7th grade civics

7TH GRADE CIVICS Benchmark Specifications

EOC PREPARATION

Erin Nasser

7th Grade Civics

Reading for each benchmark

followed by 3 practice questions.

Question 1. Low Complexity

Question 2. Moderate Complexity

Question 3. High Complexity

Table of Contents

Reporting Category I - ORIGINS AND PURPOSES OF LAW AND GOVERNMENT

Enlightenment Ideas: SS.7.C.1.1…………………………………………………………………………………………………………….1-2

Impact of Key Documents: SS.7.C.1.2…………………………………………………………………………………………………….3-4

English Policies: SS.7.C.1.3…………………………………………………………………………………………………………………….5-6

Declaration of Independence: SS.7.C.1.4…………………………………………………………………………………………………7-8

Articles of Confederation: SS.7.C.1.5…………………………………………………………………………………………………..…9-10

Preamble of the Constitution: SS.7.C.1.6………………………………………………………………………………………………11-12

Separation of Powers and Checks & Balances: SS.7.C.1.7………………………………………………………………………13-14

Federalists and Anti-Federalists: SS.7.C.1.8………………………………………………………………………………………….15-16

Rule of Law: SS.7.C.1.9………………………………………………………………………………………………………..……………17-18

Sources & Types of Laws: SS.7.C.3.10……………………………………………………………………………………………..…19-20

Reporting Category II - ROLES, RIGHTS, AND RESPONSIBILITIES OF CITIZENS

Citizenship: SS.7.C.2.1………………………………………………………………………………………………………………………21-22

Obligations of Citizens: SS.7.C.2.2……………………………………………………………………………………………………..23-24

Bill of Rights & Other Amendments: SS.7.C.2.4………………………………………………………………………………..…25-26

Constitutional Safeguards & Limits: SS.7.C.2.5……………………………………………………………………………………27-28

Constitutional Rights: SS.7.C.3.6 ………………………………………………………………………………………………………29-30

13th, 14th, 15th, 19th, 24th, & 26th Amendments: SS.7.C.3.7 ……………………………………………………………31-33

Landmark Supreme Court Cases: SS.7.C.3.12 ……………………………………………………………………………………34-35

Reporting Category III - GOVERNMENT POLICIES AND POLITICAL PROCESSES

Political Parties: SS.7.C.2.8 …………………………………………………………………………………………………………..…36-37

Qualifications for Political Office: SS.7.C.2.9 ……………………………………………………………………………………..38-40

Monitoring & Influencing Government: SS.7.C.2.10 …………………………………………………………………………..41-42

Media & Political Communications: SS.7.C.2.11 …………………………………………………………………………………43-44

Public Policy: SS.7.C.2.12 ……………………………………………………………………………………………………………….45-46

Multiple Perspectives: SS.7.C.2.13 …………………………………………………………………………………………………..47-48

U.S. Domestic & Foreign Policy: SS.7.C.4.1 ………………………………………………………………………………………49-51

Participation in International Organizations: SS.7.C.4.2 …………………………………………………………………….52-53

U.S. & International Conflicts: SS.7.C.4.3 ………………………………………………………………………………………..54-58

Reporting Category IV - ORGANIZATION AND FUNCTION OF GOVERNMENT

Forms of Government: SS.7.C.3.1 ……………………………………………………………………………………………….…59-61

Systems of Government: SS.7.C.3.2 …………………………………………………………………………………….…………62-64

Three Branches of Government: SS.7.C.3.3 ……………………………………………………………………………….……65-67

Federalism: SS.7.C.3.4 …………………………………………………………………………………………………………….……68-70

Amendment Process: SS.7.C.3.5 ………………………………………………………………………………...…………………71-72

Structure, Function, & Processes of Government: SS.7.C.3.8 ……………………………………………………………73-76

Court System: SS.7.C.3.11 ……………………………………………………………………………………………………………77-79

United States & Florida Constitutions: SS.7.C.3.13 ……………………………………………………………………………80-82

Government Obligations & Services: SS.7.C.3.14 ………………………………………………………………………………83-85

Answer Key For All Benchmark Questions …………………………………………..…86-104

Civics Benchmarks Review

1

SS.7.C.1.1

Recognize how Enlightenment ideas including Montesquieu’s view of separation of powers and John Locke’s theories related to natural law and how Locke’s social contract influenced the Founding

Fathers.

In the 1700’s a movement developed in Europe called the Enlightenment. The main idea of the

Enlightenment was the importance of learning and reasoning. Enlightenment thinkers believed education

would solve society’s problems. These thinkers focused on the relationship between government and the

people being governed. Their ideas included separation of powers, natural law, and the social contract.

Separation of powers means that power in government is divided into three branches. Each branch has its

own unique responsibilities. This was a new idea in Europe because most governments had one person

with all the power, like a king or queen. The idea of checks and balances allows each branch to limit the

powers of the other branches. Natural law is the Enlightenment idea that all human beings are born with

and entitled to certain rights such as life and freedom. Natural law is universal, which means that these

rights are guaranteed to everyone simply because they are born. Locke and Montesquieu believed that

government laws and actions must respect natural rights and reflect natural law. Finally, Locke and

Montesquieu believed in the idea of a social contract. A social contract is created when an organized

society agrees on the relationship between the government and the people, and on the rights and duties or

the people and on the limits and responsibilities of the government.

The United States grew into 13 colonies from English settlements in North America. The King of

England and Parliament (England’s legislature) governed the colonies. Many American colonists grew

angry that the King refused to listen to their concerns. They were also angry that the Parliament did not

include the colonists in decisions about the colonies. The colonists believed that the King and Parliament

violated their individual liberties. This means that the colonists’ ability to live as free and independent

people was not being protected. Some colonists decided to speak out about wanting to separate from the

English government. They wanted to create their own government. Representatives from each of the 13

colonies met and wrote a document listing their reasons for separation. These representatives are now

known as the Founding Fathers, or Founders. Many of the Founders’ views on the purpose of government

included Enlightenment ideas such as separation of powers, natural law, and the social contract.

The Founding Fathers read the ideas of Enlightenment thinkers. They read John Locke’s work about

natural law and the social contract, and Baron de Montesquieu’s work about separation of powers. Locke

believed that the purpose of government is to protect individual liberties and the natural rights of life,

liberty and property. The Founding Fathers included these ideas when they wrote the Declaration of

Independence. The Declaration of Independence stated that the colonists wanted to be a free country,

independent from England. Montesquieu saw the dangers of a government ruled by one person with all

the power. Montesquieu wrote that power in government should be divided into legislative, executive,

and judicial branches. Each branch would have its own roles and responsibilities. This concept is called

separation of powers. James Madison and the other Founders used the ideas of natural law, social

contract, and separation of powers to create the system of government in the U.S. Constitution. The

Constitution continues to be the framework for the United States government today.


2

SS.7.C.1.1

1. The image below concerns government.

Which Enlightenment idea is represented by the image?

A. separation of powers

B. checks and balances

C. social contract

D. natural law

2. The statements below are from the 1776 Virginia Declaration of Rights

Which statement reflects the Enlightenment ideas of government as expressed by Montesquieu?

A. 1

B. 2

C. 3

D. 4

3. How are the Enlightenment ideas that influenced the Founding Fathers reflected in modern institutions?

A. Colonies have been re-established to preserve popular sovereignty.

B. Oligarchies have increased to safeguard natural rights.

C. The United Nations promotes universal human rights.

D. The European Union encourages economic stability.


3

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.

The Magna Carta was written by English noblemen to force King John of England to protect

certain rights of the people and to limit the king’s powers. The document said that the king must follow

the laws of the land. It also allowed the people there to have liberties they did not have before. One

important idea of the Magna Carta was limited monarchy. This meant that the king must share power with

Parliament and must follow the constitution and the laws passed by Parliament. Three other ideas came

from the Magna Carta: writ of habeas corpus, rule by a constitutional, and common law. The Magna

Carta, although not totally successful, became a symbol of the idea that even a king was not above the

law. The English Bill of Rights stated that every person possesses individual rights that must be protected.

The rights in the document were enumerated, or listed, and included the right to bear arms and the right to

petition the king (to ask the king to solve problems). This document was also important because it sent the

message that the consent of the people in government was necessary. The Mayflower Compact set up a

government with the first written set of laws for the English settlers who arrived in Plymouth,

Massachusetts. This document introduced the idea of self-government in the colonies. The Plymouth

colonists wanted a government based on the consent of the governed and on fair laws that applied equally

to everyone. They also believed in the importance of a social contract, which means that people give their

consent to being governed as long as the government protects the people’s rights and liberties. Common

Sense is a pamphlet (booklet) written in 1776 by Thomas Paine, who encouraged colonists to seek

independence from England. The pamphlet accused King George III of England of tyranny, challenged

his right to power over the colonists, and blamed him for treating the colonists unfairly. Paine also wrote

that the colonies needed a written constitution with a set of rules that everyone would have to follow and

a government that could not abuse its power.

The Magna Carta influenced the colonists’ views on the purpose of government in three main ways. First,

it helped to establish limited government in the United States through the three branches outlined in the

U.S. Constitution. Each branch has the power to check or limit the power of the other two. The system of

checks and balances keeps any one branch from getting too powerful. Second, the Magna Carta

established the idea of habeas corpus. Third, like the Magna Carta, the U.S. Constitution is the law of the

land and no one is above it. The English Bill of Rights influenced the colonists’ views about the purposes

of government because ideas from it were included in two founding documents: the Declaration of

Independence and the Bill of Rights. First, in the Declaration of Independence, the colonists wrote that

they “held certain truths to be self-evident,” (obvious), “that all men are created equal and they have

certain unalienable rights that include life, liberty, and the pursuit of happiness.” Also, government gets

its power from the consent of the governed. Second, in the U.S. Constitution, the influence of the English

Bill of Rights can be seen in the Bill of Rights which includes the right to petition the government,

freedom of speech, peaceable (peaceful) assembly, freedom of the press and the right to bear arms. The

Second Amendment protects the right to bear arms. The Mayflower Compact also influenced the

colonists’ ideas about the purpose of government through ideas that have been included in the U.S.

Constitution. Most importantly, the idea of self - government is central to the U.S. Constitution. By

beginning the U.S. Constitution with the words “We the People,” the Founders made it clear that the

people establish (create) the government. Influences from the Mayflower Compact are also found in the

Fourteenth Amendment, which states: “No state shall make or enforce any law which shall abridge the

privileges or immunities of citizens of the United States; nor shall any state deprive any person of life,

liberty, or property, without due process of law; nor deny to any person within its jurisdiction the equal

protection of the laws.” This amendment reflects the colonists’ goal of having fair and equal laws for all.

Common Sense influenced many colonists to support the Declaration of Independence. The Declaration

of Independence argued that the people must alter (change) or abolish (remove from power) a destructive

government and replace it with one that meets the needs of the people. Common Sense also influenced the

government that was later established in the United States.


4

It supported the idea that the U.S. Constitution is the law of the land and the system of government where

none of the three branches of government can become too powerful.

SS.7.C.1.2

1. Which documents influenced the colonists' views of government?

A. Common Sense, Articles of Confederation, Declaration of the Rights of Man

B. Virginia Declaration of Rights, Common Sense, Bill of Rights

C. Magna Carta, Mayflower Compact, Common Sense

D. Magna Carta, Iroquois Constitution, Common Sense

The diagram below shows that the colonists formed some of their political views from some historical documents.

2. Which phrase completes the diagram?


B. economic freedom

C. self-government

D. individual rights 3. The passage below was written by Thomas Paine in his 1776 pamphlet, Common Sense.

Based on this passage, how is the author's view reflected in the U.S. political system?

A. The monarchy creates limited government.

B. The monarchy supports self-government.

C. Representatives are appointed.

D. Representatives are elected.


5

SS.7.C.1.3

Describe how English policies and responses to colonial concerns led to the writing of the Declaration of Independence.

During the French and Indian War, the English and the French fought over land west of the colonies. The

colonists supported the English and fought in their army. The English won the war, but the war left the

English in heavy debt.. England used the colonies to raise money to pay their debts. King George III and

Parliament decided that taxing the colonists was the best way raise money, but the colonists did not have

representation in the English Parliament when this was decided. King George and Parliament passed a

variety of acts (laws) that taxed the colonists on goods and services. One was the Stamp Act, which taxed

all printed materials, such as newspapers, legal documents, and playing cards. Colonists saw this as unfair

because all of the taxes went directly to the English government, not to the colonial governments. They

began to organize and speak out with their complaints (grievances) against the king and Parliament..

Colonists also sent a petition to the king stating that: 1) only colonial legislatures can tax colonists, and 2)

that taxation without representation went against the colonists' rights. Parliament cancelled the Stamp Act,

but it passed other acts. For example, Parliament ordered colonial legislatures to force colonists to house

and feed English soldiers. Parliament also taxed other items, such as tea, glass, lead, and paints. The

colonists then decided to boycott, or refuse to buy, many of the taxed items. They also continued to speak

out against the actions of Parliament. Some of Parliament’s acts went beyond taxation. For example, the

Coercive Acts (also called the Intolerable Acts) closed the port of Boston, so that ships could not get into

the port to deliver goods. The Acts also shut down some colonial legislatures. The relationship between

England and the colonies grew worse as the Parliament passed such acts in the colonies and the colonists

continued to oppose Parliament.. The colonists organized, wrote petitions, and spoke out against the laws,

but over time some of their actions grew violent. They began to form militias to fight the English troops

in the colonies. In January 1776, Thomas Paine published Common Sense. This pamphlet (booklet)

criticized King George III and argued that the colonies should be independent from England. A few

months later, Thomas Jefferson wrote the Declaration of Independence, which was formally approved by

the Continental Congress on July 4, 1776.

The colonists’ reasons for declaring independence can be summarized into three main themes: individual

rights, taxation and representation. Individual rights are rights guaranteed to a person. Colonists believed

that King George III and the Parliament limited the colonists’ individual rights by the laws that they

passed and their reactions to colonial grievances. Colonists believed that their rights were limited by

being taxed on various goods and services while these taxes did not benefit the colonies. They also

believed that their rights were limited because their interests were not represented in the Parliament and

because their ability to govern in the colonies was taken away. The English taxed goods and services used

by the colonists as a way to pay off the debt that resulted from the French and Indian War. Colonists

believed this taxing was unfair because the tax money went directly to England, instead of the money

returning to the colonies. The colonists also believed the taxes were unfair because the colonies were not

represented in Parliament. Colonists believed that taxation without representation was wrong.

Representation was another main concern, specifically colonists’ views and opinions being represented in

Parliament and the colonists’ ability to represent themselves in colonial governments. Colonists were not

represented in Parliament and therefore their interests or opinions were not considered when laws were

passed and other decisions made. Over time, the colonists’ right to govern themselves was taken away

when Parliament declared that the English had the highest authority to govern the colonies and when

Parliament ended some colonial governments and put members of Parliament in charge.


6

SS.7.C.1.3

1. Which documents addressed colonial concerns about English policies?

A. Declaration of Independence

B. Mayflower Compact

C. U.S. Constitution

D. Bill of Rights

2. The diagram below describes a cause that led to the writing of the Declaration of Independence.

Which action completes the diagram?

A. Colonial agriculture trade increases.

B. Colonial religious devotion increases.

C. Colonial demand for political change increases.

D. Colonial demand for military assistance increases.

3. Why did Parliament eventually repeal the Stamp Act, which taxed goods such as newspapers and playing cards?

A. The colonists established a blockade against British goods.

B. The colonists were able to produce their own goods.

C. The colonists started destroying British goods.

D. The colonists began boycotting British goods.


7

SS.7.C.1.4

Analyze the ideas (natural rights, role of the government) and complaints set forth in the Declaration of Independence.

