06/15/17
THE SCHOOL DISTRICT OF LEE COUNTY
Civics Quarterly Content Guide 2017-2018 Civics – 2106010
Civics, Advanced - 2106020
Adopted Instructional Materials: Houghton Mifflin Harcourt Florida Civics: Integrated Civics, Economics, and Geography, 2018
SS.7.C.2.14 Conduct a service project to further public good. Project can be school, community, state, national, or international.
Big Idea Content Benchmarks
U.S. Geography
SS.7.G.1.1 SS.7.G.2.1 SS.7.G.2.4 SS.7.G.4.2
SS.7.G.1.2 SS.7.G.2.2 SS.7.G.3.1 SS.7.G.5.1 SS.7.G.1.3 SS.7.G.2.3 SS.7.G.4.1 SS.7.G.6.1
Citizenship
SS.7.C.2.1 SS.7.G.1.2 Remembrance Day: Sept 11 SS.7.C.2.2 SS.7.G.2.1 Constitution Day: Sept 17th
SS.7.C.2.3 SS.7.G.2.2 Freedom Week: Sept 21-25 SS.7.E.2.1
Colonial Government &
Revolution
SS.7.C.1.2 (Mayflower Compact/Common Sense) SS.7.C.1.3 SS.7.G.1.3 SS.7.G.2.3 SS.7.G.3.1
The Declaration of Independence & Enlightenment
Ideas
SS.7.C.1.1 SS.7.C.1.3 SS.7.C.1.4 United States Public Law
Civil Rights Amendments
SS.7.C.3.7
Big Idea Content Benchmarks
Bill of Rights
SS.7.C.2.4 SS.7.C.2.5 SS.7.C.3.6 SS.7.C.3.12 (Gideon v. Wainwright, Miranda v. Arizona, In re Gault, Tinker v. Des Moines, Hazelwood v. Kuhlmeier)
Legislative Branch
SS.7.C.2.12 SS.7.C.3.3 SS.7.C.3.8 SS.7.C.3.13 SS.7.C.3.4 SS.7.C.3.9
Executive Branch SS.7.C.3.3 SS.7.C.3.8 SS.7.C.3.13 SS.7.C.3.12 (U.S. v. Nixon)
Judicial Branch & Laws and Courts
SS.7.C.3.3 SS.7.C.3.12 (Marbury v. Madison) SS.7.C.3.8 SS.7.C.3.10 SS.7.C.3.11 SS.7.C.3.13
Mock Trial SS.7.C.2.6 SS.7.C.2.3
Big Idea Content Benchmarks
Election Process SS.7.C.2.7 SS.7.C.2.10 SS.7.C.2.12 SS.7.G.1.3 SS.7.C.2.8 SS.7.C.2.11 SS.7.C.2.13 SS.7.G.4.2 SS.7.C.2.9 SS.7.C.3.12 (Bush v. Gore)
Forms & Systems of Government
SS.7.C.3.1 SS.7.C.3.2 SS.7.C.3.4 SS.7.C.3.14
Historical Foundations of the
United States Constitution
SS.7.C.1.5 SS.7.C.1.8 SS.7.C.3.12 SS.7.C.1.2 (English Bill of Rights)
Goals & Principles of the United
States Constitution
SS.7.C.1.6 SS.7.C.1.7 SS.7.C.1.9 SS.7.C.1.2 (Magna Carta) SS.7.C.3.12 (U.S. v. Nixon)
Overview of the Structure of the
United States Constitution
SS.7.C.3.3 SS.7.C.3.5 SS.7.C.3.13
Big Idea Content Benchmark s
Domestic & Foreign
Policy
SS.7.C.1.5 SS.7.C.4.2 SS.7.E.1.1 SS.7.E.3.3 SS.7.C.4.1 SS.7.C.4.3 SS.7.E.3.1 SS.7.E.3.4 SS.7.E.3.2 SS.7.C.3.12 (Plessy v. Ferguson, Brown v. Board of Ed)
Benchmark Review
EOC Test Item Specs
Role of Government in Economics
SS.7.E.1.1 SS.7.E.1.2 SS.7.E.1.3
SS.7.E.1.4 SS.7.E.1.5 SS.7.E.1.6
SS.7.E.2.1 SS.7.E.2.2 SS.7.E.2.3
SS.7.E.2.4 SS.7.E.2.5
The Holocaust
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Annual Heritage and History Months Observances September 11 – Remembrance Day 911Day Presidential Proclamation
September/October – Hispanic Heritage Month Florida Hispanic Heritage Month Essay & Art Contest
The first Hispanic Heritage Week was approved on September 15, 1968. The month gives people the opportunity to plan and participate in ceremonies and activities that recognize the contributions of the many diverse cultures within the Hispanic community. In 1988, the celebration was expanded to a month and goes from September 15 to October 15.
October - National Disability Employment Awareness Month In 2003, previously known as National Employ the Handicapped Week, President George W. Bush proclaimed October as National Disability Employment Awareness Month. During this month, we recognize the many contributions citizens with disabilities make to our society, and we reaffirm our commitment to helping them achieve their full inclusion in our workforce.
November - National American Indian Heritage Month National American Indian (or Native American) Month was enacted with a presidential proclamation in 1990. During the month, all Americans are encouraged to participate in programs ceremonies and activities that celebrate American Indian and Alaskan Native peoples’ important contribution to the United States.
February - Black History Month African American History Essay Contest
To recognize the contributions of African Americans and foster a better understanding of the African American experience. Carter G. Woodson, who in 1926 spearheaded Negro History Week, started the observation. It was expanded to a month in 1976. February was chosen because of the birthdays of Frederick Douglas and Abraham Lincoln, two people who had a dramatic impact on the lives of African Americans.
March – National Women’s History Month Women’s History Month started as Women’s History Week in 1978. In 1987, Congress was petitioned to expand the week to an entire
month. The month recognizes the important contributions made by women through programs in school, workplaces and communities.
May - Asian/Pacific American Heritage & Older Americans Asian/Pacific American Heritage & Older Americans Asian/Pacific American Heritage observation originally began as Asian/Pacific Heritage week on July 10, 1978. In 1992, President Bush signed legislation designated May as Asian/Pacific American Heritage Month. The term Asian/Pacific American includes many ethnic groups with diverse cultures. The month celebrates the collective achievements of the many different communities.
Older Americans Month Older Americans Month was established by presidential proclamation to honor the contributions of older Americans to society. Begun in 1962, Older Americans Month is a time to celebrate and reflect on the unique contributions of older Americans in our society.
06/15/17
THE SCHOOL DISTRICT OF LEE COUNTY
Civics Academic Plan 2017-2018 Civics – 2106010
Civics, Advanced - 2106020
Suggested Length: 1-2 Weeks
Adopted Instructional Materials: Houghton Mifflin Harcourt Florida Civics: Integrated Civics, Economics, and Geography, 2018
Big Idea: United States Geography
NGSSS Content Standards & Benchmarks Suggested Language Arts Florida Standards
Essential Benchmarks SS.7.G.1.1 Locate the fifty states and their capital cities in addition to the nation's capital on a map. SS.7.G.1.2 Locate on a world map the territories and protectorates of the United States of America. Remarks/Examples: American Samoa, Guam, Puerto Rico, U.S. Virgin Islands. SS.7.G.1.3 Interpret maps to identify geopolitical divisions and boundaries of places in North America. SS.7.G.2.1 Locate major cultural landmarks that are emblematic of the United States. Remarks/Examples: Statue of Liberty, White House, Mount Rushmore, Capitol, Empire State Building, Gateway Arch, Independence Hall, Alamo, Hoover Dam. SS.7.G.2.2 Locate major physical landmarks that are emblematic of the United States. Remarks/Examples: Grand Canyon, Mt. Denali, Everglades, Great Salt Lake, Mississippi River, Great Plains SS.7.G.2.3 Explain how major physical characteristics, natural resources, climate, and absolute and relative location have influenced settlement, economies, and inter-governmental relations in North America. SS.7.G.2.4 Describe current major cultural regions of North America. Remarks/Examples: South, Rust-belt, Silicon Valley SS.7.G.3.1 Use maps to describe the location, abundance, and variety of natural resources in North America. SS.7.G.4.1 Use geographic terms and tools to explain cultural diffusion throughout North America.
LAFS.68.WHST.1.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories as appropriate to achieving purpose; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. b. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples. c. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts. d. Use precise language and domain-specific vocabulary to inform about or explain the topic. e. Establish and maintain a formal style and objective tone. f. Provide a concluding statement or section that follows from and supports the information or explanation presented.
