2014-2015 curriculum blueprint grade: 7 course: civics ... · dbq option: what types of ... dbq...

Time Allowed:

1st Quarter

14 Days

2014-2015 Curriculum Blueprint Grade: 7th Course: Civics

Topic/Idea: 1. The Citizen and U.S. Citizenship

Instructional Focus Benchmarks

Annually Assessed Benchmark(s): SS.7.C.2.1 Define the term “citizen,” and identify legal means of becoming a U.S. citizen. EduSoft Mini-Assessment(s): EOC Pretest Date Range: August 18th – 29th

Item Specification Notes: Content Limits: Items will not require students to list the steps of the naturalization process. Attributes/Stimulus: Items addressing the process of becoming a U.S. citizen may use historical and contemporary documents and other relevant stimuli (e.g., maps, timelines, charts, graphs, tables). Key Vocabulary: Citizen – a legal member of a state and/or country. Honors/Advanced courses offer scaffold 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 Students are empowered to perform at higher levels as they engage in the following: analyzing historical documents and supplementary readings, working in the context of thematically categorized information, becoming proficient in note-taking, participating in Socratic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 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).

Standard: Students will be able to…….. Evaluate the roles, rights, and responsibilities of U.S. citizens, and determine methods of active participation in society, government, and the political system. Objectives: By …… Defining citizenship as stated in the Fourteenth Amendment. Describing the process of becoming a naturalized citizen. Evaluating the impact of the naturalization process on society, government, or the political process.

Benchmarks/Standards Supporting LAFS and MAFS

Standards

SS.7.G.4.1 Use geographic terms and tools to explain cultural diffusion throughout North America.

Essential Content & Understanding:

These terms are given in addition to those found in the standards, benchmarks, and benchmark clarifications.

Additional items may include, but are not limited to, the following: alien, immigrant, law of blood, law of soil, and resident.

Additional Vocabulary Suggestions:

Amendment, naturalization, society

Textbook References: Unit 1 A Tradition of Democracy Pages 1- 128

Essential Question Stems: Higher Order Questions Stems Sample Question: Can you assess the value or importance of the naturalization process on gaining citizenship?

Resources/Links:

1. Required Instruction (FL Statute 1003.42)

2. Teacher Toolbox (If you don’t have an account for this site, follow the directions to register for one.)

3. Enrichment Links 4. Lesson Plan Idea 5. FLREA

*Teacher Edition offers a Reteach Section that can

be used as a Remediation Source.

Teachers will complete 4 DBQs within a full year course.

http://www.floridastandards.org/Standards/PublicPreviewBenchmark3189.aspx


http://lake.k12.fl.us/cms/lib05/FL01000799/Centricity/Domain/17/EssentialQuestionStems.pdf

http://www.leg.state.fl.us/statutes/index.cfm?App_mode=Display_Statute&Search_String=&URL=1000-1099/1003/Sections/1003.42.html


http://floridacitizen.org/resources/middle/curriculum

http://floridacitizen.org/resources/other/links

http://dornsife.usc.edu/vhi/creatingcharacter/docs/LP_Citizenship_CC_001.pdf

http://www.flrea.org/index.php?option=com_content&view=article&id=32

Time Allowed:

1st Quarter

14 Days


Topic/Idea: 1. The Citizen and U.S. Citizenship


Annually Assessed Benchmark(s): SS.7.C.2.2 Evaluate the obligations citizens have to obey laws, pay taxes, defend the nation, and serve on juries. EduSoft Mini-Assessment(s): N/A Date Range: N/A

Item Specification Notes: Content Limits: Items will not require specific content knowledge of events with local significance. Items will not require students to make judgments about ranking the responsibilities of citizens. Attributes/Stimulus: Items addressing the obligations of citizens may use historical and contemporary documents and other relevant stimuli (e.g., maps, timelines, charts, graphs, tables). Key Vocabulary: Citizen – a legal member of a state and/or country. Common or Public Good – beliefs or actions that are seen as a benefit to a larger community rather than individual interest.

Standard: Students will be able to…….. Evaluate the roles, rights, and responsibilities of U.S. citizens, and determine methods of active participation in society, government, and the political system. Objectives: By…… Distinguishing between an obligation or duty and a responsibility as it relates to citizenship. Responsibilities may include, but are not limited to, voting, attending civic meetings, petitioning government, and running for office. Recognize the concept of the common good as a rationale for fulfilling the obligations and/or responsibilities of citizenship. Evaluating the obligations and/or responsibilities of citizens as they relate to active participation in society and government. Examining the significant contributions of citizens to a democratic society. Using scenarios to assess specific obligations of citizens. Identifying the consequences or predict the outcome on society of citizens who do not fulfill their citizenship responsibilities. Evaluating the impact of civic participation on society, government, or the political process.

Benchmarks/Standards Supporting LAFS and

MAFS Standards

SS.7.C.2.3 Experience the responsibilities of citizens at the local, state, or federal levels. SS.7.C.2.14 Conduct a service project to further the public good. SS.7.G.3.1 Use maps to describe the location, abundance, and variety of natural resources in North America. (See EQ sample question #2)

Essential Content &

Understanding:


Additional items may include, but are not limited to, the following: selective service.


obligations, responsibilities, voting, petitioning, contributions, democratic society, scenarios, consequences.


Essential Question Stems: Higher Order Questions Stems Sample Question: 1. Predict the outcome on society of citizens who do not fulfill their citizenship responsibilities. 2. Why should the protection of our natural resources be a concern of our citizens?

Resources/Links:

1. Citizenship Rights and Responsibilities 2. Required Instruction (FL Statute 1003.42) 3. Teacher Toolbox

(If you don’t have an account for this site, follow the directions to register for one.)

4. Enrichment Links 5. Lesson Plan Idea

*Teacher Edition offers a Reteach Section that can be used as a Remediation Source.


DBQ Option: What types of citizens does a Democracy need? DBQ Option: Should Americans be required to vote?






http://www.uscis.gov/portal/site/uscis/menuitem.749cabd81f5ffc8fba713d10526e0aa0/?vgnextoid=39d2df6bdd42a210VgnVCM100000b92ca60aRCRD&vgnextchannel=39d2df6bdd42a210VgnVCM100000b92ca60aRCRD




http://www.learningtogive.org/lessons/unit153/lesson2.html

Time Allowed:

1st Quarter

7 Days


Topic/Idea: 2. Civic Participation


Annually Assessed Benchmark(s): 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. EduSoft Mini-Assessment(s): N/A Date Range: N/A

Item Specification Notes: Content Limits: Items will not ask students to evaluate the effectiveness of a specific public agency. Items will not require students to recall specific policies within any agency. Items will not require students to have intricate knowledge of the vast number of governmental agencies. Attributes/Stimulus: Items addressing plans to resolve state or local problems may use historical and contemporary documents and other relevant stimuli (e.g., maps, timelines, charts, graphs, tables). Key Vocabulary: N/A

Standard: Students will be able to…….. Evaluate the roles, rights, and responsibilities of U.S. citizens, and determine methods of active participation in society, government, and the political system. Objectives: By…… Identifying the appropriate level of government to resolve specific problems. Identifying appropriate government agencies to address state or local problems. Analyzing public policy alternatives to resolve state and local problems. Comparing public policy solutions and private community service solutions.

Benchmarks/Standards Supporting LAFS and MAFS Standards

SS.7.G.5.1 Use a choropleth or other map to geographically represent current information about issues of conservation or ecology in the local community. (Examples are tri-county mangrove decimation, beach erosion)


There are no additional terms except those found in the standards, benchmarks, and benchmark clarifications.


government agencies, address, analyze, public policy solution, private community services

Textbook References: Unit 4 The Citizen in Government Pages 247-310 & Unit 5 The Citizen in Society Pages 313-400

Essential Question Stems: Higher Order Questions Stems Sample Question: Distinguish the differences between public and private community services?

Resources/Links:

1. Critical Thinking Skills 2. Required Instruction (FL Statute

1003.42) 3. Teacher Toolbox


4. Enrichment Links 5. Lesson Plan Idea (LP offers a topic for

discussion – tobacco) 6. FLREA






http://intranet.staff.lakeschools.local/1733107168263543/lib/1733107168263543/Critical_Thinking_Skills.pdf





http://www.tobaccofreekids.org/facts_issues/toll_us/florida


Time Allowed:

1st Quarter

7 Days


Topic/Idea: 2. Civic Participation


Annually Assessed Benchmark(s): SS.7.C.2.13 Examine multiple perspectives on public and current issues. EduSoft Mini-Assessment(s): N/A Date Range: N/A

Item Specification Notes: Content Limits: Items will not ask students to make value judgments concerning public and current issues. Attributes/Stimulus: Items addressing perspectives on public and current issues may use historical and contemporary documents and other relevant stimuli (e.g., maps, timelines, charts, graphs, tables). Key Vocabulary: N/A

Standard: Students will be able to…….. Evaluate the roles, rights, and responsibilities of U.S. citizens, and determine methods of active participation in society, government, and the political system. Objectives: By……… Identifying groups that influence public perspectives. Using scenarios to understand the reaction or perspective of different groups. Examining how multiple perspectives shape participation in the political process.