The writers of the Declaration of Independence included Enlightenment ideas in this document.

The idea of natural rights was their main focus, and it was the Founders’ main reason for

declaring independence. The Declaration of Independence stated that natural rights were not

“given” to people by governments. They said that natural rights could only come from "Nature

and Nature's God." Natural rights included “life, liberty and the pursuit of happiness”.

Governments may not take these rights away because they are given to people and taken away

from them by “Nature and Nature’s God”.

The Declaration of Independence describes the specific natural rights of life, liberty and the

pursuit of happiness. These rights are unalienable (cannot be taken away by government). The

natural right to life means that individuals, and not the government, have control over their lives.

Limits on this right exist when an individual tries to deny another person their rights. Liberty

means individuals have the right to be free. Being free would later be more fully explained in the

Bill of Rights with ideas that included freedom of speech, freedom of the press, freedom of

assembly, freedom of religious exercise, and freedom to petition the government. Limits to

liberty exist when one person’s liberty prevents another person from having liberty. Finally, “the

pursuit of happiness” is whatever individuals define as making them happy. Individuals have the

right to try to achieve goals that will lead to their personal happiness. Again, limits to the pursuit

of happiness exist when they interfere with another person’s natural rights.

One of the basic roles of government is to protect the natural rights of individuals. According to

the Declaration of Independence, government does not give individuals these natural rights.

Individuals are born with these rights, and government protects these rights with the consent of

the governed. Government, then, gets its power from the people who are being governed. When

the government becomes oppressive and does not protect the rights of the people, it becomes a

tyranny. If this happens, the people have the right to “alter or abolish” the government (change it

or replace it with another government).


8

SS.7.C.1.4

1. The passage below is from a historical document.

Which document contains this passage?


B. Articles of Confederation

C. English Bill of Rights

D. U.S. Constitution 2. The passage below was written by Thomas Paine in his 1776 book, Common Sense.

Based on this passage, with which complaint against the king from the Declaration of Independence would Thomas Paine agree?

A. persecuting immigrant groups

B. taking away religious rights

C. taking away political rights

D. persecuting racial groups

3. What is one way that the ideas stated in the Declaration of Independence are evident today?

A. equal employment opportunities

B. voting rights amendments

C. selective service

D. term limits


9

SS.7.C.1.5

Identify how the weaknesses of the Articles of Confederation led to the writing of the Constitution.

After independence was declared from Great Britain, the colonists needed to create a system of

government for the new, independent nation. The first government of the United States was a

confederation called the Articles of Confederation. The Articles of Confederation was a direct response to

the long list of grievances (complaints) against King George III, the king who had all the power over the

colonies. A unitary system is in place when one person controls the government as King George did. To

avoid a unitary system in the new nation, the colonists created a confederal government. This

confederation reflected the colonists’ fear of a powerful national government. Under the confederal

system, there were strict limits on the national government that were later viewed as weaknesses of the

Articles of Confederation. Below is a list of these weaknesses:

Because the Articles of Confederation created a decentralized (no central power) system of government,

each state operated as an independent country in many ways. Each state was able to make trade

agreements with other nations. Each state established its own military, and 2 each state made laws that its

residents were expected to follow. The states were not operating as one nation. It would have been easy

for another country to attack the United States. Adding to these concerns was Shays’s Rebellion, the name

given to an event in which 2000 Massachusetts farmers revolted in local courthouses to prevent the

government from taking their farms. The government of Massachusetts was threatening to take the land

from these farmers because they had not paid their taxes during the Revolutionary War, even though the

government had previously told them they did not have to pay those taxes. Shays’s Rebellion made

leaders of the national government take another look at the Articles of Confederation. In February 1787,

five states sent representatives to meet in Maryland to talk about the crisis. They called for a meeting of

representatives from all 13 states in Philadelphia to decide what to do about the Articles of Confederation.

This meeting would later be known as the Constitutional Convention, where the U. S. Constitution was

written to replace the Articles of Confederation.


10

SS.7.C.1.5

1.The diagram below shows steps leading to a historical event.

Which event completes the diagram?


B. Articles of Confederation

C. Annapolis Convention

D. Whiskey Rebellion

2. How did the U.S. Constitution solve a problem created by the Articles of Confederation?

A. It avoided the issue of states' rights.

B. It allowed the states to elect representatives.

C. It prevented the amendment of federal laws.

D. It enabled the federal government to collect taxes.

3. The passage below is from a historical document.

How does the U.S. Constitution address concerns that resulted from the government described in this passage?

A. The new government could enforce treaties between the states.

B. The new government could settle disputes between the states.

C. The new government could regulate trade between the states.

D. The new government could levy taxes between the states.


11

SS.7.C.1.6

Interpret the intentions of the Preamble of the Constitution.

The U.S. Constitution begins with a one-sentence introduction called the Preamble. The

Preamble identifies the goals and purposes of the government. The Preamble opens with the

phrase, “We the People, of the United States” and then states six goals and purposes of the

government: 1. form a more perfect union, 2. establish justice, 3. insure domestic tranquility, 4.

provide for the common defence, 5. promote the general welfare, and 6. secure the blessings of

liberty to ourselves and our posterity. The Preamble ends with the phrase: “do ordain and

establish this Constitution for the United States of America”. The final phrase of the Preamble

means that the people establish the U.S. Constitution to begin a new national government.

The Preamble of the U.S. Constitution lists six goals and purposes of the U.S. government. The

first goal listed in the Preamble is “form a more perfect union.” This means that the purpose of

the U.S. Constitution was to create an even better government than the one that was in place

during the writing of the document (the Articles of Confederation). The next goal listed in the

Preamble is that the government will “establish justice”. This means that the government places

the law higher than any individual, including government officials. “Establish justice” also

means that all people will be treated fairly and equally under the law. The third goal listed in the

Preamble is “insure domestic tranquility”. This goal means that the government will protect

citizens from conflict in the country and make sure that states do not go to war with each other.

The fourth goal listed in the Preamble is “provide for the common defence”. This means that

government will provide one central defense against any attacks from outside countries or

groups. The next goal is “promote the general welfare”. This means that government is focused

on the public interest and that every state and individual can benefit from what the government

can provide. This goal relates to other goals listed in the Preamble. Establishing justice, insuring

domestic tranquility, and providing for the common defense are all things that benefit the

common good. The sixth and final goal is “secure the blessings of liberty for ourselves and our

posterity”. This means that by having a government focused on the common good, current and

future generations will have a government that protects liberty and freedom.

The Preamble begins with the phrase, “We the People”. The writers of the U.S. Constitution

began the Preamble with these words to make it clear that the people would be the source of the

government’s power and that power would not fall into the hands of a single ruler. Also, by

starting the Preamble in this way, the writers were saying that the government exists to serve the

people and must answer to them. Article VII of the Constitution requires that the Constitution

could only be ratified by a two thirds majority of the conventions of the states (established by the

state legislatures, which were elected by the people). In this way, too, the national government

looked to the people for its power.


12

SS.7.C.1.6

1. Which part of the U.S. Constitution states the six purposes of government?

A. Bill of Rights

B. Article IV

C. Preamble

D. Article I

2. In the Preamble to the U.S. Constitution, what is the meaning of the phrase "We the People"?

A. The people express their will through political parties.

B. The people express their will by directly creating laws.

C. Government receives taxes from the people and exists to support them.

D. Government receives its power from the people and exists to serve them.

3. The statement below is from a historical document.

How is this statement reflected in the modern American political system?

A. Voters elect Congress members.

B. The Electoral College elects Congress.

C. Congress enforces policies.

D. The president enacts policies.


13

SS.7.C.1.7

Describe how the Constitution limits the powers of government through separation of powers and checks and balances

The Constitution includes the principle of limited government. This means that government can do only

what the people allow it to do. In the United States the government is limited in power by a

constitution, or written agreement. Constitutional government is a form of government based on a

written set of laws to which all citizens agree. In this form of government, the Constitution is the highest

law of the land. The Constitution limits the power of both the federal and state governments. It says

what each may and may not do. Constitutional government is organized in such a way that one person

or group cannot get enough power to control the government.

The writers of the U.S. Constitution, known as the Framers, protected Americans against the

government’s abuse of power. To set limits on power, the Framers divided the federal government into

three branches. This separation of powers sets up three branches with its own powers and

responsibilities. Influenced by French Enlightenment thinker Baron de Montesquieu, the Framers

believed that to protect the people’s liberty, each branch would have different tasks. This separation of

powers would limit the ability of any one branch from getting too much power. This system was set up

to limit the authority of the government. However, the Framers still feared that one branch of

government could have more power than the other two. To make sure that none of the three branches

would become too powerful, they established checks and balances. The principle of checks and balances

allows each branch of government to limit the power of the other branches.

To keep the government from abusing its powers, the U.S. Constitution uses a separation of powers

system that includes checks and balances as part of that system. The power to make laws, enforce laws,

and interpret laws is separated into three different branches of government. The government is limited

even more by checks and balances. This means that each branch can “check” (limit) the powers of the

other two branches.

In a separation of powers system, the power of government is not given to any one branch. Instead,

some of the power is given to each branch. The legislative branch has the power to create new laws, the

executive branch has the power to carry out and enforce laws, and the judicial branch has the power to

interpret laws. Each branch of government can check the powers of the other branches. The executive

branch may veto laws passed by Congress, nominate certain government officials and Supreme Court

justices, and propose new legislation. The president can make treaties, but the Senate must ratify the

treaties. The legislative branch can impeach (House of Representatives) and convict (Senate) the

president, other members of the executive branch, and federal judges. Congress may pass laws over the

president's veto by a two-thirds majority vote of both houses (the Senate and the House of

Representatives). The legislative branch may reject appointments made by the president. They may

propose amendments to the United States Constitution. The judicial branch (the courts) may decide that

executive actions and laws passed by Congress are unconstitutional. This is called the power of judicial

review. Judicial review is an important check on the legislative and executive branches. The Supreme

Court case that established the power of judicial review is Marbury v. Madison. This system of shared

powers spelled out in the U.S. Constitution makes sure that we have limited government to prevent the

government from abusing its power.


14

SS.7.C.1.7

1. What check does the U.S. Senate have on the president?

A. overriding vetoes

B. appointing judges

C. declaring laws unconstitutional

D. refusing to confirm appointments

2. The passage below is from Federalist No. 47, written by James Madison in 1788.

Based on this passage, which constitutional principle does Madison describe?



C. popular sovereignty

D. judicial review

3. Which principle supports President Eisenhower's action to uphold the U.S. Supreme Court's decision that public schools should be integrated?

A. judicial review


C. separation of powers

D. constitutional government


15

SS.7.C.1.8

Explain the viewpoints of the Federalists and the Anti-Federalists regarding the ratification of the Constitution and inclusion of a bill of rights.

The Federalists, who shared their ideas in the Federalist Papers, wanted the states to ratify the

Constitution as written in 1787. This would create a federal system of government in the United

States where the central government would share power with the states. Federalists believed that

the way the government was set up under the new Constitution would protect people’s rights in

the following ways: • Constitutional big ideas such as separation of powers and the system of

checks and balances protected the people because no branch of government could get too strong.

• By not listing (enumerating) specific rights in the Constitution, the people were protected better

than they would be if there was a list of rights. It would be impossible to think of all of the rights

to which citizens are entitled. A list of specific rights might mean the government could violate

any unenumerated rights. • Federalists thought that the Constitution would better unite the

country and would lead to the growth of more business and trade. They believed that the Articles

of Confederation had failed to do these things.

The Anti-Federalists, who wrote the Anti-Federalist Papers, were against the ratification of the

Constitution. They wanted to make only minor changes to the government as set up under the

Articles of Confederation. They were afraid that the Constitution created a national government

that was too strong. They believed that the Constitution should not be ratified because: • Too

much power would be taken away from the states. • The Constitution needed a specific list of

rights to protect the people from the power of the national government. • The national

government would be allowed to keep an army in times of peace. • The “necessary and proper”

clause, also known as the “elastic clause,” of the Constitution would give too much power to

Congress. • The executive branch (the president and those who worked with him) would be too

strong. • The system of government (federalism) described in the Constitution was new and

untested. No government anywhere else in the world had tried anything exactly like this new

system. • The way that the Constitution would be ratified was totally different from the Articles

of Confederation. The Articles required that all 13 states ratify (formally approve) any

amendments but the ratification of the Constitution required that only 9 of 13 states ratify for the

new government to take effect. • The United States was too large for one central government to

manage.

The Anti-Federalists thought it was important for the Constitution to include a bill of rights. This

listing of specific rights protecting the speech, property, and religious freedom of the people,

among many other rights, would protect the people from the federal government abusing its

power. The way that the British treated the colonists before they declared independence was

fresh in their minds. Many Americans felt that a specific listing of rights was needed. The

Constitution was eventually ratified by all of the states. Soon after ratification, Congress and the

states also ratified the Bill of Rights. This compromise allowed the Federalists to get the

Constitution ratified while also respecting the Anti-Federalist belief that a Bill of Rights was

necessary to protect the rights of the people.


16

SS.7.C.1.8

1. What was the Anti-Federalists' greatest concern about ratifying the U.S. Constitution?

A. The lack of a federal court system.

B. The lack of legislative veto power.

C. The lack of a strong military.

D. The lack of a bill of rights.

2. Which statement supports the Anti-Federalists in the struggle over ratification of the U.S. Constitution?

A. The Constitution should limit state government.

B. The Constitution should protect fundamental rights.

C. The Constitution should create a strong national government.

D. The Constitution should prevent the election of amateur politicians.

3. The passage below was written by James Madison in 1787.

Based on this passage, what change in modern political society would Madison support?

A. Expanding the size of the Cabinet

B. Expanding the size of the Electoral College

C. Expanding the number of candidates in campaigns

D. Expanding the role of special interest groups in campaigns


17

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.

In countries that follow the rule of law, laws apply equally to everyone. In the United States, citizens elect

people to represent them and expect them to make laws that apply equally to everyone. The rule of law

helps to create order and fairness in society. The rule of law also applies to the power of the government.

Its power is controlled through separation of powers and checks and balances. These principles are in our

Constitution to make sure that one branch of government does not abuse its power. The U.S. Constitution,

its Bill of Rights, and the 14th Amendment all play a role in the rule of law. For example, if someone is

accused of a crime, the Sixth Amendment guarantees that a judge must tell that person what he or she is

accused of. Also, citizens have the right to a trial before an impartial jury within a reasonable amount of

time (“speedy and public trial”). The rights of the accused must apply to all citizens fairly and equally. In

countries without the rule of law, citizens accused of crimes might stay in jail for a long time with no idea

of what they are accused of. The law may be applied differently between the poor and the rich, the

powerful and the powerless, men and women, and popular and unpopular groups of people (for example,

religious groups). Also, if someone wanted to speak out against the government by protest, petition, or

writing a letter to the editor of the newspaper, this person could be arrested and held in prison without a

trial if the rule of law is not in place. Without the rule of law, it is easy for the government to abuse its

power with no one having the right to say anything about it.

