Bds Civics Curriculum Guide For 2015 - 2016 Updated 9-14-15

[Type text]
SCHOOL YEAR 2015 2016
Updated 9/14/2015
Bay District Schools

Civics Curriculum Resource
Grade 7
Bay County School Board
1311 Balboa Avenue
Panama City, FL 32405
(850) 767-4100
Table of Contents
SEVENTH GRADE CIVICS: M/J CIVICS
Bay District Schools Civics Curriculum Resource Guide
2015 2016
Introduction..pg. 2
General Information Regarding the Civics Curriculum Resource Guide.......pg. 3
Civics Curriculum at a Glance....pgs. 4-7
Civics Curriculum Course Learning Goals by Organizing Principle......pg. 8
Organizing Principle 1: Citizenship.........pg. 9
Organizing Principle 2: Civic Engagement/Influencing the Government.........pg. 13
Organizing Principle 3: Elections.......pg. 16
Organizing Principle 4: The Federal Government..pg. 19
Organizing Principle 5: State Government...pg. 24
Organizing Principle 6: Local Government......pg. 27
Organizing Principle 7: Foundations of American Governmentpg. 31
Organizing Principle 8: The U.S. Constitutionpg. 35
Organizing Principle 9: Amendments to the U.S. Constitution...pg. 39
Organizing Principle 10: The Legal System/Supreme Court Cases....pg. 43
Organizing Principle 11: Forms of Government......pg. 48
Organizing Principle 12: International Relations...pg. 51
Organizing Principle 13: Citizen Action..pg. 55
Organizing Principle 14: Reexamine Civics Active Learning Lessons...pg. 57
Organizing Principle 15: Economics.....pg. 59
Organizing Principle 16: Geography....pg. 61
Division of Teaching and Learning
Page 1

SEVENTH GRADE: M/J CIVICS
2015 2016
Introduction: The Bay District Curriculum Resource guide based on the Next Generation Sunshine State Standards (NGSSS) contains the essential social
studies knowledge all middle school Civics students must acquire. The NGSSS are content specific, and should guide a teacher to go more in depth with
the course material they are teaching. The curriculum guide provides support to identify areas of coverage required verses teaching all the chapters in a
textbook. The Bay District Curriculum Resource guide has embedded Florida Standards in all organizing principles to enhance learning opportunities and
instructional delivery to ensure student success. Florida Standards for Literacy in History/Social Studies are not meant to replace content standards, but
rather to supplement content with appropriate skills to prepare students to be college and career ready. Teachers are encouraged to use a variety of
resources to teach both content and skills. To address the concern of the high mobility rate within the school district the order of instruction should be
followed by all middle schools. The culmination of this course will be an End of Course Assessment (EOC) developed by The Florida Department of
Education and administered electronically to seventh grade students. It is important to note that district curriculum resources are not static documents
and are open to the revision process.
Course Description:
2106010 M/J CIVICS Course: The primary content for the course pertains to the principles, functions, and organization of government; the origins of the
American political system; the roles, rights, responsibilities of United States citizens; and methods of active participation in our political system. The
course is embedded with strong geographic and economic components to support civics education instruction.
2106020 M/J CIVICS Advanced: The seventh grade Advanced Civics course offers scaffolded learning opportunities for students to develop the critical
skills of analysis, synthesis, and evaluation in a more rigorous and reflective academic setting. Students are empowered to perform at higher levels as
they engage in the following: analyzing historical documents and supplementary readings, working in the context of thematically categorized
information, becoming proficient in note-taking, participating in Socratic seminars/discussions, emphasizing free-response and document-based writing,
contrasting opposing viewpoints, solving problems, etc. Students will develop and demonstrate their skills through participation in a capstone and/or
extended research-based paper/project (e.g., history fair, participatory citizenship project, mock congressional hearing, projects for competitive
evaluation, investment portfolio contests, or other teacher-directed projects).
Instructional Practices
Teaching from well-written, grade-level instructional materials enhances students content area knowledge and also strengthens their ability to
comprehend longer, complex reading passages on any topic for any reason. Using the following instructional practices also helps student learning:
Reading assignments from longer text passages as well as shorter ones when text is extremely complex.
Making close reading and rereading of texts central to lessons.
Asking high-level, text-specific questions and requiring high-level, complex tasks and assignments.
Requiring students to support answers with evidence from the text.
Providing extensive text-based research and writing opportunities (claims and evidence).
Page 2

General Information Regarding the Civics Curriculum Guide:
2015 2016
The curriculum resource guide provides curriculum resources and pacing for Civics, grade 7, in Bay District Schools.
The order of instruction is included as a pacing reference.
The guide is divided into 9 week segments and provides an estimate of the number of traditional days needed to complete instruction on a given
topic (Organizing Principle).
Civics benchmarks are noted as mastery or introductory. Benchmarks for mastery should be taught in conjunction with introductory benchmarks
as part of comprehensive instruction for the organizing principles.
Florida Standards are embedded in the district curriculum resource guide to insure appropriate recursive instruction of the FS.
Slight variations in pacing may occur due to professional decisions made by the teacher or because of school schedules.
The curriculum resource guide is separated into sixteen distinct sections to help teachers utilize its resources in planning for instruction.
The BDS curriculum resource guide should help facilitate high quality instruction to maximize student achievement.
Teachers should reflect throughout the year to address yearly revisions to the district curriculum resource guide.
The core instructional resource utilized in the BDS curriculum resource guide is the 7th Grade Applied Civics Curriculum from the Florida Joint
Center for Citizenship.
Please utilize the following instructions to go to the FJCC website to find lesson plans, PowerPoints, instructional videos, and sample test
questions to use in the classroom:
o Directions for Log-In:
1. Go to http://floridacitizen.org/
2. In the top right hand corner click login- put in your login information.
***If you do not have an account register for an account it is free and easy to use.
3. If you have forgotten your account password reset your password, and then check your junk folder in your email.
o Resources:
1. Once you have logged in click the top tab Teacher Resources.
2. On the pull down select the first option 7th Grade Applied Civics Resources for Civics Teachers.
3. You will be routed to a screen with all of the Civics standards.
4. Select the standard that you are currently working on.
The BDS curriculum guide provides other supplemental resources to support civics instruction in the classroom including but not limited to,
district approved textbook, iCivics, additional electronic materials, etc.
Page 3
2015 2016
First 9 Weeks (8/18- 10/21)

Procedures/Syllabus/Diagnostic: (8/18-8/21)
Citizenship: 8 Days (8/24- 09/02)
Civics Master: SS.7.C.2.1 Lesson Plan Steps1 38 & 45 (2Days), SS.7.C.2.2 -LessonSteps1-24(2 Days), SS.7.C.1.9 Lesson Steps1 19& 21 -36 (2 Days)
Geography:SS.7.G.1.3
FS: LAFS.68.RH.1,2,LAFS.68.RH.2.4,LAFS.68.WHST.1.2,LAFS.7.SL.1.1
Civic Engagement/Influencing the Government: 10 Days (09/03-9/17)
Civics Master: SS.7.C.2.10 LessonPlanSteps11 30, 48 52, 54 -60 (2 Days),SS.7.C.2.11(4 Days), SS.7.C.2.13 LessonSteps1 17 (2 Days)
Economics:SS.7.E.2.4
FS:LAFS.68.RH.1.2,LAFS.68.RH.2.4,LAFS.68.RH.2.6,LAFS.68.RH.3.7,
LAFS.68.RH.3.8,LAFS.WHST.1.1,LAFS.WHST.4.10,LAFS.7.SL.1.2,HE.7.P.8.2
*LegislativeMandate: Constitution Day(Sept.17th)CivicsIntroduce:SS.7.C.1.6;
Geography:SS.7.G.2.1;FS:LAFS.68.RH.1.2,LAFS.68.RH.2.4,LAFS.68.WHST.1.2d
Elections: 10 Days (09/18 10/02)
Civics Master: SS.7.C.2.8-Lesson Steps 1 4 (modify by giving answer sheet and convert to close reading activity), 5 (as appropriate ask students to identify the information,
compare/contrast), 11 18, 19 (modify to stations), 21 24 & 36 (use with student friendly reading benchmark clarification 2) (4Days),SS.7.C.2.9/SS.7.C.2.7 Lesson Steps
Omit Step 18or 48 (4 Days)
Civics Introduce: SS.7.C.2.3(common good, responsibility),
SS.7.C.3.12(Bush v.Gore),SS.7.C.3.7 (overview of amendments),SS.7.C.3.1(direct, representative democracy)
Geography:SS.7.G.1.1,SS.7.G.1.2, SS.7.G.1.3, SS.7.G.4.2,SS.7.G.6.1
Economics:SS.7.E.2.3
FS:LAFS.68.RH.1,LAFS.68.RH.2,LAFS.68.RH.3,LAFS.68.WHST.1.2,LAFS.68.WHST.2.4,LAFS.WHST.2.6,LAFS.WHST.3,LAFS.7.SL.1.1,LAFS.7.SL.1.2,LAFS.7.SL.
1.3,MAFS.K12.MP,1,MAFS.K12.MP.3,MAFS.K12.MP.5,MAFS.K12.MP.6,MAFS.K12.SP.1
*LegislativeMandate:CelebrateFreedomWeek(lastfullweekinSeptember)CivicsIntroduce:SS.7.C.1.4;Geography:SS.7.G.2.1;FS:LAFS.68.RH.1.2,LAFS.68.RH.2.4,LAFS.6
8.WHST.1.2d
Federal Government Part I: 12 Days (10/05-10/21)
Civics Master: SS.7.C.1.6(2 Days),SS.7.C.3.3(5 Days) SS.7.C.1.7- Lesson Steps 17 22, 27, + substitute graphic organizer with enhanced student friendly reading, steps 46 48,
49 + add examples to checks and balances graphic organizer, 52 61 (2 Days)
Civics Introduce: SS.7.C.3.14(Federal government services and powers),SS.7.C.3.4(concurrent powers, delegated powers, enumerated powers, implied powers),
SS.7.C.3.12 (Marbury v. Madison [judicial review],US v. Nixon [executive privilege])
Economics:SS.7.E.1.2,SS.7.E.1.6,SS.7.E.2.1
FS:LAFS.68.RH.1,2,LAFS.68.RH.1.3,LAFS.68.RH.2.4,LAFS.68.RH.2.5,LAFS.68.RH.3.7,LAFS.WHST.1.2,LAFS.WHST.2,LAFS.WHST.4.10,LAFS.7.SL.1.1,MAFS.K12.
SP.1
Progress Monitoring Window: October 19th October 21st
Page 4
2015 2016
Second 9 Weeks (10/22-01/13)