SS.7.C.2.14 Conduct a service project to further the public good. SS.7.G.2.3 Explain how major physical characteristics, natural resources, climate, and absolute and relative location have influenced settlement, economies, and inter-governmental relations in North America. SS.7.G.2.4 Describe current major cultural regions of North America. (Examples are the South, Rust-belt, Silicon Valley.) *Identify different interest groups based on location and how their economies and location can be connected. (ex. Car manufacturing – North, Citrus Farming – South, etc.)




Public perspectives, political process

Textbook References: Unit 4 The Citizens in Government Pages 247-310 & Unit 5 The Citizen in Society Pages 313-400

Essential Question Stems: Higher Order Questions Stems Sample Question: Should we try to minimize different groups’ influences/agendas on public opinions?

Resources/Links:


















http://wps.prenhall.com/chet_parker_socialst_12/20/5276/1350814.cw/-/1350837/index.html


Time Allowed:

1st Quarter

17 Days


Topic/Idea: 3. Foundations of Government, Law and the American Political

System

Instructional Focus Benchmarks Annually Assessed Benchmark(s): SS.7.C.1.1 Recognize how Enlightenment ideas including Montesquieu view of separation of powers and John Locke’s theories related to natural law and how Locke’s social contract influenced the Founding Fathers. EduSoft Mini-Assessment(s): N/A Date Range: N/A

Item Specification Notes: Content Limits: Items will not require students to match a particular Enlightenment philosopher with a corresponding theory. Attributes/Stimulus: Items addressing Enlightenment ideas may use historical and contemporary documents and other relevant stimuli (e.g., maps, timelines, charts, graphs, tables). Key Vocabulary: Natural Rights – The belief that individuals are born with basic rights that cannot be taken away by government. Social Contract – an implied agreement among the people of an organized society that defines the rights, duties, and limitations of the governed and the government.

Standard: Students will be able to…….. Demonstrate an understanding of the origins and purposes of government, law, and the American political system. Objectives: By……… Identifying and describing the Enlightenment ideas of separation of powers, natural law, and social contract. Examining how Enlightenment ideas influenced the Founders’ beliefs about individual liberties and government. Evaluating the influence of Montesquieu and Locke’s ideas on the Founding Fathers.



There are no additional terms except those found in the standard, objectives, benchmarks, and key vocabulary.


Enlightenment, Separation of Powers, Natural Laws, Social Contract, Liberties, Founding Fathers


Essential Question Stems: Higher Order Questions Stems Sample Question: How would you compare the ideas expressed during the Enlightenment Period with those during the Foundation of the United States?

Resources/Links:

1. Writing Prompts (H.O.T) 2. Required Instruction (FL Statute



4. Enrichment Links 5. Bill of Rights Institute 6. Lesson Plan Idea 7. Classroom Accommodation 8. FLREA





http://lake.k12.fl.us/cms/lib05/FL01000799/Centricity/Domain/17/Civics_Writing_Prompts.pdf





http://billofrightsinstitute.org/resources/educator-resources/founders/

http://www.powertolearn.com/teachers/lesson_activities/social_studies/CBV.55.S.SS.R5.D1.pdf

http://intranet.staff.lakeschools.local/1733107168263543/lib/1733107168263543/Classroom_Accommodations.pdf


Time Allowed:

1st Quarter

17 Days



System


Annually Assessed Benchmark(s): 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. EduSoft Mini-Assessment(s): N/A Date Range: N/A

Item Specification Notes: Content Limits: Items will not require students to address the origin of ideas in the Magna Carta, English Bill of Rights, Mayflower Compact, and Common Sense. Attributes/Stimulus: Items addressing the impacts of the Magna Carta, English Bill of Rights, Mayflower Compact, and Thomas Paine’s Common Sense may use historical and contemporary documents and other relevant stimuli (e.g., maps, timelines, charts, graphs, tables). Key Vocabulary: Limited Monarchy – A system of government in which the king or queen shares authority with an elected legislature and agrees to be bound by a constitution or a set of laws. Also known as a constitutional monarchy. Compact – an official agreement made by two or more parties.

Standard: Students will be able to…….. Demonstrate an understanding of the origins and purposes of government, law, and the American political system. Objectives: By………. Identifying the important ideas contained in the Magna Carta, English Bill of Rights, Mayflower Compact, and Common Sense. Evaluating the impact that the Magna Carta, English Bill of Rights, Mayflower Compact, and Common Sense had on the purposes of government.





Self-Government, Magna Carta, Bill of Rights, Common Sense


Essential Question Stems: Higher Order Questions Stems Sample Question: Can you assess the value of the Magna Carta, English Bill of Rights, Mayflower Compact, and Common Sense on the foundation of government?

Resources/Links:

1. (Magna Carta) Link 2. (Mayflower Compact) Link 3. (Mayflower Compact WS Link) 4. (Common Sense) Link 5. (English Bill of Rights) Link 6. Writing Prompts (H.O.T) 7. Required Instruction (FL Statute 1003.42) 8. Teacher Toolbox


9. Enrichment Links 10. FLREA

*Teacher Edition offers a Reteach Section that can be used as

a Remediation Source.


http://www.floridastandards.org/Standards/PublicPreviewBenchmark3181.aspx?kw=SS.7.C.1.2


http://www.archives.gov/exhibits/featured_documents/magna_carta/

http://www.historyplace.com/unitedstates/revolution/mayflower.htm

http://www.eduplace.com/ss/hmss/5/unit/act2.1blm.html

http://www.ushistory.org/paine/commonsense/sense2.htm

http://encyclopedia.kids.net.au/page/en/English_Bill_of_Rights






Time Allowed:

1st Quarter

17 Days



System

Instructional Focus Benchmarks Annually Assessed Benchmark(s): SS.7.C.1.3 Describe how English policies and responses to colonial concerns led to the writing of the declaration of Independence. EduSoft Mini-Assessment(s): N/A Date Range: N/A

Item Specification Notes: Content Limits: Items will focus on the period from the French and Indian War (1754) to 1776. Specific acts and/or events may be referenced; however, items should not assess student knowledge of specific details of acts and/or events. Attributes/Stimulus: Items addressing English policies and responses to colonial concerns may use historical and contemporary documents and other relevant stimuli (e.g., maps, timelines, charts, graphs, tables). Key Vocabulary: Representative Democracy (Republic) – A system of government in which the people elect representatives to make policies and laws for them. Democracy – A system of government in which political power resides with the people.

Standard: Students will be able to…….. Demonstrate an understanding of the origins and purposes of government, law, and the American political system. Objectives: By……… Tracing the causal relationships between English/British policies, English responses to colonial grievances, and the writing of the Declaration of Independence. Recognizing the underlying themes of English colonial policies concerning taxation, representation, and individual rights that formed the basis of the American colonists’ desire for independence.





Colonial, Grievances, Declaration, Policies, Taxation, Representation, Independence


Essential Question Stems: Higher Order Questions Stems Sample Question: How would you prove that the dissatisfaction of the colonist led to the adoption of the Declaration of Independence?

Resources/Links:















http://edsitement.neh.gov/lesson-plan/declare-causes-declaration-independence


Time Allowed:

1st Quarter

17 Days



System

Instructional Focus Benchmarks Annually Assessed Benchmark(s): SS.7.C.1.4 Analyze the ideas (natural rights, role of the government) and complaints set forth in the Declaration of Independence. EduSoft Mini-Assessment(s): N/A Date Range: N/A

Item Specification Notes: Content Limits: Items will examine the Declaration of Independence from the perspective of the colonists, not from the British perspective. Attributes/Stimulus: Items addressing the ideas and complaints set forth in the Declaration of Independence may use historical and contemporary documents and other relevant stimuli (e.g., maps, timelines, charts, graphs, tables). Key Vocabulary: Natural Rights – the belief that individuals are born with basic rights that cannot be taken away by governments. Unalienable (inalienable) Rights – basic rights of the people that may not be taken away. Consent of the Governed – an agreement made by the people to establish a government and abide by its laws.

Standard: Students will be able to…….. Demonstrate an understanding of the origins and purposes of government, law, and the American political system. Objectives: By……… Explaining the concept of natural rights as expressed in the Declaration of Independence. Identifying the natural rights specifically expressed in the Declaration of Independence (life, liberty, and the pursuit of happiness). Analyzing the relationship between natural rights and the role of government: 1. People are endowed by their Creator with certain unalienable rights; 2. Governments are instituted among men to secure these rights; 3. Governments derive their just powers from the consent of governed; and 4. Whenever any form of government becomes destructive of these ends, it is the right of the people to alter or abolish it, and to institute new government. Recognizing the connection between specific grievances in the Declaration of Independence and natural rights’ violations. Recognizing colonial complaints as identified in the Declaration of Independence (imposing taxes without the consent of the people, suspending trial by

jury, limiting judicial powers, quartering soldiers, and dissolving legislatures).





assent, oppression, self-evident, and tyranny. Liberty, endowed, derive, consent, alter, abolish, institute, grievances, violations, complaints, imposing, suspending, Judicial Power, quartering, legislatures


Essential Question Stems: Higher Order Questions Stems Sample Question: What conclusion can you draw in reference to the colonist and their view on governments?



Time Allowed:

1st Quarter

17 Days



System

Authority – The power to direct the actions

of people or to make decisions.