Cross Over Standards Social Studies SS.7.G.5.1 Use a choropleth or other map to geographically represent current information about issues of conservation or ecology in the local community. Remarks/Examples: tri-county mangrove decimation, beach erosion
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SS.7.G.4.2 Use maps and other geographic tools to examine the importance of demographics within political divisions of the United States. SS.7.G.5.1 Use a choropleth or other map to geographically represent current information about issues of conservation or ecology in the local community. Remarks/Examples: tri-county mangrove decimation, beach erosion SS.7.G.6.1 Use Geographic Information Systems (GIS) or other technology to view maps of current information about the United States. Remarks/Examples: population density, changes in census data, and district reapportionment over time.
SS.7.G.6.1 Use Geographic Information Systems (GIS) or other technology to view maps of current information about the United States. Remarks/Examples: population density, changes in census data, and district reapportionment over time. Science: SC.6.E.6.1 Describe and give examples of ways in which Earth's surface is built up and torn down by physical and chemical weathering, erosion, and deposition. SC.7.E.6.2 Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and sub-surface events (plate tectonics and mountain building). SC.7.E.6.6 Identify the impact that humans have had on Earth, such as deforestation, urbanization, desertification, erosion, air and water quality, changing the flow of water.
Achieve 3000 Articles: “What’s Best for Land?” “Glass Beaches”
Essential Outcome Questions
Why do geographers use maps in order to study the physical and cultural landscape of North America? In what ways has geography influenced the settlement patterns and lifestyles of people in the United States?
Aligned Learning Goals District-Adopted
Materials Supplemental
Resources Strategies for
Differentiation
Locate the fifty states and their capital cities. Locate cultural and physical landmarks emblematic of the United
States.
Locate the territories and protectorates of the United States.
Identify geopolitical divisions and boundaries of places in North America.
Explain how major physical characteristics, natural resources, climate and absolute and relative location have influenced settlement, economies, and intergovernmental relations.
Textbook Resources
Geography Handbook
Pages 411-444
Literacy Resources
Hook: YouTube Video
Tour of the United States
FJCC Lesson
Overview of Geography
Blank U.S. Map
Examples of Civics Activities across
Cognitive Complexity Levels
Formative
Assessments for DI Classroom Samples
06/15/17
Differentiation of
Instruction
Differentiate Instruction for Social
Studies
OPTIONAL:
Ideas for Formative Checks
Tools for Formative Assessments
DOK Question Stems
Depth of Knowledge DOK Level 1 Recall or Reproduction
DOK Level 2 Skills and Basic Reasoning
DOK Level 3 Strategic Thinking and Complex Reasoning
DOK Level 4 Extended Thinking and Reasoning
06/15/17
THE SCHOOL DISTRICT OF LEE COUNTY
Civics Academic Plan 2017-2018
Civics – 2106010 Civics, Advanced - 2106020
Suggested Length:
1-2 Weeks
Adopted Instructional Materials: Houghton Mifflin Harcourt Florida Civics: Integrated Civics, Economics, and Geography, 2018
Big Idea: Citizenship
NGSS Content Standards & Benchmarks Suggested Language Arts Florida Standards
Monday, September 11th - Remembrance Day Sunday, September 17th – Constitution Day (Observed Monday, September 18th) United States Public Law September 25th - September 29th – Freedom Week Florida Law
Standard 2: Evaluate the roles, rights, and responsibilities of U.S. citizens, and determine methods of active participation in society, government, and the political system.
Essential Benchmarks SS.7.C.2.1 Define the term "citizen," and identify legal means of becoming a United States citizen. SS.7.C.2.2 Evaluate the obligations citizens have to obey laws, pay taxes, defend the nation, and serve on juries.
SS.7.C.2.3 Experience the responsibilities of citizens at the local, state, or federal levels. Remarks/Examples: registering or pre-registering to vote, volunteering, communicating with government officials, informing others about current issues, participating in a political campaign/mock election. SS.7.G.1.1 Locate the fifty states and their capital cities in addition to the nation's capital on a map. SS.7.G.1.2 Locate on a world map the territories and protectorates of the United States of America.
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). LAFS.7.SL.1.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly. a. Come to discussions prepared having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. b. Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed. c. Pose questions that elicit elaboration and respond to others’ questions and comments with relevant observations and ideas that bring the discussion back on topic as needed. d. Acknowledge new information expressed by others and, when warranted, modify their own views.
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SS.7.G.2.1 Locate major cultural landmarks that are emblematic of the United States. Remarks/Examples: Statue of Liberty, White House, Mount Rushmore, Capitol, Empire State Building, Gateway Arch, Independence Hall, Alamo, Hoover Dam. SS.7.G.2.2 Locate major physical landmarks that are emblematic of the United States. Remarks/Examples: Grand Canyon, Mt. Denali, Everglades, Great Salt Lake, Mississippi River, Great Plains
Essential Outcome Questions
What is a citizen?
What are the duties/obligations and responsibilities of U.S. citizens?
What is the impact of the naturalization process on society, government and the political process? What are the current issues and debates regarding immigration?
Aligned Learning Goals District-Adopted
Materials Supplemental
Resources Strategies for
Differentiation
Define citizenship as stated in the 14th Amendment
Describe the process of becoming a naturalized citizen. Evaluate the impact of the naturalization process on society,
government, or the political process.
Distinguish between an obligation or duty and a responsibility as it relates to citizenship.
Recognize the concept of common good as a rationale for fulfilling the obligations and/or responsibilities of citizenship.
Evaluate the obligations and/or responsibilities of citizens.
Examine significant contributions of citizens to a democratic society.
Use scenarios to assess specific obligations of citizens.
Identify consequences or predict the outcome on society of citizens who do not fulfill their citizenship responsibilities.
Evaluate the impact of civic participation on society, government, or the political process.
Textbook Chapter 1
Sections 1 and 2
Chapter 4 Section 3
Chapter 15 Section 3
Literacy Resources
Florida Joint Center for Citizenship (FJCC)
FJCC SS.7.C.2.1 Lesson Plan
SS.7.C.2.2 Lesson Plan
iCivics SS.7.C.2.1
Game: Immigration Nation
LP: Just The Facts
iCivics SS.7.C.2.2
Game: Responsibility Launcher LP: Can I?
Philosophical Chairs
Immigration
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U.S. Citizenship and Immigration Services Naturalization Self Test
State Assessment Information Formative Assessment Options
Civics EOC Test Item Specifications SS.7.C.2.1 Test Item Specs SS.7.C.2.2 Test Item Specs
Ideas for Formative Checks
Online Text: Self Check Questions Create a flowchart that represents the legal means of becoming a United
States citizen.
SS.7.C.2.1 Sample Items
SS.7.C.2.2 Sample Items
06/15/17
THE SCHOOL DISTRICT OF LEE COUNTY
Civics Academic Plan 2017-2018 Civics – 2106010
Civics, Advanced - 2106020
Suggested Length: 1 Week
Adopted Instructional Materials: Houghton Mifflin Harcourt Florida Civics: Integrated Civics, Economics, and Geography, 2018
Big Idea: Colonial Government & Revolution
NGSSS Content Standards & Benchmarks Suggested Language Arts Florida Standards
Standard 1: Demonstrate an understanding of the origins & purposes of government, law, and the American political system.
Essential Benchmarks SS.7.C.1.2 Trace the impact that the Mayflower Compact and Thomas Paine's Common Sense had on colonists' views of government. SS.7.C.1.3 Describe how English policies and responses to colonial concerns led to the writing of the Declaration of Independence. SS.7.G.1.3 Interpret maps to identify geopolitical divisions and boundaries of places in North America. SS.7.G.2.3 Explain how major physical characteristics, natural resources, climate, and absolute and relative location have influenced settlement, economies, and inter-governmental relations in North America. SS.7.G.3.1 Use maps to describe the location, abundance, and variety of natural resources in North America.
LAFS.68.RH.1.1 Cite specific textual evidence to support analysis of primary and secondary sources. LAFS.68.RH.1.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions. LAFS.68.RH.2.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies. LAFS.68.RH.3.8 Distinguish among fact, opinion, and reasoned judgment in a text. LAFS.68.WHST.1.1 Write arguments focused on discipline-specific content. a. Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically. b. Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources. c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.
d. Establish and maintain a formal style. e. Provide a concluding statement or section that follows from and supports the argument presented.
06/15/17
Essential Outcome Question
What ideas and documents influenced the formation of American government? How did historical documents impact the colonists’ view of government?
