3rd Nine Weeks. Student s Name: School: Core Teacher: Block: Gifted Resource Teacher:

Transcription

1 Suffolk Public School s Portfolio Packet 3rd Nine Weeks Student s Name: School: Accelerated Course: _7 th Civics Core Teacher: Block: Gifted Resource Teacher: This packet must be submitted at the conclusion of this nine week grading period, along with evidence of completed work. Date Submitted: Student Signature GRT Signature GRT Comments:

2 Civics In the first nine weeks of Civics and Economics the students will learn the requirements, responsibilities and duties of a United States citizen. Students will also study governmental processes and identify specific documents with historical significance. Students will describe and compare the functions of political parties. Students will also describe the structure and powers of the national government, including the branches of government, legislative, executive and judicial. Students will also describe the organization and jurisdiction of federal (national) courts and the exercise of judicial review. Students will explain the principle of separation of powers and the operation of checks and balances, along with the process for amending the Constitution. Linda Ellis, Gifted Resource Teacher, FGMS, Suffolk Public Schools 2

3 Understanding By Design Unit Plan Title: What is a Good Citizen? Subject/Course: Civics Topic: Citizenship Grade: 7 Designers: L. Ellis, D. Curran, P. Stark. R Wagner Quest Standards: Q1.1 The students will apply problem solving skills (i.e.: identify problems, formulate hypotheses, generate ideas, employ deductive reasoning, choose and apply solutions) to achieve an outcome or solution to problems. Q1.2 The students will use critical thinking skills (i.e.: inquiry, abstract logical thinking, inductive reasoning, critical analysis, and the ability to find and use information) to achieve understanding, evaluate view points, and solve problems. Q1.3 The students will be able to use effective communication in processing complex problems. Q2.1 The students will be able to identify and utilize inductive and deductive thinking processes. Q2.2 The students will gather and assess relevant information using abstract ideas to interpret the information effectively. Q2.3 The students will arrive at well reasoned conclusions and solutions, testing them against relevant criteria and standards. Civics Standards: CE.1 The student will develop the social studies skills responsible citizenship requires, including the ability to a) examine and interpret primary and secondary source documents; b) create and explain maps, diagrams, tables, charts, graphs, and spreadsheets; c) analyze political cartoons, political advertisements, pictures, and other graphic media; d) distinguish between relevant and irrelevant information; e) review information for accuracy, separating fact from opinion; f) identify a problem, weigh the expected costs and benefits and possible consequences of proposed solutions, and recommend solutions, using a decision-making model; g) formulate an informed, carefully reasoned position on a community issue; h) select and defend positions in writing, discussion, and debate. CE.2 The student will demonstrate knowledge of the foundations of American constitutional government by a) explaining the fundamental principles of consent of the governed, limited government, rule of law, democracy, and representative government. b) explaining the significance of the charters of the Virginia Company of London, the Virginia Declaration of Rights, the Declaration of Independence, the Articles of Confederation, the Virginia Statute for Religious Freedom, and the Constitution of the United States, including the Bill of Rights. c) identifying the purposes for the Constitution of the United States as stated in its Preamble. d) identifying the procedures for amending the Constitution of Virginia and the Constitution of the United States. CE.3 The student will demonstrate knowledge of citizenship and the rights, duties, and responsibilities of citizens by a) describing the processes by which an individual becomes a citizen of the United States. b) describing the First Amendment freedoms of religion, speech, press, assembly, and petition, and the rights guaranteed by due process and equal protection of the laws. c) describing the duties of citizenship, including obeying the laws, paying taxes, defending the nation, and serving in court. d) examining the responsibilities of citizenship, including registering and voting, communicating with government officials, participating in political campaigns, keeping informed about current issues, and respecting differing opinions in a diverse society. e) evaluating how civic and social duties address community needs and serve the public good. CE.4 The student will demonstrate knowledge of personal character traits that facilitate thoughtful and effective participation in civic life by a) trustworthiness and honesty b) courtesy and respect for the rights of others c) responsibility, accountability, and self-reliance d) respect for the law e) patriotism f) practicing decision making g) practicing service to school and/or local community L. Ellis, D. Curran, P. Stark, R. Wagner Gifted Resource Teachers, Suffolk Public Schools Page 3