The rule of law is meant to protect citizens from the government. The Founding Fathers feared that

government would become too powerful and look like a monarchy or some other form of abusive

government. The Constitution makes sure that government does not become too powerful by separating

the powers of government into the executive, legislative, and judicial branches, and then making each

branch accountable to the others with the principle of checks and balances. Having a written set of laws

that must be approved by elected representatives also protects citizens against abuses of government

powers. Also, the laws apply to people accused of crimes. The Fourth, Fifth, Sixth, Eighth, and

Fourteenth Amendments to the U.S. Constitution guarantee that citizens accused of crimes have laws that

protect them from unfair treatment.

Government officials – whether they are police officers, senators, judges, or presidents – are accountable

(responsible) to the law. An independent judiciary makes sure that government leaders are accountable

for their actions. The rule of law ensures that no one, regardless of her or his position of power, is above

the law. If laws are going to apply to everyone, they must be applied equally and fairly. Judges must use

the same laws and procedures no matter who is on trial. The legal process starts with the Sixth

Amendment, which requires that people accused of crimes be told the charges against them (what they are

being accused of). The rule of law also means that judges and juries make their decisions based on the

law, and that they apply the law equally to everyone regardless of wealth, power, and other things that

make people different from each other. The rule of law applies to enforcement of the law too. Preventing

crimes requires the cooperation of federal, state, and local officials who we trust to apply law enforcement

fairly. To make sure the rule of law stays strong, citizens must be able to know what the laws are,

participate on juries, understand how the legal system works, and know what is in the Bill of Rights. If

the legal system is not transparent, or clear, the rule of law is even harder to protect. A transparent legal

system requires that the general public know the court system’s rules and procedures, which serve as

common tools to guarantee justice for all.


18

SS.7.C.1.9

1. Which principle is included in the U.S. Constitution?

A. rule of law

B. right to trial

C. capitalism

D. confederalism

2. Which statement describes an impact of the rule of law?

A. state of nature


C. separation of powers

D. transparency of institutions

3. Which characteristic serves as a long-term protection against tyranny and is a foundation of liberty in the United States?

A. the commerce clause

B. the elastic clause

C. the right to trial

D. the rule of law


19

SS.7.C.3.10

Identify sources and types (civil, criminal, constitutional, military) of law.

The Code of Hammurabi was a written code of rules in the ancient society of Babylon and dates

back to 1772 B.C. Hammurabi’s code included 282 laws. Each crime was given a specific

punishment, depending on a person’s social position. These laws created order and guided

people in their everyday lives. Other societies, including the United States, have used the Code

of Hammurabi to develop their own laws.

The Magna Carta was a government document that limited the power of the king of England. It

was written by a group of English nobles in 1215 and protected the rights of the nobility (the

highest class of people in England). Much later, the American colonists thought they should have

the same rights as Englishmen. Some of the rights in the Magna Carta were written into the U.S.

Constitution and the Bill of Rights. One example is the Fifth Amendment’s due process clause

Laws come from different sources, and they are made at the local, state, and federal levels of

government. Based on Article Six of the U.S. Constitution, the Supremacy Clause, the higher

levels of government decide how much law making power the lower levels of government have.

For example, the national government decides how much power the states have, and states

decide how much power local governments have. The laws made at the lower levels may not

conflict with the state or national laws. Constitutional law focuses on interpreting the U.S.

Constitution. The U.S. Supreme Court is the highest authority on interpreting the U.S.

Constitution. Statutory laws are passed by Congress or a state legislature. An example of this is

the Civil Rights Act of 1964. Regulations are the rules a government agency makes to enforce a

law. The heads of the agency decide how the laws will be carried out. Case law means all of the

decisions that judges have made in previous court cases. Legal precedents ensure that court

decisions agree with each other. Common law is based on customs and prior legal decisions and

is used in civil cases. The U.S. Constitution is the supreme law of the land. States cannot create

laws that conflict with it.

There are different types of law in the United States. One type is constitutional law, which

focuses on interpreting the U.S. Constitution. Constitutional law defines the powers between

states, between the national government and the states, and between the government and citizens.

Another type is civil law, or law that deals with relationships between people (rather than

relationships between people and the government). For example, Article I, Section 8 of the U.S.

Constitution secures the right for authors and inventors to claim their writings and discoveries as

their own exclusive work for a limited time. During that period of time, if another person copies

and claims the author or inventor’s work as their own, they may be sued. Criminal law deals with

crimes and the punishments for those crimes. People who break state statutes are tried in state

courts. People who break federal laws are tried in federal courts. Civil and criminal law have the

most effect on citizens. Juvenile law deals with people under the age of 18 who commit crimes.

Military law only applies to people in the military. Congress created a set of criminal laws called

the Uniform Code of Military Justice (UCMJ) for everyone who serves in the military. The

military has its own courts to try cases involving people in the military who commit crimes.


20

SS.7.C.3.10

1. The Code of Hammurabi (1772 BC) includes laws focusing on contracts. What type of U.S. law is based on the Code of Hammurabi?

A. civil

B. constitutional

C. criminal

D. military

2. Which type of law is used to help solve disputes between people or organizations?

A. civil

B. constitutional

C. criminal

D. military

3. The passage below is from a U.S. Supreme Court opinion announcement.

According to the passage, which action did the U.S. Supreme Court find constitutional?

A. The death penalty may be imposed only on adults.

B. The death penalty may be imposed only on juveniles.

C. The death penalty may be imposed on both adults and juveniles.

D. The death penalty may be imposed on neither adults nor juveniles.


21

SS.7.C.2.1

Define the term “citizen,” and identify legal means of becoming a U.S. citizen.

All persons born or naturalized in the United States, and subject to the jurisdiction thereof, are citizens of the United

States and of the state wherein they reside. No state shall make or enforce any law which shall abridge the privileges

or immunities of citizens of the United States; nor shall any state deprive any person of life, liberty, or property,

without due process of law; nor deny to any person within its jurisdiction the equal protection of the laws. – U.S.

Constitution, Amendment XIV, Section 1 (1868)

The U.S. Constitution as ratified in 1789 did not include a definition of U.S. citizenship, but the Constitution

mentioned citizenship several times. A formal definition of U.S. citizenship was added to the Constitution when the

14th Amendment was ratified in 1868. The 14th Amendment, as shown above, defines citizenship as belonging to 1)

anyone who is born in the United States, or 2) anyone who is an immigrant who has gone through the naturalization

process. There are two methods for someone to become a U.S. citizen by birth. If a person is born in the United

States, in one of its territories, or on a U.S. military base, that person is a citizen through the law of soil. This method

of becoming a citizen does not require the person’s mother or father to be a U.S. citizen. The other way to become a

citizen by birth is for one of the person’s birth parents to be a U.S. citizen. This means that U.S. citizenship is passed

to the child from the natural mother or father. This method of gaining citizenship is called the law of blood. Citizens,

as explained in the 14th Amendment, are guaranteed their natural rights to life, liberty, and property, which cannot

be taken away without due process.

If an immigrant wants to become a U.S. citizen, the immigrant must meet a set of conditions. The table below lists

the basic conditions required for naturalization.

Once all of the conditions above have been met, the applicant must take the “Oath of Allegiance.” The oath is the

last step in the naturalization process and requires people seeking citizenship to pledge their loyalty to the United

States. Debates about citizenship and naturalization have had a great impact (effect) on society, government, and

the political process. Citizenship is still sometimes a controversial topic. At times, Americans have disagreed about

who should be granted citizenship by naturalization and about how difficult the process should be to gain

citizenship. Some people question how long an immigrant should be allowed to live in the U.S. without applying for

citizenship. Political parties have discussed these questions about naturalization in their party platforms, and

candidates’ views about naturalization influence how voters feel about naturalization and the importance of U.S.

citizenship. As more immigrants naturalize and become involved in the political process, they also influence the

debate by voting, running for office, being selected for public office, and participating in lawmaking. For example,

the Voting Rights Act of 1965 was changed in 1975 to require that election ballots be printed in all of the languages

in a county where at least 5% of the citizens living in that county speak that language. In other words, if 5% of the

citizens living in Orange County, Florida, speak Spanish, then all of the election ballots must be printed in both

Spanish and English. This requirement makes it easier for naturalized citizens from Latin America to vote because

every item on the ballot is printed in Spanish. Since the Voting Rights Act was changed in 1975, more naturalized

U.S. citizens from Latin America vote in elections. Also, candidates are more likely to include Spanish language

commercials and posters in their campaigns to show that they are reaching out to naturalized citizens. Florida

elected its first Cuban-American U.S. Senator in 2004 (Mel Martinez). Two brothers, Mario Diaz-Balart and Lincoln

Diaz-Balart, represented Florida in the U.S. House of Representatives for several years. Congressman Mario Diaz-

Balart was born in Florida (citizen by law of soil), while Congressman Lincoln Diaz-Balart was born in Cuba and

became a naturalized citizen.


22

SS.7.C.2.1

1. Which is a requirement for a person to become a naturalized U.S. citizen?

A. passing a U.S. history and government exam

B. working in the U.S. for at least five years

C. being born to American parents

D. serving in the U.S. military

2. The diagram below shows some general eligibility requirements.

Which statement completes the diagram?

A. joining a military service

B. obtaining a driver's license

C. becoming a naturalized citizen

D. receiving a social security card

3. The table below describes permanent resident status.

Based on the table, what could be predicted about the impact of permanent residents on government?

A. The number of person seeking citizenship by law of soil would decline.

B. The number of persons seeking citizenship by law of blood would increase.

C. The number of persons seeking naturalization would be affected by elections for Congress.

D. The number of persons seeking naturalization would be affected by elections for governor.


23

SS.7.C.2.2/2.3

Evaluate the obligations citizens have to obey laws, pay taxes, defend the nation, and serve on juries.

The United States government recognizes a citizen as a legal member of this country who is either born or

naturalized in the United States. Being a U.S. citizen means that there are both obligations and responsibilities that

must be met to support representative democracy and the proper role of government. An obligation is something that

a citizen is required to do by law. A responsibility is something that a citizen should do for the sake of the common

good. Below are examples of obligations and responsibilities:

Each citizen in the United States has certain obligations and responsibilities. Both the government and citizens are

responsible for 1) protecting the rights of individuals and 2) promoting the common good When citizens meet their

obligations to the government, they are making the United States a safer and better place to live. By following the

law and not committing crimes, communities are less dangerous places. By paying taxes, citizens are making sure

that the government can afford to provide services that benefit the general public. By defending the nation if asked

to do so, citizens are making sure that those who live in the United States are protected from enemies who may hurt

us. By serving on juries, citizens are making sure that the right to a trial by jury is protected. All of these examples

demonstrate how citizens, by living up to their obligations, can protect and promote the common good.

Each citizen has certain basic obligations and responsibilities that relate to active participation in society and

government. Active participation helps to promote the common good. Active participation comes in many different

forms that include both obligations and responsibilities. Obeying the laws, registering for selective service,

defending our nation, serving on juries, and paying taxes are all obligations as well as examples of active

participation in the society and government. Registering to vote, attending civic meetings, joining interest groups,

joining a political party, running for office, and petitioning the government are all responsibilities of good citizens as

well as examples of active participation in the society and government.

Each citizen’s obligations and responsibilities have a major impact on society, government, and the political process.


24

SS.7.C.2.2

1. What right do citizens have?

A. attending public schools

B. owning property

C. holding a job

D. voting 2. The illustration below shows a legal document.

Why are citizens obligated to respond to such documents?

A. to guarantee court hearings remain public

B. to guarantee courts provide probable cause

C. to protect the constitutional right to be tried by one's peers

D. to protect the constitutional right to confronts one's accuser

3. The image below describes a citizen obligation.

Based on this image, what can be presumed about citizen obligations?

A. Citizens support attending civic meetings.

B. Citizens support securing individual rights.

C. Citizens resist registering for selective service.

D. Citizens resist contributing to the common good.


25

SS.7.C.2.4

Evaluate rights contained in the Bill of Rights and other amendments to the Constitution.

The Bill of Rights includes the first ten amendments to the U.S. Constitution. The Bill of Rights was added to the

U.S. Constitution in 1791, three years after the U.S. Constitution was ratified. These amendments define individual

freedoms, explain the rights of those accused of a crime, define citizens’ protections from the federal government

and extend powers to the states.

The First Amendment includes five individual freedoms. Those freedoms are the right to freedom of speech, press,

religious exercise, peaceable assembly, and petitioning the government. Freedom of speech allows individuals to

express their opinions. This includes speech that may criticize the government or government officials. Freedom of

the press allows individuals to publish or print information and news. Freedom of religious exercise allows

individuals to practice their religion freely or to choose not to practice a religion at all. Freedom to peaceably

assemble means that people have the right to gather in groups. These groups may include people who wish to hold a

public protest about their ideas or beliefs. Freedom to petition allows individuals to express their concerns to the

government. A petition may formally ask the government for changes in the law. It also may include the signatures

of those who support the changes.

There are three categories of rights, freedoms, and protections listed in the Bill of Rights. The first are individual

freedoms as stated in the First Amendment: free speech, press, religious exercise, peaceable assembly, and petition.

The second category is the rights of those accused of a crime. Search and seizure occurs when police believe that a

crime has been committed. Police conduct a search to seize (collect) evidence that may have to do with the crime.

Protection from unreasonable search and seizure means that police must have a reason for the search, and in most

cases a warrant from a judge to search a person’s personal property, home, or body. Rights of those accused of a

crime also include the right to due process. Due process means that a person cannot have his or her life, liberty, or

property taken without a Constitutional legal process. Pleading the Fifth, or protection against self-incrimination,

means that people accused of crimes may refuse to testify against themselves in a court of law. Pleading the Fifth

prevents anything that an accused person may say from being used as evidence against him to convict him of a

crime. Double jeopardy is also protected by the Bill of Rights. If evidence is found after an accused person is found

“not guilty” of a crime, that person cannot be brought back to stand trial for the same crime. The right to legal

counsel (a lawyer) allows all people accused of a crime to have legal representation in court. Also, trial by jury is

protected by the Bill of Rights. This means that a judge and jury must decide the issue based on the facts and

evidence of the case. Finally, people accused of a crime are protected against cruel and unusual punishment, which

may include torture or other forms of punishment considered too harsh for the crime committed. The

constitutionality of the death penalty has been debated in this country for a long time as an example of what should

be considered as cruel and unusual punishment. The third category is protection from government abuse of power.

This may include property rights, voting rights, or the right to protect oneself. For example, the right to bear arms is

included in this category. The right to bear arms means that one is able to own and carry weapons, such as guns, for

self-protection. Eminent domain allows the government to take private property (property owned by people,

organizations, or companies) for public use. However, the owner must be compensated (paid) fairly for it. For

example, a road may need to be expanded and someone’s property is in the path of the road. The government must

pay the owner for the land that will be taken by the government for expanding the road. The Ninth Amendment

gives the people unenumerated rights (rights that are not listed in the Constitution). Unenumerated rights may

include privacy rights that are not listed in the Constitution but that people still expect to have. Finally, equal

protection under the law guarantees that citizens are protected from state laws that may treat them in a way that

denies them their rights under federal law. Finally, the 15th, 19th, 24th and 26th Amendments each guarantee

suffrage (the right to vote) to make sure that various groups have their right to vote protected.

The U.S. Supreme Court has interpreted the rights described in the Bill of Rights based on cases that have come

before the Court. Since 1803, the U.S. Supreme Court has had the power to declare federal, state, and local laws

unconstitutional. However, the U.S. Supreme Court does not interpret the laws unless a challenge to their

constitutionality is brought before the Court and the Court has agreed to hear the case.