Resources/Links:

1. Writing Prompts (H.O.T) 2. Facts: Declaration of Independence 3. Required Instruction (FL Statute






Teachers will complete 4 DBQs within a full

year course.


http://www.buzzle.com/articles/facts-about-the-declaration-of-independence.html





http://www.education.com/activity/article/Declaration-would-you-sign/


Time Allowed:

1st Quarter

17 Days



System


Annually Assessed Benchmark(s): SS.7.C.1.5 Identify how the weaknesses of the Articles of Confederation led to the writing of the Constitution. EduSoft Mini-Assessment(s): N/A Date Range: N/A

Item Specification Notes: Content Limits: Items should focus on the significance of the context of the document, but should not require students to recall passages from the document. Attributes/Stimulus: Items addressing the weaknesses of the Articles of Confederation may use historical and contemporary documents and other relevant stimuli (e.g., maps, timelines, charts, graphs, tables). Key Vocabulary: Article – A number, chapter, or section, of a contract, treaty, or constitution.

Standard: Students will be able to…….. Demonstrate an understanding of the origins and purposes of government, law, and the American political system. Objectives: By………. Identifying the weaknesses of the government under the Articles of Confederation (i.e., Congress had no power to tax, to regulate trade, or to enforce its laws; the national government lacked a national court system [judicial branch] and central leadership [executive branch]; and changes to the Articles required unanimous consent of the 13 states).





Shays’ Rebellion, debt, Constitutional Convention, Confederation, Congress, regulate, consent


Essential Question Stems: Higher Order Questions Stems Sample Question: What is your opinion of the Articles of Confederation compared to our current government?

Resources/Links:




4. Enrichment Links 5. Lesson Plan Idea 6. Classroom Accommodations 7. FLREA











http://alex.state.al.us/lesson_view.php?id=6659



Time Allowed:

1st Quarter

17 Days



System


Annually Assessed Benchmark(s): SS.7.C.1.6 Interpret the intentions of the Preamble of the Constitution. EduSoft Mini-Assessment(s): N/A Date Range: N/A

Item Specification Notes: Content Limits: Items will be limited to addressing the intent of the Preamble, rather than interpretations throughout other periods in history. Attributes/Stimulus: Items addressing the Preamble of the U.S. Constitution may use historical and contemporary documents and other relevant stimuli (e.g., maps, timelines, charts, graphs, tables). Key Vocabulary: Common or Public Good – Beliefs or actions that are seen as a benefit to the larger community rather than individual interest.

Standard: Students will be able to…….. Demonstrate an understanding of the origins and purposes of government, law, and the American political system. Objectives: By…….. Explaining how the Preamble serves as an introduction to the U.S. Constitution, establishing the goals and purposes of government. Identifying the goals and purposes of government as set forth in the Preamble of the U.S. Constitution (i.e., form a more perfect union, establish justice, ensure domestic tranquility, provide for the common defense, promote the general welfare, and secure the blessings of liberty to ourselves and our posterity). Recognizing that the intention of the phrase “We the People” means that government depends on the people for its power and exists to serve them.





Ordain, Preamble, Union, domestic tranquility, welfare, liberty, posterity


Essential Question Stems: Higher Order Questions Stems Sample Question: Why is it importance to establish a set of goals and purposes in the very beginning of the Constitution?

Resources/Links:







DBQ Option: The Preamble and the Federal Budget: Are we slicing the pie correctly?









Time Allowed:

1st Quarter

17 Days



System


Annually Assessed Benchmark(s): SS.7.C.1.8 Explain the viewpoints of the Federalist and the Anti-Federalist regarding the ratification of the Constitution and inclusion of a bill of rights. EduSoft Mini-Assessment(s): N/A Date Range: N/A

Item Specification Notes: Content Limits: Items will not require students to identify Federalist and Anti-Federalist viewpoints on issues other than ratification of the U.S. Constitution. Attributes/Stimulus: Items addressing viewpoints of Federalists and Anti-Federalists may use historical and contemporary documents and other relevant stimuli (e.g., maps, timelines, charts, graphs, tables). Key Vocabulary: Anti-Federalists - A group of people in the early United States who opposed ratification of the U.S. Constitution because they feared a strong national government and a lack of protection for individual rights.

Standard: Students will be able to…….. Demonstrate an understanding of the origins and purposes of government, law, and the American political system. Objectives: By…….. Identifying the viewpoints of the Federalists and the Anti-Federalists about the ratification of the U.S. Constitution. Comparing the viewpoints of the Federalists and the Anti-Federalists about the ratification of the U.S. Constitution. Recognizing the Anti-Federalists’ reasons for the inclusion of a bill of rights in the U.S. Constitution.





Ratification, Bill of Rights


Essential Question Stems: Higher Order Questions Stems Sample Question: What is the relationship between the Anti-Federalist and the Bill of Rights?

Resources/Links:















Time Allowed:

1st Quarter

17 Days



System

Anti-Federalist Papers - A series of essays written to counter and defeat the proposed U.S. Constitution. Federalists - A group of people in the early United States who favored the establishment of a strong national government and who worked for ratification of the U.S. Constitution Federalist Papers - A series of essays written to explain and defend the proposed U.S. Constitution. End of 1st Quarter (38 Planned Days; 5 Buffer)


Time Allowed:

2nd Quarter

21 Days


Topic/Idea: 4. The United States Constitution and Bill of Rights


Annually Assessed Benchmark(s): SS.7.C.1.7 Describe how the Constitution limits the powers of government through separation of powers and checks and balances. EduSoft Mini-Assessment(s): N/A Date Range: N/A

Item Specification Notes: Content Limits: None Given! Attributes/Stimulus: Items addressing the constitutional limits of powers may use historical and contemporary documents and other relevant stimuli (e.g., maps, timelines, charts, graphs, tables). Key Vocabulary: Limited Government - Restricted with reference to governing powers by limitations prescribed in laws and in a constitution, as in limited monarchy; limited government. Limited Monarchy – A system of government in which the king or queen shares authority with an elected legislature and agrees to be bound by a constitution or set of laws. Also known as a constitutional monarchy.

Standard: Students will be able to…….. Demonstrate an understanding of the origins and purposes of government, law, and the American political system. Objectives: By…….. Explaining the concept of limited government as set forth in the U.S. Constitution. Describing and distinguishing between the concepts of separation of powers and checks and balances. Analyzing how government power is limited by separation of powers and/or checks and balances. Recognizing examples of separation of powers and checks and balances.


Revisited: SS.7.C.1.6, SS.7.C.1.8




Constitutional government, Constitution, Separation of Power, Check and Balances


Essential Question Stems: Higher Order Questions Stems Sample Question: What examples can you find of check and balances within our government?

Resources/Links:







http://www.floridastandards.org/Standards/PublicPreviewBenchmark3186.aspx?kw=--Keyword%20Search--







http://www.cyberlearning-world.com/lessons/oct6usg.htm


Time Allowed:

2nd Quarter

21 Days




Annually Assessed Benchmark(s): SS.7.C.2.4 Evaluate rights contained in the Bill of Rights and other amendments to the U.S. Constitution. EduSoft Mini-Assessment(s): N/A Date Range: N/A

Item Specification Notes: Content Limits: Items will not require students to identify protected rights by specific amendment numbers. Attributes/Stimulus: Items addressing the rights in the Bill of Rights may use historical and contemporary documents and other relevant stimuli (e.g., maps, timelines, charts, graphs, tables). Key Vocabulary: Citizen – a legal member of a state and/or country. Natural Rights – The belief that individuals are born with basic rights that cannot be taken away by government.

Standard: Students will be able to…….. Evaluate the roles, rights, and responsibilities of U.S. citizens, and determine methods of active participation in society, government, and the political system. Objectives: By…….. Recognizing that the Bill of Rights comprises the first ten amendments to the U.S. Constitution. Recognizing the five freedoms protected by the First Amendment. Evaluating how the Bill of Rights influences individual actions and social interactions. Using scenarios to identify rights protected by the Bill of Rights. Using scenarios to recognize violations of the Bill of Rights or other constitutional amendments.




Additional items may include, but are not limited to, the following: 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, suffrage, trial by jury, and un-enumerated rights (9th Amendment).


Bill of Rights, amendments, violations, constitutional amendments


Essential Question Stems: Higher Order Questions Stems Sample Question: What is the function of the Bill of Rights?

Resources/Links:

1. Congress for Kids 2. Critical Thinking Skills 3. Required Instruction (FL Statute







DBQ Option: Should schools be allowed to limit

students’ online speech?



http://www.congressforkids.net/games/billofrights/2_billofrights.htm






http://www.uen.org/Lessonplan/preview.cgi?LPid=533


Time Allowed:

2nd Quarter

21 Days




Annually Assessed Benchmark(s): SS.7.C.2.5 Distinguish how the constitution safeguards and limits individual rights. EduSoft Mini-Assessment(s): N/A Date Range: N/A

Item Specification Notes: Content Limits: Items will not require students to cite specific court cases or specific amendments to the U.S. Constitution. Attributes/Stimulus: Items addressing constitutional safeguards and limitations may use historical and contemporary documents and other relevant stimuli (e.g., maps, timelines, charts, graphs, tables). Key Vocabulary: N/A

Standard: Students will be able to…….. Evaluate the roles, rights, and responsibilities of U.S. citizens, and determine methods of active participation in society, government, and the political system. Objectives: By……… Recognizing that rights are protected, but are not unlimited. Examining rationales for limiting individual rights. Using scenarios to examine the impact of limits on individual rights on social behavior. Examining the role of the judicial branch of government in protecting individual rights.