Aligned Learning Goals District-Adopted
Materials Supplemental
Resources Strategies for
Differentiation
Create a timeline of British actions and Colonial reactions from the French and Indian War leading up to the Declaration of Independence.
Recognize the underlying themes of English colonial policies concerning taxation, representation, and individual rights that led to the desire for independence.
Identify important ideas found in the Mayflower Compact and Thomas Paine’s Common Sense and evaluate their impact on colonial American government.
Textbook Chapter 3 Section 1
Chapter 2
Sections 2 and 3
History Channel Video:
Declaration of Independence
Primary Sources: Mayflower Compact
Page 87
Declaration of Independence
Pages 38-41
Literacy Resources
Florida Joint Center for Citizenship (FJCC)
FJCC SS.7.C.1.2 Lesson Plan SS.7.C.1.3 Lesson Plan
Hook: SchoolTube
Too Late to Apologize
The DBQ Project Ideals of the Declaration
Digital History Political Cartoon:
Funeral of Miss Americ- Stamp
iCivics SS.7.C.1.2 Colonial
Influences & Hey King: Get Off Our
Backs!
Word Sort Review Cards
SS.7.C.1.2 SS.7.C.1.3
Extension Activity The Mayflower
Compact
Intervention Mayflower Compact:
Would You Sign?
State Assessment Information Formative Assessment Options Civics EOC Test Item Specifications
SS.7.C.1.2 Test Item Specs SS.7.C.1.3 Test Item Specs
Ideas for Formative Checks
Online Text: Self Check Questions Closed or Open Word Sort – forms and systems of government (See Review
Cards)
Defend the argument for colonial separation from Britain citing specific reasons from Thomas Paine’s Common Sense.
06/15/17
Suggested Activities
● British-Colonial Response Timeline ● Declaration of Independence Text Messages ● Mini simulations:
After studying the Mayflower Compact, students create their own document stating guidelines for self-government.
SS.7.C.1.2 Sample Items
SS.7.C.1.3 Sample Items
06/15/17
THE SCHOOL DISTRICT OF LEE COUNTY
Civics Academic Plan 2017-2018 Civics – 2106010
Civics, Advanced - 2106020
Suggested Length: 2 Weeks
Adopted Instructional Materials: Houghton Mifflin Harcourt Florida Civics: Integrated Civics, Economics, and Geography, 2018
Big Idea: The Declaration of Independence & Enlightenment
NGSSS Content Standards & Benchmarks Suggested Language Arts Florida Standards Standard 1: Demonstrate an understanding of the origins & purposes of government, law, and the American political system.
Essential Benchmarks
SS.7.C.1.1 Recognize how Enlightenment ideas including Montesquieu's view of separation of power and John Locke's theories related to natural law and how Locke's social contract influenced the Founding Fathers. SS.7.C.1.3 Describe how English policies and responses to colonial concerns led to the writing of the Declaration of Independence. SS.7.C.1.4 Analyze the ideas (natural rights, role of the government) and complaints set forth in the Declaration of Independence.
LAFS.7.SL.1.3 Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence. LAFS.WHST.68.1.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories as appropriate to achieving purpose; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. b. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples. c. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts. d. Use precise language and domain-specific vocabulary to inform about or explain the topic. e. Establish and maintain a formal style and objective tone. f. Provide a concluding statement or section that follows from and supports the information or explanation presented. LAFS.68.RH.1.1 Cite specific textual evidence to support analysis of primary and secondary sources. LAFS.68.RH.1.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.
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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).
Essential Outcome Questions
How did English policies lead to the writing of the Declaration of Independence? What is the purpose of the Declaration of Independence?
Aligned Learning Goals (Content Statements)
District-Adopted Materials
Supplemental Resources
Strategies for Differentiation
Identify and describe the Enlightenment ideas of separation of powers, natural laws, and social contract
Examine how Enlightenment ideas influenced the Founder’s beliefs about individual liberties and government.
Evaluate the influence of Montesquieu’s and Locke’s ideas on the Founding Fathers.
Create a timeline of British actions and Colonial reactions from the French and Indian War leading up to the Declaration of Independence.
Recognize the underlying themes of English colonial policies concerning taxation, representation, and individual rights that led to the desire for independence.
Explain the concept of natural rights specifically expressed in the Declaration of Independence.
Analyze the relationship between natural rights and the role of government.
Recognize the connection between specific grievances in the Declaration of Independence and natural rights’ violations.
Recognize the colonial complaints as identified in the Declaration of Independence.
Textbook Chapter 2
Sections 2 and 3
Chapter 3 Section 2
History Channel Video: Declaration of Independence
Primary Source: Declaration of Independence
Pages 38-41
Literacy Resources
Hook: SchoolTube Too Late to Apologize
FJCC SS.7.C.1.1 Lesson Plan SS.7.C.1.3 Lesson Plan SS.7.C.1.4 Lesson Plan
iCivics SS.7.C.1.1 Roots of
Democracy
The DBQ Project Ideals of the Declaration
Digital History Political Cartoon:
Funeral of Miss Americ- Stamp
Word Sort Review Cards
SS.7.C.1.1 SS.7.C.1.3
Extension The DBQ Project
Ideals of the Declaration
Intervention iCivics
SS.7.C.1.3 Hey King: Get Off Our Backs!
SS.7.C.1.4 Colonial Influences
State Assessment Information Formative Assessment Options
Civics EOC Test Item Specifications SS.7.C.1.1 Test Item Specs SS.7.C.1.3 Test Item Specs SS.7.C.1.4 Test Item Specs
British-Colonial Response Timeline
Online Text: Self Check Questions
Closed or Open Word Sort – forms and systems of government (See Review Cards)
06/15/17
Students re-write an excerpt of the Declaration of Independence and present to the class.
SS.7.C.1.1 Sample Items
SS.7.C.1.3 Sample Items
SS.7.C.1.4 Sample Items
06/15/17
THE SCHOOL DISTRICT OF LEE COUNTY
Civics Academic Plan 2017-2018 Civics – 2106010
Civics, Advanced - 2106020
Suggested Length: 1 Week
Adopted Instructional Materials: Houghton Mifflin Harcourt Florida Civics: Integrated Civics, Economics, and Geography, 2018
Big Idea: Civil Rights Amendments
NGSSS Content Standards & Benchmarks Suggested Language Arts Florida Standards
Standard 2: Evaluate the roles, rights, and responsibilities of U.S. citizens, and determine methods of active participation in society, government, and the political system.
Essential Benchmark Focus Benchmarks 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.68.RH.1.3 Identify key steps in a text’s description of a process related to history/social studies. LAFS.7.SL.1.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly. a. Come to discussions prepared having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. b. Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed. c. Pose questions that elicit elaboration and respond to others’ questions and comments with relevant observations and ideas that bring the discussion back on topic as needed. d. Acknowledge new information expressed by others and, when warranted, modify their own views.
Essential Outcome Questions
How have the 13th, 14th, 15th, 19th, 24th, and 26th amendments extended the rights of minority groups?
Aligned Learning Goals District-Adopted
Materials Supplemental
Resources Strategies for
Differentiation
06/15/17
Students will recognize the rights outlined in these amendments.
Students will evaluate the impact these amendments have had on various social movements.
Students will analyze historical scenarios to examine how these amendments have affected participation in the political processes.
Students will recognize how the amendments were developed to address previous civil rights violations
Textbook Chapter 4 Section 2
Literacy Resources
FJCC SS.7.C.3.7 Lesson Plan
iCivics
SS.7.C.3.7 Lesson: Voting Rights
Bad Romance: Women’s Suffrage
Wom en ’s Su ff rage Mu sic Video
Examples of Civics Activities across
Cognitive Complexity Levels
Formative Assessments for DI Classroom Samples
Differentiation of Instruction
Differentiate Instruction for Social
Studies
State Assessment Information Formative Assessment Options
Civics EOC Test Item Specifications SS.7.C.3.7 Test Item Specs
Ideas for Formative Checks
Online Text: Self Check Questions Create a flowchart that represents the legal means of becoming a United
States citizen.
SS.7.C.3.7 Sample Test Items Suggested Activities
● Have students pick an important social issue; allow students to create their own picket sign and explain how the Constitution protects their rights.
● Have students create a timeline dating from 1865-1965 highlighting major civil rights events.
06/15/17
THE SCHOOL DISTRICT OF LEE COUNTY
Civics Academic Plan 2017-2018 Civics – 2106010
Civics, Advanced - 2106020
Suggested Length: 3 Weeks
Adopted Instructional Materials: Houghton Mifflin Harcourt Florida Civics: Integrated Civics, Economics, and Geography, 2018
Big Idea: Political Parties & Elections
NGSSS Content Standards & Benchmarks Suggested Language Arts Florida Standards Standard 2: Evaluate the roles, rights, and responsibilities of U.S. citizens, and determine the methods of active participation in society, government, and the political system. Standard 3: Demonstrate an understanding of the principles, functions, and organization of government.
