Scope & Sequence Civics

Scope & Sequence Civics

COPYRIGHT © 2018 by School Board of Palm Beach County, Teaching & Learning 2018-2019 CIVICS SCOPE & SEQUENCE 1

UNIT 1: FOUNDATIONS OF GOVERNMENT LAW & THE AMERICAN POLITICAL SYSTEM

ASSESSMENTS

Civ_U1_NGSQ1- Origins of American Government Civ_U1_NGSQ2- U.S. Constitution Civ_U1_NGSQ3- Bill of Rights and Later Amendments Civ_U1_USA – Unit Assessment

Suggested Time Frame: 37 Days (August 13-October 5)

Lesson Plans: Lessons in Blender

Text: Chapters 4-6

Next Generation Sunshine State Standards Florida Standards Essential Questions

Content & Academic Language FLDOE Other

SS.7.C.1.1: Recognize how Enlightenment ideas including Montesquieu's view of separation of power and John Locke's theories related to natural law and how Locke's social contract influenced the Founding Fathers.

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

How did Enlightenment ideas, including Montesquieu’s view of separation of power and Locke’s theories related to natural law influence the Founding Fathers?

• Limited government

• Rule of law • Separation of

powers • Natural law • Social Contract

• Liberties • Philosopher

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.

LAFS.68.RH.1.2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.

What was the impact of the Magna Carta, English Bill of Rights, Mayflower Compact, and Common Sense, on the colonists’ views of government?

• Limited monarchy

• Self-government

• Impact

SS.7.C.1.3: Describe how English policies and responses to colonial concerns led to the writing of the Declaration of Independence.

LAFS.68.RH.1.3: Identify key steps in a text's description of a process related to history/social studies (e.g., how a bill becomes law, how interest rates are raised or lowered).

How did English policies and responses to colonial concerns lead to writing the Declaration of Independence?

• Declaration of Independence

• Policy • grievance



SS.7.C.1.4: Analyze the ideas (natural rights, role of the government) and complaints set forth in the Declaration of Independence.

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

In what ways did the colonial complaints dictate change set forth in the Declaration of Independence?

• Life, liberty, & the pursuit of happiness

• Consent of the governed

• Abolish • Assent • Oppression • Self-evident • Tyranny

• Endowed • Derive

Civ_U1_NGSQ1 SS.7.C.1.5: Identify how the weaknesses of the Articles of Confederation led to the writing of the Constitution.

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

How did the weaknesses of the Articles of Confederation lead to writing the Constitution?

• Shay’s Rebellion • Debt • Constitutional

Convention

• Unanimous • Consent

SS.7.C.1.6: Interpret the intentions of the Preamble of the Constitution.

LAFS.68.WHST.1.1: Write arguments focused on discipline-specific content.

Why would the Preamble be written in as part of the Constitution?

• Ordain • We the People

• Tranquility • Domestic • Posterity

SS.7.C.1.7: Describe how the Constitution limits the powers of government through separation of powers and checks and balances.

LAFS.68.WHST.1.2: Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.

How does the Constitution limit the powers of government through separation of powers and checks and balances?

• Constitutional government

• Separation of powers

• Checks and balances

• Distinguish



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.

LAFS.68.WHST.2.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

What were the viewpoints of the Federalists and the Anti-Federalists on the ratification of the Constitution?

• Anti-Federalist Papers

• Federalist Papers

• Ratification • Inclusion

Civ_U1_NGSQ2 SS.7.C.2.4: Evaluate rights contained in the Bill of Rights and other amendments to the Constitution.

LAFS.68.WHST.2.6: Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently..

Why were the rights in the Bill of Rights and other amendments to the Constitution included?

• Cruel and unusual punishment

• Double jeopardy • Due process • Eminent domain • Equal protection

under the law • Pleading the fifth • Right to bear arms • Right to legal

counsel • Search and seizure • Suffrage • Trial by jury • Unenumerated

rights

• Violation



SS.7.C.2.5: Distinguish how the Constitution safeguards and limits individual rights.