Additional items may include, but are not limited to, the following: appellate process, ex post facto, habeas corpus, independent judiciary, precedent, privacy, and summary judgment.


rationales, social behavior, impact


Essential Question Stems: Higher Order Questions Stems Sample Question: How is individual rights related to the protection of rights?

Resources/Links:

1. Civic Engagement 2. Critical Thinking Skills 3. Required Instruction (FL Statute



5. Enrichment Links 6. Lesson Plan Idea 7. PBS Video (5 minutes) Used w/ Lesson

Plan 8. Classroom Accommodation 9. FLREA






http://www.learningtogive.org/papers/paper29.html






http://www.pbs.org/pov/film-files/larryvlockney_lessonplan_lesson_plan_0.pdf

http://www.pbs.org/pov/larryvlockney/



Time Allowed:

2nd Quarter

21 Days




Annually Assessed Benchmark(s): SS.7.C.3.5 Explain the constitutional amendment process. EduSoft Mini-Assessment(s): N/A Date Range: N/A

Item Specification Notes: Content Limits: Items will not ask students to recall the content of specific amendments. Items will not require students to be familiar with the historical context of any amendment. Attributes/Stimulus: Items addressing the constitutional amendment process may use historical and contemporary documents and other relevant stimuli (e.g., maps, timelines, charts, graphs, tables). Key Vocabulary: N/A

Standard: Students will be able to…….. Demonstrate an understanding of principles, functions, and organization of government. Objectives: By……. Recognizing the methods used to propose and ratify amendments to the U.S. Constitution. Identifying the correct sequence of each amendment process. Identifying the importance of a formal amendment process. Recognizing the significance of the difficulty of formally amending the U.S. Constitution.




Additional items may include, but are not limited to, the following: caucus.

Additional Vocabulary Suggestions: amendment, amending, amendment process

Textbook References: Unit 1 A Tradition of Democracy Pages 1-128

Essential Question Stems: Higher Order Questions Stems Sample Question: Why did our founding fathers add an amendment

process into our constitution?

Resources/Links:




4. Enrichment Links 5. Lesson Plan Idea 6. Classroom Accommodation 7. FLREA











http://www.scholastic.com/browse/lessonplan.jsp?id=740



Time Allowed:

2nd Quarter

21 Days




Annually Assessed Benchmark(s): SS.7.C.3.6 Evaluate constitutional rights and their impact on individuals and society. EduSoft Mini-Assessment(s): N/A Date Range: N/A

Item Specification Notes: Content Limits: Items will not require students to recall specific events in history. Items will not require students to identify characteristics of a specific economic system. Attributes/Stimulus: Items addressing constitutional rights and their impacts may use historical and contemporary documents and other relevant stimuli (e.g., maps, timelines, charts, graphs, tables). Key Vocabulary: N/A

Standard: Students will be able to…….. Demonstrate an understanding of principles, functions, and organization of government. Objectives: By………. Recognizing how individual rights shape involvement in the social, political, and economic systems. Recognizing how the social, political, and economic systems in the United States are dependent upon individual rights. Using scenarios to recognize and/or evaluate options for exercising constitutional rights. Evaluating the impact of the government upholding and/or restricting individual constitutional rights.




Additional items may include, but are not limited to, the following: civil disobedience, economic freedom, forced internment, and property rights.

Additional Vocabulary Suggestions: individual rights, constitutional rights


Essential Question Stems: Higher Order Questions Stems Sample Question: Can you predict the outcome of the U.S. if our rights

were not upheld? Why is it important to for us to

stay active in our government?

Resources/Links:








DBQ Option: Search and Seizure: Did the Government go too far?









Time Allowed:

2nd Quarter

16 Days


Topic/Idea: 5. The Structure, Function, Powers, and Levels of 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. EduSoft Mini-Assessment(s): N/A Date Range: N/A

Item Specification Notes: Content Limits: Items will not include comparison of U.S. government to other forms of government. Attributes/Stimulus: Items addressing the structure and function of the three branches of government may use historical and contemporary documents and other relevant stimuli (e.g., maps, timelines, charts, graphs, tables). Key Vocabulary: Independent judiciary—The principle that decisions from the courts are fair and impartial and are not subject to undue influence from the other branches of government.

Standard: Students will be able to…….. Demonstrate an understanding of principles, functions, and organization of government. Objectives: By…….. Recognizing the structure of the legislative, executive, and judicial branches. Comparing the roles and responsibilities of the three branches of the federal government. Identifying the general powers described in Articles I, II, and III of the U.S. Constitution.


Revisited: SS.7.C.1.7



Additional items may include, but are not limited to, the following: approval of presidential appointments, armed forces, coin and print money, concurrent powers, declare war, delegated powers, elastic clause, enumerated powers, foreign relations, impeachment, implied powers, naturalization laws, necessary and proper, regulation of immigration, and regulation of trade.

Additional Vocabulary Suggestions: Articles, Legislative, Executive, Judicial

Textbook References: Unit 2 The Federal Government Pages 131-194

Essential Question Stems: Higher Order Questions Stems Sample Question: Suppose you could add or remove powers from any one of the branches, what would you change? Why?

Resources/Links:




4. Enrichment Links 5. Lesson Plan Idea 6. Check & Balances Lesson Plan 7. FLREA











http://www.trumanlibrary.org/whistlestop/teacher_lessons/3branches/front.htm

http://edsitement.neh.gov/lesson-plan/balancing-three-branches-once-our-system-checks-and-balances


Time Allowed:

2nd Quarter

16 Days




Annually Assessed Benchmark(s): SS.7.C.3.4 Identify the relationship and division of powers between the federal government and state governments. EduSoft Mini-Assessment(s): N/A Date Range: N/A

Item Specification Notes: Content Limits: Items will not ask students to evaluate the efficacy of the Tenth Amendment. Attributes/Stimulus: Items addressing the relationship and division of powers between the federal and state governments may use historical and contemporary documents and other relevant stimuli (e.g., maps, timelines, charts, graphs, tables). Key Vocabulary: N/A

Standard: Students will be able to…….. Demonstrate an understanding of principles, functions, and organization of government. Objectives: By……… Defining the system of federalism. Analyzing how federalism limits government power. Comparing concurrent powers, enumerated powers, reserved powers, and delegated powers as they relate to state and federal government. Analyzing the issues related to the Tenth Amendment of the U.S. Constitution.


SS.7.G.1.1 Locate the fifty states and their capital cities in addition to the nation’s capital on a map.



Additional items may include, but are not limited to, the following: supremacy clause.


Textbook References: Unit 3 State and Local Government Pages 197-244

Essential Question Stems: Higher Order Questions Stems Sample Question: Why do you believe the system of federalism works?

Resources/Links:




4. Enrichment Links 5. Lesson Plan Idea 6. Lesson Plan Idea #2 7. FLREA




year course.


http://www.floridastandards.org/Standards/FLStandardSearch.aspx







http://www.icivics.org/sites/default/files/On%20the%20Level.pdf

http://www.pbs.org/wnet/supremecourt/educators/lp1.html


Time Allowed:

2nd Quarter

16 Days




Annually Assessed Benchmark(s): SS.7.C.3.8 Analyze the structure, functions, and processes of the legislative, executive, and judicial branches. EduSoft Mini-Assessment(s): N/A Date Range: N/A

Item Specification Notes: Content Limits: Items will not require students to recall specific individual names related to the three branches of government at any level. Items will not require students to recall the content of specific legislation, executive actions, or court proceedings. Items will not include any specific city/county ordinances. Items will not include any state processes other than those of Florida. Attributes/Stimulus: Items addressing the structure, functions, and processes of the three branches of government may use historical and contemporary documents and other relevant stimuli (e.g., maps, timelines, charts, graphs, tables). Key Vocabulary: Independent judiciary—The principle that decisions from the courts are fair and impartial and are not subject to undue influence from the other branches of government.

Standard: Students will be able to…….. Demonstrate an understanding of principles, functions, and organization of government. Objectives: By……… Examining the processes of the legislative (e.g., how a bill becomes a law, appointment confirmation, committee selection), executive (e.g., executive order, veto, appointments), and judicial (e.g., judicial review, court order, writ of certiorari, summary judgment) branches of government. Comparing local, state, and federal lawmakers (city/county commissioners/council members; state legislators [representatives and senators]; and U.S. congressmen/congresswomen [representatives and senators]). Distinguishing among ordinances, statutes, and acts on the local, state, and federal levels. Comparing and contrasting the lawmaking process at the local, state, and federal levels. Determining who is responsible for protecting our cultural and physical landmarks that are emblematic of the United States (e.g., Statue of Liberty, White House, Alamo, Hoover Dam, Mount Rushmore, Grand Canyon, Everglades, Great Plains, Salt Lake, Mississippi River, etc.)