Essential Benchmarks SS.7.C.2.7 Conduct a mock election to demonstrate the voting process and its impact on a school, community, or local level. SS.7.C.2.8 Identify America's current political parties, and illustrate their ideas about government. SS.7.C.2.9 Evaluate candidates for political office by analyzing their qualifications, experience, issue-based platforms, debates, and political ads. SS.7.C.2.10 Examine the impact of media, individuals, and interest groups on monitoring and influencing government. SS.7.C.2.11 Analyze media and political communications (bias, symbolism, propaganda). SS.7.C.2.12 Develop a plan to resolve a state or local problem by researching public policy alternatives, identifying appropriate government agencies to address the issue, and determining a course of action. SS.7.C.2.13 Examine multiple perspectives on public and current issues. SS.7.C.3.12 Analyze the significance and outcome of the landmark Supreme Court case Bush v. Gore. SS.7.G.1.3 Interpret maps to identify geopolitical divisions and boundaries of places in North America.
LAFS.68.RH.1.1 Cite specific textual evidence to support analysis of primary and secondary sources. LAFS.68.RH.1.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions. LAFS.68.RH.2.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies. LAFS.68.RH.2.6 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). 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.
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SS.7.G.4.2 Use maps and other geographic tools to examine the importance of demographics within political divisions of the United States.
Essential Outcome Questions
How do America’s political parties differ on ideas for governing?
What impact do the political parties have on society, government and the political system?
What are the requirements to run for political office at the local, state and federal levels?
How can the media influence public opinion?
What role do political interest groups have in shaping policy?
Aligned Learning Goals District-Adopted
Materials Supplemental
Resources Strategies for
Differentiation
Compare current political parties’ ideas about government. Evaluate the impact political parties have on society,
government, or the political system.
Identify the constitutional requirements to run for federal, state, and local political offices.
Evaluate the qualification of candidates for public office based on their experience, platforms, debates, and political advertisements.
Identify methods used by interest groups and media to monitor and/or influence the government.
Evaluate the impact of media, individuals, and interest groups on the government.
Use scenarios to identify bias, symbolism and propaganda.
Evaluate how bias, symbolism, and propaganda can impact public opinion.
Identify groups that influence public perspectives. Examine multiple perspectives shape participation in the political
process.
Textbook Resources Chapters 10 and 11
History Channel Videos: The Electoral College
Vote Tech
Literacy Resources
The Living Room
Candidate
FJCC SS.7.C.2.8 Lesson Plan
SS.7.C.2.10 Lesson Plan SS.7.C.2.11 Lesson Plan SS.7.C.2.13 Lesson Plan SS.7.C.3.12 Lesson Plan
Electoral College Map
FJCC Mock Election State of
Florida
Ch 11 Political Cartoon Voter Apathy
Case Study Bush/Gore
Ch 11 Political Cartoon D on ’t Vot e? D on ’t
Complain.
Examples of Civics Activities across
Cognitive Complexity Levels
Formative Assessments for DI Classroom Samples
Differentiation of Instruction
Differentiate Instruction for Social
Studies
Extension The DBQ Project
Should Americans Be Required to Vote?
Intervention iCivics
06/15/17
Propaganda: What’s
the Message?
State Assessment Information Formative Assessment Options
Civics EOC Test Item Specifications Ideas for Formative Checks SS.7.C.2.8 Sample Items SS.7.C.2.9 Sample Items SS.7.C.2.10 Sample Items SS.7.C.2.11 Sample Items
SS.7.C.2.12 Sample Items SS.7.C.2.13 Sample Items SS.7.C.3.12 Sample Items Three Way Match
SS.7.C.2.8 Test Item Specs SS.7.C.2.9 Test Item Specs SS.7.C.2.10 Test Item Specs SS.7.C.2.11 Test Item Specs
SS.7.C.2.12 Test Item Specs SS.7.C.2.13 Test Item Specs SS.7.C.3.12 Test Item Specs
06/15/17
THE SCHOOL DISTRICT OF LEE COUNTY
Civics Academic Plan 2017-2018 Civics – 2106010
Civics, Advanced - 2106020
Suggested Length: 1 Week
Adopted Instructional Materials: Houghton Mifflin Harcourt Florida Civics: Integrated Civics, Economics, and Geography, 2018
Big Idea: Forms & Systems of Government
NGSSS Content Standards & Benchmarks Suggested Language Arts Florida Standards
Standard 1: Demonstrate an understanding of the principles, functions, and organization of government.
Essential Benchmarks
SS.7.C.3.1 Compare different forms of government (direct democracy, representative democracy, socialism, communism, monarchy, oligarchy, autocracy). SS.7.C.3.2 Compare parliamentary, federal, confederal, and unitary systems of government. SS.7.C.3.4 Identify the relationship and division of powers between the federal government and state governments. SS.7.C.3.14 Differentiate between local, state, and federal governments' obligations and services.
MAFS.K12.MP.6.1 Attend to precision. Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning.
LAFS.68.RH.1.1 Cite specific textual evidence to support analysis of primary and secondary sources. LAFS.68.RH.1.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions. LAFS.68.RH.2.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies. LAFS.68.RH.3.7 Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.
Essential Outcome Questions
In what ways do various forms and systems of government differ? How does the division between state and federal government in federalism affect the function and organization of
American government?
Aligned Learning Goals District-Adopted
Materials Supplemental
Resources Strategies for
Differentiation
06/15/17
Identify different forms of government based on its political philosophy or organizational structure.
Analyze scenarios describing various forms of government and systems of government.
Apply understanding of definitions of the various forms of government.
Define parliamentary, federal, confederal, and unitary systems of government.
Compare organizational structures of systems of government
Recognize examples of systems of government.
Define federalism Identify the division of power between Federal and state
government in a federalist system
Textbook Resources Chapter 2 Section 1
Chapter 8
Chapter 9
Literacy Resources
FJCC SS.7.C.3.1 Lesson Plan SS.7.C.3.2 Lesson Plan SS.7.C.3.4 Lesson Plan
SS.7.C.3.14 Lesson Plan
iCivics
SS.7.C.3.1 Who Rules?
Center on Congress 1 Min Video Clip:
Federalism
Examples of Civics Activities across
Cognitive Complexity Levels
Formative Assessments for DI Classroom
Samples
Differentiation of Instruction
Differentiate Instruction for Social Studies
Review Cards SS.7.C.3.1 – 1 SS.7.C.3.1 - 2
SS.7.C.3.2
State Assessment Information Formative Assessment Options
Civics EOC Test Item Specifications SS.7.C.3.1 Test Item Specs SS.7.C.3.2 Test Item Specs SS.7.C.3.4 Test Item Specs SS.7.C.3.14 Test Item Specs
Ideas for Formative Checks Online text: Self Check Questions Closed or Open Word sort- forms and systems of government ( See Review Cards)
SS.7.C.3.1 Sample Items SS.7.C.3.2 Sample Items SS.7.C.3.4 Sample Items SS.7.C.3.14 Sample Items
06/15/17
Civics Academic Plan 2017-2018 Civics – 2106010
Civics, Advanced - 2106020
Suggested Length: 2 Weeks
Adopted Instructional Materials: Houghton Mifflin Harcourt Florida Civics: Integrated Civics, Economics, and Geography, 2018
Big Idea: Historical Foundations of the United States Constitution
NGSSS Content Standards & Benchmarks Suggested Language Arts Florida Standards
Standard 1: Demonstrate an understanding of the principles, functions, and organization of government.
Essential Benchmarks
SS.7.C.1.2 Trace th e impact th at th e En glish Bill of Right s h ad on t h e colonist ’s points of view. SS.7.C.1.5 Identify how the weaknesses of the Articles of Confederation led to the writing of the Constitution. SS.7.C.1.8 Explain the viewpoints of the Federalists and the Anti-Federalists regarding the ratification of the Constitution and inclusion of a bill of rights.
MAFS.K12.MP.6.1 Attend to precision. Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning.
LAFS.68.RH.1.1 Cite specific textual evidence to support analysis of primary and secondary sources. LAFS.68.RH.1.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions. LAFS.68.RH.2.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies. LAFS.68.RH.3.7 Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.
Essential Outcome Questions
How did the weaknesses of the Articles of Confederation lead to the writing of the Constitution?