LAFS.68.WHST.3.7: Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.

How does the Constitution safeguard and limit individual rights?

• Appellate process • Ex post facto • Habeas corpus • Independent

judiciary • Precedent • Summary

judgement

• Rationale

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

LAFS.68.WHST.3.8: Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

According to the Constitution, explain the structure and function of government.

• Approval of presidential appointments

• Armed forces • Coin and print

money • Concurrent

powers • Declare war • Delegated powers • Elastic clause • Enumerated

powers • Foreign relations • Impeachment • Implied powers • Naturalized laws • Necessary and

proper • Regulation of

immigration • Regulation of

trade

• Structure



SS.7.C.3.4: Identify the relationship and division of powers between the federal government and state governments.

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

What is the relationship and division of powers between the federal government and state governments?

• Concurrent powers

• Enumerated powers

• Reserved powers • Delegated powers • 10th Amendment • Supremacy Clause

SS.7.C.3.5: Explain the Constitutional amendment process.

LAFS.68.WHST.4.10: Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

What is the amendment process, as explained in the Constitution?

• Ratify • Caucus

• Propose • Sequence

SS.7.C.3.6: Evaluate Constitutional rights and their impact on individuals and society.

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

Why are the Constitutional rights important and what is their impact on individuals and society?

• Civil disobedience • Economic freedom • Forced internment • Property rights

• Dependent

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.

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

What impact did the 13th, 14th, 15th, 19th, 24th, and 26th Amendments have on the participation of minority groups in the American political process?

• Civil Rights Act of 1964

• Civil Rights Act of 1968

• Equal Rights Amendment

• States’ rights • Voting Rights Act

of 1965

• Principles

Civ_U1_NGSQ3 Civ_U1_USA



SAMPLE ASSESSMENT QUESTIONS





UNIT 2: The Structure, Function, Power, and Levels of Government

ASSESSMENTS

Civ_U2_NGSQ1- Legislative Branch Civ_U2_NGSQ2- Executive Branch Civ_U2_NGSQ3- Judicial Branch Civ_U2_USA – Unit Assessment

Suggested Time Frame: 25 Days (October 8-November 13)

Lesson Plans: Lessons on Blender

Text: Chapter 7-9

Next Generation Sunshine State Standards Florida Standards Essential Questions Content & Academic Language

FLDOE Other 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.

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

As established in the Constitution, how is the structure and function of government established?

• Coin & print money

• Delegated powers • Elastic clause • Enumerated

powers • Impeachment • Implied powers • Naturalization

laws • Necessary and

Proper • Regulation of

Immigration • Regulation of

trade

• established

SS.7.C.3.8: Analyze the structure, functions, and processes of the legislative, executive, and judicial branches.

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

In the legislative branch, why are the structure, functions, and process designed to better the lawmaking process?

• Committee selection

• Majority leader • Minority leader • Speaker of the

House • Special interest

groups

• Ordinance • Statue • Act



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

What are the steps in the law making process in local, state and federal levels?

Civ_U2_NGSQ1 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.

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


• Armed forces • Declare war • Foreign relations • Impeachment



In the executive branch, why are the structure, functions, and process designed to better the law enforcement process?

• Cabinet • Presidential

appointment • Mayor • Executive order • veto

Civ_U2_NGSQ2 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.

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


• Impeachment



In the judicial branch, why are the structure, functions, and process designed to better the justice process?

• Chief Justice committees

• Pardon • Judicial review • Court order • Writ of certiorari • Summary

judgment

• School boards



SS.7.C.3.11: Diagram the levels, functions, and powers of courts at the state and federal levels.

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

What are the levels, functions, and powers of courts at the state and federal levels?