Benchmarks/Standards Supporting LAFS and MAFS

Standards

SS.7.C.3.9 Illustrate the law making process at the local, state, and federal levels. 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.



Additional items may include, but are not limited to, the following: cabinet, Chief Justice, committees (standing, special, conference), impeach, majority leader, majority vote, mayor, minority leader, pardon, President pro tempore of the Senate, presidential appointment, school boards, Speaker of the House, and special interest groups.


Executive order, veto, writ of certiorari, representatives, senators, congressmen/women, ordinances, statutes, acts, emblematic, cultural landmarks, physical landmarks

Textbook References: Unit 2 The Federal

Government Pages 131-194

Essential Question Stems: Higher Order Questions Stems Sample Question: What is the relationship between the legislative,

executive, and judicial branches?






Time Allowed:

2nd Quarter

16 Days



End of 2nd Quarter (37 Planned Days; 10 Buffer) Resources/Links:

1. Critical Thinking Skills 2. Required Instruction (FL Statute 1003.42) 3. Teacher Toolbox



*Teacher Edition offers a Reteach Section that can be

used as a Remediation Source.







Time Allowed:

3rd Quarter

10 Days


Topic/Idea: 6. The Rule of Law and the American Legal System


Annually Assessed Benchmark(s): 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. EduSoft Mini-Assessment(s): N/A Date Range: N/A

Item Specification Notes: Content Limits: Items will not require students to judge the appropriateness of specific laws. Attributes/Stimulus: Items addressing the rule of law may use historical and contemporary documents and other relevant stimuli (e.g., maps, timelines, charts, graphs, tables). Key Vocabulary: Rule of Law – A concept that those who govern are bound by the laws; no one is above the law. Citizen – a legal member of a state and/or country.

Standard: Students will be able to…….. Demonstrate an understanding of the origins and purposes of government, law, and the American political system. Objectives: By……… Distinguishing between the characteristics of a society that operates under the rule of law and one that does not. Assessing the importance of the rule of law in protecting citizens from arbitrary and abusive uses of government power. Evaluating the impact of the rule of law on governmental officials and institutions (accountability to the law, fair procedures, decisions based on the law, consistent application, enforcement of the law, and transparency of institutions).






Society, arbitrary, abusive, transparency


Essential Question Stems: Higher Order Questions Stems Sample Question: What is the value of a society operating under the Rule of Law?

Resources/Links:















http://ruleoflaw-vba.org/teacher-educational-resources/lesson-plans


Time Allowed:

3rd Quarter

10 Days



Instructional Focus Benchmarks Annually Assessed Benchmark(s): SS.7.C.3.10 Identify sources and types (civil, criminal, constitutional, military) of law. EduSoft Mini-Assessment(s): N/A Date Range: N/A

Item Specification Notes: Content Limits: Items will not require specific recall of historical law codes. Attributes/Stimulus: Items addressing the sources and types of law may use historical and contemporary documents and other relevant stimuli (e.g., maps, timelines, charts, graphs, tables). Key Vocabulary: Common Law – Legal precedence based on customs and prior legal decisions and is used in civil cases.

Standard: Students will be able to…….. Demonstrate an understanding of principles, functions, and organization of government. Objectives: By……… Using examples of historical law codes to identify how laws originated and developed in Western society. Recognizing constitutional, statutory, case and common law as sources of law. Comparing civil, criminal, constitutional, and/or military law.




Additional items may include, but are not limited to, the following: juvenile law.

Additional Vocabulary Suggestions: constitutional law, statutory, case law, military law

Textbook References: Unit 2 The Federal Government Pages 131-194

Essential Question Stems: Higher Order Questions Stems Sample Question: Based on what you know, how would you explain

the origination of laws in the Western society?

Resources/Links:




4. Enrichment Links 5. Lesson Plan Idea Comparison Chart:

Civil vs. Criminal Law 6. FLREA











http://www.diffen.com/difference/Civil_Law_vs_Criminal_Law


Time Allowed:

3rd Quarter

10 Days




Annually Assessed Benchmark(s): SS.7.C.3.11 Diagram the levels, functions, and powers of courts at the state and federal levels. EduSoft Mini-Assessment(s): N/A Date Range: N/A

Item Specification Notes: Content Limits: Items referring to state courts will be limited to those within the state of Florida. Attributes/Stimulus: Items addressing the levels, functions, and powers of courts may use historical and contemporary documents and other relevant stimuli (e.g., maps, timelines, charts, graphs, tables). Key Vocabulary: N/A

Standard: Students will be able to…….. Demonstrate an understanding of principles, functions, and organization of government. Objectives: By……… Distinguishing between the levels, functions, and powers of courts at the state and federal levels. Recognizing that the powers and jurisdiction of the state and federal courts are derived from their respective constitutions. Comparing appellate and trial processes. Examining the significance of the role of juries in the American legal system.


SS.7.C.2.6 Simulate the trial process and the role of juries in the administration of justice.



Additional items may include, but are not limited to, the following: appeal, appellate court, circuit courts, county courts, District Court of Appeals, Florida Supreme Court, judge, judicial review, jurisdiction, justice, U.S. Circuit Court of Appeals, U.S. District Courts, U.S. Supreme Court, and trial court.

Additional Vocabulary Suggestions: N/A

Textbook References: Unit 3 State and Local Government Pages 197-244

Essential Question Stems: Higher Order Questions Stems Sample Question: Construct a model that shows the levels, functions,

and powers of both state and federal court system.

Resources/Links:




4. Enrichment Links 5. Lesson Plan Idea The Jury System 6. FLREA




DBQ Option: Is the American jury system still a

good idea?









http://www.scholastic.com/browse/lessonplan.jsp?id=1123


Time Allowed:

3rd Quarter

5 Days


Topic/Idea: 7. Judicial Review and Landmark Cases


Annually Assessed Benchmark(s): 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. EduSoft Mini-Assessment(s): N/A Date Range: N/A Item Specification Notes: Content Limits: Items will not require students to recall specific details of any U.S. Supreme Court case. Attributes/Stimulus: Items addressing the significance and outcomes of landmark U.S. Supreme Court cases may use historical and contemporary documents and other relevant stimuli (e.g., maps, timelines, charts, graphs, tables). Key Vocabulary: N/A

Standard: Students will be able to…….. Demonstrate an understanding of principles, functions, and organization of government. Objectives: By……… Using primary sources to assess the significance of these U.S. Supreme Court cases. Evaluating how these U.S. Supreme Court cases have had an impact on society. Recognizing and/or applying constitutional principles and/or rights in relation to the relevant U.S. Supreme Court decisions


SS.7.C.2.6 Simulate the trial process and the role of juries in the administration of justice.


These terms are given in addition to those found

in the standards, benchmarks, and benchmark

clarifications.

Additional items may include, but are not

limited to, the following: District of Columbia v.

Heller, juvenile rights, rights of the accused, and

segregation.

Additional Vocabulary Suggestions: U.S.

Supreme Court, Constitutional Principles

Textbook References: Unit 2 The Federal

Government Pages 131-194

Essential Question Stems: Higher Order Questions Stems Sample Question: Describe how court decisions can affect various aspects of society.

Resources/Links:




4. Enrichment Links 5. U.S. Supreme Court Official Website 6. Landmark Cases 7. FLREA


be used as a Remediation Source. Teachers will complete 4 DBQs within a full

year course.









Time Allowed:

3rd Quarter

8 Days


Topic/Idea: 8. State Law and Local Government


Annually Assessed Benchmark(s): SS.7.C.3.13 Compare the constitutions of the United States and Florida. EduSoft Mini-Assessment(s): N/A Date Range: N/A

Item Specification Notes: Content Limits: Items will not require students to identify constitutional language with particular sections. Attributes/Stimulus: Items addressing the comparison of the constitutions of the United States and Florida may use historical and contemporary documents and other relevant stimuli (e.g., maps, timelines, charts, graphs, tables). Key Vocabulary: N/A

Standard: Students will be able to…….. Demonstrate an understanding of principles, functions, and organization of government. Objectives: By……… Identifying the purposes of a constitution (provides a framework for government, limits government authority, protects the rights of the people). Recognizing the basic outline of the U.S. and Florida constitutions (both have articles, amendments, and preambles). Comparing the amendment process of the U.S. and Florida constitutions. Recognizing the U.S. Constitution as the supreme law of the land.




Additional items may include, but are not limited to, the following: Florida Declaration of Rights.

Additional Vocabulary Suggestions: preambles, articles, amendments, supreme law

Textbook References: Unit 2 The Federal Government Pages 131-194 & Unit 3 State and Local Government Pages 197-244

Essential Question Stems: Higher Order Questions Stems Sample Question: How would you rate Florida Constitution compared

to the U.S. Constitution?