How did the ideals from the English Bill of Rights influence the Anti-Federalists view regarding the U.S. Constitution?
What arguments were used regarding the ratification of the U.S. Constitution?
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Aligned Learning Goals District-Adopted
Materials
Supplemental Resources
Strategies for Differentiation
● Identify the weaknesses of the government under the Articles of Confederation.
● Compare the Virginia Plan with the New Jersey Plan. ● Compare and contrast the Articles of Confederation with
the Constitution. ● Identify the viewpoints of the Federalists and the Anti-
Federalists about the ratification of the U.S. Constitution.
● Compare the viewpoints of the Federalists and the Anti- Federalists about the ratification of the U.S. Constitution.
● Recognize the Anti-Federalists’ reasons for the inclusion of a bill of rights in the U.S. Constitution.
● Recognize how the English Bill of Rights influenced the ideas of the Anti-Federalists in regards to adding a Bill of Rights.
Textbook Resources Chapter 2
Sections 2 and 3
Literacy Resources
FJCC SS.7.C.1.2 Lesson Plan SS.7.C.1.5 Lesson Plan SS.7.C.1.8 Lesson Plan
School House Rocks Video The Preamble to the U.S. Constitution
Constitution Center Interactive Constitution
100 Milestone Documents Primary Sources ~ The Federalist Papers ~ The Preamble to the Constitution
Formative Assessments for DI Classroom Samples
Differentiation of Instruction
Differentiate Instruction for Social Studies
Suggested Activities: ● Have students create
a chart listing the strengths and weaknesses of the Articles of Confederation.
● Have students create a graphic organizer comparing the Virginia Plan, New Jersey Plan and the Great Compromise.
● Open Word Sort
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State Assessment Information Formative Assessment Options Civics EOC Test Item Specifications SS.7.C.1.2 Test Item Specs SS.7.C.1.5 Test Item Specs SS.7.C.1.8 Test Item Specs
Ideas for Formative Checks ● Have students write a journal
entry or a letter from the perspective of one of the delegates at the Constitutional Convention describing the experience.
● Have students take on the role of either a Federalist or an Anti-Federalist. Write a persuasive argument regarding the ratification of the Constitution.
SS.7.C.1.2 Sample Items SS.7.C.1.5 Sample Items SS.7.C.1.8 Sample Items
06/15/17
THE SCHOOL DISTRICT OF LEE COUNTY
Civics Academic Plan 2017-2018 Civics – 2106010
Civics, Advanced - 2106020
Suggested Length: 1 Week
Adopted Instructional Materials: Houghton Mifflin Harcourt Florida Civics: Integrated Civics, Economics, and Geography, 2018
Big Idea: Goals and Principles of the United States Constitution
NGSSS Content Standards & Benchmarks Suggested Language Arts Florida Standards
Standard 1: Demonstrate an understanding of the origins and purposes of government, law, and the American political system.
Essential Benchmarks
SS.7.C.1.2 Trace the impact that the Magna Carta h ad on colon ist s’ views of government. SS.7.C.1.6 Interpret the intentions of the Preamble of the Constitution. SS.7.C.1.7 Describe how the Constitution limits the powers of government through separation of powers and checks and balances. SS.7.C.1.9 Define the rule of law and recognize its influence on the development of the American legal, political, and governmental systems. SS.7.C.3.12 Analyze the significance and outcome of the landmark Supreme Court case United States v. Nixon.
LAFS.68.RH.1.1 Cite specific textual evidence to support analysis of primary and secondary sources. LAFS.68.RH.1.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions. LAFS.68.RH.2.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies. LAFS.68.RH.2.6 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). 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.
Essential Outcome Question
What are the intentions of the Preamble of the U.S. Constitution?
How does the U.S. Constitution limit the powers of government through separation of powers and checks and balances? How does rule of law influence the development of the American legal, political and governmental systems?
Aligned Learning Goals District-Adopted
Materials Supplemental
Resources Strategies for
Differentiation
06/15/17
Explain how the Preamble serves as an introduction to the U.S. Constitution.
Identify the goals and purposes of government as set forth in the Preamble to the U.S. Constitution.
Determine the intention of the phrase “We the People”. Explain the concept of limited government as set forth in the U.S.
Constitution.
Describe and distinguish between the concepts of separation of powers and checks and balances.
Analyze how government power is limited by separation of powers and/or checks and balances.
Recognize examples of separation of powers and checks and balances.
Distinguish between the characteristics of a society that operates under the rule of law and one that does not.
Assess the importance of the rule of law in protecting citizens from arbitrary and abusive uses of government power.
Evaluate the impact of the rule of law on governmental officials and institutions.
Textbook Resources Chapter 2 Section 3
Chapter 3
History Channel Video America Gets a
Constitution
Primary Source U.S. Constitution
Pages 54-81
Literacy Resources
Florida Joint Center for Citizenship (FJCC)
SS.7.C.1.6 Lesson Plan SS.7.C.1.7 Lesson Plan SS.7.C.1.9 Lesson Plan
SS.7.C.3.12 Lesson Plan
Constitution Center Interactive Constitution
iCivics Rule of Law
Examples of Civics Activities across
Cognitive Complexity Levels
Formative Assessments for DI Classroom Samples
Differentiation of Instruction
Differentiate Instruction for Social
Studies
Intervention
Preamble Paraphrase
Extension The DBQ Project
How Did the Constitution Guard Against Tyranny?
State Assessment Information Formative Assessment Options Civics EOC Test Item Specifications SS.7.C.1.6 Test Item Specs SS.7.C.1.7 Test Item Specs SS.7.C.1.9 Test Item Specs SS.7.C.3.12 Test Item Specs
Ideas for Formative Checks SS.7.C.1.6 Sample Items SS.7.C.1.7 Sample Items SS.7.C.1.9 Sample Items SS.7.C.3.12 Sample Items
06/15/17
Civics Academic Plan 2017-2018 Civics – 2106010
Civics, Advanced - 2106020
Suggested Length:
2 Weeks
Adopted Instructional Materials: Houghton Mifflin Harcourt Florida Civics: Integrated Civics, Economics, and Geography, 2018
Big Idea: Overview of the Structure of the U.S. Constitution
NGSSS Content Standards & Benchmarks Suggested Language Arts Florida Standards
Standard 3: Demonstrate an understanding of the principles, functions, and organization of government.
Essential Benchmarks
SS.7.C.3.3 Illustrate the structure and function (three branches of government established in Articles I, II, and III with corresponding powers) of government in the United States as established in the Constitution. SS.7.C.3.5 Explain the Constitutional amendment process. SS.7.C.3.13 Compare the constitutions of the United States and Florida.
LAFS.68.RH.1.1 Cite specific textual evidence to support analysis of primary and secondary sources. LAFS.68.RH.1.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions. LAFS.68.RH.1.3 Identify key steps in a 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). LAFS.68.RH.2.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.
Essential Outcome Question
How are the roles and responsibilities interconnected among the three branches of government?
Why is federalism important when limiting the power of government?
How do key character traits or expectations of government leaders differ among the branches? How is the U.S. Constitution amended?
How does the U.S. constitution and State of Florida Constitution compare?
Aligned Learning Goals District-Adopted
Materials Supplemental
Resources Strategies for
Differentiation
Recognize the structure of the legislative, executive, and judicial branches.
Textbook Resources Chapter 3 Section 3
Literacy Resources FJCC
SS.7.C.3.3 Lesson Plan
06/15/17
Compare the roles and responsibilities of the three branches of the federal government.
Identify the general powers described in Articles I. II, and III of the U.S. Constitution.
Define the system of federalism.
Analyze how federalism limits government power.
Compare concurrent powers, enumerated powers, reserved powers, and delegated powers as they relate to state and federal government.
Analyze the issues related to the 10th Amendment of the U.S. Constitution.
Recognize the methods used to propose and ratify amendments to the U.S. Constitution.
Identify the correct sequence of each amendment process.
Identify the importance of a formal amendment process.
Recognize the significance of the difficulty of formally amending the U.S. Constitution.