26

SS.7.C.2.4

1. Where can a description of U.S. citizens' civil liberties be found?


B. Preamble to the Constitution

C. Pledge of Allegiance

D. Bill of Rights

2. The statement below was made by Thomas Jefferson in a 1786 letter to John Jay.

Why should this freedom be guarded?

A. to provide the news media with a guaranteed profit

B. to keep the news media from controlling the political process

C. to provide the government with an accurate information source

D. to keep the government from becoming the primary information source

3. The passage below is one of the grievances found in the Declaration of Independence.

Which rights listed in the Bill of Rights reflects this complaint?

A. due process of law, assistance of counsel, speedy and public trial

B. equal protection, assistance of counsel, speedy and public trial

C. bear arms, due process of law, speedy and public trial

D. bear arms, equal protection, speedy and public trial


27

SS.7.C.2.5

Distinguish how the Constitution safeguards and limits individual rights.

The writers of the U.S. Constitution wanted to create a federal system of government that was effective and

powerful, but one that also safeguards the rights of individuals. The U.S. Constitution establishes a system that

protects the rights of individuals and also limits the powers of the federal government. The Bill of Rights lists many

individual rights and guarantees that the government will not interfere with these rights. Other individual rights

safeguarded in the U.S. Constitution are located in Article I, Section 9. These rights include the writ of habeas

corpus and ex post facto laws. Although the Constitution safeguards rights, it is reasonable and fair to put limits on

most rights. This means that rights are not absolute; they can be limited in certain situations. Over the years, courts

in the United States have developed various guidelines for limiting individual rights. These guidelines are used to

help decide when individual rights interfere with other important rights and interests, including the rights of other

individuals. Sometimes citizens may not use their freedoms as much as they might like because doing so would hurt

the common good. Federal and state laws, and U.S. Supreme Court decisions, have all limited First Amendment

freedoms in order to protect the public interest. Rights and freedoms have been safeguarded because they are a

foundation of democracy in the United States, but they are also limited in some way so that the government can

work effectively and people can feel safe.

Freedom of expression includes the First Amendment rights of free speech, press, religion, assembly, and petition.

The unlimited right to free expression may be dangerous to public safety, national security, or other important

issues. If the danger is great enough, the courts have allowed freedom of expression to be limited. Also, some rights

may be limited when they conflict with other rights or values. In situations where the rights of one citizen may

conflict with the rights of other citizens, courts may limit an individual’s rights in order to protect everyone’s rights.

In the landmark case Schenck v. U.S. (1919), the Supreme Court set the precedent of the “balancing test.” This

balancing test is about the relationship between individual rights and the public interest. Rights may be limited when

the public interest is threatened. The U.S. Supreme Court has ruled in different cases that the government may limit

individual rights in order to protect the public interest. In these situations, there must be a balance of individual

rights, the rights of others, and the common good.

The U.S. Supreme Court has ruled that the government sometimes can limit individual rights, including freedom of

speech and freedom of the press. In general, there must be a balance of individual rights, the rights of others, and the

common good. Here are some questions the Court has asked to decide whether to limit freedom of speech and

freedom of the press. ü Clear and Present Danger – Will this act of speech create a dangerous situation? ü Fighting

Words – Will this act of speech create a violent situation? ü Libel – Is information about another person false or

does it make true information appear false? ü Conflict with Government Interests – During times of war the

government may limit acts of speech because of national security (such as when the government is concerned that

certain information may be found out by the enemy). The U.S. Supreme Court upheld Congress’ power to limit

individual rights in Schenck v. U.S. (1919). In this case, the U.S. Supreme Court upheld the Espionage Act of 1917,

which limited free speech during World War I. Charles Schenck, Secretary of the Socialist Party of America, printed

and distributed 15,000 pamphlets to possible draftees (people registered for selective service) encouraging them not

to serve in the military during World War I. Schenck argued that the Espionage Act of 1917 violated his First

Amendment freedom of speech by limiting what he could say about the war. The U.S. Supreme Court upheld

Schenck’s criminal conviction because, it argued, the First Amendment does not protect speech that would create a

“clear and present danger”. In this case, the Court ruled that draftees who refused to serve in the military during

World War I would threaten the public interest because they would harm the nation’s ability to defend itself.

The judicial branch plays an important role in how the government protects individual rights. The writers of the U.S.

Constitution designed an independent judiciary where the judicial branch would have freedom from the executive

and legislative branches. The U.S. Constitution guaranteed that judges would serve “during good behavior” and

would be protected from any decrease in their salaries. Both of these features prevent the other two branches from

removing judges or decreasing their salaries if they don’t like a judge’s opinion (decision) on a case. This gives the

judicial branch the freedom to make decisions based on the law and not based on pressure from the other two

branches. The writers of the U.S. Constitution wanted to create a federal government that was effective and

powerful, but one that did not step on the rights of the individual. In Article 1, Section 9 of the U.S. Constitution,

there are two key individual rights that are protected, or safeguarded: The first is in this statement: "The privilege of

the Writ of Habeas Corpus shall not be suspended, unless when in Cases of Rebellion or Invasion the public Safety

may require it." Habeas corpus is an important individual right. This statement from Article I, Section 9 means that


28

the government has to prove to a court why it is holding someone in jail. If the government cannot show why a

person is being held in jail, that person must be released. The second is in this statement: "No… ex post facto Law

shall be passed." An ex post facto law is one that makes an act a crime after it has been committed. The appellate

process in the federal and state court systems also protect the rights of the individual. The appellate process allows

citizens to appeal a decision from a lower court to a higher court to make sure that everything in the trial was done

properly. By making sure that the rights of individuals would be protected, the Founders created a system where the

powers of the federal government would be limited. The judicial branch interprets the U.S. Constitution and sets

precedents on when and how individual rights are safeguarded and limited.

SS.7.C.2.5

1. Which right is NOT mentioned in the U.S. Constitution?

A. petition the government

B. due process of the law

C. trial by jury

D. privacy

2. The passage below about government in from Federalist No. 51.

How are the author's views from this passage applied in the U.S. Constitution?

A. The U.S. Constitution limits the rights of the people.

B. The U.S. Constitution limits the power of the federal government.

C. The U.S. Constitution requires the states to provide for the common defense.

D. The U.S. Constitution requires the government to promote the general welfare.

3. The timeline below shows events related to the death penalty.

What constitutional protections have resulted from these events?

A. Constitutional protections from cruel and unusual punishment are safeguarded while executions continue.

B. Constitutional protections from cruel and unusual punishment are limited while executions continue.

C. Constitutional protections of due process of law are safeguarded while executions continue.

D. Constitutional protections of due process of law are limited while executions continue.


29

SS.7.C.3.6

Evaluate constitutional rights and their impact on individuals and society.

The Bill of Rights protects individual rights. For example, the First Amendment includes the personal rights or

personal freedoms that include religious exercise, peaceable (peaceful) assembly, speech, press, and petition.

Freedom of peaceable assembly is the right to hold meetings and form groups without the government interfering.

The right to petition means that people have the right to ask the government to fix problems. All of these rights are

both political (so that individuals are protected when they want to have a voice in government) and social (so that

people can organize to have a voice in government). The Fifth Amendment protects citizens’ life, liberty, and

property rights from being violated by the federal government. The Fourteenth Amendment protects citizens’ life,

liberty, and property rights from being violated by state governments. Economic rights are also important. They

include the right to buy, sell, produce, trade, purchase, or use goods and services. Property rights are a major part of

economic rights. Property rights include the right to own, produce, trade, purchase, or use property. The idea of

private property is very important to many Americans. Several amendments make sure that people accused of crimes

are treated fairly. The Fourth and Fifth Amendments protect people accused of crimes from abuse of power by the

federal government. The Fourteenth Amendment protects people accused of crimes from abuse of power by the state

governments. Some of these rights include protection from illegal search and seizure of someone’s property,

protection from cruel and unusual punishment, the right to remain silent and not testify against yourself when

accused of a crime, and the right to a jury trial, a lawyer, and due process. Due process simply means that the laws

must be fair and must be followed properly before someone’s life, liberty, or property is taken from them.

Social, political, and economic systems depend on individual rights and freedoms. For the government to represent

the people well, the people’s right to express their opinions about the government must be protected. For example,

freedom of the press would not mean very much if there was no freedom of speech, because the press gives the

people a voice in expressing their concerns about government. The U.S. economic system also depends on

individual freedoms, such as the freedom people have to build businesses and hire workers. Economic freedom may

be limited by the Fifth Amendment, which says that the government has the power of eminent domain (the right to

take private property from individuals if it is for the public good). However, when property is taken from people

under eminent domain, those people must be compensated (paid) with a fair price for their property. One of the

biggest challenges that citizens face is balancing the protection of individual rights with the protection of the entire

society.

The U.S. Supreme Court case Kelo v. City of New London (2005) focused on property rights. The city of New

London, Connecticut, wanted to use eminent domain to take private property to start new businesses. The city

believed it was correct in taking the land because the public would benefit from the economic freedom to start

businesses, to create jobs, and for the government to earn money from taxes. The Supreme Court upheld (agreed

with) the city’s right of eminent domain, and the city was able to take the property. The Court decided that the new

businesses would collect sales taxes and pay property taxes, which would contribute to the public good of the

community. So, taking the property from the owner was constitutional. In 1965, John Lewis and Hosea Williams

committed civil disobedience by refusing to obey certain laws as a form of political protest. They were part of a

larger group that got together and marched peacefully from Selma, Alabama to Montgomery, Alabama. They did

this to make people more aware of voting discrimination against African-Americans. The Alabama State Police told

the group that their assembly was against the law, but the protesters continued their march, even after the police

began attacking them. In another case, President Franklin Roosevelt issued Executive Order 9066 during World War

II. This order forced thousands of Japanese Americans into internment camps that they were not allowed to leave

(forced internment). Fred Korematsu, an American citizen of Japanese descent (a citizen by birth), believed that he

was discriminated against because of his Japanese heritage. Korematsu also believed that the government did not

have the right to force U.S. citizens into internment camps. In Korematsu v. United States (1944), the Supreme

Court decided that the government’s action was reasonable to protect the country during wartime. The Founding

Fathers knew that the needs of the public could change over time. In the Constitution, they gave the government the

ability to either protect or limit individual rights. The government’s job is to protect both the Constitution and the

public interest. Some people are concerned that protecting the public interest too much may hurt individual rights.

Others are concerned that protecting individual rights too much may hurt the public interest.


30

SS.7.C.3.6

1. Which individual protection is found in the Fifth Amendment to the U.S. Constitution?

A. privacy rights

B. property rights

C. forced internment

D. civil disobedience

2. Which action represents an individual exercising a constitutional right?

A. summary judgment

B. quartering soldiers

C. civil disobedience

D. double jeopardy

3. What has been one long-term result of the constitutional protection of free speech?

A. fewer court cases involving minors

B. fewer laws limiting minority rights

C. a more accurate election

D. a more informed society


31

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.

The 13th Amendment: Slaves were considered property. They were not considered citizens, and so they

could not vote. While this amendment did not increase voting rights, it gave all slaves their freedom. It

was an important first step toward voting rights for former slaves.

• The 14th Amendment: This amendment said that anyone who had been born a slave was a citizen of the

United States. It also said that state governments could not pass laws that limited U.S. citizens’ rights.

Finally, it extended the right to vote to all males age 21 and over. The impact of the 14th Amendment on

social movements in the U.S. was important. The U.S. Constitution now protected all U.S. citizens

(including former slaves) from state laws that discriminated against them because of their race. This

meant that AfricanAmericans and women could go to court when they believed that state laws

discriminated against them and violated their rights as U.S. citizens.

• The 15th Amendment: This amendment protected the right to vote for any male over the age of 21. It

strengthened the 14th Amendment. The former slave states opposed the ratification of the 13th, 14th and

15th Amendments. They decided to try other ways, especially passing new laws, to keep African-

Americans from voting. For example, in Alabama, African-Americans had to take a 68-question

“literacy” test that had to be answered completely and perfectly in a short time. If African-Americans

taking the test missed even one question, they could not register to vote. In Mississippi, African-

Americans were asked questions that had no correct answer, such as “How many seeds are in a

watermelon?” Failing to answer such questions correctly meant that these U.S. citizens were not allowed

to register to vote. The impact of the 13th, 14th and 15th amendments on various social movements was

significant. For example, individual citizens and interest groups sued states because state laws denied

them their rights as U.S. citizens. Interest groups also organized marches and took part in civil

disobedience as a way to protest these state laws. The number of protest activities and lawsuits against

states increased greatly beginning in the 1950s.

• The 19th Amendment: A person’s gender (meaning whether someone is male or female) could not be

used as a reason to deny suffrage, or the right to vote. This amendment said that states and the federal

government could not prevent women from voting. 2 The ratification of the 19th Amendment gave

women power that they had not had before. Beginning in the 1960s, women began to form interest groups

to make sure they had equal job opportunities, and other economic and social opportunities. Women have

also taken part in marches and protests for women’s rights. Today, more women than ever run for, and

win, elected offices at all levels of government. Several women have run for president and vice-president,


32

although no women have been elected president or vicepresident yet women have also sued in court when

federal and state laws discriminate against them because they are women.

• The 24th Amendment: Before the 24th Amendment, many states tried to charge people money (a poll

tax) to let them vote. This often kept minorities (especially AfricanAmericans in the former slave states)

or poor people from voting. The ratification of the 24th Amendment allowed more minorities and poor

people to vote because it made poll taxes unconstitutional. One impact of this amendment is that

candidates and elected leaders now pay more attention to the concerns of the poor and minorities because

they know that these individuals can vote in elections.

• The 26th Amendment, ratified in 1971, said that any United States citizen age 18 or older could vote.

Before 1971, the federal government and some states, only allowed people age 21 or older to vote. One

impact of this amendment is that candidates and elected leaders pay more attention to the concerns of

young people because they know that these young people can vote in elections.

Even though the 15th Amendment had been ratified to allow all races the right to vote, some states passed

laws that made it difficult for former slaves (African-Americans) to register to vote. For example,

Alabama required people to register at a specific office in a courthouse that was only open for two or

three days a month. Sheriff’s deputies were often placed at the courthouse on registration days to make

African-Americans scared to register. If AfricanAmericans did actually make it through the door to

register, they then were required to correctly answer all 68 questions on a “literacy” test within eight

minutes. Many white voters were still allowed to register even if they did not pass the exam. African-

American voters were not allowed to register. In Mississippi, African-Americans who tried to register to

vote were asked unanswerable questions like, “How many bubbles are there in a bar of soap?” or “How

many seeds are there in a watermelon?” Whites typically passed and were allowed to register, no matter

what they answered. African-Americans, however, were almost never allowed to register to vote. These

unfair practices allowed states to claim that they really were following the 15th Amendment. The states’

leaders said they were allowing people of all races who were properly registered to vote, even though they

made the registration process nearly impossible for African-Americans. They also used the argument of

“states’ rights,” which meant that state leaders believed states could make their own laws for elections

and voting, even if they made it impossible for certain people to actually register to vote.

Even though the 15th Amendment was supposed to allow all races to vote, some states did everything

they could to prevent minorities from voting. Many Americans saw that this was unfair, and several laws

were passed during the 1960s to protect the civil rights of minority groups, including African-Americans

and Hispanics. The Civil Rights Act of 1964 said employers could not discriminate based on race or

gender. The Voting Rights Act of 1965 made racial discrimination illegal in voting laws. This act

specifically banned the use of “literacy” tests to decide whether someone could register to vote. The Civil

Rights Act of 1968 banned discrimination based on race or gender in the selling or renting of housing.