Federal Government Part II: 2 Days (10/22 10/23)
Civics Master: SS.7.C.3.8 Federal Lesson Steps 1 5, 7 6, 8, 10 11, + modified student friendly reading, convert step 17 to pattern puzzle (remove numbers), 21 30, (2
Days)
(Purpose-3BranchesFed)
Civics Introduce: SS.7.C.3.14(Federal government services and powers),SS.7.C.3.4(concurrent powers, delegated powers, enumerated powers, implied powers),
SS.7.C.3.12 (Marbury v. Madison [judicial review],US v. Nixon [executive privilege])
FS:LAFS.68.RH.1,2,LAFS.68.RH.1.3,LAFS.68.RH.2.4,LAFS.68.RH.2.5,LAFS.68.RH.3.7,LAFS.WHST.1.2,LAFS.WHST.2,LAFS.WHST.4.10,LAFS.7.SL.1.1,MAFS.K12.
SP.1
State Government: 6 Days (+1 Day for Mock Election) (10/26- 11/04)
Civics Master: SS.7.C.3.4 (4Days)*ReorderSS.7.C.3.4 1. Steps14-28, 2. Steps 5-13, 3. Steps 29-31, and 4. Step32, SS.7.C.3.8/C.3.9 Lesson Steps27-54 (2 Days)
*SS.7.C.3.8/C.3.9-State Lesson Steps 33 42 (modify research to direct instruction), 44 56
Civics Introduce: SS.7.C.3.14 (State government services and powers),SS.7.C.2.12(Overview of state agencies),SS.7.C.3.13(Overview of FLConstitution structure /function)
Geography: SS.7.G.1.1, SS.7.G.2.3,SS.7.G.2.4,SS.7.G.3.1,SS.7.G.4.1
Economics:SS.7.E.1.6,SS.7.E.2.1
FS:LAFS.68.RH.1.LAFS.68.RH.2,LAFS.68.RH.3,LAFS.WHST.1.2,LAFS.WHST.3,LAFS.WHST.4.10,LAFS.7.SL.1.1, MAFS.K12.SP.1
*Mock Election Projected Voting Window 10/27-11/4*
Local Government: 4 Days (11/05 11/10)
Civics Master: SS.7.C.3.8/C.3.9 Local Lesson Steps 56 58 (1 Day), SS.7.C.3.14(3Days)
Civics Introduce: SS.7.C.2.12(Overview of local agencies)
Geography: SS.7.G.2.3, SS.7.G.2.4,SS.7.G.3.1,SS.7.G.5.1
FS:LAFS.68.RH.1.2,.LAFS.68.RH.2.4,LAFS.WHST.1.2,LAFS.WHST.2,LAFS.WHST.3,LAFS.WHST.4.10,LAFS.7.SL.1.1,LAFS.7.SL.1.2,LAFS.7.SL.1.3,LAFS.7.SL.2.4,MAFS.
K12.MP.6,MAFS.K12.SP.1
Foundations of American Government: 13 Days (11/12 11/20) (11/30-12/08)
Civics Master: SS.7.C.1.1(2Days), SS.7.C.1.2(3Days), SS.7.C.1.3 (3 Days), SS.7.C.1.4 LessonSteps1-33(4Day)
Civics Introduce: SS.7.C.3.1(direct &representative democracy, monarchy),SS.7.C.3.2(federal)
Geography: SS.7.G.2.1, SS.7.G.2.2,SS.7.G.2.3,SS.7.G.3.1
Economics: SS.7.E.1.1,SS.7.E.1.3
FS:LAFS.68.RH.1,LAFS.68.RH.2,LAFS.68.RH.3,LAFS.68.WHST.1.1,LAFS.68.WHST.4.10,LAFS.SL.1.1
Constitution Part I : 8 Days (12/09 12/18)
Civics Master: SS.7.C.1.5(3Days),SS.7.C.1.8 (3 Days)
Civics Introduce: SS.7.C.2.4
Geography: SS.7.G.2.1
FS:LAFS.68.RH.1,LAFS.68.RH.3.7,LAFS.68.WHST.1.1,LAFS.68.WHST.1.2,LAFS.68.WHST.4.10,LAFS.SL.1.1
Progress Monitoring Exam Review/Flex Days: 5 Days (01/04-01/08)
Progress Monitoring Window: January 11th January 13th

Page 5
2015 2016
Third 9 Weeks (01/14-03/30)

Constitution Part II: 5 Days (01/14 01/25)
Civics Master: SS.7.C.3.5(2 Days),SS.7.C.3.13(2 Days)
Civics Introduce: SS.7.C.2.4
FS:LAFS.68.RH.1,LAFS.68.RH.3.7,LAFS.68.WHST.1.1,LAFS.68.WHST.1.2,LAFS.68.WHST.4.10,LAFS.SL.1.1
Amendments to the U.S. Constitution: 12 Days (01/26 02/10)
Civics Master: SS.7.C.2.4(4Days)- Lesson Steps 1 32, 39, SS.7.C.3.6(4Days), SS.7.C.3.7(4Days)
Civics Introduce: SS.7.C.3.12(Gideon, Miranda, Tinker, Hazelwood), SS.7.C.2.5(Tinker)
FS:LAFS.68.RH.2,LAFS.68.RH.3,LAFS.68.WHST.1.2,LAFS.68.WHST.4.10,LAFS.SL.1.3,MAFS.K12.MP.3
The Legal System/Supreme Court Cases: 10 Days (02/11 02/26)
Civics Master: SS.7.C.3.10ModifyLessonStepsforDirectInstruction and Whole Group(2 Days),SS.7.C.3.11/C.2.6LessonSteps1 33, 37 41 (3 Days),SS.7.C.2.5(2 Days)
Lesson Steps 1-18 and Step 45, SS.7.C.3.12(3 Days)
Geography: SS.7.G.2.1, SS.7.G.2.4
Economics: SS.7.E.2.3
FS:LAFS.68.RH.1,LAFS.68.RH.2,LAFS.68.RH.3.8,LAFS.68.WHST.1.1,LAFS.68.WHST.1.2,LAFS.68.WHST.4.10,LAFS.SL.1.1,LAFS.SL.2.4,MAFS.K12.MP.3,MAFS.K12.
MP.6
Forms of Government: 5 Days (02/29 03/04)
Civics Master: SS.7.C.3.1(2Days),SS.7.C.3.2(2Days)
Economics: SS.7.E.1.4,SS.7.E.2.5
FS:LAFS.68.RH.2,LAFS.68.WHST.1.2,LAFS.68.WHST.3.8,LAFS.68.WHST.3.9,LAFS.SL.1.1
International Relations: 10 Days (03/07-3/18)
Civics Master: SS.7.C.4.1(3Days) LessonSteps1 28 &37, (consider step 38), 40 -41, SS.7.C.4.2 Lesson Steps 1-25&34Direct Instruction (2Days),
SS.7.C.4.3(3 Days)LessonSteps1-36Direct Instruction
Economics: SS.7.E.2.5,SS.7.E.3.1,SS.7.E.3.2,SS.7.E.3.3,SS.7.E.3.4
FS:LAFS.68.RH.2,LAFS.68.WHST.1.1,LAFS.68.WHST.3.7,LAFS.68.WHST.3.8,LAFS.68.WHST.3.9,LAFS.SL.1.1,HE.7.P.8.2
Spring Break: March 21-March 25
Progress Monitoring Exams: March 28th March 30th
Page 6
2015 2016
Fourth 9 Weeks (03/21-06/02)
Citizen Action: 3Days(03/31-04/04)

CivicsMaster:SS.7.C.2.3,SS.7.C.2.12,SS.7.C.2.14
FS:LAFS.68.RH.3.7,LAFS.68.RH.3.8,WHST.2,LAFS.68.WHST.3,LAFS.68.WHST.4.10,LAFS.7.SL.2.4,MAFS.K12.MP.1
Reexamine Civics Active Learning Lessons
Civics:SS.7.C.1.1,SS.7.C.1.2,SS.7.C.1.3,
SS.7.C.1.4,SS.7.C.1.5,SS.7.C.1.6,SS.7.C.1.7,
SS.7.C.1.8,SS.7.C.1.9,SS.7.C.2.1,SS.7.C.2.2,
SS.7.C.2.3,SS.7.C.2.4,SS.7.C.2.5,SS.7.C.2.6,
SS.7.C.2.7,SS.7.C.2.8,SS.7.C.2.9,SS.7.C.2.10,
SS.7.C.2.11,SS.7.C.2.12,SS.7.C.2.13,
SS.7.C.2.14,SS.7.C.3.1,SS.7.C.3.2,SS.7.C.3.3,
SS.7.C.3.4,SS.7.C.3.5,SS.7.C.3.6,SS.7.C.3.7,
SS.7.C.3.8,SS.7.C.3.9,SS.7.C.3.10,SS.7.C.3.11,
SS.7.C.3.12,SS.7.C.3.13,SS.7.C.3.14,
SS.7.C.4.1,SS.7.C.4.2,SS.7.C.4.3FS:LAFS.68.RH.1,LAFS.68.RH.2,LAFS.68.RH.3,LAFS.68.WHST.1.2,
LAFS.68.WHST.3.7,LAFS.68.WHST.3.8,LAFS.68.WHST.3.9,LAFS.68.WHST.4.10,LAFS.SL.2.4,MAFS.K12.MP.5
CIVICS EOC WINDOW: APRIL 18TH MAY 20TH

Post EOCA
Economics
EconomicsMaster: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,SS.7.E.3.1,SS.7.E..3.2,SS.7.E.3.3,E.3.4
FS:LAFS.68.RH.2,LAFS.68.RH.3,LAFS.68.WHST.1.2,LAFS.68.WHST.4.10,LAFS.SL.1,LAFS.SL.2.4,MAFS.K12.MP.1,MAFS.K12.MP.3,MAFS.K12.MP.5,MAFS.K12.MP.6,
MAFS.6.SP.1
Geography
GeographyMaster:SS.7.G.1.1,SS.7.G.1.2,SS.7.G.1.3,SS.7.G.2.1,SS.7.G.2.2,SS.7.G.2.3,
SS.7.G.2.4,SS.7.G.3.1,SS.7.G.4.1,SS.7.G.4.2,SS.7.G.5.1,SS.7.G.6.1
FS:LAFS.68.RH.1.2,LAFS.68.RH.2.4,
LAFS.RH.3.7,LAFS.68.WHST.1.2,LAFS.SL.1,MAFS.K12.MP.5,MAFS.K12.MP.6,MAFS.6.SP.1
Page 7

First 9 Weeks
Course Learning Goals:
Citizenship
Students will understand

the shared principles,
rights, and responsibilities
of U.S. citizens and
recognize the significant
interdependence between
citizens their governments
as well as explain the
obligations of citizens in
society.
Civic Engagement/Influencing the
Government

the role of media,
individuals, and interest
groups on monitoring and
influencing society and
government and analyze
issues from multiple
perspectives.
Elections

the purpose of the United
States political system and
be able to explain the
impact of elections on
government and society.
Federal Government (Part One)
2015 2016
Second 9 Weeks
Third 9 Weeks
Fourth 9 Weeks
Federal Government (Part Two)
Students will understand and be able to

explain the principles, functions, and
organization of the federal government of
the United States.
Constitution (Part Two)
Students will understand and be

able to explain the origin, purpose,
structure, and function of the
United States government as
established by the Constitution and
be able to the analyze the political,
social, religious, and economic
influences that led to the
development of the U.S.
Constitution.
Citizen Action
Students will understand the roles,

rights, and responsibilities of
United States Citizens and be able
to demonstrate active participation
in society, government, or the
political system and provide a
narrative of their experiences.
State Government

organization of the state government of
Florida, focusing on the interdependence
and interactions with various levels of
government and the obligations and
services provided to its citizenry.
Local Government

organization of local forms of government
as well as federal and state, focusing on
the interdependence and interactions with
various levels of government and the
obligations and services provided to its
citizenry.
Foundations of American Government
Students will understand the political,

social, religious, and economic influences
and beliefs that led to the Declaration of
Independence and be able to support the
argument for independence and the
development of an American democracy.
Constitution (Part One)

and be able to explain the
principles, functions, and
organization of the federal
government of the United
States.
PROGRESS MONITORING

explain the origin, purpose, structure, and
function of the United States government
as established by the Constitution and be
able to the analyze the political, social,
religious, and economic influences that led
to the development of the U.S.
Constitution.
PROGRESS MONITORING
Amendments to the U.S. Constitution
Students will understand the rights

and protections provided by
amendments to the United States
Constitution and be able to
evaluate the impact of those
constitutional rights on individuals
and society.
The Legal System/Supreme Court Cases
Students will understand the

history, structure, purpose, and
operations of the United States
legal system and demonstrate its
role as a societal safeguard of
individual rights and liberties as
well as analyze the impact of the
legal system on society,
government, and the American
political system.
Forms of Government

able to explain different forms and
systems of government.
International Relations
contemporary issues in world
affairs, and be able to evaluate the
role and impact of U.S. foreign
policy.
PROGRESS MONITORING
Reexamine Civics Active Learning