Chapters 5, 6, 7, 8 SS.7.C.3.4 Lesson Plan SS.7.C.3.5 Lesson Plan
iCivics Anatomy of the Constitution
Examples of Civics Activities across Cognitive Complexity
Levels
Formative Assessments for DI Classroom Samples
Differentiation of Instruction
Differentiate Instruction for Social Studies
Extension
iCivics Web Quest: Three Branches
State Assessment Information Formative Assessment Options Civics EOC Test Item Specifications SS.7.C.3.3 Test Item Specs SS.7.C.3.4 Test Item Specs SS.7.C.3.5 Test Item Specs
District Checkpoints Blueprint Ideas for Formative Checks SS.7.C.3.3 Sample Items SS.7.C.3.4 Sample Items SS.7.C.3.5 Sample Items
06/15/17
THE SCHOOL DISTRICT OF LEE COUNTY
Civics Academic Plan 2017-2018 Civics – 2106010
Civics, Advanced - 2106020
Suggested Length: 2 - 3 Weeks
Adopted Instructional Materials: Houghton Mifflin Harcourt Florida Civics: Integrated Civics, Economics, and Geography, 2018
Big Idea: Bill of Rights & Civil Rights Amendments
NGSSS Content Standards & Benchmarks Suggested Language Arts Florida Standards
Standard: Evaluate the roles, rights and responsibilities of U.S. citizens, and determine methods of active participation in society, government, and the political system. Standard: Demonstrate an understanding of the principles, functions, and organization of government.
Essential Benchmarks
SS.7.C.2.4 Evaluate rights contained in the Bill of Rights and other amendments to the Constitution. SS.7.C.2.5 Distinguish how the Constitution safeguards and limits individual rights. SS.7.C.3.6 Evaluate Constitutional rights and their impact on individuals and society. SS.7.C.3.12 Analyze the significance and outcomes of landmark Supreme Court cases including, but not limited to, Plessy v. Ferguson, Brown v. Board of Education, Gideon v. Wainwright, Miranda v. Arizona, in re Gault, Tinker v. Des Moines, Hazelwood v. Kuhlmeier.
LAFS.68.RH.1.1 Cite specific textual evidence to support analysis of primary and secondary sources. LAFS.68.RH.1.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions. LAFS.68.RH.2.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies. LAFS.68.RH.3.7 Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts. LAFS.68.RH.3.9 Analyze the relationship between a primary and secondary source on the same topic. LAFS.68.WHST.1.1 Write arguments focused on discipline-specific content. a. Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically. b. Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources. c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.
06/15/17
d. Establish and maintain a formal style. e. Provide a concluding statement or section that follows from and supports the argument presented. LACC.WHST.68.1.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories as appropriate to achieving purpose; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. b. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples. c. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts. d. Use precise language and domain-specific vocabulary to inform about or explain the topic. e. Establish and maintain a formal style and objective tone. f. Provide a concluding statement or section that follows from and supports the information or explanation presented.
Essential Outcome Question
What rights do we have according the Bill of Rights and other Constitutional Amendments?
How does the Constitution protect and limit individual rights?
Aligned Learning Goals District-Adopted
Materials Supplemental
Resources Strategies for
Differentiation
Recognize the Bill of Rights comprises the first ten amendments to the U.S. Constitution.
Recognize the five freedoms protected by the First Amendment. Evaluate how the Bill of Rights influences individual actions and social
interactions.
Use scenarios to identify rights protected by the Bill of Rights and violations of the Bill of Rights or other constitutional amendments.
Recognize rights are protected, but not unlimited.
Textbook Resources
Chapters 3 and 4
R14-R24
Literacy Resources
FJCC SS.7.C.2.4 Lesson Plan SS.7.C.2.5 Lesson Plan SS.7.C.3.6 Lesson Plan
SS.7.C.3.12 Lesson Plan
iCivics
Examples of Civics Activities across
Cognitive Complexity Levels
Formative Assessments for DI Classroom
Samples
06/15/17
Examine rationales for limiting individual rights.
Use scenarios to examine the impact of limits on individual rights on social behavior.
Examine the role of the judicial branch of government in protecting individual rights.
Recognize how individual rights shape involvement in the social, political and economic systems.
Recognize how the social, political, and economic systems in the United States are dependent upon individual rights.
Use scenarios to recognize and/or evaluate options for exercising constitutional rights.
Evaluate the impact of the government upholding and/or restricting individual constitutional rights.
Recognize the rights outlined in the 13th, 14th, 15th, 18th, 24th, and 26th
amendments.
Analyze historical scenarios to examine how the amendments (13, 14, 15, 18, 24, and 26) addressed previous civil rights violations and have affected participation in the political processes.
Use primary sources to assess the significance of Supreme Court cases.
Evaluate how Supreme Court cases have had an impact on society.
Recognize and apply constitutional principles and/or rights in relation to the relevant U.S. Supreme Court decisions.
Game: Do I Have A Right?
iCivics Voting Rights
iCivics Game: Supreme Decision Les son: The “Supreme” In
Supreme Decision
Differentiation of Instruction
Differentiate Instruction for Social
Studies
Suggested Activities:
● Have students pick an important social issue; allow the students to create their own picket sign and explain how the Constitution protects their rights.
● Have students create a timeline dating from 1865-1965 highlighting major civil rights events.
State Assessment Information Formative Assessment Options Civics EOC Test Item Specifications
SS.7.C.2.4 Test Item Specs SS.7.C.2.5 Test Item Specs SS.7.C.3.6 Test Item Specs SS.7.C.3.12 Test Item Specs
Ideas for Formative Checks SS.7.C.2.4 Sample Test Items SS.7.C.2.5 Sample Test Items SS.7.C.3.6 Sample Test Items SS.7.C.3.12 Sample Test Items
06/15/17
THE SCHOOL DISTRICT OF LEE COUNTY
Civics Academic Plan 2017-2018 Suggested Length:
Civics – 2106010 Civics, Advanced - 2106020
2 Weeks
Adopted Instructional Materials: Houghton Mifflin Harcourt Florida Civics: Integrated Civics, Economics, and Geography, 2018
Big Idea: Legislative Branch
NGSSS Content Standards & Benchmarks Suggested Language Arts Florida Standards
Essential Benchmarks SS.7.C.3.3 Illustrate the structure and function (three branches of government established in Articles I, II, and III with corresponding powers) of government in the United States as established in the Constitution. SS.7.C.3.4 Identify the relationship and division of powers between the federal government and state governments. SS.7.C.3.8 Analyze the structure, functions, and processes of the legislative, executive, and judicial branches. SS.7.C.3.9 Illustrate the law making process at the local, state, and federal levels. SS.7.C.3.13 Compare the constitutions of the United States and Florida. SS.7.C.2.12 Develop a plan to solve a local problem
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). LAFS.68.RH.2.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.
Essential Outcome Question
Why do people create, structure, and change governments?
What is the structure of the legislative branch at the federal, state and local levels?
How does a bill become a law?
Aligned Learning Goals District-Adopted
Materials Supplemental
Resources Strategies for
Differentiation
Recognize the structure of the legislative branch.
Identify the general powers described in Article I. Compare the reserved, concurrent, expressed/ enumerated
powers of government.
Textbook Resources
Chapters 5, 8, and 9
Literacy Resources Florida Joint Center for
Citizenship (FJCC) SS.7.C.3.3 Lesson Plan
Examples of Civics Activities across
06/15/17
Examine the processes of the legislative branch of government.
Distinguish among ordinances, statutes, and acts on the local, state, and federal levels.
Compare and contrast the lawmaking process at the local, state, and federal levels.
Compare local, state, and federal lawmakers (city/county commissioners/council members; state legislators [representatives and senators]; and U.S. congressmen/congresswomen [representatives and senators]).
SS.7.C.3.4 Lesson Plan SS.7.C.3.8 Lesson Plan
iCivics Web Quest: Making Laws
Cognitive Complexity Levels
Formative Assessments for DI Classroom Samples
Differentiation of Instruction
Differentiate Instruction for Social
Studies
State Assessment Information Formative Assessment Options
Civics EOC Test Item Specifications Ideas for Formative Checks
SS.7.C.3.3 Test Item Specs SS.7.C.3.4 Test Item Specs SS.7.C.3.8 Test Item Specs SS.7.C.3.13 Test Item Specs SS.7.C.2.12 Test Item Specs
SS.7.C.3.3 Sample Test Items SS.7.C.3.4 Sample Test Items SS.7.C.3.8 Sample Test Items SS.7.C.3.13 Sample Test Items SS.7.C.2.12 Sample Test Items
Have students create a help wanted ad for a Congressman including job requirements, responsibilities, etc.