Even though the 19th Amendment guarantees that voters cannot be discriminated against based on their

gender, there was a push to ratify the Equal Rights Amendment in the 1970s and 1980s. This amendment

would prohibit all discrimination based on gender. The amendment was introduced in Congress in the

1920s and ratified by Congress in the 1970s, but to this day it has never been ratified by enough states to

be added to the U.S. Constitution.


33

SS.7.C.3.7

1. How did the passage of the Voting Rights Act of 1965 impact political participation?

A. All person who passed a literacy test could now vote.

B. All children of foreign citizens could now vote.

C. All African-Americans could now vote.

D. All women could now vote.

2. The photograph below illustrates an event in U.S. history.

What was Congress' response to the social movement symbolized in the photograph?

A. decreased commerce opportunities

B. increased economic opportunities

C. increased religious opportunities

D. decreased military 3. The newspaper below details an important step in amending the U.S. Constitution.

How did the passage of this amendment to the U.S. Constitution impact the political process in the United States?

A. Women were allowed to contribute to political campaigns.

B. Women were allowed to hold citizenship rights.

C. Women were allowed to hold public offices.

D. Women were allowed to vote in national elections


34

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.


35

SS.7.C.3.12

1. In which case did the U.S. Supreme Court rule that the Florida Supreme Court's plan for recounting ballots violated the Equal Protection Clause of the Fourteenth Amendment?

A. Hazelwood v. Kuhlmeier (1988)

B. Gideon v. Wainwright (1963)

C. U.S. v. Nixon (1974)

D. Bush v. Gore (2000)

2. Which was an outcome of the U.S. Supreme Court decision in Brown v. Board of Education (1954)?

A. Administrators may limit the content of students publications.

B. Public school districts that segregate deny equal protection.

C. Students have a reduced expectation of privacy in school.

D. Criminal defendants have the right to an attorney.

3. What lessons did future U.S. leaders learn from the 1974 U.S. Supreme Court case United States v. Nixon?

A. The president is accountable for obeying the law.

B. The president is responsible for enforcing the law.

C. The president is not allowed to hold secret talks with foreign governments.

D. The president is not allowed to have private meetings with Cabinet members.


36

SS.7.C.2.8

Identify America's current political parties, and illustrate their ideas about government.

A political party is a group of citizens or voters with similar views on public issues who 1) work together to put their

ideas into action in the government, and 2) work together to elect candidates. One of the most important jobs of

political parties is to nominate candidates to run for office as the representatives of their party. Parties choose a

candidate who agrees with their beliefs and try to persuade voters to support their candidate. Competing political

parties give voters a choice among candidates and ideas. To know where a party stands on the major issues, the

voters can look at the party’s platform. A platform is a written statement of the party’s principles, beliefs, and

positions on issues. Party platforms are often the length of short books. Each individual part of a platform is called a

plank. The platform communicates to voters what the political party plans to do if it wins. (Examples: Platform Issue

= Healthcare; Plank = Agreeing/Disagreeing with government-funded healthcare.) The United States has a long

tradition of a two party system. This means that two major political parties have controlled elections and have the

most participation by voters. The two major political parties today are the Democrats and the Republicans.

Because these two major parties have the most support from the public, it is nearly impossible for third parties to

win elections. Third parties are political parties that often form on the basis of one or a few issues. These issues

might be related to a foreign or domestic affair and, because the concern is so particular, it is difficult to gain

popular support. Third party candidates have never won a presidential election and rarely win election to other

offices. Below are some examples of current third parties that exist in the United States

Political parties play a major role and have a large impact in American society. Political parties are important to the

democratic process because they help people to communicate their ideas about government. Because political parties

are made up of large groups of people, their group’s ideas can be more easily heard by the government. Political

parties also educate citizens about issues during elections. Most people vote for candidates from their own political

party because of the issues that their political party supports. Political parties impact the government at the federal,

state, and local levels. Because there are many more elected offices at the state and local levels, political parties tend

to be more active at these levels. Also, political parties raise and spend money in order to get candidates elected and

to help spread their message to voters. The political party that wins more seats in one house of the national or state

legislature becomes the majority party in that house of the legislature. The party that wins fewer seats in one house

of the national or state legislature becomes the minority party in that house of the legislature. The majority party in

the legislature often has more control over the lawmaking process than the minority power. However, the minority

party remains active and uses its influence as much as possible in the lawmaking process.


37

SS.7.C.2.8

1. What are the names of the two major political parties in the United States today?

A. Democratic and Republican

B. Democratic and Libertarian

C. Socialist and Republican

D. Socialist and Libertarian

2.The statement below is from a political party platform.

Which political party's position is represented in the statement?

A. Communist

B. Democratic

C. Republican

D. Socialist

3. In the modern political system, which issue represents a basic disagreement between Republicans and Democrats?

A. the responsibilities of government

B. the frequency of national elections

C. the legality of the U.S. Constitution

D. the support for the U.S. military soldier


38

SS.7.C.2.9

Evaluate candidates for political office by analyzing their qualifications, experience, issue-based platforms, debates, and political ads.

According to the U.S. Constitution, people running for national office must meet certain

qualifications. Examples of federal political offices are President, Vice President,

Congressman/woman, and Senator. The qualifications are unique to each office and are listed in

the chart below.

Each state has its own constitution that creates the state’s plan for government. The Florida

Constitution lists the qualifications people must meet in order to run for state political offices.

The qualifications for candidates running for city and county office are listed in city and county

charters. (Charters serve as a constitution for a city or county). No person may hold elected

office in Florida unless that person is a U.S. citizen, a Florida resident, a registered voter, and at

least 18 years old. City and county charters may have additional requirements. For example,

cities and counties may require that candidates be older than 18 to hold office.


39

Examples of state and local political offices are governor, lieutenant governor, state

representative, and state senator. The qualifications are unique to each office and are listed in the

chart below.

During an election, candidates who are running for public office often create political

advertisements and commercials to appeal to voters. Voters should consider several things when

deciding who to vote for. A voter may want to consider a candidate’s previous experience.

People who are elected to public office may have served in some other elected or appointed

position, or they may have a special background that would help them do their job. For example,

many elected Congressmen/Congresswomen and Senators actively participate in their

communities, have been a lawyer or a judge, are college graduates, and may have served in local

government before running for state or federal office. A voter may want to consider a candidate’s

platform – the set of ideas and beliefs that a candidate has on certain issues. These ideas might

include education, religion, health care, government spending, taxes, and foreign policy. A voter

may want to watch a political debate before the election. Presidential and vice-presidential

candidate debates are always shown on national television. A voter may want to consider

political advertisements in magazines and newspapers, and on television, radio, and websites.

Candidates use these advertisements to appeal to voters and to say why they are the best choice.

Sometimes candidates use negative advertisements to make their opponents look bad.


40

SS.7.C.2.9

1. Which is a constitutional requirement to run for Congress?

A. U.S. permanent resident

B. at least 25 years old

C. at least 30 years old

D. U.S. citizen

2. The political campaign posters below are for two candidates running for mayor.

According to the information on the posters, what is the reason Maria could be considered more qualified than Todd to be elected mayor?

A. her political policies

B. her college education

C. her campaign promises

D. her experience working in government

3. The poster below is from a recent election.

Based on the poster, what conclusion can be drawn about the candidate?

A. Doug is running for judge.

B. Doug is running for mayor.

C. Doug is running for president.

D. Doug is running for city council.


41

SS.7.C.2.10

Examine the impact of media, individuals, and interest groups on monitoring and influencing government.

Interest groups use their First Amendment rights to peaceable assembly, free speech, and petition

to monitor and influence the government. Interest groups are groups that form because of a

common goal. They attempt to influence people by working together for their goal. Political

Action Committees, which are often connected to interest groups, can raise money and

contribute to the campaigns of candidates that they support. Interest groups can work with

members of Congress or with other elected legislators to get laws passed. This is usually referred

to as lobbying. An interest group can also educate its members on issues it wants the group

members to support. For example, interest groups ask their members to vote and give money to

candidates that the interest group supports.

The media uses their right to freedom of the press, protected in the First Amendment, to monitor

and influence the government. The media includes print (newspapers, magazines), broadcast

(television, radio), the Internet, and social media (Facebook, Twitter). The media report stories

about public officials, give information online about the government, or broadcast news reports

on the radio or TV. The media plays an important role in both monitoring and influencing the

government through their reporting.

The media has a major impact on influencing and monitoring the government. Many times, the

media serves as a watchdog, keeping an eye on the government and reporting on what the

government does. Interest groups have a major impact on influencing the government as well.

These groups form to support a specific issue and work in large numbers to get their issue

recognized by the government. A Political Action Committee (PAC) is one type of interest group

that works to raise money for a particular candidate who supports their issues. Also, interest

groups may hire lobbyists, who meet with lawmakers to try to get their support for a bill that

would benefit the issue the PAC supports. Individual citizens impact the government. Simply by

carrying out one of their most important civic responsibilities – voting – individuals play a major

role in changing the government. Whether it is voting a candidate in or out of office, or voting in

favor of or against an amendment to the Florida Constitution, citizens change the government

during every election. Voting is one of the most important parts of a democracy.

There are several different methods that individuals, the media, and interest groups use to

influence and/or monitor the government. Individuals can use their right to vote to change the

government. The media can act as a watchdog to investigate and report on the government.

Interest groups can hold meetings and write petitions to try to influence the government. All of

these people and groups are important members of a democratic society. They keep an eye on the

government and hold its leaders accountable for what they do. It is hard to know how effective

each method is. This is because individuals, the media, and interest groups affect each other in

their efforts to monitor and influence the government. The media may focus their attention on a

specific issue or campaign, which will attract public attention and may influence how people

vote. Interest groups may spend money on an expensive public information campaign that also

may influence how people vote and whether they will contribute money to the interest group.

Government leaders usually pay more attention to groups with a higher voting rate than they do

to people who don’t vote often. Also, interest groups that spend a lot of money through their

political action committees usually have a strong influence on who gets elected.


42

SS.7.C.2.10

1. Who do lobbyists represent in their attempts to influence government?

A. military officers

B. elected officials

C. interest groups

D. circuit judges.

2. Based on the government system in the United States, which individual activity is used to directly influence legislative decisions?

A. watching political debates on television

B. discussing political issues at work

C. collecting opinions for a yearbook

D. gathering signatures for a petition

3. The table below describes rating for news organizations.

According to the table, what impact has media had on government?

A. Government is less likely to regulate the press.

B. Government is more likely to regulate the press.

C. Government is less likely to respond to public concerns.

D. Government is more likely to respond to public concerns.


43

SS.7.C.2.11

Analyze media and political communications (bias, symbolism, propaganda).

The poster below was created in 1917.

This poster was created in 1917, during World War I. This is an example of the government using symbolism and

propaganda to influence citizens. Pictured above one can see “Uncle Sam” selling “liberty bonds” – which is a war

bond (money that the government borrows from the citizens to fund a war effort) that was used to fund and support

the military during World War I. Because the cartoonist used Uncle Sam (the first two letters in Uncle Sam are “U”

and “S”; U.S. is also used to represent “United States”), the readers saw it as their “patriotic duty” to buy these

bonds to support the war effort. The symbolism (Uncle Sam) and propaganda (“Invest Your Money”) used in this

cartoon is an effective way to persuade citizens into thinking or behaving in a certain way.

The political cartoon below was created in 1754.

Each of the eight segments of the snake represents a region or colony. For example, “N.E.” stands for “New

England” which represents four colonies while “P.” represents Pennsylvania, which included Delaware at the time

(Georgia was not included). Together, the snake represents all 13 colonies. The phrase “Join, or Die” was intended

to reflect the author’s point of view that colonial unity was important to the colonists’ survival. The colonies needed

to come together (“join”) with Great Britain against the French and Indians during the French and Indian War or else

they would not survive (“die”). The “Join, or Die” symbol was later used to encourage the colonists to seek their

freedom during the American Revolutionary War.

Bias, symbolism and propaganda can influence public opinion – which is the way that citizens view or feel about

candidates or issues. The media plays a major role in influencing public opinion. Oftentimes, the information that

the media provides to the public is not balanced, or biased. Bias occurs when one side is favored over another in the

presentation of information. Media bias can occur when news stations or news outlets decide what to report on and

how much information to reveal to the public. This is a problem for the public because they are only getting the side

of the story that the news media want them to hear. Symbolism is the use of symbols to convey a message. The

media may use symbolism as a sort of “shortcut” or as a way to target a certain group of people. This can be a

problem because many symbols are associated with certain groups, or may even have a negative reputation attached

to them. Both bias and symbolism can be viewed as forms of propaganda, which is any attempt to sway the public,

including voters, to think or believe something. Propaganda could be the use of symbols, a poster, or a commercial –

there is not one specific kind of propaganda that exists. Oftentimes, the behavior or thoughts of voters are changed

and influenced when the media introduces propaganda.


44

SS.7.C.2.11

1. Which option presents a clear point of view?

A. bias

B. metaphor

C. propaganda

D. symbolism

2. The poster below was created in 1917.

Which type of communication is shown in this poster?

A. accurate

B. biased

C. informational

D. propagandized

3. The poster below was placed in public buildings, businesses, and schools by a civil rights group.

What long term policy goal of the interest group?

A. electing candidates

B. regulating elections

C. improving citizens' lives

D. influencing political appointments


45

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.

Government at all levels (local, state, or federal) is responsible for protecting and providing for its

citizens. When a problem or issue comes up, the citizens can get the help of the government to solve these

problems. Many of these government solutions come in the form of public policy – which is a policy (rule

or law) that is made in response to an issue or problem that requires attention. U.S. citizens have the right

to say what they think government should do about problems in their communities. Citizens have the right

to say what they think about problems in their state and nation, and about international issues. Citizens

also have the right to try to influence the decisions government officials make about all of those problems.

To be able to participate effectively, citizens need to know which level of government and which

governmental agencies are responsible for changing, carrying out, or developing specific public policies.

For example, state legislatures may tell agencies to carry out policies that came from federal legislation.

Or, local governments may create policies to carry out the responsibilities they are given through laws

passed at the state or federal level. Below are a few additional examples of problems or concerns that

could be addressed by the various levels of government: Problem: There have been a lot of car accidents

at the same intersection. Solution: Involve the local government to place a traffic light or stop signs at the

intersection to prevent future accidents. Problem: Florida has a large increase in the number of high

school dropouts. Solution: Contact the state representative or state senator who leads the appropriate

legislative committee to introduce a bill that will fund a statewide dropout prevention program in public

high schools. Problem: Elderly citizens cannot afford to pay their medical bills. Solution: Contact the

Congressman/woman who leads the appropriate legislative committee to introduce a bill that helps the

elderly with these expenses.

In the United States, the federal, state, and local governments agree that creating public policy helps them

fulfill their responsibilities, such as protecting the rights of individuals and promoting the well being of all

people. Some public policies become laws passed in legislatures. Other policies can be found in rules and

regulations created by the executive branches of government, which are responsible for carrying out and

enforcing laws. State and local governments are closer to the people than the federal government. Also,

citizens are usually more affected in their daily lives by local public policies than they are by federal

policies.

Lawmakers often look at several possible solutions (alternatives) before choosing the one that will solve a

local or state problem. Some lawmakers might even contact other local or state governments that have

similar public policies in order to decide which solution is best.

There are always problems to solve in communities. Some problems may be easily solved by individuals.