Resources/Links:




4. Enrichment Links 5. Lesson Plan Idea (Florida Constitution) 6. Lesson Plan Idea (U.S. Constitution) 7. FLREA











http://www.justiceteaching.org/resource_material/ScavengerHunt.pdf

http://www.justiceteaching.org/resource_material/USconstitutionScavengerHunt.pdf


Time Allowed:

3rd Quarter

8 Days


Topic/Idea: 8. State Law and Local Government


Annually Assessed Benchmark(s): SS.7.C.3.14 Differentiate between local, state, and federal governments’ obligations and services. EduSoft Mini-Assessment(s): N/A Date Range: N/A

Item Specification Notes: Content Limits: Items will not include recall information regarding specific agencies or government officials. Items will not include specific powers listed in local charters. Items may focus on the enumerated powers as listed in the U.S. Constitution (Article I, Section 8). Attributes/Stimulus: Items addressing the differences between local, state, and federal governmental obligations and services may use historical and contemporary documents and other relevant stimuli (e.g., maps, timelines, charts, graphs, tables). Key Vocabulary: N/A

Standard: Students will be able to…….. Demonstrate an understanding of principles, functions, and organization of government. Objectives: By……… Evaluating scenarios in order to determine which level of government provides specific services. Classifying government services according to level of government in order to evaluate the role that each plays in their lives. Comparing the obligations/powers of governments at each level. Comparing the reserved, concurrent, expressed/enumerated powers of government.


HE.7.P.8.2: Articulate a position on a health-

related issue and support it with accurate health

information. (Examples: Bully prevention,

Internet Safety, and Nutritional Choices)



Additional Vocabulary Suggestions: obligations, reserved powers, concurrent powers, expressed powers, enumerated powers

Textbook References: Unit 2 The Federal Government Pages 131-194 & Unit 3 State and Local Government Pages 197-244

Essential Question Stems: Higher Order Questions Stems Sample Question: What examples can you find to show an obligation and service provided at each level of government?

Resources/Links:




4. Enrichment Links 5. Classroom Accommodation 6. FLREA




year course.


http://www.cpalms.org/Standards/PublicPreviewBenchmark7228.aspx









Time Allowed:

3rd Quarter

15 Days


Topic/Idea: 9. Political Participation and Media Influence


Annually Assessed Benchmark(s): SS.7.C.2.8 Identify America’s current political parties, and illustrate their ideas about government. EduSoft Mini-Assessment(s): N/A Date Range: N/A

Item Specification Notes: Content Limits: Items will not require students to identify specific individuals associated with political parties. Items will not ask students to evaluate the efficacy of any specific political party. Attributes/Stimulus: Items addressing the United States’ current political parties may use historical and contemporary documents and other relevant stimuli (e.g., maps, timelines, charts, graphs, tables). Key Vocabulary: N/A

Standard: Students will be able to…….. Evaluate the roles, rights, and responsibilities of U.S. citizens, and determine methods of active participation in society, government, and the political system. Objectives: By……… Comparing current political parties’ ideas about government. Evaluating the impact political parties have on society, government, or the political system.


SS.7.G.1.3 Interpret maps to identify geopolitical divisions and boundaries of places in North America. SS.7.G.4.2 Use maps and other geographical tools to examine the importance of demographics within political divisions of the United States.




Additional items may include, but are not limited to, the following: Communist Party, Democratic Party, Libertarian Party, Republican Party, and Socialist Party.


Political Party, Political System

Textbook References: Unit 4 The Citizens in Government Pages 247-310

Essential Question Stems: Higher Order Questions Stems Sample Question: What political party would you recommend to a friend? Why?

Resources/Links:

1. Political Parties' Timeline 2. Critical Thinking Skills 3. Required Instruction (FL Statute








http://www.cpalms.org/Standards/PublicPreviewBenchmark3237.aspx?kw=SS.7.G.1.2



http://www.edgate.com/elections/inactive/the_parties/






http://pbskids.org/democracy/parentseducators/donkeys.html


Time Allowed:

3rd Quarter

15 Days




Annually Assessed Benchmark(s): SS.7.C.2.9 Evaluate candidates for political office by analyzing their qualifications, experience, issue-based platforms, debates, and political ads. EduSoft Mini-Assessment(s): N/A Date Range: N/A

Item Specification Notes: Content Limits: Items will not require students to recall the qualifications of specific candidates. Attributes/Stimulus: Items addressing candidates for political office may use historical and contemporary documents and other relevant stimuli (e.g., maps, timelines, charts, graphs, tables). Key Vocabulary: N/A

Standard: Students will be able to…….. Evaluate the roles, rights, and responsibilities of U.S. citizens, and determine methods of active participation in society, government, and the political system. Objectives: By……… Identifying the constitutional requirements to run for federal political office. Recognizing the requirements to run for state and local political offices. Analyzing and/or evaluating the qualifications of candidates for public office based on their experience, platforms, debates, and political advertisements.


SS.7.C.2.7 Conduct a mock election to demonstrate the voting process and its impact on a school, community, or local level. SS.7.G.6.1 Use Geographic Information Systems (GIS) or other technology to view maps of current information about the United States. (Examples are population density, changes in census data, and district reapportionment over time)




Federal, qualifications, candidates, platforms


Essential Question Stems: Higher Order Questions Stems Sample Question: How would you rate the requirements for presidency in the United States?

Resources/Links:

1. Ben's Guide 2. Critical Thinking Skills 3. Required Instruction (FL Statute



5. Enrichment Links 6. Lesson Plan Idea 7. Fun Activity (Campaigning) 8. FLREA








http://bensguide.gpo.gov/3-5/election/president.html






http://pbskids.org/democracy/parentseducators/perfectpresident.html

http://teacher.scholastic.com/scholasticnews/indepth/election2008/games/candidate/


Time Allowed:

3rd Quarter

15 Days




Annually Assessed Benchmark(s): SS.7.C.2.10 Examine the impact of media, individuals, and interest groups on monitoring and influencing government. EduSoft Mini-Assessment(s): N/A Date Range: N/A

Item Specification Notes: Content Limits: Items should only focus on the significant methods used involving media, interest groups, and individuals that have influenced the government. Attributes/Stimulus: Items addressing the impact of the media, individuals, and interest groups may use historical and contemporary documents and other relevant stimuli (e.g., maps, timelines, charts, graphs, tables). Key Vocabulary: N/A

Standard: Students will be able to…….. Evaluate the roles, rights, and responsibilities of U.S. citizens, and determine methods of active participation in society, government, and the political system. Objectives: By……… Identifying the methods used by interest groups to monitor and/or influence the government. Identifying the methods used by the media to monitor and/or influence the government. Evaluating the impact of media, individuals, and interest groups on the government. Identifying and evaluate methods of influencing and/or monitoring government.




Additional items may include, but are not limited to, the following: lobbying, lobbyist, political action committee, special interest, and watchdog.


Influence, interest groups


Essential Question Stems: Higher Order Questions Stems Sample Question: Would it be better if the media did not influence the government?

Resources/Links:

1. Interest Groups Explanation 2. Critical Thinking Skills 3. Required Instruction (FL Statute









http://www.socialstudieshelp.com/apgov_interest_groups.htm






http://www.congresslink.org/print_lp_congandinterestgroups.htm


Time Allowed:

3rd Quarter

15 Days




Annually Assessed Benchmark(s): SS.7.C.2.11 Analyze media and political communications (bias, symbolism, propaganda). EduSoft Mini-Assessment(s): N/A Date Range: N/A

Item Specification Notes: Content Limits: N/A Attributes/Stimulus: Items addressing media and political communications may use historical and contemporary documents and other relevant stimuli (e.g., maps, timelines, charts, graphs, tables). Key Vocabulary: N/A

Standard: Students will be able to…….. Evaluate the roles, rights, and responsibilities of U.S. citizens, and determine methods of active participation in society, government, and the political system. Objectives: By……… Using scenarios to identify bias, symbolism, and propaganda. Evaluating how bias, symbolism, and propaganda can impact public opinion.





Bias, symbolism, propaganda, public opinion


Essential Question Stems: Higher Order Questions Stems Sample Question: Show your understanding of propaganda by offering an example.

Resources/Links:

1. Defining Propaganda 2. Critical Thinking Skills 3. Required Instruction (FL Statute



5. Enrichment Links 6. Lesson Plan Idea 7. Lesson Plan Idea #2 8. Power of Persuasion Activity



DBQ Option: Campaign Propaganda: Which strategies would you use?



http://www.historians.org/projects/giroundtable/Propaganda/Propaganda8.htm






http://www.readwritethink.org/classroom-resources/lesson-plans/propaganda-techniques-literature-online-405.html?tab=1#tabs

http://www.soskids.arkansas.gov/civics_curriculum/6th_Grade/Lesson-6-2/Lesson-6-2.pdf

http://www.aacps.org/aacps/boe/INSTR/CURR/comed/es/webquest/Persuade/indexper.htm#Title: Persuasion

Time Allowed:

3rd Quarter

15 Days



Instructional Focus Benchmarks Annually Assessed Benchmark(s): 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. EduSoft Mini-Assessment(s): N/A Date Range: N/A

Item Specification Notes: Content Limits: Items will not require students to recall rights by specific amendment number. Attributes/Stimulus: Items addressing the impacts of the Thirteenth, Fourteenth, Fifteenth, Nineteenth, Twenty-fourth, and Twenty-sixth Amendments may use historical and contemporary documents and other relevant stimuli (e.g., maps, timelines, charts, graphs, tables). Key Vocabulary: N/A End of 3rd Quarter (38 Planned Days; 5 Buffer)

Standard: Students will be able to…….. Demonstrate an understanding of principles, functions, and organization of government. Objectives: By……… Recognizing the rights outlined in these amendments. Evaluating the impact these amendments have had on various social movements. Analyzing historical scenarios to examine how these amendments have affected participation in the political processes. Recognizing how the amendments were developed to address previous civil rights violations.




