venn Diagram comparing averages.
Vocabulary: (new key terms, review key terms)
Annual Percentage Rate (APR), balance, banks, bankruptcy, bills,
borrower, budget, checking account, comparative shopping,
coupons, credit, discretionary income, disposable income,
employment, expenses, financial literacy, generic goods, impulse
buying, income, income tax, interest, salary, sales tax, savings
account, social security, utilities, debt
Technology:
Florida Law Related Education Association (Benchmark/EOC aligned
units): www.flrea.org
iCivics (Civics Centered Website for lessons/activities)
www.icivics.org
Department of Social Sciences
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies Fourth Nine Weeks
GRADE LEVEL OR COURSE TITLE Course Code: SEVENTH GRADE- CIVICS
Course Code: 210601001
Center for Civic Education:
http://www.civiced.org/
Bureau of Engraving and Printing U.S. Department of the Treasury:
http://www.moneyfactory.com/
Board of Governors of the Federal Reserve System:
http://www.federalreserve.gov/
PBS – History of Money:
http://www.pbs.org/wgbh/nova/moolah/
Council for Economic Education – Comparative Economic Systems:
http://www.econedlink.org/lessons/index.php?lesson=322&page=teacher
Assessment:
Develop rubrics and share with students for each of the above mentioned
projects in order to increase opportunities for mastery of content and
historical thinking skills. Each project or assignment should be assessed
for content accuracy and skill development in terms of writing and reading
comprehension.
ELL:
Use visual depictions of historical events in order to increase ELL
students’ mastery of related content.
Additional ELL Strategies:
Have students create a illustrated geographic dictionary of key terms in
English and their native language using a translation website: e.g.
http://au.babelfish.yahoo.com/
http://wordmonkey.info/
Provide students with oral and visual cues for directions
Provide students with pictures, graphs, charts, and videos.
Provide students with oral reading strategies (i.e., read-a-loud, jump in
reading)
Provide students with peer grouping for activities
Provide students with teacher read-a-loud strategies
Provide students with the opportunity to use of audio books
Provide students with the use of manipulative items (i.e.,3-D objects)
Provide students with cooperative learning activities (small/large group
settings)
Provide students with structured paragraphs for writing assignments
Provide students with the use of simplified/shortened reading text
Provide students with semantic mapping activities to enhance writing
Provide students with the opportunity to use the Language Experience
Approach
http://www.literacyconnections.com/InTheirOwnWords.php.
Department of Social Sciences
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies Fourth Nine Weeks
GRADE LEVEL OR COURSE TITLE Course Code: SEVENTH GRADE- CIVICS
Course Code: 210601001
State and District Instructional Requirements:
Teachers should be aware that State and District policy requires that all
teachers K-12 provide instruction to students in the following content
areas: African-American History, Character Education, Hispanic
Contributions to United States, Holocaust Education and Women’s
Contribution to the U.S. Detailed lesson plans can be downloaded form
the Department of Social Sciences website,
http://socialsciences.dadeschools.net/, under the heading “Character
Education” and “Multicultural Support Documents.” Please note that
instruction regarding the aforementioned requirements should take place
throughout the entire scope of a given social studies course, not only
during the particular month or day when a particular cultural group is
celebrated or recognized.
SPED:
Go the Department of Social Sciences website,
http://socialsciences.dadeschools.net/, and look under “Curricular
Documents,” Next Generation Sunshine State Standards” in order to
download the PDF of Access Points for Students with Cognitive
Disabilities related to this particular grade level.
Department of Social Sciences
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies Fourth Nine Weeks
GRADE LEVEL OR COURSE TITLE Course Code: SEVENTH GRADE- CIVICS
Pacing Guide
Benchmark(s)
Date
Course Code: 210601001
Data Driven
Benchmark(s)
Activities
Assessment(s)
Strategies
Data Driven
Benchmark(s)
Activities
Assessment(s)
Strategies
May 16, 2016 to Florida Standards:
LAFS.68.WHST.1.1 - Write arguments focused
June 9, 2016
on discipline-specific content.
LAFS.68.WHST.2.4 - Produce clear and
coherent writing in which the development,
organization, and style are appropriate to task,
purpose, and audience.
LAFS.68.WHST.2.5 - 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.
LAFS.68.WHST.2.6 - Use technology, including
the Internet, to produce and publish writing and
present the relationships between information
and ideas clearly and efficiently.
LAFS.68.WHST.3.9 - Draw evidence from
informational texts to support analysis reflection,
and research.
Content Benchmarks:
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.1.3: Review the concepts of supply and
demand, choice, scarcity, and opportunity cost as
they relate to the development of the mixed
market economy in the United States.
SS.7.E.1.5: Assess how profits, incentives, and
competition motivate individuals, households,
and businesses in a free market economy.