Some may be solved by different types of organizations. Others may be best solved by the government,

through public policy. Some examples of individual solutions might be organizing a food drive to feed the

homeless in local communities, creating a neighborhood watch group to look after neighborhood children,

or educating family members about the effects of drug and alcohol use. Some examples of organizations

that solve problems might include a Big Brothers/Big Sisters program to help young people or an

American Cancer Society fundraising event. Some problems are best solved by the government. Some

examples of public policy solutions might include: building a sidewalk in a neighborhood where people

have been hit by cars or putting up a traffic light at an intersection where accidents frequently occur.


46

SS.7.C.2.12

1. Who would a citizen contact about a problem with the city roads?

A. the county commissioner

B. the president

C. the governor

D. the mayor

2.Shrimp and seafood industries in Florida are concerned about the freshwater supply from Georgia. If the freshwater supply is reduced, Florida's shrimp and seafood industries could be harmed.

Who is responsible for solving this dispute?

A. federal legislative branch

B. federal executive branch

C. state legislatures

D. state judiciary

3. Luis owns a small store in the downtown business district. He learned that at the next monthly council meeting, the mayor will propose limiting the amount of time that people can park on the streets in the business district. Luis is afraid that if the city council approves the proposal, his business will suffer.

Which of the following should be Luis's final step in attempting to resolve this issue?

A. prepare a map of the available downtown parking spaces

B. present an alternative proposal at the next council meeting

C. call council members with concerns about the proposed policy

D. survey downtown businesses to determine their thoughts on the issue


47

SS.7.C.2.13

Examine multiple perspectives on public and current issues.

Individuals, interest groups, and political parties each present different perspectives on the direction that

government should take. Students should be familiar with the rights, powers, and responsibilities of each

type of group. Students do not need to know the perspectives of any specific group because the public

perspectives will be presented in the questions.

Below are some scenarios that show the possible reactions or perspectives of different groups:

a. A local army base is closing and the city council has not decided how to use the land that will become

available. City residents representing different interest groups hand out flyers to people attending the city

council meeting. They express multiple perspectives on the best use of the land.

b. The Democratic and Republican parties both address health care issues in their party’s platform.

c. Two interest groups place advertisements in a local newspaper taking opposing sides on whether the

Florida Constitution should be amended to change the size of the state Supreme Court.

Questions that focus on multiple perspectives may ask students to identify a common perspective among

two or more perspectives. Finding similarities and differences among the perspectives is the best strategy

for identifying the correct response. The focus of the benchmark is “public and current” issues. Historical

issues, such as the multiple perspectives expressed by the Federalists and Anti-Federalists over the

ratification of the U.S. Constitution, will not be part of multiple perspectives questions because the

Federalist/Anti-Federalist debate was “public” but is not “current”. On the other hand, a family discussing

how to use their First Amendment right to the “free exercise of religion” by choosing where to worship

asks students to consider multiple perspectives on a “current” issue, but not a “public” issue. Multiple

perspectives should not be confused with evaluation. Questions evaluating points of view will not be

asked.

Citizen participation in the political process is shaped by multiple perspectives. Citizens work

independently, join interest groups, or join political parties to share their perspectives on the direction that

the government should take. Individuals show their multiple perspectives in the political process when

they use their First Amendment rights and when they vote. First Amendment rights give individuals the

right to express their political views through speech, press, peaceable assembly, and petitioning the

government. Voting rights give individuals the chance to express their perspectives by choosing one

candidate or public policy over another. Interest groups also show multiple perspectives in the political

process when they use their First Amendment rights to peaceable assembly, free speech, and petitioning

the government. Interest groups form because of a common goal, and they try to influence people by

working together in support of that goal. Interest groups can work with members of Congress or with

other elected legislators to get laws passed. This is usually referred to as lobbying. They can educate

members of their interest group on key issues they want their members to support. Through lobbying,

making campaign contributions, and getting their message out to influence public opinion, interest groups

reflect multiple perspectives through their participation in the political process. Political parties also

reflect multiple perspectives in the political process. A political party is a group of citizens with similar

views on public issues who work together to elect candidates who represent their views. Competing

political parties give voters a choice among candidates and ideas.


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SS.7.C.2.13

1. Which option represents a way that multiple perspectives are reflected in political participation?

A. public meetings

B. press conference

C. legislative sessions

D. State of the Union address

2. The headline below describes an event in U.S. history.

Which public policy view is reflected in the headline?

A. racial discrimination

B. racial prejudice

C. racial tolerance

D. racial equality

3. Below are views for and against publicly funded elections.

Which conclusions can be drawn from these views?

A. Running an election campaign takes many taxpayers.

B. Campaigning for elected office requires many opinions.

C. Campaigning for elected office takes a large amount of time.

D. Running an election campaign requires a large sum of money.


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SS.7.C.4.1

Differentiate concepts related to U.S. domestic and foreign policy.

The U.S. Constitution lists several powers for Congress that deal specifically with foreign and

domestic policy. Foreign policy is the nation’s overall plan for dealing with other nations.

Domestic policy is the nation’s plan for making laws and policies that affect people in the United

States. The U.S. government focuses on many different issues in domestic policy. Some

examples include jobs, health care, and education. The U.S. government also has to plan its

foreign policy. This includes a plan for diplomacy, which means trying to keep good

relationships with other nations. The government has to decide which countries to form an

alliance with, and the alliance might include military agreements with other nations. Finally, the

government also sometimes makes treaties, or formal agreements, with other nations on such

issues as trade and defense.

The U.S. government focuses on many different domestic policy issues. Some examples of

domestic policy issues are social welfare, health care, and education. Social welfare means that

the government provides help to those in need. The government has economic programs for

mothers with children, people who are unemployed, and people who are disabled. The Social

Security program was started in 1936 to help the elderly by providing them with a monthly

income after they retire. The government is also involved with health care. Medicare was started

to help the elderly pay for the medical care and medicine they need and often cannot afford.

Medicaid was started to help the poor pay for medical care and medicine they need and often

cannot afford. The federal government also focuses on improving education. The government

provides money for a variety of programs that help students and teachers at all levels of

education. One example of a federal education policy was the No Child Left Behind Act, which

changed education standards and created new tests to measure student achievement. On the other

hand, the federal government is also concerned with foreign affairs, or relationships with other

nations. The federal government makes foreign policy to decide how it will interact with nations

around the world. The President and the Secretary of State are the main leaders in charge of

foreign policy. They usually have several general goals for their foreign policy.

These goals include: (1) national security (keeping the United States safe, especially at its

borders), (2) promoting peace (creating relationships and alliances with other nations, (3)

spreading democracy (talking with other nations about the benefits of democratic government),

(4) promoting international trade (the buying and selling of goods between countries) and (5)

providing foreign aid (military, economic, and other types of help to countries in need). One

example of foreign aid was the Marshall Plan, through which the United States helped to rebuild

Europe after the destruction there during World War II. The U.S. government has to create a plan

for diplomacy in order to keep good relationships with other nations. Ambassadors and

diplomats, including the Secretary of State, work all around the world on these relationships.

Sometimes they have to solve problems that come up in relationships with other countries. The

U.S. government also has to decide which countries to form an alliance with. The North Atlantic

Treaty Organization (NATO) is one example of a strong military alliance between the U.S. and

many European countries. 2 The U.S. government sometimes makes treaties, or formal

agreements, with the leaders of other nations for the purposes of trade, defense, and national


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security.. U.S. leaders hope that their international relations will create better a safer and more

peaceful world through cooperation with other countries.

Many times, things that are going on around in the world affect domestic policy in the United

States. For example, since the September 11, 2001, terrorist attacks, the U.S. government has

increased its military spending and spent less on domestic programs because of threats to the

safety of Americans and U.S. allies. On the other hand, in the 1990s many nations changed from

communist to democratic governments. With communism no longer a major threat to the U.S.,

the government was able to spend less on the military and more on domestic programs.

The United States must have clear goals for its domestic and foreign policy plans. Domestic

policy is a set of laws or actions that affect people within the United States. Domestic policy

covers a wide range of areas, including education, the economy, taxes, social welfare, and health

care. The main goal of domestic policy is to help and protect the people within the U.S. Foreign

policy is a nation’s plan for dealing with other nations. The leaders of the U.S. usually have

several general goals for their foreign policy.

These goals include: (1) national security (keeping the United States safe, especially at its

borders), (2) promoting peace (creating diplomatic relationships and alliances with other nations,

(3) spreading democracy (talking with other nations about the benefits of democratic

government), (4) promoting international trade (the buying and selling of goods between

countries) and (5) providing foreign aid (military, economic, and other types of help to countries

in need).

As part of the president’s cabinet, the Secretary of State has an important role in guiding and

carrying out the nation’s foreign policy plan. The Secretary of State, who serves as head of the

State Department, gives advice to the president, visits other nations, and holds meetings with

foreign leaders and government officials. There are also ambassadors who represent the U.S.

around the world. By meeting with leaders of other nations, the Secretary of State learns more

about these nations. The Secretary of State shares important information with the President that

will both keep the country safe and keep the peace with other countries.


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SS.7.C.4.1

1. What is a responsibility of the U.S. Senate in foreign policy?

A. nominating ambassadors

B. introducing tax bills

C. negotiating treaties

D. ratifying treaties

2. Which action is an example of a foreign-policy decision?

A. Congress increased providing support to newly arrived immigrants.

B. The president requested a law to regulate pollution near international borders.

C. Congress raised educational standards to make students competitive in a global market.

D. The president signed an executive order restoring relations with a communist government.

Below is a graph about high school graduation rates in the United States.

3. Which long term domestic policy goal is reflected in the graph?

A. career preparation

B. physical fitness

C. racial equality

D. public safety


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SS.7.C.4.2

Recognize government and citizen participation in international organizations.

World War II and the Holocaust brought more attention to issues and problems around the world.

People paid more attention to human rights (the rights that people have simply because they exist).

Different organizations were created to help with these issues and problems. Many governments all

over the world created and participated in international organizations that protected human rights and

focused on economic issues. Below are some examples of major international organizations in which

many governments participate.

Some international organizations protect human rights (the rights of all people). Others focus on

economic and trade issues. While these organizations have members from countries around the world,

some of these organizations are located in the United States. One of these organizations is the United

Nations, whose headquarters are in New York City. The UN was founded after World War II to help keep

peace and develop friendly relationships among countries. 193 nations (governments) are members of

the United Nations. United Nations meetings take place in New York City at different times throughout

the year.


53

Both individuals and governments can participate in international organizations. Below are some

examples of how people and governments can get involved.


54

SS.7.C.4.2

The U.S. government is a member of which organization?

A. United Nations

B. European Union

C. World Wildlife Fund

D. International Red Cross

The statement below is from Executive Order 10924, President John F. Kennedy, March 1, 1961.

What opportunities does the executive order create for citizens and the government?

A. to provide for the common defense

B. to establish domestic tranquility

C. to advance the common good

D. to administer justice

The graph below shows participation in international organizations.

What conclusion about international NGOs can be drawn from the graph?

A. They have decreased community involvement.

B. They have increased democratic participation.

C. They have maintained world peace.

D. They have strengthened terrorism.


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SS.7.C.4.3

Describe examples of how the United States has dealt with international conflicts.

The United States Constitution grants specific powers to Congress and the president when it

comes to dealing with other nations, especially during conflicts. Article I of the Constitution

discusses the powers of the legislative branch (Congress) and grants the power to declare war,

the power to approve spending (on the military) and the power to raise an army and navy. The

U.S. Senate is given the sole power to ratify treaties in Article II. Congress has used its power to

declare war five times in United States history. Two of these wars took place during the 20th

century (1900-1999).

1. World War I – declared war on Germany after German U-Boats sunk British submarines and

merchant ships carrying U.S. citizens.

2. World War II – declared war on Japan after Japan bombed a naval base in Pearl Harbor,

Hawaii. Hawaii was a U.S. territory at the time. Article II of the Constitution discusses the

powers of the executive branch (president) and grants the president the title of Commander in

Chief. This means that the president is in charge of the military and has the power to send troops

overseas.

Presidents throughout history have been known to interpret their power as Commander in Chief

to mean that they can send U.S. military troops into conflict or “war-like” situations without a

formal declaration of war from Congress. Examples of this include U.S. involvement in the

Korean War (1950-1953), the Vietnam War (1964-1975), Gulf War I (1990-1991) and Gulf War

II (2003 – present).

There are several reasons that can lead a nation into international conflicts. These reasons might

include military conflicts, trade issues, or violated agreements. The United States has been

involved in several international conflicts throughout history.

There several different methods that have been used by the United States in order to deal with

international conflicts. These methods include: declaring war, diplomacy, military invasions,

developing alliances with other nations, joining international organizations such as NATO or the

UN, increasing tariffs (taxes levied on imported or exported goods) and trade barriers

(limitations on trading certain goods or with certain nations), isolation (not getting involved in

other nations’ conflicts) or treaties. Each nation’s government has to be dealt with differently and

the United States has demonstrated throughout history that it will do just that to protect U.S.

borders and American citizens.


56

Below are short passages from primary source documents pertaining to international incidents

that influenced the course of action taken by the United States.


57


58

SS.7.C.4.3

1. During which conflict did the U.S. declare war on Japan?

A. Korean War

B. Vietnam War?

C. World War I

D. World War II

2. A country with very strong economic ties to the United States is allowing human rights violations to take place. Based on U.S. foreign policy, which is an appropriate first response?

A. initiate a trade ban

B. initiate public protests

C. initiate diplomatic talks

D. initiate a military operation

3. The statement below was made by President Barack Obama on August 18, 2011.

What is the relationship between President Obama's statement and U.S. involvement in Syrian political affairs?

A. development of diplomatic alliances

B. support for the rule of law

C. economic development

D. conflict resolution


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SS.7.C.3.1

Compare different forms of government (direct democracy, representative democracy, socialism, communism, monarchy, oligarchy, autocracy).

There are many different forms of government around the world. Some governments are more

representative of the people, as, in the United States. Others are run by just a few people. Still

others are run by just one person. Some governments run both the government and the economy.

Other governments allow citizens more economic freedom.


60


61

SS.7.C.3.1

1. Which statement correctly describes communism?

A. The central government controls all economic planning.

B. Workers are considered to be the lowest social class.

C. Property ownership is determined by family status.

D. Wealth is distributed according to social class.

2. What do an absolute monarchy and an autocracy have in common?

A. a single ruler

B. a written constitution

C. a national court system

D. a single legislative house

3. The image below includes a statement influenced by an 1848 book.

What modern political action could be influenced by the statement?

A. A communist country invades a democratic country

B. A representative democracy amends its constitution

C. A queen speaks before Parliament to officially open Parliament

D. A dictator order the invasion of a neighboring country


62

SS.7.C.3.2

Compare parliamentary, federal, confederal, and unitary systems of government.

All forms of government have the same three powers: legislative, executive, and judicial. How

those powers are organized in government is where the differences between systems of

government can be seen. Some forms of government put all three powers (legislative, executive,

and judicial) in one place. Other forms of government divide up the powers among different

branches of the government. Comparing and contrasting the similarities and differences among

systems of government shows the advantages and disadvantages of each system.


63


64

SS.7.C.3.2

1. Which government system gives states the most power?

A. confederal

B. federal

C. parliamentary

D. unitary

2. The table below shows a comparison of two different systems of government.

Which information completes the table?

A. power shared/power delegated

B. rule by a democracy/rule by a monarchy

C. role of government expanded/role of government limited

D. power divided among the branches/power held by one branch

3. The newspaper headline below described a historical event.

What long term impact does this headline reflect?