• Appeal • Appellate court • Trial processes • Jurisdiction • Jury • Circuit courts • County courts • District Court of

Appeals

• justice







UNIT 3: Rule of Law & Landmark Supreme Court Cases

ASSESSMENTS

Civ_U3_NGSQ1- Rule of Law & American Legal System Civ_U3_NGSQ2- Judicial Review & Landmark Cases Civ_U3_USA – Unit Assessment

Suggested Time Frame: 18 Days (November 14- December 14)


Text: Chapter 6, 8, 9, 11, 12, 13, 14, 15, 16


FLDOE Other 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.


What is the rule of law and how did it influence the development of the American legal, political, and governmental systems?

• Accountability to the law

• Consistent application

• Transparency of institutions

• Society • Characteristics • Arbitrary • Abusive

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

LAFS.68.RH.1.2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.

SS.7.C.3.10: Identify sources and types (civil, criminal, constitutional, military) of law.


What are the sources and types of law?

• Civil law • Criminal law • Constitutional law • Military law • Juvenile law

• Originated • disputes



SS.7.C.3.11: Diagram the levels, functions, and powers of courts at the state and federal levels.


At the state and federal levels, how do the functions and powers of courts operate?

• Appeal • Appellate court • Trial processes • Jurisdiction • Jury • Circuit courts • County courts • District Court of

Appeals • Florida Supreme

Court • Judge • Judicial review • U.S. Circuit Court

of Appeals • U.S. District

Courts, U.S. Supreme Court

• Trail Court

• Justice

Civ_U3_NGSQ1



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. Kuhlmier, United States v. Nixon, and Bush v. Gore.


What was the significance and outcomes of the landmark Supreme Court case ______?

• 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 • U.S. v. Nixon • Bush v. Gore • District of

Columbia v. Heller • Juvenile rights • Rights of the

accused • segregation

• Outcome • relevant







UNIT 4: State & Local Government

ASSESSMENTS

Civ_U4_NGSQ1- State Government Civ_U4_NGSQ2- Local Government Civ_U4_USA – Unit Assessment

Suggested Time Frame: 14 Days (December 17- January 18)


Text: Chapter 13-14


FLDOE Other SS.7.C.3.13: Compare the constitutions of the United States and Florida.

LAFS.68.RH.3.7: Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.

How are the constitutions of the United States and Florida similar?

• Florida Declaration of Rights

• Supreme law of the land

• framework • authority

SS.7.C.3.4: Identify the relationship and division of powers between the federal government and state governments.

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

What is the relationship and division of powers between the federal government and state governments?

• Federalism • Concurrent

powers • Enumerated

powers • Reserved powers • Delegated

powers • Supremacy

clause

Civ_U4_NGSQ1 SS.7.C.3.14: Differentiate between local, state, and federal governments' obligations and services.

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

What are the differences between local, state, and federal obligations and services?

• obligations







UNIT 5: Citizenship & Civic Participation

ASSESSMENTS

Civ_U5_NGSQ1- U.S. Citizenship Civ_U5_NGSQ2- Obligations, Responsibilities, & Rights of Citizens Civ_U5_USA – Unit Assessment

Suggested Time Frame: 13 Days (January 22-February 7)


Text: Chapter 11, 12


FLDOE Other SS.7.C.2.1: Define the term "citizen" and identify legal means of becoming a United States citizen.

LAFS.68.WHST.1.2: Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.

What is a citizen and how does a person become a U.S. citizen?

• Naturalized • Citizenship • 14th Amendment • alien • immigrant • law of blood • law of soil • resident

CIv_U5_NGSQ1 SS.7.C.2.2: Evaluate the obligations citizens have to obey the laws, pay taxes, defend the nation, and serve on juries.


Why do citizens have obligations?

• Civic meetings • Petitioning • Selective service

• obligation • duty • responsibility • common good • contributions

SS.7.C.2.3: Experience the responsibilities of citizens at the local, state, or federal levels. (e.g., registering or pre-registering to vote, volunteering, communicating with government officials, informing others about current issues, participating in a political campaign/mock election).

LAFS.68.WHST.2.5: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.