Lessons
Students will understand that

civics explores the relationship
between the citizen, government,
and society and is more than the
study of history, the structure and
function of government, as it also
includes an examination of the
rights and duties of citizens as well
as the role of the citizen in political,
social, and economic systems and
be able to provide a narrative of
their experience as a
knowledgeable, responsible, and
actively engaged citizen.
Economics

able to explain the fundamental
concepts relevant to the
development of a market economy,
the institutions, structure, and
functions of a national economy,
and interrelationships of the
United States in the international
marketplace.
Geography

explain the function and purpose of
maps and other geographic tools
recognize the characteristics between
Earths ecosystems and the populations
that dwell within, interpret geography
as it applied to past, present and future
and understand the characteristic of
distribution, and migration of human
populations.
Page 8
2015 2016
Organizing Principle 1: Citizenship
1st Nine Weeks
Students will understand the shared principles, rights, and responsibilities of U.S. citizens and recognize the
significant interdependence between citizens their governments as well as explain the obligations of citizens
in society.
Suggested pacing: 8 days
(8/24- 09/02)
Florida Next Generation Sunshine State Standards (NGSSS) Benchmark Alignment:

Civics (Mastery):
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.1.9:Define the rule of law and recognize its influence on the development of the American legal, political, and governmental systems.
Civics (Introduce): SS.7.C.2.3, SS.7.C.2.14 (Rights)
Florida Standards Alignment:LAFS.68.RH.1.2, LAFS.68.RH.2.4, LAFS.68.WHST.1.2, LAFS.7.SL.1.1
Florida State Statute 1003.42: (d) Flag Education, (t) Patriotism, (s) Citizenship
Florida Department of Education Civics End-of-Course Assessment Test Item Specifications:
Refer to the FLDOE Civics End-of-Course Test Item Specifications for details about the portion of the standards assessment designed to assess civics and
includes information about the benchmarks, including benchmark clarifications and content limits, the stimulus types, and the test items.
SS.7.C.2.1: (pgs. 32-33)
SS.7.C.2.2: (pgs. 34-35) (Also Assesses SS.7.C.2.3 and SS.7.C.2.14)
SS.7.C.1.9: (pg. 31)
Page 9
Essential Vocabulary & Key Concepts

SS.7.C.2.1:
alien
citizen
immigrant
law of blood
law of soil
legal permanent resident
naturalization
resident
SS.7.C.2.2:
citizen
common good
obligation
responsibility
selective service
SS.7.C.1.9:
law
rule of law
*Additional vocabulary/key concepts may be necessary.
Core Instructional Resources

Florida Joint Center for Citizenship:
http://floridacitizen.org
SS.7.C.2.1: Citizenship - What does it mean

to be a citizen? How is citizenship obtained?
(2 Days: Lesson Steps 1 38 & 45)
SS.7.C.2.2: Obligations and

Responsibilities of Citizens- What are the
obligations and responsibilities of citizens?
(2 Days: Lesson Steps 1 24)
SS.7.C.1.9: Rule of Law What does rule

of law mean? What is the impact of the rule
of law on society? (2 Days: Lesson Steps 1
19 & 21 39)
*Additional instructional resources may be necessary.
2015 2016
Supplemental Instructional Resources

Gateway to American Government Resource
SS.7.C.2.1: Citizenship
Keys to Learning page 246 (1-4)
Citizenship text 247-249
Infographic page 263
Review Cards 264
SS.7.C.2.2: Responsibilities/Obligations of
Citizens
Keys to learning pgs. 246 (5-6)
The Obligations/Responsibilities text Pgs.
249-254
The active Citizen and scenarios Pgs. 258259
Infographic pg. 263
Review Cards pg. 264
SS.7.C.1.9: Rule of Law
Review Cards Pg. 163 box #2
*Dont use chapter*
iCivics:
Lessons:
SS.7.C.2.1:
Just the Facts
SS.7.C.2.2:
Citizen Me
SS.7.C.1.9:
Rule of Law
Web Quest:
Immigration (SS.7.C.2.1)
Civic Heroism (SS.7.C.2.2)
We the Jury (SS.7.C.2.2)
Games:
Immigration Nation (SS.7.C.2.1)
Responsibility Launcher (SS.7.C.2.2)
We the Jury (SS.7.C.2.2)
Page 10
2015 2016
Textbook:
Remy,Richard C, etl. Florida Civics, Economics and
Geography. Bothell,WA: McGraw-Hill, 2013. Print
Chapter & Lesson:
SS.7.C.2.1: Chapter 3, Lesson 1 pgs. 48
54
o Workbook pgs. 26 29
SS.7.C.2.2: Chapter 3, Lessons 2-3 pgs. 55
69
SS.7.C.1.9: Chapter 3, Lesson 4 (pg. 74c)
pgs. 70 80 and Chapter 5, Lesson 4 (pg.
138)
o Workbook pgs. 39 42, 75 78
The Great American Melting Pot: School House

Rock
http://www.youtube.com/watch?v=32l3sTFRFX
8
Immigration: Stories of Yesterday and Today
http://teacher.scholastic.com/activities/immigra
tion/index.htm
Citizenship Rights and Responsibilities:
http://www.uscis.gov/portal/site/uscis/menuit
em.749cabd81f5ffc8fba713d10526e0aa0/?vgne
xtoid=39d2df6bdd42a210VgnVCM100000b92ca
60aRCRD&vgnextchannel=39d2df6bdd42a210V
gnVCM100000b92ca60aRCRD
Naturalization Test
www.uscis.gov/portal/site/uscis
Ellis Island Official Website
www.ellisisland.org
Page 11

2015 2016
Craig Ferguson Takes U.S. Citizenship
Testhttp://www.youtube.com/watch?v=ROuyKY
F8Yjo
Constitutional Principles: The Rule of Law
http://www.youtube.com/watch?v=q0MTEm2a
7PA&list=UUEaVYnwbWa6Jzu1xfqk3RQg&index
Political Cartoon: www.cagle.com/news/path-tocitizenship/
Smart Song: American Flag Rap
http://smartsongs.org/american-flag-rap
Page 12
2015 2016
Organizing Principle 2: Civic Engagement/Influencing the Government
1st Nine Weeks
Students will understand the role of media, individuals, and interest groups on monitoring and influencing
society and government and analyze issues from multiple perspectives.

(09/03 09/17)

Civics (Mastery):
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.2.13:Examine multiple perspectives on public and current issues.
Florida Standards Alignment:LAFS.68.RH.1.2, LAFS.68.RH.2.4, LAFS.68.RH.2.6, LAFS.68.RH.3.7, LAFS.68.RH.3.8, LAFS.WHST.1.1,
LAFS.WHST.4.10, LAFS.7.SL.1.2, HE.7.P.8.2
Florida State Statute 1003.42: (h) African American Contributions, (p) Hispanic Contributions, (q) Womens Contributions, (s)
Character Education
SS.7.C.2.10: (pg. 43)
SS.7.C.2.11: (pgs. 44-45)
SS.7.C.2.13: (pgs. 48-49)
Page 13

SS.7.C.2.10:
impact
influence
interest group
lobbying
lobbyist
media
monitor
petitioning the government
political action committee (PAC)
public agenda
public policy
public sphere
watchdog
SS.7.C.2.11:
bandwagon
bias
card stacking
glittering generalities
media
name calling
plain folks
political communication
propaganda
symbolism
testimonial
transfer
SS.7.C.2.13
deliberate
editorial
issue
non-profit organization
perspective
political party

SS.7.C.2.10: Monitoring and Influencing

Government What methods do
individuals, the media, and interest groups
use to monitor the government? What
methods do they use to influence the
government? (2 Days: Lesson Plan Steps 11
30, 48 52, 54 60)
SS.7.C.2.11: Media and Political

Communication- What types of
communication techniques and methods are
used in the media and political
communication? How can these techniques
impact public opinion? (4 Days)
2015 2016

SS.7.C.2.10: Impact of Media
Keys to learning pg. 298 (1-10)
Interest groups text pgs. 299-304
The Active Citizen Scenarios pgs. 302-303
Concept ladder pg. 311 (top of page)
Infographic pg. 313
Review Cards pg. 314-15
SS.7.C.2.11: Bias, Symbolism, Propaganda
Keys to learning pg. (11-13)
Analyzing Media and Political
Communication text pg.305-306
The Active Citizen pg. 307-310
Concept Ladder pg. 311 (bottom of page)
and pg. 312
Infographic pg. 313
SS.7.C.2.13: Multiple Perspectives
Addressing Public Issues text pg. 328-329
Review Cards pg. 332 (last box)
SS.7.C.2.13: Understanding Issues through

Multiple Perspectives What are some
iCivics:
multiple perspectives on current issues?
Lessons:
How might these perspectives impact
SS.7.C.2.10
participation in the political process? (2
Interest Groups
Days: Lesson Steps 1 17)
The Public Sphere
The Role of the Media
SS.7.C.2.11
Propaganda: Whats the Message?
Step Two: The News and You
The Role of the Media
SS.7.C.2.13
Up for Debate
So You Think You Can Argue
Yeah, But
No Rambling Allowed
Page 14

special interest group
voting age population

2015 2016
Games:
Represent Me (SS.7.C.2.13)
Textbook:

Chapter & Lesson:
SS.7.C.2.10: Chapter 12, Lessons 1-2 pgs.
328 334
SS.7.C.2.13: Issues to Debate (pg. 341)
The Living Room Candidate:
http://www.livingroomcandidate.org/
Create a Modern Propaganda Poster
http://constitutioncenter.org/learn/educationalresources/lesson-plans/creating-a-modern-daypropaganda-poster
A Free and Open Press: Evaluating the Media
http://www.pbs.org/flashpointsusa/20030916/
educators/lessonplan.html
Page 15
2015 2016
Organizing Principle 3: Elections
1st Nine Weeks
Students will understand the purpose of the United States political system and be able to explain the impact
of elections on government and society.