Additional items may include, but are not limited to, the following: Civil Rights Acts of 1964, Civil Rights Act of 1968, Equal Rights Amendment, states’ rights, and Voting Rights Act of 1965.

Additional Vocabulary Suggestions: social movement, civil rights violations


Essential Question Stems: Higher Order Questions Stems Sample Question: Do you agree with the actions of the courts in

regards to the13th, 14th, 15th, 19th, 24th, and 26th

amendments?

Resources/Links:

1. 19th Amendment Link w/ quiz 2. Critical Thinking Skills 3. Required Instruction (FL Statute



5. Enrichment Links 6. Lesson Plan Idea (13th, 14th, and 15th) 7. FLREA






http://teacher.scholastic.com/activities/suffrage/history.htm






http://www.teachingushistory.org/lessons/reconlegislation.html


Time Allowed:

4th Quarter

10 Days


Topic/Idea: 10. Comparative Government, Foreign Policy, and World Affairs


Annually Assessed Benchmark(s): SS.7.C.3.1 Compare different forms of government (direct democracy, representative democracy, socialism, communism, monarchy, oligarchy, autocracy). EduSoft Mini-Assessment(s): N/A Date Range: N/A

Item Specification Notes: Content Limits: Items will not require students to identify specific countries by a form of government. Items will not require students to evaluate the efficacy of different forms of government. Attributes/Stimulus: Items addressing comparisons of different forms of government may use historical and contemporary documents and other relevant stimuli (e.g., maps, timelines, charts, graphs, tables). Key Vocabulary: Anarchy – The absence of any form of government. Socialism—An economic system in which the government owns the primary means of production. Unitary––A system of government in which power resides with

the central government.

Standard: Students will be able to…….. Demonstrate an understanding of principles, functions, and organization of government. Objectives: By……… Identifying different forms of government based on its political philosophy or organizational structure. Analyzing scenarios describing various forms of government. Applying their understanding of the definitions of the various forms of government.


Essential Content &

Understanding:


Additional items may include, but are not limited to, the following: absolute monarchy and republic.


Political Philosophy, autocracy, communism, oligarchy

Textbook References: Unit 7 The United States and the World Pages 579-626

Essential Question Stems: Higher Order Questions Stems Sample Question: Can you assess the value of living in a Republic?

Resources/Links:















http://static.icivics.org/sites/default/files/uploads/Who%20Rules.pdf


Time Allowed:

4th Quarter

10 Days




Annually Assessed Benchmark(s): SS.7.C.3.2 Compare parliamentary, federal. confederal, and unitary systems of government. EduSoft Mini-Assessment(s): N/A Date Range: N/A

Item Specification Notes: Content Limits: Items will not require students to identify specific countries by a form of government. Items will not require students to evaluate the efficacy of different forms of government. Attributes/Stimulus: Items addressing comparisons of different forms of government may use historical and contemporary documents and other relevant stimuli (e.g., maps, timelines, charts, graphs, tables). Key Vocabulary: N/A

Standard: Students will be able to…….. Demonstrate an understanding of principles, functions, and organization of government. Objectives: By……… Identifying different forms of government based on its political philosophy or organizational structure. Analyzing scenarios describing various forms of government. Applying their understanding of the definitions of the various forms of government.




Additional items may include, but are not limited to, the following: absolute monarchy and republic.


Parliamentary, federal, confederal, unitary


Essential Question Stems: Higher Order Questions Stems Sample Question: What are the key features of parliamentary, federal, confederal, and unitary systems of government?

Resources/Links:















http://www.mdk12.org/instruction/curriculum/hsa/government/lesson_plan/lesson12.html#materials


Time Allowed:

4th Quarter

10 Days




Annually Assessed Benchmark(s): SS.7.C.4.1 Differentiate concepts related to U.S. domestic and foreign policy. EduSoft Mini-Assessment(s): N/A Date Range: N/A

Item Specification Notes: Content Limits: Items will not require students to recall details of any specific domestic or foreign policies. Attributes/Stimulus: Items addressing the differences between U.S. domestic and foreign policies may use historical and contemporary documents and other relevant stimuli (e.g., maps, timelines, charts, graphs, tables). Key Vocabulary: N/A

Standard: Students will be able to…….. Demonstrate an understanding of contemporary issues in the world affairs, and evaluate the role and impact of U.S. foreign policy. Objectives: By……… Recognizing the difference between domestic and foreign policy. Identifying issues that relate to U.S. domestic and foreign policy. Analyzing the domestic implications of U.S. domestic and foreign policy. Identifying the goals and objectives of U.S. domestic and foreign policy. Recognizing the role of the U.S. State Department in foreign affairs.


SS.7.G.1.2 Locate on a world map the territories and protectorates of the United States. (Examples are American Somoa, Guam, Puerto Rico, and the U.S. Virgin Islands.)



Additional items may include, but are not limited to, the following: alliances, allies, ambassadors, diplomacy, diplomats, doctrine, domestic affairs, embassies, foreign affairs, international relations, Secretary of State, and treaty.


Policy, implications, objectives, State Department


Essential Question Stems: Higher Order Questions Stems Sample Question: What motive is there to have different policies for

both foreign and domestic issues?

Resources/Links:




4. Enrichment Links 5. Lesson Plan Idea 6. State Agency Listing 7. FLREA





http://www.cpalms.org/Standards/PublicPreviewBenchmark3236.aspx?kw=SS.7.G.1.2







http://www.congresslink.org/print_lp_whatinworld.htm

http://dlis.dos.state.fl.us/fgils/agencies.html


Time Allowed:

4th Quarter

10 Days




Annually Assessed Benchmark(s): SS.7.C.4.2 Recognize government and citizen participation in international organizations. EduSoft Mini-Assessment(s): N/A Date Range: N/A

Item Specification Notes: Content Limits: Items will not require students to recall any specific policies related to domestic or international organizations. Items will not require students to evaluate the efficacy of any specific domestic or international organization. Attributes/Stimulus: Items addressing government and citizen participation in international organizations may use historical and contemporary documents and other relevant stimuli (e.g., maps, timelines, charts, graphs, tables). Key Vocabulary: N/A

Standard: Students will be able to…….. Demonstrate an understanding of contemporary issues in the world affairs, and evaluate the role and impact of U.S. foreign policy. Objectives: By……… Identifying major international organizations in which government plays a role. Recognizing that international organizations may be located in the United States. Describing ways that individual citizens and government can seek participation in international organizations. Examining the ways that government and individuals may support international organizations.




Additional items may include, but are not limited to, the following: Non-Governmental Organizations, International Non-Governmental Organizations (NGO/INGO), North American Free Trade Agreement (NAFTA), North Atlantic Treaty Organization (NATO), International Red Cross/Red Crescent, United Nations (UN), United Nations Children’s Fund (UNICEF), World Court, and World Trade Organization (WTO).

Additional Vocabulary Suggestions: N/A


Essential Question Stems: Higher Order Questions Stems Sample Question: What would result if the United States did not play

a role in international organizations?

Resources/Links:















http://www.nationalgeographic.com/xpeditions/lessons/13/g912/eurounion.html


Time Allowed:

4th Quarter

10 Days




Annually Assessed Benchmark(s): SS.7.C.4.3 Describe examples of how the United States has dealt with international conflicts. EduSoft Mini-Assessment(s): N/A Date Range: N/A

Item Specification Notes: Content Limits: Items will not require students to evaluate the efficacy of any decision made by the United States. Items will not require students to evaluate the consequences of U.S. involvement in any international conflict. Items are not limited to identified war, but also include humanitarian efforts, peacekeeping operations, conflict resolution, etc. Attributes/Stimulus: Items addressing the United States’ role in international conflicts may use historical and contemporary documents and other relevant stimuli (e.g., maps, timelines, charts, graphs, tables). Key Vocabulary: N/A End of the Assessed Benchmarks (10 Days of Instruction) Anticipated Finish: April 14th (8 Days Buffer) Civics EOC starts 4/28!

Standard: Students will be able to…….. Demonstrate an understanding of contemporary issues in the world affairs, and evaluate the role and impact of U.S. foreign policy. Objectives: By……… Identifying specific examples of international conflicts in which the United States has been involved. Identifying the reasons for the United States becoming involved in past international conflicts. Analyzing primary source documents pertaining to international incidents to determine the course of action taken by the United States. Identifying the different methods used by the United States to deal with international conflicts.




Additional items may include, but are not limited to, the following: Bay of Pigs, Cuban Missile Crisis, Gulf Wars I and II, Iran Hostage Crisis, Korean War, terrorism, Vietnam War, World War I, and World War II.


International conflicts


Essential Question Stems: Higher Order Questions Stems Sample Question: Do you agree with the actions of the United States

in dealing with international conflicts?