Have students simulate the law- making process
06/15/17
Civics Academic Plan 2017-2018 Civics – 2106010
Civics, Advanced - 2106020
Suggested length:
1 Week
Adopted Instructional Materials: Houghton Mifflin Harcourt Florida Civics: Integrated Civics, Economics, and Geography, 2018
Big Idea: Executive Branch
NGSSS Content Standards & Benchmarks Suggested Language Arts Florida Standards
Essential Benchmarks SS.7.C.3.3 Illustrate the structure and function (three branches of government established in Articles I, II, and III with corresponding powers) of government in the United States as established in the Constitution. SS.7.C.3.8 Analyze the structure, functions, and processes of the legislative, executive, and judicial branches. SS.7.C.3.12 Analyze the significance and outcome of the landmark Supreme Court case United States v. Nixon. SS.7.C.3.13 Compare the constitutions of the United States and Florida.
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). LAFS.68.RH.2.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.
Essential Outcome Question
What are the powers of the executive branch as stated in the Constitution?
What influence does the president have over the other branches of government?
Aligned Learning Goals District-Adopted
Materials Supplemental
Resources Strategies for
Differentiation
Recognize the structure of the executive branch.
Identify the general powers described in Article II.
Examine the processes of the executive branch of government.
Textbook Resources
Chapters 6 and 8
Literacy Resources
FJCC SS.7.C.3.3 Lesson Plan SS.7.C.3.8 Lesson Plan
iCivics
Examples of Civics Activities across
Cognitive Complexity Levels
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Executive Roles: Money D oe sn ’t Grow o n Tr ee s?
iCivics Web Quest: Being
President
Formative Assessments for DI Classroom Samples
Differentiation of Instruction
Differentiate Instruction for Social
Studies
State Assessment Information Formative Assessment Options
Civics EOC Test Item Specifications SS.7.C.3.3 Test Item Specs SS.7.C.3.8 Test Item Specs SS.7.C.3.12 Test Item Specs SS.7.C.3.13 Test Item Specs
Ideas for Formative Checks SS.7.C.3.3 Sample Test Items SS.7.C.3.8 Sample Test Items SS.7.C.3.12 Sample Test Items SS.7.C.3.13 Sample Test Items
06/15/17
THE SCHOOL DISTRICT OF LEE COUNTY
Civics Academic Plan 2017-2018 Civics – 2106010
Civics, Advanced - 2106020
Suggested Length: 2 Weeks
Adopted Instructional Materials: Houghton Mifflin Harcourt Florida Civics: Integrated Civics, Economics, and Geography, 2018
Big Idea: Judicial Branch & Laws and Courts
NGSSS Content Standards & Benchmarks Suggested Language Arts Florida Standards
Essential Benchmarks
SS.7.C.3.3 Illustrate the structure and function (three branches of government established in Articles I, II, and III with corresponding powers) of government in the United States as established in the Constitution. SS.7.C.3.8 Analyze the structure, functions, and processes of the legislative, executive, and judicial branches. SS.7.C.3.10 Identify sources and types (civil, criminal, constitutional, military) of law. SS.7.C.3.11 Diagram the levels, functions, and powers of courts at the state and federal levels. SS.7.C.3.12 Analyze the significance and outcome of the landmark Supreme Court case Marbury v. Madison. SS.7.C.3.13 Compare the constitutions of the United States and Florida.
LAFS.68.RH.2.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.
Essential Outcome Question
How can governments ensure citizens are treated fairly?
What are the powers of the Judicial Branch as stated by Article III of the Constitution?
What are the roles and functions of the federal and state courts?
Aligned Learning Goals District-Adopted
Materials Supplemental
Resources Strategies for
Differentiation
06/15/17
Recognize the structure of the judicial branch.
Identify the general powers described in Article III.
Examine the processes of the judicial branch of government.
Distinguish between the levels, functions, and powers of courts at the state and federal levels.
Recognize that the powers and jurisdiction of the state and federal courts are derived from their respective constitutions.
Compare appellate and trial processes.
Examine the significance of the role of juries in the American legal system.
Use primary sources to assess the significance of U.S. Supreme Court cases.
Evaluate how these U.S. Supreme Court cases have had an impact on society.
Recognize and/or apply constitutional principles and/or rights in relation to the relevant U.S. Supreme Court decisions.
Textbook Resources
Chapters 7, 8, 16
Criminal Justice Handbook
Pages 402-410
Literacy Resources
FJCC SS.7.C.3.3 Lesson Plan SS.7.C.3.8 Lesson Plan SS.7.C.3.10 Lesson Plan SS.7.C.3.11 Lesson Plan SS.7.C.3.12 Lesson Plan SS.7.C.3.13 Lesson Plan
iCivics Judicial Branch in a
Flash!
Tr ial Court “Go Fish ”
iCivics Web Quest: In the Courts
Examples of Civics Activities across
Cognitive Complexity Levels
Formative Assessments for DI Classroom
Samples
Differentiation of Instruction
Differentiate Instruction for Social Studies
State Assessment Information Formative Assessment Options
Civics EOC Test Item Specifications Ideas for Formative Checks SS.7.C.3.3 Test Item Specs SS.7.C.3.8 Test Item Specs SS.7.C.3.10 Test Item Specs
SS.7.C.3.11 Test Item Specs SS.7.C.3.12 Test Item Specs SS.7.C.3.13 Test Item Specs
SS.7.C.3.3 Sample Test Items SS.7.C.3.8 Sample Test Items SS.7.C.3.10 Sample Test Items
SS.7.C.3.11 Sample Test Items SS.7.C.3.12 Sample Test Items SS.7.C.3.13 Sample Test Items
06/15/17
THE SCHOOL DISTRICT OF LEE COUNTY
Civics Academic Plan 2017-2018 Civics – 2106010
Civics, Advanced - 2106020
Suggested Length: 1 Week
Adopted Instructional Materials: Houghton Mifflin Harcourt Florida Civics: Integrated Civics, Economics, and Geography, 2018
Big Idea: Mock Trial
NGSSS Content Standards & Benchmarks Suggested Language Arts Florida Standards
SS.7.C.2.6 Simulate the trial process and the role of juries in the administration of justice.
LAFS.7.SL.1.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly. LAFS.7.SL.1.2 Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study. LAFS.7.SL.1.3 Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence. LAFS.7.SL.2.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation. LAFS.68.RH.1.1 Cite specific textual evidence to support analysis of primary and secondary sources. LAFS.68.RH.3.8 Distinguish among fact, opinion, and reasoned judgment in a text. LAFS.68.WHST.1.1 Write arguments focused on discipline-specific content.
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Essential Outcome Question
What is the process of a trial?
What is the role of a jury?
Aligned Learning Goals District-Adopted Materials Supplemental
Resources Strategies for
Differentiation
Identify the steps of the trial process.
Describe the role of juries in the administration of justice.
Literacy Resources
Florida Law Related Education Association
Middle School Mock Trial Packet
iCivics We the Jury
What Courts Do: James Bond In A Honda
Examples of Civics Activities across Cognitive Complexity
Levels
Formative Assessments for DI Classroom Samples
Differentiation of Instruction
Differentiate Instruction for Social Studies
State Assessment Information Formative Assessment Options
Civics EOC Test Item Specifications Ideas for Formative Checks
06/15/17
THE SCHOOL DISTRICT OF LEE COUNTY
Civics Academic Plan 2017-2018 Civics – 2106010
Civics, Advanced - 2106020
Suggested Length: 2 Weeks
Adopted Instructional Materials: Houghton Mifflin Harcourt Florida Civics: Integrated Civics, Economics, and Geography, 2018
Big Idea: Domestic & Foreign Policy
NGSSS Content Standards & Benchmarks Suggested Language Arts Florida Standards
EOC Reporting Category 3 – Government Policies and Political Processes Standard 4: Demonstrate an understanding of contemporary issues in world affairs, and evaluate the role and impact of U.S. foreign policy.
Essential Benchmarks SS.7.C.4.1 Differentiate concepts related to United States domestic and foreign policy. SS.7.C.4.2 Recognize government and citizen participation in international organizations. Remarks/Examples: United Nations, NATO, Peace Corps, World Health Organization, World Trade Organization, International Court of Justice. SS.7.C.4.3 Describe examples of how the United States has dealt with international conflicts. SS.7.C.3.12 Analyze the significance and outcomes of landmark Supreme Court cases: Plessy v. Ferguson, Brown v. Board of Education.
SS.7.E.1.5 Assess how profits, incentives, and competition motivate individuals, households, and businesses in a free market economy. SS.7.E.1.1 Explain how the principles of a market and mixed economy helped to develop the United States into a democratic nation. SS.7.E.3.4 Compare and contrast the standard of living in various countries today to that of the US using GDP per capita as an indicator (ie North Korea, Cuba SS.7.E.3.3 Compare and contrast a single resource economy with a diversified economy. SS.7.E.3.1 Explain how international trade requires a system for exchanging currency between and among nations. SS.7.E.3.2 Assess how the changing value of currency affects the trade of goods and services between nations.