(09/18 10/02)

Civics (Mastery):
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.
Civics (Introduce): SS.7.C.2.3, SS.7.C.3.12 (Bush v. Gore), SS.7.C.3.6, SS.7.C.3.7, SS.7.C.3.1 (direct, representative democracy)
Geography: SS.7.G.1.1, SS.7.G.1.2, SS.7.G.1.3, SS.7.G.4.2, SS.7.G.6.1
Florida Standards Alignment: LAFS.68.RH.1, LAFS.68.RH.2, LAFS.68.RH.3, LAFS.68.WHST.1.2, LAFS.68.WHST.2.4, LAFS.WHST.2.6,
LAFS.WHST.3, LAFS.7.SL.1.1, LAFS.7.SL.1.2, LAFS.7.SL.1.3, MAFS.K12.MP,1, MAFS.K12.MP.3, MAFS.K12.MP.5, MAFS.K12.MP.6,
MAFS.K12.SP.1
Florida State Statute 1003.42: (h) African American Contributions
SS.7.C.2.8: (pg. 40)
SS.7.C.2.9: (pgs. 41-42) (Also Assesses: SS.7.C.2.7)
Page 16

SS.7.C.2.8:
bias
candidate
Communist Party
Democratic Party
government
Libertarian Party
party platform
political party
political system
Republican Party
Socialist Party
society
third party
two-party system
SS.7.C.2.9:
candidate
constitutional requirements (federal office)
debate
election
experience
qualifications
platform
political officer
requirements for state/local office

SS.7.C.2.8: Political Parties What are

Americas current political parties? What
are their ideas about government? (4
days- Lesson Steps 1 4 (modify by
giving answer sheet and convert to close
reading activity), 5 (as appropriate ask
students to identify the information,
compare/contrast), 11 18, 19 (modify
to stations), 21 24 & 36 (use with
student friendly reading benchmark
clarification 2)
SS.7.C.2.9: Candidates and Elections

What are the constitutional
requirements to run for political office?
How does one evaluate candidates
running for political office? (4 days
Lesson Steps: Omit Step 18 or 48)
2015 2016

SS.7.C.2.8: Political Parties
Keys to Learning pg. 272 (1-6)
Political Parties text pg. 273-280
Infographic pg. 289
SS.7.C.2.9: Evaluating Candidates
Elections and Evaluating Candidates text
pg. 281-285
Mock Election pg. 286
Election Project pg. 287-288
Infographic pg. 289
Florida Government Qualifications pg.
226-227
iCivics:
Lessons:
SS.7.C.2.7
Mock Election
SS.7.C.2.8
One Big Party?
SS.7.C.2.9
Candidate Evaluation
Games:
SS.7.C.2.8
Win the White House
SS.7.C.2.9
Cast Your Vote
Textbook:
Chapter & Lesson:
283 302 and Chapter 11, Lesson 2
Page 17

2015 2016
303 324
Supplemental Resources:
Chapter 11 Interactive Notebook
Bush v. Gore (pg. 314)
Florida Mock Election:
http://floridastudentmockelection.com/
National Mock Election:
http://www.nationalmockelection.org/
Mock Election Lesson Plans:
http://www.americanbar.org/content/dam/aba
/migrated/vote/2008/Mock.authcheckdam.pdf
Smart Songs: Political Parties Rap:
http://www.youtube.com/watch?v=1lt-f3QQ7-A
How to Judge a Candidate:
http://www.smartvoter.org/voter/judgecan.htm
l
Judging Candidates:
http://www.lwv.org/content/how-judgecandidate
Almost Painless Guide to Elections
www.discoveryeducation.com
Page 18
Organizing Principle 4: Federal Government

Students will understand and be able to explain the principles, functions, and organization of
the federal government of the United States.
Federal Government: Part One
Progress Monitoring
Federal Government: Part Two
Civics (Mastery):
2015 2016
***See order of instruction for specific
pacing***
1st Nine Weeks: 9 days (10/05 10/16)

Window: (10/19-10/21)
2nd Nine Weeks: 2 days (10/22 10/23)
1st Nine Weeks: See Order of Instruction

SS.7.C.1.6: Interpret the intentions of the Preamble of the Constitution.
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.1.7: Describe how the Constitution limits the powers of government through separation of powers and checks and balances.
2nd Nine Weeks: See Order of Instruction
Begin Mastery of SS.7.C.3.8 (Federal)
Civics (Introduce): SS.7.C.3.14 (Federal), SS.7.C.3.9 (Federal), SS.7.C.3.4 (Federal), SS.7.C.3.13 (Federal), SS.7.C.3.12 (Marbury v.
Madison, U.S. v. Nixon)
Economics: SS.7.E.1.2, SS.7.E.1.6, SS.7.E.2.1
Florida Standards Alignment:LAFS.68.RH.1,2, LAFS.68.RH.1.3, LAFS.68.RH.2.4, LAFS.68.RH.2.5, LAFS.68.RH.3.7, LAFS.WHST.1.2,
LAFS.WHST.2, LAFS.WHST.4.10, LAFS.7.SL.1.1, MAFS.K12.SP.1 Florida State Statute 1003.42: (b) U.S. Constitution
SS.7.C.1.6 (pg. 27), SS.7.C.3.3 (pgs. 53-54), SS.7.C.1.7 (pgs. 28-29), SS.7.C.3.8 (pgs. 60-61; Also Assesses SS.7.C.3.9)
Page 19

SS.7.C.1.6:
defense
domestic
insure
justice
ordain
posterity
preamble
tranquility
union
welfare
SS.7.C.3.3:
appellate jurisdiction
armed forces
article
coining money
concurrent powers
declaration of war
delegated powers
elastic clause
enumerated powers
executive branch
foreign relations
immigration
impeach
implied powers
judicial branch
legislative branch
naturalization laws
necessary and proper
original jurisdiction
presidential appointments
regulate
trade

SS.7.C.1.6: The Preamble of the U.S.

Constitution What are the goals and
purposes of government according to the
Preamble? (2 days)
SS.7.C.3.3: Structure and Function of

Government What is the structure and
function of the United States
government? (5 days)
SS.7.C.1.7: Constitutional Limits on the

Power of Government How does the
Constitution limit the powers of the
government? (2 days, Lesson Steps 17
22, 27, + substitute graphic organizer
with enhanced student friendly reading,
steps 46 48, 49 + add examples to
checks and balances graphic organizer,
52 61)
Begin Mastery of SS.7.C.3.8(Federal)
SS.7.C.3.8: Process and Lawmaking

What are the processes of the three
branches? How are laws made at each

level of government? (2 Days,
Federal Lesson Steps 1 5, 7 6, 8, 10
11, + modified student friendly
reading, convert step 17 to pattern
puzzle (remove numbers), 21 30)
2015 2016

SS.7.C.1.6: The Preamble
Preamble text and notes pg. 64-68
Graphic Organizer pg. 77 (box 1 & 2)
Review Card pg. 80
Infographic pg. 82
SS.7.C.3.3: Structure and Function
Keys to learning pg. 64 (4-10), pg. 86 (15), pg. 108 (1-2)
Organization of National Government
text pgs. 68-70
Structure and Powers of Congress text
pgs. 87-92
Presidents Expressed and Implied
powers pg. 109-112
Graphic Organizer pg. 77 (box 3-5), 98
Review Cards pgs. 80-81, 101-102, 120
Infographic pg. 82, 100
SS.7.C.1.7: limitations of power
Principals of the Constitution text pgs.
71-74
Graphic Organizer pgs. 78-79
Review Cards & Infographic pg. 82
SS.7.C.3.8 and SS.7.C.3.9: Structure, functions,
processes (Federal ONLY)
Keys to learning pg. 86 (4-7), 108 (3-10),
pg. 126
Congress at work Text pg. 93-94
Roles of the President text pg. 113-114
How a Bill becomes a law pgs. 95-97 and
99
Judicial text pgs. 130-134
Infographic pg. 100, 122, 136
Review Cards pgs. 102-103, 121, 137-138
Page 20

U.S. Congress
U.S. House of Representatives
U.S. Senate
U.S. Supreme Court
SS.7.C.1.7:
constitutional government
checks and balances
judicial review
limited government
Marbury v. Madison
separation of powers
Begin Mastery of SS.7.C.3.8 (Federal)
SS.7.C.3.8: (Federal)
act
appointment
appointment confirmation
bicameral
bill
Cabinet
Chief Justice
committee selection
conference committee
constituents
court order
executive order
how a bill becomes a law
impeach
judgment
judicial review
jurisdiction
law
majority leader
majority party
majority vote
2015 2016
iCivics:
Lessons:
SS.7.C.1.6
Directions for Democracy
SS.7.C.3.3
Executive Roles: Money Doesnt Grow on
Trees?
For the President, All in a Days Work
Anatomy of the Constitution
SS.7.C.1.7
Separation of Powers: Whats for Lunch?
Web Quest:
SS.7.C.3.3
Three Branches
Being President
The Courts in Nutshell
SS.7.C.1.7
The Constitution: Rules for Running a
Country
Textbook:
Chapter & Lesson:
135 and pg. 146
SS.7.C.3.3: Chapter 7, Lessons 2 pgs. 203
207 and 4 pgs. 215 222
o Workbook pgs. 100 - 106
237
SS.7.C.3.3: Chapter 9, Lessons 1 pgs. 256
260 and 3 pgs. 267 273 and Marbury v.
Madison
o Workbook pgs. 134 137, 142
145
Page 21

minority party
minority leader
nominate
pardon
President pro tempore of the Senate
presidential appointment
Speaker of the House
special committee
standing committee
summary judgment
United States representative
United States senator
veto
writ of certiorari

2015 2016
144
SS.7.C.3.8: Chapter 7, Lesson 4, pgs. 215
219 (Federal)
237 (Federal)
279 (Federal)
U.S. v. Nixon (pg. 237)
Marbury v. Madison (pg. 273)
Capt. Kirk Preamble:

http://www.youtube.com/watch?feature=&v=3b
56e0u0EgQ
School House Rock: The Preamble
http://www.youtube.com/watch?v=mKPmobW
NJaU
Three Ring Circus: School House Rock
https://www.youtube.com/watch?v=tEPd98Cbb
Mk
Three Branches Brainpop
http://www.brainpop.com/socialstudies/usgove
rnmentandlaw/branchesofgovernment/
Six Principles of the Constitution:
http://www.youtube.com/watch?v=bgh1jDv9b5
w
Constitutional Principles: Separation of Powers
http://www.youtube.com/watch?v=NnqkyGzYYg
Page 22
2015 2016
Interactive Constitution
www.constitutioncenter.org/constitution
Primary Documents
www.ourdocuments.gov/content.php?flash=true
&page=milestone
Preamble
http://www.youtube.com/watch?v=30OyU4O80
i4
Page 23
2015 2016
Organizing Principle 5: State Government
2nd Nine Weeks
Students will understand and be able to explain the principles, functions, and organization of the state
government of Florida, focusing on the interdependence and interactions with various levels of government
and the obligations and services provided to its citizenry.
Mock Election
Projected Voting Window

(10/27 11/04)
(10/26 11/04)

Civics (Mastery):
SS.7.C.3.4: Identify the relationship and division of powers between the federal government and state governments.
Begin Mastery of State Portion of SS.7.C.3.8 (State)/SS.7.C.3.9 (State),
Civics (Introduce): SS.7.C.3.14 (State government services and powers), SS.7.C.2.12 (Overview of State agencies), SS.7.C.3.13 (Overview
of Florida Constitution structure and function)
Economics: SS.7.E.1.6, SS.7.E.2.1
Florida Standards Alignment: LAFS.68.RH.1.LAFS.68.RH.2, LAFS.68.RH.3, LAFS.WHST.1.2, LAFS.WHST.3, LAFS.WHST.4.10, LAFS.7.SL.1.1,
MAFS.K12.SP.1
Florida State Statute 1003.42: (e) Elements of Government

SS.7.C.3.4 (pg. 55)
SS.7.C.3.8 (pgs. 60-61; Also Assesses SS.7.C.3.9)
Page 24

SS.7.C.3.4:
concurrent powers
delegated powers
enumerated powers
federal government
federalism
local government
reserved powers
state government
supremacy clause
Tenth Amendment
Begin Mastery of SS.7.C.3.8 (State)
SS.7.C.3.8: (State)
appointment
bicameral
bill
Cabinet
Chief Justice
committee selection
constituents
court order
executive order
judgment
judicial review
jurisdiction
law
majority leader
majority party
majority vote
minority party

SS.7.C.3.4: Federalism What is

federalism? How is power divided
between the federal and state
governments? (4 Days *Reorder Lesson
Steps (1) 14 28, (2) 5 13, (3) 29 31,
and (4) step 32.
SS.7.C.3.8/3.9: Process and

Lawmaking What are the processes
of the three branches? How are laws

made at each level of government?(3
Days, State Lesson Steps 33 42 (modify
research to direct instruction), 44 56)
2015 2016

SS.7.C.3.4: Division of powers
Keys to learning pg. 222
Division of powers in the Federal System
text pg. 223
The Active Citizen pg. 235
Graphic Organizer Pg. 237
Infographic pg. 238
SS.7.C.3.8: Processes (State Level)
Law making process at state level text
pgs. 231-232
How Floridas State government is
organized text pg. 226-229
iCivics:
Lessons:
SS.7.C.3.4
On the Level
The State Governor
The Great State
Web Quest:
States Rule!
Textbook:
Chapter & Lesson:
SS.7.C.3.4, SS.7.C.3.8/3.9: Chapter 13,
Lessons 1-3 pgs. 354 373
o
Governmental Super
Powers:https://www.youtube.com/watch?v=0IsRm
Nhwauc
Page 25

minority leader
nominate
pardon
special committee
standing committee
state legislator
state representative
state senator
statute
summary judgment
veto
writ of certiorari

2015 2016
Federal versus State Government:
http://bensguide.gpo.gov/68/government/federalism.html
Page 26
2015 2016
Organizing Principle 6: Local Government
2nd Nine Weeks
Students will understand and be able to explain the principles, functions, and organization of local forms of
government as well as federal and state, focusing on the interdependence and interactions with various
levels of government and the obligations and services provided to its citizenry.