Resources/Links:
















Time Allowed:

4th Quarter

5 Weeks


Topic/Idea: 11. Economics


Instructional Focus

Benchmarks *Economic and Geography Benchmark will not be assessed on the EOC, but are required to be taught and assessed within your classrooms. Annually Assessed Benchmark(s): N/A EduSoft Mini-Assessment(s): N/A Date Range: N/A

Item Specification Notes:

Content Limits: N/A Attributes/Stimulus: N/A Key Vocabulary: N/A

Standard: Students will be able to…….. Understand the fundamental concepts relevant to the development of a market economy. Objectives: By……… Identifying major characteristics of market (buyers/sellers) and mixed (buyers/sellers and government-controlled) economies. Recognizing characteristics of a market (buyers/sellers) economy. Recognizing people use money to purchase goods and services. Identifying differences in borrowing and lending money, including the use of credit. Describing the difference between a loan and a gift. Explaining the concepts of supply and demand, choice, scarcity, and opportunity cost and offering examples of the each. Identifying different kinds of accounts and services provided by banks or other financial institutions Identifying that profit and incentives motivate people and businesses to work harder. Identifying the parts of a budget and how personal needs are used to develop it Identifying how federal and local taxes are used by the government. Identifying that the banking system in the United States controls the money supply and interest rates. Identifying that there are laws that affect the economy, such as anti-monopoly or patent laws. Identifying people from diverse backgrounds who have created successful businesses. Explaining that it is people who create businesses. Identifying an impact that financial institutions have on the national economy, such as the stock market, banks, and credit unions. Recognizing coins and bills from the United States. Recognizing that currencies from different countries can be exchanged for trade. Recognizing that countries use different types of currency for trade. Assessing how the changing value of currency affects trade of goods and services between nations. Identifying differences between a single resource economy and a diversified economy. Identifying characteristics of the standard of living in the United States and other countries.


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.1.3 Review the concepts of supply and demand, choice, scarcity, and opportunity cost as they relate to the development of the mixed


E.1.1 Additional Vocabulary Suggestions: market, producers, consumers, goods, services, economy

E.1.2 Additional Vocabulary Suggestions: credit, loan, gift

E.1.3 Additional Vocabulary Suggestions: supply and demand, choice, scarcity, opportunity cost

E.1.4 Additional Vocabulary Suggestions: accounts, services, financial institutions

E.1.5 Additional Vocabulary Suggestions:

Essential Question Stems: Higher Order Questions Stems Sample Question: Is it better to have more buyers or sellers in an economy? Why?

What recommendations would you offer somebody who is trying to build their credit? How is supply related to demand in an economic system? What would happen if banks stopped offering saving accounts?





Time Allowed:

4th Quarter

5 Weeks


Topic/Idea: 11. Economics

market economy in the United States. SS.7.E.1.4 Discuss the function of financial institutions in the development of a market economy. 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. SS.7.E.2.1 Explain how federal, state, and local taxes support the economy as a function of the United States 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 United States laws and regulations adopted to promote economic competition. SS.7.E.2.4 Identify entrepreneurs from various gender, social, and ethnic backgrounds who started a business seeking to make a profit. SS.7.E.2.5 Explain how economic institutions impact the national economy. 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. SS.7.E.3.3 Compare and contrast a single resource economy with a diversified economy. SS.7.E.3.4 Compare and contrast the standard

of living in various countries today to that of

the United States using gross domestic

product (GDP) per capita as an indicator.

profit, incentives

E.1.6 Additional Vocabulary Suggestions: budget

Prepare an individual budget which includes housing, food, leisure, communication, and miscellaneous categories and compare that to federal government budget allocations.

E.2.1 Additional Vocabulary Suggestions: taxes

E.2.2 Additional Vocabulary Suggestions: interest rates, money supply, banking system

Federal Reserve System and privately owned banks.

E.2.3 Additional Vocabulary Suggestions: anti-monopoly, patent laws

E.2.4 Additional Vocabulary Suggestions: entrepreneurs, diverse, ethnic

E.2.5 Examples are the stock market, banks, and credit unions.

E.3.1 Additional Vocabulary Suggestions: currencies, exchange, trade, international

E.3.2 Additional Vocabulary Suggestions: N/A

E.3.3 Additional Vocabulary Suggestions: single resource economy, diversified economy

E.3.4 Additional Vocabulary Suggestions: characteristics, standard of living

Textbook References: Unit 6 The American

Economy Pages 445-576

What would motivate you to work harder? Why? What would happen if you overspent your budget? Suppose you could control taxes, what would you do? What could be done to maximize your savings? What advantage does antimonopoly and patent laws have for the American citizen? What inference can you make about entrepreneurs? How would you test the idea that if a market falls, so does the quality of living for the citizens of that area? What is the exchange rate for? (Problem Solving). Can you predict what would happen if the U.S. dollar became worthless? Can you distinguish between a single and a diverse economy? Offer examples of each. What conclusions can you draw about the United States standard of living?

Resources/Links:

1. Critical Thinking Skills 2. Required Instruction (FL Statute 1003.42) 3. Teacher Toolbox


4. Enrichment Links 5. Lesson Plan Idea (Scroll Down to Grade and Standard) 6. Council for Economic Education – Who has this at your school? 7. FLREA

*Teacher Edition offers a Reteach Section that can be used as a Remediation

Source.


DBQ Option: Should the United States Drill for oil in Alaska’s Wilderness?
















http://commonsenseeconomics.com/instructor-resources/discussion-questions/

http://www.econedlink.org/economic-standards/state-standards.php

http://ve.councilforeconed.org/


Supporting LAFS and MAFS Standards

LAFS.68.RH.1.1 Cite specific textual evidence to support analysis of primary and secondary sources.

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.1.3 Identify key steps in a texts description of a process related to history/social studies (e.g., how a bill becomes law, how interest rates are raised or lowered).

LAFS.68.RH.2.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.

LAFS.68.RH.2.5 Describe how a text presents information (e.g., sequentially, comparatively, causally).

LAFS.68.RH.2.6 Identify aspects of a text that reveal an authors point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts).

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.

LAFS.68.RH.3.8 Distinguish among fact, opinion, and reasoned judgment in a text.

LAFS.68.RH.3.9 Analyze the relationship between a primary and secondary source on the same topic.

LAFS.68.WHST.1.1 Write arguments focused on discipline-specific content. 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. Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an

understanding of the topic or text, using credible sources. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons,

and evidence. Establish and maintain a formal style. Provide a concluding statement or section that follows from and supports the argument presented.

LAFS.68.WHST.1.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. 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. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or

other information and examples. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts. Use precise language and domain-

specific vocabulary to inform about or explain the topic. Establish and maintain a formal style and objective tone. Provide a concluding statement or section that follows from and

supports the information or explanation presented.

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.

http://www.cpalms.org/Public/PreviewStandard/Preview/6152



http://www.cpalms.org/Public/Rummage/Search?hierarchyTag=Searches.RelatedStandards&anchorEntityTag=Searches.Courses&anchorEntityId=4504

















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.3.7 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.

LAFS.68.WHST.3.8 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.

LAFS.68.WHST.3.9 Draw evidence from informational texts to support analysis reflection, and research.

LAFS.68.WHST.4.10 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.

LAFS.7.SL.1.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building

on others ideas and expressing their own clearly. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to

evidence on the topic, text, or issue to probe and reflect on ideas under discussion. Follow rules for collegial discussions, track progress toward specific goals and deadlines, and

define individual roles as needed. Pose questions that elicit elaboration and respond to others questions and comments with relevant observations and ideas that bring the discussion

back on topic as needed. Acknowledge new information expressed by others and, when warranted, modify their own views.

LAFS.7.SL.1.2 Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic,

text, or issue under study.

LAFS.7.SL.1.3 Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence.

LAFS.7.SL.2.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye

contact, adequate volume, and clear pronunciation.













MAFS.K12.MP.1.1 Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and

looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a

solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to

gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform

algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences

between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger

students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a

different method, and they continually ask themselves, Does this make sense? They can understand the approaches of others to solving complex problems and identify

correspondences between different approaches.

MAFS.K12.MP.3.1 Construct viable arguments and critique the reasoning of others. Mathematically proficient students understand and use stated assumptions, definitions, and

previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are

able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the

arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient

students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and if there is a flaw in an

argument explain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make

sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at

all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments. MAFS.K12.MP.5.1 Use appropriate tools strategically. Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might

include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software.

Proficient students are sufficiently familiar with tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful, recognizing

both the insight to be gained and their limitations. For example, mathematically proficient high school students analyze graphs of functions and solutions generated using a

graphing calculator. They detect possible errors by strategically using estimation and other mathematical knowledge. When making mathematical models, they know that

technology can enable them to visualize the results of varying assumptions, explore consequences, and compare predictions with data. Mathematically proficient students at

various grade levels are able to identify relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve problems. They are

able to use technological tools to explore and deepen their understanding of concepts. MAFS.K12.MP.6.1 Attend to precision. Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others and in

their own reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently and appropriately. They are careful about specifying units of

measure, and labeling axes to clarify the correspondence with quantities in a problem. They calculate accurately and efficiently, express numerical answers with a degree of

precision appropriate for the problem context. In the elementary grades, students give carefully formulated explanations to each other. By the time they reach high school they have

learned to examine claims and make explicit use of definitions.






2014-2015 curriculum blueprint grade: 7 course: civics ... · dbq option: what types of ... dbq...

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