A. protection of equal property rights

B. expansion of the right to privacy

C. protection of due process rights

D. expansion of the right to vote


65

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.

The U. S. government is made up of three separate branches: the legislative, the

executive, and the judicial. Each branch is organized very differently. The

legislative branch includes the House of Representatives and the Senate. Together

they are the lawmaking body of the United States called Congress.

Article I of the Constitution discusses the powers and organization of Congress.

The main job of the legislative branch is to make laws. The major items in Article I

include:

o The United States will have a two-house legislature.

o There is a list of specific powers given to Congress.

The second branch of the U.S. government is the executive branch. The executive

branch includes the President and Vice President. The main job of the executive

branch is to enforce the laws. Article II of the Constitution outlines the powers of

the President.

The third branch of the U.S. government is the judicial branch. The judicial branch

includes the U.S. Supreme Court and all lower courts including federal, state, and

local courts. Article III of the Constitution states that there is “one supreme Court”

and “inferior Courts as the Congress may from time to time ordain and establish.”

Article III names only the Supreme Court and allows Congress to create all other

federal, state, and local court systems.

Each branch of the U.S. government has its own set of jobs and responsibilities.

Also, the Constitution sets up a system of checks and balances that allows each

branch to limit the power of the other branches. Checks and balances prevent any

one branch from becoming too powerful. Below is a chart that describes one of the

roles of government and illustrates the system of checks and balances.


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67

SS.7.C.3.3

1. Which branch of federal government makes laws?

A. bureaucracy

B. executive

C. judicial

D. legislative

2. The newspaper headline below describes an event in U.S. history.

Which parts of the national government participated in the process described in the newspaper headline?

A. Senate and President

B. Supreme Court and President

C. House of Representatives and Senate

D. Supreme Court and House of Representatives

3. The statement below is from a congressional document, July 27, 1974.

How have similar statements influenced modern congressional actions?

A. presidential impeachment

B. presidential nomination

C. presidential election

D. presidential veto


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SS.7.C.3.4

Identify the relationship and division of powers between the federal government and state governments.

Federalism is a system of government where power is shared between the central (national)

government and the states. Under the Articles of Confederation, a confederal system of

government existed – which means that there was a weak central government. The Articles of

Confederation caused a lot of problems for the new nation because the central government had

so little power, so a new constitution was written. The United States Constitution is based on the

idea of federalism – in other words, the idea that power is shared between the national, state, and

local governments. Federalism helped to fix many of the problems caused by the Articles of

Confederation by creating a balance between central (national) and state powers. According to

the Constitution, powers are set aside specifically for the national government (enumerated

powers, also known as delegated powers), for state governments only (reserved powers), or for

both (concurrent powers).

The U.S. Constitution was written because of concerns about the weaknesses of the Articles of

Confederation. The two major weaknesses were:

1. The national government had very little power. There was a national Congress, but it did not

have the power to tax the people to raise money, or to raise a national army or navy.

2. Because there was no strong national government, the states could act as if they were

independent nations. This meant that the states could have independent relationships with other

countries (such as making treaties or trade agreements). They also got into arguments with other

states (such as the use of rivers or lakes that bordered more than one state).

The Articles of Confederation did not encourage national unity (togetherness) or a sense of

nationhood among the states.

The U.S. Constitution was written because the Founding Fathers wanted to solve these problems.

The founders had a big goal. They needed to limit state power (because the states had

independent power under the Articles of Confederation), while at the same time creating a

national government with limited power. They created a system of federalism, where the national

government had its own powers, shared some powers with the states, and gave the states some of

their own powers.

For example, only the national government has the power to raise and support armies (an

enumerated/delegated power), but it is up to the states to decide whether or not citizens must be

registered to vote before an election day (a reserved power). Both the state and national

governments have the power to tax (a concurrent power).

The most important thing to keep in mind about federalism is that it is supposed to limit the

power of the national government through sharing power with the states.


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The Tenth Amendment to the Constitution was added as the last Amendment in the Bill of

Rights. The Tenth Amendment says: “The powers not delegated to the United States by the

Constitution, nor prohibited to it by the States, are reserved to the States respectively, or to the

people”. Because the writers of the Constitution were concerned about giving too much power to

the national government, they decided to list the specific powers for Congress

(enumerated/delegated powers). When the necessary and proper clause was added to the

Constitution, it was so broad that it allowed Congress also to have many powers that were not

listed but were “necessary and proper” for Congress to uses its enumerated/delegated powers.

The Tenth Amendment does not list any specific powers. Instead, it broadly says that all powers

not given to the national government are reserved for the states and the people. This leaves the

meaning of reserved powers open to interpretation in the states. It is important to keep in mind

that even though the Tenth Amendment reserves powers for the states, no state is allowed to

make laws or take actions that violate the Constitution. In the Constitution, this is called the

Supremacy Clause. It means that the Constitution is the “Supreme Law of the Land.”


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SS.7.C.3.4

1. Which is delegated to the national government?

A. conducting elections

B. establishing courts

C. coining money

D. taxing citizens

2. Which statement describes a similarity between the state and the federal governments under the U.S. Constitution?

A. Both levels of government allow for the election of judges.

B. Both levels of government have the power to ratify treaties.

C. Both levels of government allow for the collection of taxes.

D. Both levels of government have the power to appoint ambassadors.

3. The map below describes the number of people on death row in the United States as of 2012.

What constitutional relationship does the map illustrate?

A. enumerated powers

B. concurrent powers

C. delegated powers

D. reserved powers


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SS.7.C.3.5

Explain the Constitutional amendment process.

Article V (5) of the United States Constitution describes two methods for proposing amendments

to the Constitution and two methods for ratifying amendments. The Founding Fathers wanted to

make sure that there was a way for the Constitution to be a “living document” that could change

with the times if necessary.

There are two methods for proposing amendments to the Constitution.

1. An amendment may be proposed by the Congress with a two-thirds (2/3) majority vote in

both the House of Representatives and the Senate.

2. An amendment may be proposed through a constitutional convention called for by twothirds

(2/3) of the state legislatures.

Both of these methods require a two-thirds majority to pass. A two-thirds majority is a

“supermajority” (an amount that is more than a simple majority that only requires that one side

get one more vote than the other side). This is important. An amendment to the Constitution

would change the laws for the entire nation, and having a large majority in support of that change

helps the democratic process.

Once the amendment is proposed by either method described above, the amendment then has to

be ratified with one of two ways:

1. Three-quarters (3/4) of the states (at least 38 out of 50) must ratify the amendment by a vote

of approval in the state legislature.

2. Three-quarters (3/4) of the states (at least 38 out of 50) must ratify the amendment by a vote

of approval at a state ratifying convention.

It is also possible that when an amendment is added to the Constitution, laws that go against that

amendment might be found unconstitutional by the U.S. Supreme Court.

Article V (5) of the United States Constitution describes the two methods for proposing

amendments and the two methods for ratifying amendments. The Founding Fathers wanted to

make certain that there was a process for the Constitution to be a “living document” that could

change with the times. The Founding Fathers meant to create a process that would be difficult. If

the process were too simple, the Constitution might be changed far more often than it should.

Once an amendment is ratified, it is part of the Constitution unless there is another amendment to

reverse that amendment. For example, the 18th Amendment banned alcohol but the 21st

Amendment reversed this ban. Also, the U.S. Supreme Court interprets laws to determine if they

are constitutional or not, including amendments to the Constitution. A law that goes against an

amendment may be found unconstitutional. Article V (5) of the Constitution explains the two

ways in which an amendment can be proposed and the two ways in which an amendment can be

ratified. If a proposed amendment does not follow the correct path to ratification, or is not

approved, it cannot be added to the Constitution.


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SS.7.C.3.5

1. Which is the last step in amending the U.S. Constitution?

A. The voters approve the amendment in a national election.

B. The president signs the amendment in a public ceremony.

C. Three-fourths of the state legislatures ratify the amendment.

D. Two-thirds of both houses of Congress ratify the amendment.

2.The passage below was written by U.S. Senator Barack Obama in his 2006 book, The Audacity of Hope.

Based on the passage, which statement about the amendment process would Senator Obama support?

A. The ratification process allows the president to reflect public views.

B. The ratification process allows governors to reflect public views.

C. The U.S. Constitution is difficult to amend.

D. The U.S. Constitution is easy to amend.

3. The passage below is from an 1848 speech by Elizabeth Cady Stanton.

Based on the passage, which action in the modern political system would Elizabeth Cady Stanton support?

A. amending the U.S. Constitution to extend suffrage

B. amending the U.S. Constitution to guarantee due process

C. Congress enacting a law limiting freedom of speech rights

D. Congress enacting a law limiting freedom of association rights


73

SS.7.C.3.8

Analyze the structure, functions, and processes of the legislative, executive, and judicial branches.

The Executive Branch - The second branch of the United States government is the executive

branch. The executive branch includes the President and Vice President. The main job of the

executive branch is to enforce the laws. Article II of the Constitution discusses the powers of the

president.

If the president does not agree with a particular bill that Congress has passed, the Constitution

gives the president the power to veto the bill. This is an important part of the system of checks

and balances to make sure that no branch of government has too much power over the others. If a

bill does become law, the president as chief executive of the nation must make sure that laws

passed by Congress are enforced.

The president also has the power to issue executive orders, which are decisions that have the

force of law. For example, an executive order signed by President Franklin Roosevelt in 1942

allowed the forced internment of U.S. citizens of Japanese descent during World War II.

Executive orders do not have to be approved by Congress, although the U.S. Supreme Court may

find them to be unconstitutional and strike them down. This is another example of checks and

balances.

The president has the power to nominate (choose) people to serve in different government

positions. These are known as presidential appointments. Examples of presidential appointments

include the president’s cabinet, U.S. Supreme Court justices, and ambassadors to different

countries. As a part of the checks and balances system, the Senate must approve presidential

appointments. This is a check on the president’s power to nominate people who may not be

qualified for a certain position or who may have problems that would keep them from being

effective in their position.

The Judicial Branch - The third branch is the judicial branch. The judicial branch includes the

Supreme Court, federal courts, and state courts. Article III of the Constitution outlines the U.S.

court structure.

The U.S. Supreme Court is the highest court in the nation. In most cases, the Supreme Court has

appellate jurisdiction, which means it has the power to review cases that have already been

decided in lower courts. Sometimes the U.S. Supreme court has original jurisdiction, which

means the Court has the power to hear a case first. For example, cases involving disagreements

between two states would be first heard by the U.S. Supreme Court.

There are thousands of requests for appeals to be heard by the Supreme Court each year. Fewer

than 100 are likely to be accepted. Once the Supreme Court reviews an appeal, the Court decides

whether or not to hear the case. The Court will issue a writ of certiorari if the Court decides to

accept the case on appeal.

Because most cases that are accepted by the Supreme Court on appeal deal with constitutional

questions, the Supreme Court uses its power of judicial review. Judicial review means that the

Supreme Court can decide whether or not a law is constitutional. This power was not originally

written into the US Constitution. Instead, the Supreme Court interpreted the Constitution to mean

that it does have this power in the Marbury v. Madison case (see SS.7.C.3.12). Courts use

different processes to conduct their work. For example, courts issue court orders, which are

documents requiring that someone do or not do something. Sometimes, the two opponents in a


74

case may try to speed up the court process by requesting a summary judgment. A summary

judgment is decided on the basis of evidence given to the court and keeps the case from going to

trial.

The U.S. federal system (federalism) allows the national and state governments to share powers

and responsibilities. Lawmaking is a power that is shared at each level of government – local,

state, and federal.

At the local level, depending on how the local government is organized, lawmakers could be

called city commissioners, city council members, county commissioners, or mayors. The number

of commissioners and/or council members depends on how the city or county government is

organized. These local government officials pass ordinances that govern the people who live in

villages, towns, cities, and counties.

Florida state government is organized like the federal government. There is a state house of

representatives and a state senate made up of state representatives and state senators. They are all

called state legislators. State representatives are elected for two-year terms, and state senators are

elected for four-year terms. State legislators create state laws (statutes) that govern the people

who live in the state.

At the federal level, each state has a certain number of U.S. Representatives based on the state’s

population. Each state also has two U.S. Senators. U.S. Representatives serve twoyear terms and

have no term limits. U.S. Senators serve six-year terms and have no term limits. Together, U.S.

Representatives and U.S. Senators make up the Congress. Congress enacts federal laws, called

acts, which govern the people of the entire nation.

Local governments pass laws that govern the people living in their villages, towns, cities, or

counties. Local laws are called ordinances. State governments pass laws that govern the people

living in the state. State laws are called statutes. The federal government passes laws that govern

the entire nation. Federal laws are called acts.

Lawmaking at the Local Level - It is the job of local governments to make communities better

places to live. To do this job, local lawmakers have the power to pass ordinances. Ordinances are

laws that govern a local community. Ordinances must not conflict with state laws, called statutes,

or with federal laws, called acts. Local law enforcement groups (like the police force or sheriff’s

department) are in charge of enforcing both ordinances and state statutes.

Lawmaking at the State Level - An idea for a law can come from state legislators, the

governor, or even ordinary citizens. The process for a bill becoming a law can be as difficult as it

is at the federal level. An idea for a law that is proposed in the state legislature is called a bill.

Bills can be proposed in either the Florida House of Representatives or the Florida Senate. The

Florida House or Senate committee that the bill is assigned to does research on the bill. There are

many different committees that have specific issues they deal with. Every state legislator serves

on one or more committees. After the committee completes its research and discusses the bill,

the committee decides if the bill should move forward. If the committee goes ahead with the bill,

the bill moves to the full chamber of the legislature where the bill was first introduced (the

Florida House or Senate). The members of that chamber debate and vote. If that chamber votes

for the bill (for example, the Florida House of Representatives), it then moves to the other

legislative chamber (for example, the Florida Senate) for more debate and discussion. Finally,

the other legislative chamber will vote on the bill. If members of that chamber vote for the bill, the governor will then be asked to sign the bill into law. If the Florida process of how a bill


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becomes a law sounds familiar, that is because it is almost identical to the way a bill becomes a

law at the federal level. The state legislature has various committees like Congress does. Also

like Congress, the state legislature committees study bills, hold hearings, and revise bills if

necessary. Finally, just as in the federal government, both legislative chambers (the Florida

House of Representatives and the Senate) must approve a bill, and the governor must sign it

before it becomes law.

Lawmaking at the Federal Level - At the federal level, an idea for a law can come from U.S.

Representatives, Senators, the President, or even ordinary citizens. 2 An idea for a law is called a

bill. Bills can be proposed in either chamber (house) of Congress (the U.S. House of

Representatives or the U.S. Senate). Depending on which chamber of Congress proposes the bill,

it will be sent to the appropriate committee that deals with the topic of the bill. That committee

will do research on the bill. There are many committees in Congress, and every member of

Congress serves on one or more committees. After the committee does its research and discusses

the bill, the committee decides if the bill should move to the next step of becoming a law. If the

committee agrees to move the bill ahead, the bill moves to the full chamber of Congress where

the bill was first introduced (either the U.S. House of Representatives or the U.S. Senate) so that

it can be debated and then voted on. If that chamber of Congress votes for the bill (for example,

the U.S. House of Representatives), the bill then moves to the other chamber of Congress (for

example, the U.S. Senate) for more debate and discussion. Finally, the other chamber of

Congress will vote on the bill. If members of that chamber vote for the bill, the president will

then be asked to sign the bill and make it become a law. If there are more than 10 days left in the

congressional session, the president may take one of three actions: 1) The president may choose

to sign the bill into law, 2) the president may choose to veto (reject) the bill, or 3) the president

may choose to take no action on the bill. A bill becomes law if the president takes no action on

the bill and there are at least 10 days left in the congressional session. When the president takes

no action with fewer than 10 days left in the congressional session, this is called a pocket veto.