(11/05 11/10)

Civics (Mastery):
SS.7.C.3.8: Analyze the structure, functions, and processes of the legislative, executive, and judicial branches. (Mastery of Local then All)
SS.7.C.3.9: Illustrate the law making process at the local, state, and federal levels.(Mastery of Local then All)
SS.7.C.3.14: Differentiate between local, state, and federal governments' obligations and services.(Mastery of Local then All)
Civics Introduce: SS.7.C.2.12 (Overview of Local Agencies)
Geography: SS.7.G.2.3, SS.7.G.2.4, SS.7.G.3.1, SS.7.G.5.1
Economics: SS.7.E.1.6, SS.7.E.2.1, SS.7.E.2.4
Florida Standards Alignment: LAFS.68.RH.1.2, .LAFS.68.RH.2.4, LAFS.WHST.1.2, LAFS.WHST.2, LAFS.WHST.3, LAFS.WHST.4.10,
LAFS.7.SL.1.1, LAFS.7.SL.1.2, LAFS.7.SL.1.3, LAFS.7.SL.2.4, MAFS.K12.MP.6, MAFS.K12.SP.1
Florida State Statute 1003.42: (e) Elements of Government
SS.7.C.3.8 (pgs. 60-61; Also Assesses SS.7.C.3.9)
SS.7.C.3.14 (pgs.68-69)
Page 27

Begin Mastery of SS.7.C.3.8 (Local)
SS.7.C.3.8: (Local)
appointment
city commissioner
council member
constituents
county commissioner
court order
home rule
impeach
judgment
judicial review
jurisdiction
law
majority vote
mayor
nominate
ordinance
school board
standing committee
SS.7.C.3.14:
concurrent powers
expressed/enumerated powers
federal government
federalism
implied powers
inherent powers
local government
reserved powers
state government
Tenth Amendment

SS.7.C.3.8/3.9: Process and

Lawmaking What are the processes
of the three branches? How are laws

made at each level of government?
( 1 Day, Local Lesson Steps 56 58)
SS.7.C.3.14: Government Obligations

and Services What are the
differences between local, state, and

federal government obligations and
services? Why do we have these
differences in our form of
government? (3 Days)
2015 2016

SS.7.C.3.14 and SS.7C.3.8: Government
Obligations and Services
Local Governments in Florida text pg.
232-233
Government Obligations and Services
text pg. 234
Review Cards pgs. 240-241
iCivics:
Lessons:
SS.7.C.3.8:
The Capable County
SS.7.C.3.14
Separation of Powers: Whats for Lunch
Wanted: A Just Right Government
Why Do WE Have a House and a Senate
Anyway
SS.7.C.3.9:
Separation of Powers
Web Quest:
SS.7.C.3.14
Three Branches
SS.7.C.3.9
Making Laws
Three Branches
Games:
SS.7.C.3.14
Counties Work
SS.7.C.3.8
Branches of Power
SS.7.C.3.9
Law Craft
Page 28
2015 2016
Textbook:
SS.7.C.3.8: (Federal, State, and Local)
act
appointment
bicameral
bill
Cabinet
Chief Justice
city commissioner
council member
committee selection
constituents
county commissioner
court order
executive order
home rule
impeach
judgment
judicial review
jurisdiction
law
majority leader
majority party
majority vote
mayor
minority party
minority leader
nominate
ordinance
pardon
Remy, Richard C, etl. Florida Civics, Economics

and Geography. Bothell,WA: McGraw-Hill, 2013.
Print
Chapter & Lesson:
SS.7.C.3.8/3.9, SS.7.C.3.14: Chapter 14,
Lesson 2 then Lesson 1 pgs. 386 398
Workbook pgs. 215 218, 210 214
Facts of Congress: Federalism
http://www.youtube.com/watch?&v=auV0Aj73
Qy0
Facts of Congress: The Three Branches of
Government
http://www.youtube.com/watch?v=pyqEAPYnhj
k
Fact of Congress: How a Bill Becomes a Law:
http://www.youtube.com/watch?v=KKvY0Q3tI6
I
Im Just a Bill, School House Rock:
http://www.youtube.com/watch?v=tyeJ55o3El0
The Florida Constitution
http://www.leg.state.fl.us/
The Florida League of Cities, Inc.
http://www.floridaleagueofcities.com
Florida Supreme Court
www.floridasupremecourt.org
Office of the Governor http://www.flgov.com/
Online Sunshine http://www.leg.state.fl.us/
Online Sunshine for Kids
http://www.leg.state.fl.us/Kids/
Page 29

school board
special committee
standing committee
state legislator
state representative
state senator
statute
summary judgment
United States representative
United States senator
veto
writ of certiorari
2015 2016
State and Local Government on the

http://www.statelocalgov.net
State of Florida www.myflorida.com
Page 30
2015 2016
Organizing Principle 7: Foundations of American Government
2nd Nine Weeks
Students will understand the political, social, religious, and economic influences and beliefs that led to the
Declaration of Independence and be able to support the argument for independence and the development of
an American.

(11/12 11/20)
(11/30-12/08)

Civics (Mastery):
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.1.2: 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.
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.
Civics (Introduce): SS.7.C.3.1 (direct & representative democracy, monarchy), SS.7.C.3.2
Geography: SS.7.G.2.1, SS.7.G.2.2, SS.7.G.2.3, SS.7.G.3.1
Florida Standards Alignment: LAFS.68.RH.1, LAFS.68.RH.2, LAFS.68.RH.3, LAFS.68.WHST.1.1, LAFS.68.WHST.4.10, LAFS.SL.1.1
Florida State Statute 1003.42: (a) Natural Law and Declaration of Independence, (f) History of Declaration of Independence
SS.7.C.1.1: (pg. 18-19)
SS.7.C.1.2: (pgs. 20-21)

SS.7.C.1.3: (pgs. 22-23)
SS.7.C.1.4: (pgs. 24-25)
Page 31

SS.7.C.1.1:
checks and balances
consent of the governed
Enlightenment
individual liberty
influence
natural law
natural rights
social contract
SS.7.C.1.2:
Common Sense
compact
due process
English Bill of Rights
individual rights
limited government
limited monarchy
Magna Carta
Mayflower Compact
Preamble
rights
rule of law
self-government
Thomas Paine
SS.7.C.1.3:
duty
export
goods
import
legislature
levy
oppression
Parliament
representation
tax
taxation without representation
SS.7.C.1.4:
abolish

SS.7.C.1.1: The Influence of the

Enlightenment How did the ideas
of Montesquieu and Locke influence
the Founding Fathers? (2 Days)
SS.7.C.1.2: Influences on the

Colonists View of Government
What were some of the key
influences on the colonists views of
government? (3 Days)
SS.7.C.1.3: Colonial Concerns and

the Writing of the Declaration of
Independence What led to the
writing of the Declaration of
Independence? (3 Days)
SS.7.C.1.4: The Declaration of

Independence What are the ideas
and complaints in the Declaration of
Independence? (4 Days Lesson Steps
1 - 33)
2015 2016

SS.7.C.1.1: Enlightenment
What was the Enlightenment text pgs. 3-5
Graphic Organizers pg. 10(bottom), pg.
12
Infographic pg. 13
Review cards pg. 14
SS.7.C.1.2: Influential documents
The English Heritage and Impact of
Historic Documents pgs. 5-9
Graphic Organizer pg. 10 (top), pg. 11
Infographic pg. 13
SS.7.C.1.3: Colonial Concerns
Events leading up to Declaration text pgs.
21-24
Graphic Organizer pg. 39
Infographic pg. 41
Review Cards pg. 42
SS.7.C.1.4: The Declaration of Independence
The Declaration of Independence text
pgs. 24-25
Writing the Declaration in your own
words activity pgs. 26-35
Vocabulary graphic organizer pg. 38
Cause and effect chart pg. 40
Infographic pg. 41
Review Cards pg. 43
Page 32

assent
consent of the governed
deprive
derive
despotism
dissolve
endow
grievance
impel
impose
institute
natural rights
oppression
quarter
rectitude
self-evident
tyranny
tyrant
unalienable rights (inalienable)
usurpation
2015 2016
iCivics:
Lessons:
SS.7.C.1.1
Why Government?
SS.7.C.1.2
Roots of Democracy
SS.7.C.1.3
Colonial Influences
SS.7.C.1.4
Hey King, Get off our Backs!
Textbook:
Chapter & Lesson:
SS.7.C.1.1 and S.S.7.C.2.1: Chapter 4,
Lesson 1 pgs. 84 91
108
o Workbook pages 55 59
The Declaration of Independence (pgs.
109-112)
Discovery Education: Enlightenment
Philosophers: Locke, Voltaire, and Montesquieu:
John Locke and the Social Contract:
http://www.youtube.com/watch?v=5ZzXGdMRS
F0
Consent of the Governed
http://www.youtube.com/watch?v=_pDcYF64rs&list=UUEaVYnwbWa6Jzu1xfqk3RQg
&index=2
Page 33

2015 2016
Featured Documents: The Magna Carta
http://www.archives.gov/exhibits/featured_doc
uments/magna_carta/index.html
Discovery Education: Just the Facts: Documents
of Destiny: Foundations and the Colonial Era:
Common Sense (Audio/Video Book)
http://www.youtube.com/watch?v=5oaTVFfUz9
4
The Mayflower Compact Drive-Thru History:
http://www.youtube.com/watch?v=CbjWqsC0L
pk
The Mayflower Compact:
http://www.crf-usa.org/foundations-of-ourconstitution/mayflower-compact.html
The Founders
http://store.billofrightsinstitute.org/v/vspfiles/a
ssets/images/pdf%20lessons/founders_bill%20
of%20rights%20and%20you.pdf
Too Late to Apologize: A Declaration
http://www.youtube.com/watch?&v=uZfRaWAt
BVg
No More King: School House Rock:
http://www.youtube.com/watch?v=PBBTF0Wg7
dY
Page 34
Organizing Principle 8: Constitution