SS.7.E.1.6: Compare the national budget
process to the personal budget process.
Date
Department of Social Sciences
Pacing Guide
Benchmark(s)
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies Fourth Nine Weeks
GRADE LEVEL OR COURSE TITLE Course Code: SEVENTH GRADE- CIVICS
May 16, 2016 to SS.7.G.1.3: Interpret maps to identify geopolitical
divisions and boundaries of places in North
June 9, 2016
America.
SS.7.G.2.1: Locate major cultural landmarks that
are emblematic of the United States.
SS.7.G.2.2: Locate major physical landmarks
that are emblematic of the United States.
SS.7.G.6.1: Use Global Information Systems
(GIS) or other technology to view maps of current
information about the United States.
Department of Social Sciences
Course Code: 210601001
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
GRADE LEVEL OR COURSE TITLE Course Code: SEVENTH GRADE- CIVICS
Course Code: 210601001
Everfi Program Overview
EverFi Financial Literacy™
Student Length: 6 hours (approximate)
Meets 53 of the 107 Florida Standards for economics.
Topics Covered: •Credit scores, •consumer fraud and protection, •budgeting, •insurance, •credit cards, •student loans, •1040’s,
•FAFSA, •mortgages, •taxes, •stocks, •savings, •401k’s
EverFi™ - Assist students in learning critical financial literacy skills. The web based program is plug and play ready and assists
teachers in efficiently providing critical need financial skills in a fun and engaging digital environment. The system automatically
records student progress and reports the unique score of each user back to the teacher. The program is engaging, easy to use, and
provides students with a wonderful background on the essential skills that are critical for their future financial success. The resource
contains 10 modules covering over 600 topics including banking, credit scores, insurance, credit cards, student loans, mortgages,
taxes, stocks, savings, 401k’s and other critical concepts. Video, animations, 3-D gaming, avatars, and social networking – bring
complex financial concepts to life for today’s digital generation. Students who successfully complete the course earn certification in
financial literacy, which can be a powerful tool for job applications, college search, and internships.
Steps to Access
I. Activating Administrative Account
• Go to http://www.everfi.com/login • Click “sign up” on the top right of the screen. • Type in your school site registration site code (see list) and click “I’m a teacher”. • Complete the fields, enter your email address, create a • password and fill remaining fields. Click finished!
II. Creating Classes and Class Codes
1. Once logged in, select the “classes” tab from the top navigation bar.
2. On the dropdown and select “create class”.
3. Select the appropriate curriculum (if applicable). Name the class the and click “add class”. (This will automatically generate a class
registration code that will be stored on your dashboard. Students will use this class code in the same manner in which you
Miami-Dade County Public Schools: Department of Social Sciences
Financial Literacy Addendum to Pacing Guides
registered.)
III. Activating and Registering for Student Accounts
1. Go to www.everfi.com/login
2. Select “sign up” at the top right of the screen.
3. Enter the class registration code for YOUR class.
4. Select “I’m a student Student”
5. Fill in all the required fields.-You DO NOT have to enter an email address.
Department of Social Sciences
Miami-Dade County Public Schools: Department of Social Sciences
Financial Literacy Addendum to Pacing Guides
Department of Social Sciences
Miami-Dade County Public Schools: Department of Social Sciences
Financial Literacy Addendum to Pacing Guides
Additional Useful Online Resources for Financial Literacy Instruction:
Financial Literacy from Florida’s Chief Financial Officer:


The Department of Social Sciences is pleased to provide information regarding Mr. Jeff Atwater, Florida’s Chief Financial Officer, FREE
online financial literacy educational resources.
-DCPS employees can access this FREE online
financial literacy learning resource by clicking on the following link: http://www.myfloridacfo.com/YMM/default.aspx.
Valuable information is available from this website regarding understanding credit and debt, saving and spending, planning for life’s
events, such as saving for college, buying a car, and accessing health care, and even games for students to teach them important money
H & R Block’s Budget Challenge:


http://www.hrblockdollarsandsense.com/
Everyone knows money doesn't grow on trees. At least they will if H&R Block has any say in it. By learning strong budgeting skills and
fiscal discipline early, kids can gain the knowledge and confidence to manage their own financial future. Our free H&R Block Budget
Challenge encourages students to learn personal finance in a fun, engaging way while competing against other classrooms and students
for $3 million in classroom grants and student scholarships.
National Education Association’s Warehouse on Teaching Financial Literacy:


http://www.nea.org/tools/lessons/resources-for-teaching-financial-literacy.html
Use these resources to supplement your curriculum and help students gain the financial literacy skills they’ll need to manage their
financial resources effectively throughout their lives.
Department of Social Sciences