UNIT 6: Political Participation & Media Influence

ASSESSMENTS

Civ_U6_NGSQ1- Political Parties Civ_U6_NGSQ2- Voting & Elections Civ_U6_NGSQ3- Public Opinion Civ_U6_USA – Unit Assessment

Suggested Time Frame:

20 Days (February 11- March 8)


Text: Chapter 10-12


FLDOE Other SS.7.C.2.8: Identify America's current political parties and illustrate their ideas about government.


What are America’s current political parties and their ideas about government?

• Communist Party • Democratic Party • Libertarian Party • Republican Party • Socialist Party

Civ_U6_NGSQ1 SS.7.C.2.9: Evaluate candidates for political office by analyzing their qualifications, experience, issue-based platforms, debates, and political ads.


Based on qualifications, experience, issue-based platforms, debates, and political ads, how do you evaluate a political candidate?

• Qualifications • Platforms • Debate

SS.7.C.2.10: Examine the impact of media, individuals, and interest groups on monitoring and influencing government.


What impact do media, individuals, and interested groups have by influencing government?

• Interest groups • Lobbying • Lobbyist • Political action

committee • Special interest • Watchdog

• Media

Civ_U6_NGSQ2



SS.7.C.2.11: Analyze media and political communications (bias, symbolism, propaganda).


How does bias, symbolism and propaganda influence peoples’ opinions?

• Bias • Symbolism • propaganda

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.

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

To resolve _____ problem, what plan would you implement?

SS.7.C.2.13: Examine multiple perspectives on public and current issues.

LAFS.68.RH.3.7: Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.

What are the different perspectives on ___?

• Perspectives







UNIT 7: Comparative Government & Foreign and Domestic Policy

ASSESSMENTS

Civ_U7_NGSQ1- Types of Government Civ_U7_NGSQ2- American Foreign Policy Civ_U7_USA – Unit Assessment

Suggested Time Frame:

14 Days (March 11- April 5)


Text: Chapter 25


FLDOE Other SS.7.C.3.1: Compare different forms of government (direct democracy, representative democracy, socialism, communism, monarchy, oligarchy, autocracy).

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

What are the similarities between the different forms of government?

• Direct democracy • Representative

democracy • Socialism • Communism • Monarchy • Oligarchy • Autocracy • Absolute

monarchy • republic

SS.7.C.3.2: Compare parliamentary, federal, confederation, and unitary systems of government.

LAFS.68.WHST.1.1: Write arguments focused on discipline-specific content. relationships among claim(s), counterclaims, reasons, and evidence.

What are the similarities between the different systems of government?

• Parliamentary • Federal • Confederal • Unitary • Governor • President • Prime minister

Civ_U7_NGSQ1



SS.7.C.4.1: Differentiate concepts related to United States domestic and foreign policy.

LAFS.68.WHST.1.2: Write informative/explanatory texts, including the narration of historical events.

What are the goals and objectives of U.S. domestic and foreign policy? What roles and possible implications of domestic and foreign policy?

• Alliances • Allies • Ambassadors • Diplomacy • Diplomats • Doctrine • Domestic affairs • Embassies • International

relations • Secretary of State • Treaty

• Foreign • Domestic • Implications • Affairs

SS.7.C.4.2: Recognize government and citizen participation in international organizations. (e.g., United Nations, NATO, Peace Corps, World Health Organization, World Trade Organization, International Court of Justice).


What is the government and citizen participation within international organizations?

• Non-Governmental Organizations

• International Non- Governmental Organizations

• NAFTA • NATO • International Red

Cross/Red Crescent

• United Nations • UNICEF • World Trade

Organization



SS.7.C.4.3: Describe examples of how the United States has dealt with international conflicts.

LAFS.68.WHST.2.5: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.

Why did the United States become involved in ___ and what was the method used to deal with the international conflict?

• Bay of Pigs • Cuban Missile

Crisis • Gulf Wars I & II • Iran Hostage

Crisis • Korean War • Terrorism • Vietnam War • World War I • World War II

• incident





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Scope & Sequence Civics