Students will understand and be able to explain the origin, purpose, structure, and function of
the United States government as established by the Constitution and be able to the analyze the
political, social, religious, and economic influences that led to the development of the U.S.
Constitution.
2015 2016
***Please see order of instruction for specific

suggested pacing.***
Constitution: Part One
2nd Nine Weeks: 8 days (12/09 12/18)
Progress Monitoring (Review/Flex Days: 5 days (01/04 - 01/08))
Window: January 11th January 12th
Constitution: Part Two
3rd Nine Weeks: 5 days (01/14 01/25)

Civics (Mastery):
2nd Nine Weeks: See Order of Instruction
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.
3rd Nine Weeks Civics: See Order of Instruction
SS.7.C.3.5: Explain the Constitutional amendment process.
SS.7.C.3.13: Compare the constitutions of the United States and Florida.
Civics (Introduce):SS.7.C.2.4, SS.7.C.3.6
Florida Standards Alignment: LAFS.68.RH.1, LAFS.68.RH.3.7, LAFS.68.WHST.1.1,LAFS.68.WHST.1.2, LAFS.68.WHST.4.10,
LAFS.SL.1.1
Florida State Statute 1003.42: (b) U.S. Constitution, (c) Federalist Papers
SS.7.C.1.5: (pg. 26), SS.7.C.1.8: (pg. 30)
SS.7.C.3.5: (pg.56), SS.7.C.3.13: (pgs. 66-67)
Page 35

SS.7.C.1.5:
Articles of Confederation
confederation
Constitutional Convention
debt
Shays Rebellion
SS.7.C.1.8:
Anti-Federalists
Bill of Rights
Federalists
Federalist Papers
ratification
SS.7.C.3.5:
amendment
caucus
ratify
rescind
SS.7.C.3.13:
abatement
abridge
amendment
article
authority
cession
constitution
deprive
Florida Declaration of Rights
infringe
jurisdiction
militia
preamble
prohibit
revenue
vested

SS.7.C.1.5: The Articles of

Confederation What were the
weaknesses of the Articles of
Confederation? How did the weaknesses
lead to the writing of the Constitution?
(3 Days)
SS.7.C.1.8: Federalists, AntiFederalists and the Constitution

What were the viewpoints of the
Federalists and Anti-Federalists regarding
the ratification of the Constitution? What
were the Anti-Federalists reasons for the
inclusion of a bill of rights? (3 Days)
SS.7.C.3.5: Amending the United

States Constitution How can the
United States Constitution be amended?
Why is the amendment process
difficult? (2 Days)
SS.7.C.3.13: Comparing the U.S. and

Florida Constitutions How are the
U.S. and Florida constitutions similar?
How are they different? (2 Days)
2015 2016

SS.7.C.1.5: Articles of Confederation
The Articles of Confederation text pgs.49-52
Concept Ladder pg. 57 (top of page)
Writing activity pg. 58
Review Cards and infographic pgs. 58-60
SS.7.C.1.8: Federalists vs. Anti-Federalists
Keys to Learning pg. 64 (14-16)
The Debate over Ratification text pgs. 74-76
Review Cards and infographic pgs. 81-82
SS.7.C.3.5: Amending the Constitution
Keys to learning pg. 170 (#1 only)
Amending the constitution text pg. 171
Infographic and review cards pgs. 182-183
SS.7.C.3.13: Comparing Constitutions
Comparison of the Florida and US
Constitution text pgs. 225-230
Infographic pg. 238
Review cards pgs. 239-240
iCivics:
Lessons:
SS.7.C.1.5
Wanted, A Just Right Government
SS.7.C.1.8
SS.7.C.3.5
Anatomy of the Constitution
SS.7.C.3.13
Comparative Constitutions
*Additional vocabulary/key concepts may be

necessary.
Page 36
2015 2016
Textbook:
Chapter & Lesson:
SS.7.C.1.5: Chapter 5, Lesson 1 pgs. 116 121
o Workbook pgs. 66 - 70
SS.7.C.3.13: Chapter 13, Lesson 1 pgs. 358-361
Federalists-Anti-Federalist Debates:
http://teachingamericanhistory.org/fed-antifed/
The Federalist Papers
http://thomas.loc.gov/home/histdox/fedpapers.html
Charters of Freedom: The Articles of Confederation
http://www.archives.gov/exhibits/charters/charters
_of_freedom_4.html
The Unfinished Nation: A Precarious Experiment
Interactive Constitution
www.constitutioncenter.org/constitution
Bens Guide: The Writing of the US Constitution
http://bensguide.gpo.gov/912/documents/constitution/background.html
Primary Documents
www.ourdocuments.gov/content.php?flash=true&pa
ge=milestone
Amending the Constitution
The Constitutional Amendment Process
Page 37

2015 2016
http://www.archives.gov/federalregister/constitution/
The Florida Constitution
http://www.leg.state.fl.us/Statutes/index.cfm?Mode=
Constitution&Submenu=3
Floridas Constitutions
http://www.floridamemory.com/Collections/Constit
ution/
Page 38
2015 2016
Organizing Principle 9: Amendments to the U.S. Constitution
3rd Nine Weeks
Students will understand the rights and protections provided by amendments to the United States
Constitution and be able to evaluate the impact of those constitutional rights on individuals and society.

(01/26 02/10)

Civics (Mastery):
SS.7.C.2.4: Evaluate rights contained in the Bill of Rights and other amendments to the Constitution.
SS.7.C.3.6: Evaluate Constitutional rights and their impact on individuals and society.
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.
Civics (Introduce):SS.7.C.3.12 (Gideon, Miranda, Tinker, Hazelwood), SS.7.C.2.5
Florida Standards Alignment: LAFS.68.RH.2, LAFS.68.RH.3, LAFS.68.WHST.1.2, LAFS.68.WHST.4.10, LAFS.SL.1.3, MAPP.K12.MP.3
Florida State Statute 1003.42: (b) U.S. Constitution, (h) African American history, (p) Hispanic contributions, (q) Womens
contributions
SS.7.C.2.4: (pgs. 36-37)
SS.7.C.3.6: (pg. 57)

SS.7.C.3.7: (pgs. 58-59)
Page 39

SS.7.C.2.4:
Bill of Rights
cruel and unusual punishment
double jeopardy
due process of law
eminent domain
equal protection under the law
First Amendment
pleading the fifth
right to bear arms
right to legal counsel
search and seizure
suffrage
trial by jury
unenumerated rights
SS.7.C.3.6:
civil disobedience
economic freedom
eminent domain
forced internment
freedom of assembly
property rights
SS.7.C.3.7:
13th Amendment
14th Amendment
15th Amendment
19th Amendment
24th Amendment
26th Amendment
amendment
civil rights
Civil Rights Act of 1964
Civil Rights Act of 1968
discrimination
Equal Rights Amendment
literacy test

SS.7.C.2.4: Rights in the U.S.

Constitution What rights are
protected by the Bill of Rights and other
amendments to the U.S. Constitution? (4
Days, Lesson Steps 1 32, 39)
SS.7.C.3.6: The Impact of

Constitutional Rights How do
constitutional rights impact individual
citizens? How do constitutional rights
impact our society?(4 Days)
SS.7.C.3.7: The Evolution of Voting

Rights How have voting and civil rights
expanded over time? What has been the
impact of this expansion? (4 Days)
2015 2016

SS.7.C.2.4: Rights in the U.S. Constitution
The Bill of Rights text pgs. 172-175
Graphic organizer pg. 180
Infographic pg. 182
Review cards pgs. 183-184
SS.7.C.3.6: Impact of Constitutional Rights
Impact of later amendments text pgs.
176-177
SS.7.C.3.7: Voting rights amendments
The Civil War Amendments text Pgs.
177-178
The Expansion of Democracy text pgs.
178-179
Graphic Organizer pg. 181
Infographic pg. 182
iCivics:
Lessons:
SS.7.C.2.4
Bill of Rights: You Mean Ive Got
Rights?
Interpreting the Constitution: What
Does that Mean?
SS.7.C.3.6
Can I?
I Cant Wear What??
SS.7.C.3.7
Voting Rights
Web Quests:
Page 40

poll tax
prohibit
segregation
states rights
suffrage
Voting Rights Act of 1965
2015 2016
Country
Games
Do I Have a Right? Bill of Rights

Edition
Textbook:
Chapter & Lesson:
SS.7.C.2.4: Chapter 6, Lesson 1 pgs.
172 176
178 183
185 189
Amendments (pgs. 158-168)
o Workbook pg. 92
Supreme Court Cases pg. 149
Miranda v. Arizona (pg. 418)
Gideon v. Wainwright (pg. 444)
Tinker v. Des Moines (pg. 177)
Hazelwood v. Kuhlmeier (pg. 340)
Smart Songs: Bill of Rights Rap
http://www.youtube.com/watch?v=tlt6R1KD4E
0
Bill of Rights Song:
http://www.youtube.com/watch?&v=KINGYf7pd
JE
19th: Bad Romance Womens Suffrage: Search
YouTube or Soomo Publishing
Featured Documents: The 19th Amendment
Page 41

2015 2016
http://www.archives.gov/exhibits/featured_doc
uments/amendment_19/index.html
Documented Rights:
http://www.archives.gov/exhibits/documentedrights/
The Civil Rights Era:
http://memory.loc.gov/ammem/aaohtml/exhibi
t/aopart9b.html
Charters of Freedom: Bill of Rights
http://www.archives.gov/exhibits/charters/bill_
of_rights.html
Page 42
2015 2016
Organizing Principle 10: The Legal System and Supreme Court Cases
3rd Nine Weeks
Students will understand the history, structure, purpose, and operations of the United States legal system and
demonstrate its role as a societal safeguard of individual rights and liberties as well as analyze the impact of the legal
system on society, government, and the American political system.

(02/11 02/26)

Civics (Mastery):
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.2.6:Simulate the trial process and the role of juries in the administration of justice.
SS.7.C.2.5:Distinguish how the Constitution safeguards and limits individual rights.
SS.7.C.3.12: Analyze the significance and outcomes of landmark Supreme Court cases including, but not limited to, Marbury v. Madison,
Plessy v. Ferguson, Brown v. Board of Education, Gideon v. Wainwright, Miranda v. Arizona, in re Gault, Tinker v. Des Moines, Hazelwood v.
Kuhlmeier, United States v. Nixon, and Bush v. Gore. (Plessy, Brown, in re Gault, then entirety)
Florida Standards Alignment: LAFS.68.RH.1, LAFS.68.RH.2, LAFS.68.RH.3.8, LAFS.68.WHST.1.1, LAFS.68.WHST.1.2, LAFS.68.WHST.4.10,
LAFS.SL.1.1,LAFS.SL.2.4, MAPP.K12.MP.3, MAPP.K12.MP.6
Florida State Statute 1003.42: (b) U.S. Constitution, (e) elements of government, (h) African American history
SS.7.C.3.10: (pg. 62), SS.7.C.3.11: (pgs. 63-64) (Also assesses SS.7.C.2.6),
SS.7.C.2.5: (pgs. 38-39), SS.7.C.3.12: (pg. 65)
Page 43

SS.7.C.2.5:
appellate process
ex post facto
ex post facto law
habeas corpus
independent judiciary
precedent
privacy
public interest
safeguard
summary judgment
writ
SS.7.C.3.10:
case law
civil law
Code of Hammurabi
common law
constitutional law
criminal law
juvenile law
Magna Carta
military law
regulation
source
statutory law
type
SS.7.C.3.11:
appeal
appellate court
bailiff
case