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SS.7.C.3.8

1.The diagram below shows some of the steps involved in creating a Florida state law.

What is the next step in the lawmaking process?

A. The governor signs the bill into law.

B. The bill goes to the Senate for action.

C. The people vote on the bill in an election.

D. The bill goes to the Supreme Court for a hearing.

2. What do the highest courts of Florida and the United States have in common?

A. Both have the same number of justices.

B. Both have chief justices.

C. Justices serve for life with good behavior.

D. Justices serve for set terms of office.

3. The table below describes presidential vetoes.

Based on the table, how has the legislative process been impacted by presidential vetoes?

A. The presidents' views are not reflected in public policy.

B. The presidents' views are reflected in public policy.

C. Congress represents the will of the people.

D. Congress represents the will of the states.


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SS.7.C.3.11

Diagram the levels, functions, and powers of courts at the state and federal levels.

There are multiple levels, functions, and powers of the courts at the state and federal levels of the

government. Jurisdiction (the authority to hear a case) in state and federal courts is described in the U.S.

Constitution and the Florida Constitution. The U.S. Constitution decides jurisdiction for federal courts,

and the Florida Constitution decides jurisdiction for state courts.

The State Court System - Most legal issues in a state are dealt with in the state court system. Most states

have a three-level court system similar to the federal court system, but in Florida there is a four-level

court system. The lowest courts in Florida are the county courts. The next highest level is the circuit

courts. Even higher is the Florida District Court of Appeals. The highest court in the state is the Florida

Supreme Court. Below is a brief description of each level of the Florida courts.

County Courts - County courts handle misdemeanors (less serious crimes or minor cases). There is a

county court for each of Florida’s counties. These may include traffic violations, disturbing the peace, or

civil cases involving no more than $15,000. Municipal (city) courts are found in large cities and are

divided into traffic, juvenile, and small claims courts. Small claims courts decide civil cases involving

minor amounts of money. In small claims court there are two sides: (1) Plaintiffs (people filing lawsuits)

and (2) Defendants (people being sued) who speak for themselves with no lawyers present.

Circuit Courts - More serious crimes (felonies) and civil cases involving large amounts of money (more

than $15,000) are heard at the next level of the court system. Circuit courts hear, for example, murder,

armed robbery, and drug cases. Trials in these courts may be held before a jury. It is the judge’s

responsibility to make sure that the trial is handled fairly and lawfully.

District Court of Appeals - The third highest court in Florida is the District Court of Appeals. This is an

appellate court, which reviews decisions made by the lower trial courts. No trials are held in appellate

courts, and there are no juries. Instead, a panel of judges decides cases by a majority vote.

Florida Supreme Court - The Florida Supreme Court is the highest court in the state. It can review the

decisions of appellate courts and must supervise all Florida courts. It also interprets the Florida

Constitution. The Florida Supreme Court has seven justices who review cases and make 2 decisions that

are final for the entire state. They do not deal with federal law or the U.S. Constitution. The U.S.

Constitution has supremacy over all state laws.

The Federal Court System - The federal court system is outlined in Article III of the U.S. Constitution.

Article III gives Congress the power to establish courts below the U.S. Supreme Court. Federal courts

hear cases involving the federal government or the U.S. Constitution. There are three levels of federal

courts. The lowest federal courts are the federal District Courts, the next level are the federal Appeals

Courts, and the highest court in the U.S. is the United States Supreme Court.

Only certain cases are heard in federal courts. This is based on jurisdiction. Article III gives the federal

courts jurisdiction to hear eight different kinds of cases including:

o Cases involving the U.S. Constitution (any case where a person believes that a constitutional right has

been violated)

o Violations of federal law (any case where the government accuses a person of a federal crime) o

Conflicts between states (cases where state governments have disagreements)


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o Disputes between people in different states (cases where citizens of different states have

disagreements)

o Lawsuits involving the federal government (any case where the federal government sues an individual

or company, or is sued by an individual or company)

o Cases involving foreign governments and treaties (any case where there is a dispute between the

federal government or private citizens and a foreign government)

o Cases based on admiralty and maritime laws (any case that concerns accidents or crimes on the oceans

or seas)

o Cases involving U.S. diplomats (any case that concerns a U.S. diplomat working in a U.S. embassy in

another country)

Federal trials and lawsuits begin in U.S. District Courts. Each state has at least one U.S. District Court.

District courts have original jurisdiction, which means that certain cases must begin there. U.S. District

courts decide on the facts of a federal case. They are the trial courts for both criminal and civil cases at the

federal level. U.S. District Courts are the only courts at the federal level where witnesses testify and juries

make decisions about the case.

Many people who lose their case in a U.S. District Court appeal to the next highest court level, which is

the U.S. Court of Appeals. The responsibility of the appeals court is to review the decisions made in a

lower district court. Appeals courts have appellate jurisdiction, which means they can review the

decisions from lower courts if the people or groups involved believe the lower court made an unfair

decision. Appeals can occur if (1) the lower court judge applied the law incorrectly, (2) the lower court

judge used the wrong procedures, (3) new evidence turns up, or (4) someone’s rights were violated.

The powers and jurisdiction of the Florida court system is described in the Florida Constitution. The

powers and the jurisdiction of the federal court system are described in the U.S. Constitution. The Florida

Constitution gives its courts the jurisdiction to hear certain kinds of cases at the different levels of the

state court system. County and circuit courts have original jurisdiction for certain cases. The Florida

District Court of Appeals has appellate jurisdiction because they can review cases that have already been

heard by lower courts. The Florida Supreme Court is the highest court in Florida. It has appellate

jurisdiction as well as the power to decide on the constitutionality of Florida laws. The decisions of the

Florida Supreme Court are final, but they cannot go against the U.S. Constitution. This means that

decisions can be appealed on 14th Amendment equal protection grounds. The U. S. Constitution gives the

federal courts jurisdiction to hear certain kinds of federal cases. U.S District Courts have original

jurisdiction, cases involving the federal government or the U.S. Constitution must begin there. The U.S.

Court of Appeals has appellate jurisdiction, because they have the power to review cases that have

already been heard by the district courts. The U.S. Supreme Court is the highest court in the nation. It has

appellate jurisdiction as well as the power to determine the constitutionality of federal and state laws. The

decisions of the U.S. Supreme Court are final and may not be appealed.

Serving on a jury is one of the most important civic responsibilities of U.S. citizens. The right to a trial by

one’s peers is one of the most important parts of the American legal system. Jurors are expected to listen

to the facts of the case and review the evidence presented in court. Then they deliberate (discuss the case)

to make a decision about the case. The U.S. Constitution protects the right of every citizen to have a trial

by jury in criminal cases.


79

SS.7.C.3.11

1. What is the correct order of Florida's courts, from lowest to highest authority?

A. circuit courts, Florida Supreme Court, county courts, District Court of Appeals

B. county courts, circuit courts, District Court of Appeals, Florida Supreme Court

C. District Court of Appeals, Florida Supreme Court, county courts, circuit courts

D. Florida Supreme Court, circuit courts

2. The diagram below provides details about the U.S. court system.

Which court completes the diagram?

A. Court of Veterans Appeals

B. Court of Appeals

C. Military Courts

D. Claims Courts

3. The graph below describes appeals filed by type of appeal in the U.S. Courts of Appeals, 1990-2010.

Based on the graph, what conclusion can be drawn about court cases in the U.S.?

A. More civil cases are being filed without legal representation.

B. More criminal cases are being filed without legal representation.

C. More criminal actions are being dropped before trial.

D. More civil actions are being dropped before trial.


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SS.7.C.3.13

Compare the constitutions of the United States and Florida.

A constitution is a written plan for government. In a constitution, the powers and responsibilities of

government are listed, the powers of the government are limited in certain ways, and the rights of the

people are protected. The U.S. Constitution provides a framework (outline) for how the government will

work. In the United States, the Constitution creates three branches of government – legislative, executive

and judicial – and defines the powers, responsibilities, and roles of each branch. The Constitution outlines

the limits on the powers of these three branches by creating a system of checks and balances. This system

guarantees that no one branch of government can become more powerful than the other branches. Here is

an example of checks and balances: Congress makes a law, the president may decide to veto the law, and

the U.S. Supreme Court may determine that the law is unconstitutional. The Constitution also protects the

rights of the people. The Bill of Rights was added to the Constitution to list the rights of the people and

explain the limits on the power of the government. For example, the Third Amendment says that the

government cannot make people quarter soldiers (give them a place to stay in their homes) in times of

peace.

After the U.S. Constitution was ratified (approved by the states), the states wrote or amended their own

state constitutions. Article IV, Section 4 of the U.S. Constitution states: “The United States shall

guarantee to every State in this Union a Republican Form of Government”. Because the U.S. Constitution

served as a guideline, many state constitutions look very similar to the national constitution, including the

Florida Constitution. The U.S. and Florida constitutions both have a preamble (an introduction that states

the purpose and goals of government), articles (sections that describe the powers and functions of the

government), and amendments (changes that have been made to the constitution). While the basic outline

of the U.S. Constitution and the Florida Constitution are the same, the contents of the two documents

have major differences. Below is a brief comparison of the major similarities and differences of the two

documents:


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Both the U.S. Constitution and the Florida Constitutions are “living documents” because both of them

describe how they can be amended (changed). While both documents can be changed, the ways in which

they are amended are very different. For a more precise description of the ways to amend the U.S.

Constitution, it may be helpful to review the Student Readings for Benchmark SS.7.C.3.5. The most

important information to know about the amendment process for the U.S. Constitution is that an

amendment must first be proposed (suggested), and then the states must agree to ratify in order for it to be

added to the Constitution.

There are two different ways an amendment to the U.S. Constitution can be proposed: (1) two-thirds (2/3)

of the members of each house of Congress can propose an amendment or (2) a convention called by two-

thirds (2/3) of the states can be used to propose an amendment. If either of those two options is

successful, the proposed amendment is sent to the states for ratification. There are two ways an

amendment to the U.S. Constitution can be ratified: (1) three-fourths (3/4) of the state legislatures can

vote to ratify the amendment or (2) three-fourths (3/4) of the states can call for a convention to ratify the

amendment. At the state level, the amendment process is very different. Voters in the state must agree to

amend the Florida Constitution. Amendments are included on Election Day ballots. Voters vote “yes” or

“no” to proposed amendments. An amendment can only be added to the Florida Constitution if 60% or

more of the voters vote “yes”.

There are five ways to propose an amendment to the Florida Constitution:

1. Constitutional Convention - A set number of registered voters representing 15% of the votes cast in the

most recent presidential election may call for a constitutional convention. Amendments may be proposed

at the convention.

2. Ballot Initiative Process – A set number of registered voters representing 8% of the votes cast in the

most recent presidential election must sign a petition proposing that an amendment be placed on a future

Election Day ballot.

3. Constitutional Revision Commission – The 37-member Constitutional Revision Committee meets

every 20 years (the next meeting will take place in 2017) and proposes amendments to the state

constitution.

4. Legislative Joint Resolution – Three-fifths (60%) of each house of the Florida Legislature can pass a

joint resolution (decision) proposing that an amendment be placed on a future Election Day ballot.

5. Taxation and Budget Reform Commission - The 22-member Taxation and Budget Reform Commission

proposes amendments to the state constitution. This Commission last met in 2007 and will meet every

20th year (2027, 2047, etc.).

Article VI (Six) of the U.S. Constitution contains the Supremacy Clause, which says that the U.S.

Constitution is the “supreme law of the land”. That means that no law is above the U.S. Constitution. If a

local or state law conflicts with a national law, the local or state law is struck down and the national law

remains in place.


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SS.7.C.3.13

1. Which part of the Florida Constitution protects individual rights?

A. Declaration of Rights

B. Bill of Rights

C. Amendments

D. Preamble

2. The Venn diagram below compares some features of the U.S. and Florida constitutions.

Which feature completes the Venn diagram?

A. created property taxes

B. established a zoning board

C. required a balanced budget

D. guaranteed individual freedoms

3.The headline below describes an action by citizens.

What conclusion can be drawn from the headline?

A. Citizens can be involved in policy making through their representatives.

B. Citizens can be directly involved in policy making.

C. Only elected officials may change constitutions.

D. Only elected officials make policy.


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SS.7.C.3.14

Differentiate between local, state, and federal governments' obligations and services.

Depending on what problems or issues a citizen is having, the citizen must know which level of

government is the right one to help solve the problem. Review the scenarios below to decide which level

of government would best solve the problem.

1. You wake up late for school because your alarm never went off! You realize that your alarm did not go

off because the power in your home has been shut off. Which level of government would you contact to

solve this problem? (Local government, because city and county governments provide electric and other

utility services for people that who live in their area.)

2. You have just moved from Casper, Wyoming to Tallahassee, Florida, and you need a driver’s license.

Which level of government would you contact to solve this problem? (State government, because driver’s

licenses are issued by the state that a citizen lives in; each county has a state-run office that can help with

driver’s licenses.)

3. You served in the U.S. Army for eight years and are planning to go to college on the G.I. Bill (a

college scholarship provided by the government to military veterans). Which level of government would

you contact to make sure you have your G.I. Bill money? (Federal government, because the federal

government is in charge of veterans’ affairs and the armed forces.)

Each level of government provides services for the citizens. Below is a review of the services that each

level of government provides.


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According to Article I of the U.S. Constitution, the federal government has certain obligations and must

provide certain services equally to all citizens, regardless of which state they live in. Article I explains

how the federal government is obligated to collect taxes, provide for the common defense of the nation,

and do other things to help U.S. citizens. The federal government is also obligated to provide equal access

to government services, which might include health care, student loans, and helping the poor.

The states have certain obligations and must provide certain services equally to all citizens of the state.

Each state constitution describes these services and obligations. The Tenth Amendment of the U.S.

Constitution says that any powers not specifically delegated (given) to the federal government are

reserved (set aside) for the states. This means that if powers are not given to the federal government by

the U.S. Constitution the state governments have control over those powers. The states have interpreted

the Tenth Amendment to mean that they are in charge of providing services such as public education,

public safety, law enforcement, and certain health services. The state governments also have the power to

set up local governments, which play an important role in the lives of the citizens.

Local governments also have certain obligations and must provide certain services equally to the citizens

who live in their area. Local governments are the closest to the people and provide the most services on a

regular basis. Local services include schools, water, sewage, road repairs, emergency/medical services,

public cemeteries, airports, harbors, and parks. One of the most important services of any local

government is law enforcement, which includes city police officers and county sheriff’s deputies.

Below is a brief review of the three types of power given to the federal and state governments.


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SS.7.C.3.14

1. Which level of government regulates drivers' licenses?

A. county

B. federal

C. municipal

D. state 2. The Venn diagram below shows some services provided by state and local governments.

Which service completes the Venn diagram?

A. regulating taxicabs

B. creating a police force

C. regulating savings banks

D. issuing driver licenses

3. The statement below is from a document.

What conclusion can be drawn from the statement?

A. It is illegal to suspend trash collection.

B. It is illegal to suspend police services.

C. It is illegal to suspend mail delivery.

D. It is illegal to suspend fire services.


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Answer Key For All Benchmark Questions

SS.7.C.1.1.

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