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Essential Outcome Question
What are the differences between domestic and foreign policy?
How do government and citizens participate in international organizations? How has the United States dealt with international conflicts?
Aligned Learning Goals District-Adopted
Materials Supplemental
Resources Strategies for
Differentiation
Recognize the difference between domestic and foreign policy.
Identify the goals and objectives of U.S. domestic and foreign policy.
Identify issues that relate to U.S. domestic and foreign policy.
Analyze the domestic implications of U.S. domestic and foreign policy.
Explain the impact of Brown v Board and its connection with US domestic policy
Recognize the role of the U.S. State Department in foreign policies.
Identify major international organizations Describe ways that individual citizens and government can
support or seek participation in international organizations.
Identify specific examples of international conflicts in which the United States has been involved.
Identify the reasons for the United States becoming involved in past international conflicts.
Compare market/capitalist economies with communist economies.
Textbook
Resources
Chapters 22 and 23
History Channel Video:
A Watershed Moment
Literacy Resources
Florida Joint Center for Citizenship (FJCC)
SS.7.C.4.1 Lesson Plan
SS.7.C.4.2 Lesson Plan SS.7.C.4.3 Lesson Plan
iCivics
Diplomacy Lesson
iCivics International
Organizations
Examples of Civics Activities across
Cognitive Complexity Levels
Formative Assessments for DI Classroom
Samples
Differentiation of Instruction
Differentiate Instruction for Social
Studies
Suggested Activities
Summarizing: What are the main goals of international
organizations? Foldable Graphic
Organizer: International Organizations
● Provide students with cooperative learning activities (small/large group settings).
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State Assessment Information Formative Assessment Options
Civics EOC Test Item Specifications Ideas for Formative Checks SS.7.C.4.1 Test Item Specs SS.7.C.4.2 Test Item Specs SS.7.C.4.3 Test Item Specs
SS.7.C.4.1 Sample Test Items SS.7.C.4.2 Sample Test Items SS.7.C.4.3 Sample Test Items
Pair students: Have students make distinctions between the types of international organizations, and have them evaluate the importance of the various organizations based on what they have learned.
06/15/17
THE SCHOOL DISTRICT OF LEE COUNTY
Civics Academic Plan 2017-2018 Civics – 2106010
Civics, Advanced - 2106020
Suggested Length: 2 Weeks
Adopted Instructional Materials: Houghton Mifflin Harcourt Florida Civics: Integrated Civics, Economics, and Geography, 2018
Big Idea: Benchmark Assessment Review & Clarification
NGSSS Content Standards & Benchmarks Suggested Language Arts Florida Standards
EOC Reporting Category A – Origins and Purposes of Law and Government (25%) EOC Reporting Category B – Roles, Rights, and Responsibilities of Citizens (25%) EOC Reporting Category C - Government Policies and Political Processes (25%) EOC Reporting Category D – Organization and Function of Government (25%)
Essential Outcome Question
Based on assessment data:
What benchmarks need to be retaught?
What concepts need to be connected? What vocabulary terms from the FL DOE standards and EOC Test Item Specs need to be reviewed?
Aligned Learning Goals District-Adopted
Materials Supplemental
Resources Strategies for
Differentiation
Review data to determine which benchmarks to revisit for relearning and/or review opportunities.
Textbook Resources
Review Cards
provided at FJCC
Training
Literacy Resources
EOC Test Item Specs
EOC Review Site
Review Cards
● Use visual depictions of historical events in order to increase ELL students’ mastery of related content.
● Provide students with cooperative learning activities (small/large group settings).
State Assessment Information Formative Assessment Options Ideas for Formative Checks
06/15/17
THE SCHOOL DISTRICT OF LEE COUNTY
Quarter: 4-3
Civics Academic Plan 2017-2018 Civics – 2106010
Civics, Advanced - 2106020
Suggested Length: 2-3 Weeks
Adopted Instructional Materials: Houghton Mifflin Harcourt Florida Civics: Integrated Civics, Economics, and Geography, 2018
Big Idea: Role of Government in Economics
NGSSS Content Standards & Benchmarks Suggested Language Arts Florida Standards
Standard: Evaluate the roles, rights, and responsibilities of the U.S. citizens, and
determine methods of active participation in society, government, and the political system.
Benchmarks SS.7.E.1.1 Explain how the principles of a market and mixed economy helped to develop the United States into a democratic nation. SS.7.E.1.2 Discuss the importance of borrowing and lending in the United States, the government's role in controlling financial institutions, and list the advantages and disadvantages of using credit. SS.7.E.1.3 Review the concepts of supply and demand, choice, scarcity, and opportunity cost as they relate to the development of the mixed market economy in the United States. SS.7.E.1.4 Discuss the function of financial institutions in the development of a market economy. SS.7.E.1.5 Assess how profits, incentives, and competition motivate individuals, households, and businesses in a free market economy. SS.7.E.1.6 Compare the national budget process to the personal budget process. Remarks/Examples: Prepare an individual budget which includes housing, food, leisure, communication, and miscellaneous categories and compare that to federal government budget allocations. SS.7.E.2.1 Explain how federal, state, and local taxes support the economy as a function of the United States government. SS.7.E.2.2 Describe the banking system in the United States and its impact on the money supply. Remarks/Examples: the Federal Reserve System and privately owned banks.
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SS.7.E.2.3 Identify and describe United States laws and regulations adopted to promote economic competition. SS.7.E.2.4 Identify entrepreneurs from various gender, social, and ethnic backgrounds who started a business seeking to make a profit. SS.7.E.2.5 Explain how economic institutions impact the national economy. Remarks/Examples: stock market, banks, credit unions
Essential Outcome Question
How do economic systems influence society?
What rights do you have as a consumer? How does government influence the economy and economic institutions?
Aligned Learning Goals District-Adopted
Materials Supplemental
Resources Strategies for
Differentiation
Understand the origins of capitalism. Identify and recognize differences in borrowing and lending
money, including the use of credit.
Identify and recognize examples of supply and demand, choice, scarcity, and opportunity cost.
Identify and recognize different types of accounts and services provided by financial institutions.
Identify and recognize that profit and incentives motivate people to work harder.
Identify and recognize the parts of a budget and how personal needs are used to develop it.
Identify and recognize that the banking system in the United States controls money and interest
Identify and recognize that there are laws that affect the economy that businesses must follow.
Identify and recognize people from diverse backgrounds who have created successful businesses, including Henry Ford, Bill Gates, Henry Flagler, and Oprah Winfrey.
Textbook Resources
Chapters 12, 17, 18, 20, 21
Literacy Resources
FJCC Lessons
● Use visual depictions of historical events in order to increase ELL students’ mastery of related content.
● Provide students with cooperative learning activities (small/large group settings).
06/15/17
THE SCHOOL DISTRICT OF LEE COUNTY
Civics Academic Plan 2017-2018 Civics – 2106010
Civics, Advanced - 2106020
Length: 2 Weeks
Adopted Instructional Materials: Houghton Mifflin Harcourt Florida Civics: Integrated Civics, Economics, and Geography, 2018
Big Idea: Holocaust
NGSSS Content Standards & Benchmarks Suggested Language Arts Florida Standards
Standard: Demonstrate an understanding of the principles, functions, and organization of government.
Essential Benchmark SS.7.C.4.1 Differentiate concepts related to United States domestic and foreign policy. SS.7.C.4.2 Recognize government and citizen participation in international organizations. Remarks/Examples: United Nations, NATO, Peace Corps, World Health Organization, World Trade Organization, International Court of Justice. SS.7.C.4.3 Describe examples of how the United States has dealt with international conflicts.
Essential Outcome Question
What happened during the Holocaust? How does prejudice, racism and stereotyping impact our society?
Aligned Learning Goals District-Adopted
Materials Supplemental
Resources Strategies for
Differentiation
Investigate human behavior,
Understand the ramifications of prejudice, racism, and stereotyping,
Exam what it means to be a responsible and respectful person for the purposes of encouraging tolerance of diversity in a pluralistic society and for nurturing and protecting democratic values and
Literacy Resources
FJCC Lesson
Commissioner’s Task Fo rce
on Holocaust Education
Holocaust Documentation&
Education Center, Inc.
● Use visual depictions of historical events in order to increase ELL students’ mastery of related content.
● Provide students with cooperative learning
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institutions by offering intensive training programs, curriculum materials, resources, and sustained support.
I’ll Never See another Butterfly
Poems from the Children of Terezin
activities (small/large group settings).