SS.7.C.3.10 Sources and Types of Laws

What are the sources and types of law? (2
Day Modify Lesson Steps for Direct
Instruction and Whole Group)
SS.7.C.3.11/2.6: Federal and State Courts

How are courts organized and structured at
the federal and state levels? What is the trial
process and what is the role of a jury? (3
Days Lesson Steps 1 33, 37 41)
SS.7.C.2.5: The U.S. Constitution and

Individual Rights How does the U.S.
Constitution safeguard and limit individual
rights? (2 Days Lesson Steps 1 18 and 45)
SS.7.C.3.12: Landmark Supreme Court

Cases What are the outcomes of select
landmark Supreme Court cases? Why are
these cases significant? (3 Days)
2015 2016

SS.7.C.2.5
Keys to learning pg. 170 (13)
How the Constitution Safeguards and
limits Our Individual rights text pg. 176
Review Card Pg. 185
SS.7.C.3.10: Sources and Types of Law
Where do laws come from text pgs. 145148
Sources of American Law text and Active
Citizen pgs. 149-151
Cluster Activity bottom pg. 160- top pg.
161
Infographic pg. 162
SS.7.C.3.11/2.6: Federal and State Courts
Jurisdiction text pgs. 128-130
The lower Federal Courts text pgs. 132134
Vocabulary activity pg. 135
Infographic pg. 136
Review Cards pgs 137-138
SS.7.C.3.12: Landmark Supreme Court Cases
All of Chapter 10 Pg 189-216
iCivics:
Lessons
SS.7.C.2.5
Bill of Rights: You Mean Ive Got Rights?
Can I?
I Cant Wear What??
SS.7.C.3.10
Sources of Law
Page 44

Chief Justice
circuit courts
civil case
county courts
court
court clerk
court reporter
criminal case
cross examination
defendant
direct examination
District Court of Appeals
federalism
Florida Circuit Courts
Florida County Courts
Florida Supreme Court
judge
judicial branch
judicial review
jury
juror
justice
original jurisdiction
plaintiff/prosecutor
trial court
U.S. Circuit Court of Appeals
U.S. District Court
U.S. Supreme Court
verdict
voir dire
writ of certiorari
SS.7.C.3.12:
arbiter
Brown v. Board

2015 2016
SS.7.C.3.11
What Courts Do: James Bond in a Honda
On the Level
Appellate Courts: Lets Take this Baby
UP!
SS.7.C.3.12
The Supreme in Supreme Decision
Jim Crow
I Cant Wear What??
Road to Civil Rights
Landmark Library (Brown v. Board, In re
Gault, Gideon v. Wainwright, Marbury v.
Madison, Miranda v. Arizona, Plessy v.
Ferguson, U.S. v. Nixon)
Web Quests:
Country
The Courts in a Nutshell
In the Courts
States Rule!
Games
Do I Have a Right?
Branches of Power
Supreme Decision
We the Jury
CourtQuest
Textbook:
Chapter & Lesson:
428
418 and Chapter 16, Lessons 1,2,3 pgs.
Page 45

Bush v. Gore
District of Columbia v. Heller
Equal Protection Clause
executive privilege
Gideon v. Wainwright
Hazelwood v. Kuhlmeier
in re Gault
judicial opinion
judicial review
juvenile rights
landmark
legal equality
legal precedent
Marbury v. Madison
Miranda v. Arizona
Plessy v. Ferguson
prosecute
rights of the accused
segregation
self-incrimination
supremacy clause
Tinker v. Des Moines
unanimous
United States v. Nixon
2015 2016
430 449
SS.7.C.3.11: Chapter 13, Lesson 4 (State)
pgs. 374 382 and Chapter 9, Lessons 1,
2, 3, 4 (Federal) pgs. 253 282
Supreme Court Cases Chart pg. 149
Tinker v. Des Moines (pg. 177)
U.S. v. Nixon (pg. 237)
Marbury v. Madison (pg. 273)
Bush v. Gore (pg. 314)
Hazelwood v. Kuhlmeier (pg. 340)
In re Gault (pg. 379)
Plessy v. Ferguson (pg. 393)
Miranda v. Arizona (pg. 418)
Gideon v. Wainwright (pg. 444)
Brown v. Board of Education (pg. 577)
Make Your Case Trial Simulation:
http://www.scholastic.com/browse/article.jsp?i
d=3752426
The Florida Courts and the Judiciary: A
Constitutional Scavenger Hunt
http://www.justiceteaching.org/resource_materi
al/ScavengerHunt.pdf
Gideon v. Wainwright:
http://www.youtube.com/watch?v=7Iustxd3Vg
w
Supreme Court
www.supremecourt.org
Street Law: Summaries of landmark cases at

varied reading levels
Page 46

www.streetlaw.org
2015 2016
Oyez: Summaries of landmark cases sorted by

year
www.oyez.org
Our Courts
www.ourcourts.org
Landmark Supreme Court Cases
www.landmarkcases.org
Page 47
2015 2016
Organizing Principle 11: Forms of Government
3rd Nine Weeks
Students will understand and be able to explain different forms and systems of government.

(02/29 03/04)

Civics (Mastery):
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.
Civics (Introduce): SS.7.C.4.1, SS.7.C.4.3
Florida Standards Alignment: LAFS.68.RH.2, LAFS.68.WHST.1.2, LAFS.68.WHST.3.8, LAFS.68.WHST.3.9, LAFS.SL.1.1
SS.7.C.3.1: pg. 50
SS.7.C.3.2: pgs. 51-52
Page 48

SS.7.C.3.1
absolute monarchy
anarchy
autocracy
communism
form of government
monarchy
oligarchy
representative democracy
republic
socialism
SS.7.C.3.2
confederal
democracy
dictatorship
direct democracy
federal
government
governor
parliamentary
president
prime minister
unitary

SS.7.C.3.1: Comparing Forms of

Government What are forms of
government? How do they compare
to each other? (2 Days)
SS.7.C.3.2: Systems of Government

How is power distributed in
different systems of government?(2
Days)
2015 2016

SS.7.C.3.1: Forms of Government
Who holds the power text pgs. 338-341
Comparative Government game pgs. 348349
Graphic Organizers pgs. 350-352
Infographic pg. 353
Review Cards pgs354-355
SS.7.C.3.2: Systems of Government
The Nation and its Regions text pgs. 341347
Graphic Organizers pgs. 350-352
Infographic pg. 353
iCivics:
Lessons:
Who Rules? (SS.7.C.3.1)
Textbook:
Remy, Richard C, etl. Florida Civics, Economics

and Geography. Bothell, WA: McGraw-Hill, 2013.
Print
Chapter & Lesson:
80
91
Types of Government Explained:
http://www.youtube.com/watch?v=N4r0VUybe
XY
Page 49
2015 2016
Types of Government:
http://www.buzzle.com/articles/differenttypes-of-governments.html
Forms of government FLVS video
https://youtu.be/vdh9xo47OWM
Systems of government FLVS video
https://youtu.be/SL6eGwP0JTg
Page 50
2015 2016
Organizing Principle 12: International Relations
3rd Nine Weeks
Students will understand contemporary issues in world affairs, and be able to evaluate the role and impact of
U.S. foreign policy.

(03/07 03/18)
Spring Break: (03/21-03/25)
Progress Monitoring
Window: (3/28 3/30)

Civics (Mastery):
SS.7.C.4.1:Differentiate concepts related to United States domestic and foreign policy.
SS.7.C.4.2:Recognize government and citizen participation in international organizations.
SS.7.C.4.3:Describe examples of how the United States has dealt with international conflicts.
Economics: SS.7.E.2.5, SS.7.E.3.1, SS.7.E.3.2, SS.7.E.3.3, SS.7.E.3.4
Florida Standards Alignment:LAFS.68.RH.2, LAFS.68.WHST.1.1, LAFS.68.WHST.3.7, LAFS.68.WHST.3.8, LAFS.68.WHST.3.9,
LAFS.SL.1.1, HE.7.P.8.2
SS.7.C.4.1: pgs. 70-71
SS.7.C.4.2: pgs. 72-73
SS.7.C.4.3: pgs. 74-75
Page 51

SS.7.C.4.1
Alliance
Allies
Ambassador
Diplomacy
Diplomat
Doctrine
Domestic affairs
Domestic policy
Embassy
Foreign affairs
Foreign policy
HIV/AIDS
International relations
Secretary of State
Treaty
US State Department
SS.7.C.4.2
European Union
Intergovernmental organizations
International organizations
International Red Cross
Non-governmental organizations
North American Free Trade Agreement (NAFTA)
North Atlantic Treaty Organization (NATO)
Treaty
United Nations
United National International Childrens
Emergency Fund (UNICEF)
World Bank
World Court
World Health Organization
World Trade Organization
Instructional Resources
SS.7.C.4.1: Understanding U.S.

Domestic and Foreign Policy
What is domestic policy? What is
foreign policy? What are the
differences between domestic and
foreign policy? (3 Days Lesson
Steps 1 28, 37, consider step 38,
steps 40 41)
SS.7.C.4.2: Government and

Citizen Participation in
International Organizations
What are international
organizations? How can government
and individual citizens support and
play a role in them?(2 Days Lesson
Steps 1 25, 34 direct instruction)
SS.7.C.4.3: The United States and

International Conflict What
international conflicts has the U.S.
been involved in? Why did the U.S.
become involved? What kinds of
actions did the U.S. take in these
conflicts?(3 Days Lesson Steps 1
36 modify to be direct instruction)
2015 2016
Additional Instructional Resources

SS.7.C.4.1: Foreign and Domestic Policy
Foreign Policy text pgs. 363-370
Concept Circle Activity pgs. 385-387
Infographic pg. 388
SS.7.C.4.2: International Organizations
Keys to learning pg. 362 (6 & 16)
U.S. Participation in International
Organizations text pgs. 380-384
Concept Circles Activity pgs. 385-387
Infographic pg. 388
SS.7.C.4.3: International Conflict
International Conflicts text pgs. 372-378
The Active Citizen pg. 379
Concept Circles Activity pgs. 385-387
Infographic pg. 388
iCivics:
Lessons:
International Organizations (SS.7.C.4.2)
Conflict and Cooperation (SS.7.C.4.3)
Diplomacy (SS.7.C.4.1)
International Influence (SS.7.C.4.3)
Games
Crisis of Nations (SS.7.C.4.2)
Page 52

World War I
World War II
SS.7.C.4.3
Bay of Pigs
Conflict
Conflict resolution
Cooperation
Cuban Missile Crisis
Diplomacy
Gulf War I
Gulf War II
Humanitarian efforts
International conflict
Iran Hostage Crisis
Korean War
Military action
North Atlantic Treaty Organization (NATO)
Peacekeeping operation
Terrorism
US State Department
United Nations
Vietnam War
2015 2016
Textbook:
Chapter & Lesson:
653
659
370
Youth for Human Rights
http://www.youthforhumanrights.org/
C-SPAN Classroom www.c-spanclassroom.org
Civic Voices www.civicvoices.org
Foreign Policy Association http://www.fpa.org
Foreign Policy Research Institute www.fpri.org
Heifer International http://www.heifer.org
National Geographic
http://www.nationalgeographic.com
Nation Master http://www.nationmaster.com
Newspapers in Education
http://www.dispatchnie.com
New York Times Learning Network
www.nytimes.com/learning
Page 53

PBS www.pbs.org
2015 2016
Taking It Global http://tigweb.org

TIME For Kids http://www.timeforkids.com/TFK
World Atlas www.worldatlas.com
World Food Programme http://www.wfp.org
Trading Off: Examining Multiple Perspectives on
the Effects of NAFTA on Mexico and the United
States
http://www.nytimes.com/learning/teachers/lessons/2
0020227wednesday.html
Page 54
2015 2016
Organizing Principle 13: Citizen Action
4th Nine Weeks
Students will understand the roles, rights, and responsibilities of United States Citizens and be able to
demonstrate active participation in society, government, or the political system and provide a narrative of
their experiences.

(03/31-04/04)

Civics (Mastery):
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.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.2.14: Conduct a service project to further the public good. (Remarks/Examples: The project can be at the school, community, state,
national, or international level.)
Florida Standards Alignment: LAFS.68.RH.3.7, LAFS.68.RH.3.8, WHST.2, LAFS.68.WHST.3, LAFS.68.WHST.4.10, LAFS.7.SL.2.4,
MAFS.K12.MP.1
SS.7.C.2.12: (pgs. 46-47)
Page 55

SS.7.C.2.12:
alternatives
government agencies
public policy
SS.7.C.2.14:
Service project
FJCC Curriculum 2.0:
SS.7.C.2.12: Lesson TBA
SS.7.C.2.14
Service Learning Resources
*Additional vocabulary/key concepts may be

necessary.
2015 2016

iCivics:
Lessons:
SS.7.C.2.12
The Fourth Branch, You!
Students Engage!
SS.7.C.2.14
The Boys and Girls Club Unit Plan
Florida Learn and Serve:
What is Service Learning?:
http://www.fsu.edu/~flserve/sl/sl.html
Lesson Plans:
http://www.fsu.edu/~flserve/sl/standards.html#part4
Service Learning Resources:
http://www.fsu.edu/~flserve/resources/resources.html
National Service-Learning Clearinghouse:

http://www.servicelearning.org
Youth Service America
Global Youth Service Day Resources:
http://gysd.org/resources
Montgomery County Public Schools in Rockville,
Maryland Home Page:
http://www.montgomeryschoolsmd.org/department
s/ssl/index.aspx
Youth Service America
Global Youth Service Day Resources:
http://gysd.org/resources
Community Lessons: Promising Curriculum
Practices by Julie Bartsch
Direct Link to PDF from Massachusetts Department of
Education:
http://www.doe.mass.edu/csl/comlesson.pdf
Leon County Schools 7th Grade Applied Civics
Student Service Learning
Resources:http://www2.leon.k12.fl.us/sites/civics/C
ommunity%20Service%20Assignments/Forms/AllIte
ms.aspx
Page 56
Organizing Principle 14: Reexamine Civics Active Learning Lessons
2015 2016
4th Nine Weeks
Students will understand that civics explores the relationship between the citizen, government, and society
and is more than the study of history, the structure and function of government, as it also includes an
examination of the rights and duties of citizens as well as the role of the citizen in political, social, and
economic systems and be able to provide a narrative of their experience as a knowledgeable, responsible, and
actively engaged citizen.
Civics (Mastery):
SS.7.C.1.1, SS.7.C.1.2, SS.7.C.1.3, SS.7.C.1.4, SS.7.C.1.5, SS.7.C.1.6, SS.7.C.1.7, SS.7.C.1.8, SS.7.C.1.9, SS.7.C.2.1, SS.7.C.2.2, SS.7.C.2.3,
SS.7.C.3.14, SS.7.C.4.1, SS.7.C.4.2, SS.7.C.4.3
Florida Standards Alignment: LAFS.68.RH.1, LAFS.68.RH.2, LAFS.68.RH.3, LAFS.68.WHST.1.2, LAFS.68.WHST.3.7,
LAFS.68.WHST.3.8, LAFS.68.WHST.3.9, LAFS.68.WHST.4.10, LAFS.SL.2.4, MAPP.K12.MP.5
Refer to (pgs. 18-75) for test item specifications for all civics mastery standards.
Page 57

See vocabulary list and test item
specifications for vocabulary needed for
mastery.
2015 2016
EOC Information:
http://fcat.fldoe.org/eoc/

Escambia County Civics review
http://www.ecsd-fl.schoolloop.com/civics

http://floridacitizen.org/resources/middle
FLDOE Civics Student Tutorials
iCivics
http://icivics.org
http://www.Floridastudents.org
Practice Test pg. 399
Page 58
2015 2016
Organizing Principle 15: Economics
4th Nine Weeks
Students will understand and be able to explain the fundamental concepts relevant to the development of a market
economy, the institutions, structure, and functions of a national economy, and interrelationships of the United States in
the international marketplace.

Economics (Mastery):
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.
SS.7.E.2.1: Explain how federal, state, and local taxes support the economy as a function of the United States government.
SS.7.E.2.2: Describe the banking system in the United States and its impact on the money supply.
SS.7.E.2.3: Identify and describe United States laws and regulations adopted to promote economic competition.
SS.7.E.2.4: Identify entrepreneurs from various gender, social, and ethnic backgrounds who started a business seeking to make a profit.
SS.7.E.2.5: Explain how economic institutions impact the national economy.
SS.7.E.3.1: Explain how international trade requires a system for exchanging currency between and among nations.
SS.7.E.3.2: Assess how the changing value of currency affects trade of goods and services between nations.
SS.7.E.3.3: Compare and contrast a single resource economy with a diversified economy.
SS.7.E.3.4: Compare and contrast the standard of living in various countries today to that of the United States using gross domestic product (GDP) per capita as an
indicator.
Florida Standards Alignment:LAFS.68.RH.2, LAFS.68.RH.3, LAFS.68.WHST.1.2, LAFS.68.WHST.4.10, LAFS.SL.1, LAFS.SL.2.4, MAPP.K12.MP.1,

MAFS.K12.MP.3, MAFS.K12.MP.5, MAFS.K12.MP.6, MAFS.6.SP.1
Page 59

economics
micro-economic
macro-economics
needs
wants
supply and Demand
goods and Services
financial Institutions
economic Indicators
trade
free Market System
taxes
government Regulation of the Economy
stock market
banks
credit unions
Federal Reserve System
privately owned banks
budget
2015 2016

Textbook:

iCivics:

Chapter & Lesson:
Chapters 17-24
Lessons:
The Market Economy
Government and the Economy
Taxation
Government Spending
Banks, Credit and the Economy
Budget Blast
Money Matters
Creating the Budget
Balance the Budget
Games
Peoples Pie

FJCC Curriculum 1.0:
Unit 6, Lesson 4: Types of Economic
Systems (SS.7.E.1.4, SS.7.E.2.2, and
SS.7.E.2.5)
Unit 6, Lesson 6: Economic Functions of
Government (SS.7.E.2.3)
Unit 6, Lesson 8: Gross Domestic Product
(SS.7.E.3.4)
National Debt Clock

http://zfacts.com/p/461.htm
Economic Education
http://ecedweb.unomaha.edu
Federal Reserve Education
www.federalreservededucation.org
Florida Council on Economic Education
www.fcee.org
www.federalreserve.gov/KIDS
Page 60
2015 2016
Organizing Principle 16: Geography
4th Nine Weeks
Students will understand and be able to explain the function and purpose of maps and other geographic tools
recognize the characteristics between Earths ecosystems and the populations that dwell within, interpret
geography as it applied to past, present and future and understand the characteristic of distribution, and
migration of human populations.

Geography (Mastery)
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.
SS.7.G.1.3: Interpret maps to identify geopolitical divisions and boundaries of places in North America.
SS.7.G.2.1: Locate major cultural landmarks that are emblematic of the United States.
SS.7.G.2.2: Locate major physical landmarks that are emblematic of the United States.
SS.7.G.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.
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 maps to describe the location, abundance, and variety of natural resources in North America.
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.
SS.7.G.6.1: Use Geographic Information Systems (GIS) or other technology to view maps of current information about the United States.
Florida Standards Alignment: LAFS.68.RH.1.2, LAFS.68.RH.2.4, LAFS.RH.3.7, LAFS.68.WHST.1.2, LAFS.SL.1, MAFS.K12.MP.5, MAFS.K12.MP.6,
MAFS.6.SP.1
Page 61

state
landmark
protectorates
territories
city
capital
geopolitical divisions
cultural regions
boundaries
natural resources
climate
ecosystems
demographics
migration
cultural division
GIS (Geographic Information Systems)
Choropleth map
ecology

Textbook:
Pages:
SS.7.G.1.1: 8 9, 11
SS.7.G.1.2: 10 11
SS.7.G.1.3: 4 11, 16, 20 21, 118
SS.7.G.2.2: 12 17
2015 2016

50 States Animaniacs
http://www.cleanvideosearch.com/media/actio
n/yt/watch?v=lYGniZQBZm8
Tour the States
https://youtu.be/_E2CNZIlVIg
National Geographic
SS.7.G.2.3: 94 99
www.nationalgeographic.com
SS.7.G.2.4: 34 43
How the States Got Their Shape
SS.7.G.3.1: 29, 30, 650

SS.7.G.4.1: 49 51, 54, 78, 91
http://www.history.com/shows/how-the-statesgot-their-shapes
SS.7.G.5.1: 197, 32
50 States
SS.7.G.6.1: 280
Page 62

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SCHOOL YEAR 2015 2016

Bay District Schools

SEVENTH GRADE CIVICS: M/J CIVICS

Bay District Schools Civics Curriculum Resource Guide

Division of Teaching and Learning

SEVENTH GRADE CIVICS: M/J CIVICS

Bay District Schools Civics Curriculum Resource Guide

Division of Teaching and Learning

SEVENTH GRADE CIVICS: M/J CIVICS

Division of Teaching and Learning

SEVENTH GRADE CIVICS: M/J CIVICS

Bay District Schools Civics Curriculum Resource Guide

First 9 Weeks (8/18- 10/21)

Progress Monitoring Window: October 19th October 21st

Division of Teaching and Learning

SEVENTH GRADE CIVICS: M/J CIVICS

Bay District Schools Civics Curriculum Resource Guide

Second 9 Weeks (10/22-01/13)

Progress Monitoring Window: January 11th January 13th

SEVENTH GRADE CIVICS: M/J CIVICS

Bay District Schools Civics Curriculum Resource Guide

Third 9 Weeks (01/14-03/30)

Progress Monitoring Exams: March 28th March 30th

Division of Teaching and Learning

SEVENTH GRADE CIVICS: M/J CIVICS

Bay District Schools Civics Curriculum Resource Guide

Fourth 9 Weeks (03/21-06/02)

Citizen Action: 3Days(03/31-04/04)

CIVICS EOC WINDOW: APRIL 18TH MAY 20TH

Division of Teaching and Learning

SEVENTH GRADE CIVICS: M/J CIVICS

Students will understand

Students will understand

Students will understand

Bay District Schools Civics Curriculum Resource Guide

Federal Government (Part Two)

Students will understand and be able to

Constitution (Part Two)

Students will understand and be

Students will understand the roles,

Students will understand and be able to

Students will understand and be able to

Students will understand the political,

Students will understand

Students will understand and be able to

Amendments to the U.S. Constitution

Students will understand the rights

Students will understand the

Students will understand and be

Reexamine Civics Active Learning

Students will understand that

Students will understand and be

Students will understand and be able to

SEVENTH GRADE CIVICS: M/J CIVICS

Bay District Schools Civics Curriculum Resource Guide

Organizing Principle 1: Citizenship

1st Nine Weeks

Suggested pacing: 8 days

Florida Next Generation Sunshine State Standards (NGSSS) Benchmark Alignment:

Division of Teaching and Learning

SEVENTH GRADE CIVICS: M/J CIVICS