4 CE.5 The student will demonstrate knowledge of the political process at the local, state, and national levels of government by: a) describing the functions of political parties. b) comparing the similarities and differences of political parties. c) analyzing campaigns for elective office, with emphasis on the role of the media. d) examining the role of campaign contributions and costs. e) describing voter registration and participation. f) describing the role of the Electoral College in the election of the president and vice president. g) participating in simulated local, state, and/or national elections. CE.6 The student will demonstrate knowledge of the American constitutional government at the national level by: a) describing the structure and powers of the national government. c) explaining and/or simulating the lawmaking process. d) describing the roles and powers of the executive branch. CE.9 The student will demonstrate knowledge of how public policy is made at the local, state, and national levels of government by: a) examining the impact of the media on public opinion and public policy. b) describing how individuals and interest groups influence public policy. CE. 10 The student will demonstrate knowledge of the judicial systems established by the Constitution of Virginia and the Constitution of the United States by: a) describing the organization of the United States judicial system as consisting of state and federal courts with original and appellate jurisdiction. b) describing the exercise of judicial review. Topic(s) Citizenship, political parties, election campaigns, voting, the electoral college, branches of government, the media and public policy, and the court systems. Activities 1. What is Civics? Am I a good citizen? 2. Could you be a United States Citizen? 3. School or Community Service, Reflections 4. Historical Documents Comparing Philosophies 5. Letter to your Representative 6. Choice of three activities based on their knowledge of the Three Branches of Government, First Amendment Freedoms, or political parties. 7. Checks and Balances Philosophical Chair Assessments 1. Completion of individual Portfolio assignments 2. Participation in Philosophical Chair Stage 1 Desired Results Established Goals: 1. Students will demonstrate knowledge of good citizenship and the ways people become United States citizens. 2. Students will understand the importance and value of community service. 3. Students will be able to describe the important documents and the philosophies behind them used in the foundation of the United States Constitution. 4. Students will demonstrate their opinion on a current issue in Suffolk and their ability to express their opinion to their United States Congress Representative by writing a letter. 5. Students will complete three choice activities based on their knowledge of the Three Branches of Government and our First Amendment Freedoms. L. Ellis, D. Curran, P. Stark, R. Wagner Gifted Resource Teachers, Suffolk Public Schools Page 4

5 Students will Understand: 1. Political parties play a key role in government and provide opportunities for citizens to participate in the political process. 2. A two-party system characterizes the American political process. 3. Although third parties rarely win elections, they can play an important role in public politics. 4. Voters evaluate information presented in political campaigns to make reasoned choices among candidates. 5. The media play an important role in the political process. 6. Running for political office is expensive. 7. Voting is a basic responsibility of citizenship. 8. Voter registration is required before a citizen may vote. 9. The number of citizens who register and vote is related to how important election issues are to citizens. 10. The Electoral College process is used to select the president and vice president of the United States. 11. All citizens can learn the importance of the individual s participation in the political process either through direct involvement in campaigns or through simulations. 12. The Constitution of the United States defines the structure and powers of the national government. 13. The powers held by government are divided between the national government in Washington, D.C., and the governments of the 50 states. 14. Officials who are elected to serve in the national legislature make laws. 15. National laws are made by Congress. 16. All citizens can learn the importance of the individual s participation in the policymaking process through direct participation and simulations. 17. The executive branch plays a key role in the policymaking process. 18. Presidential power is broad in both domestic and foreign affairs, but there are limits on what the president can and cannot do. 19. The judicial function is exercised in a dual court system, which consists of state courts and federal courts. 20. The power of judicial review is an important check on the legislative and executive branches of government. Essential Questions: 1. What roles do political parties play in the American political process? 2. How are the two major political parties similar, and how do they differ? 3. How do third parties differ from the two major parties? 4. How do citizens make informed choices in elections? 5. How does the media play a role in the political process? 6. How has the high cost of getting elected changed campaigning for public office? 7. What are the qualifications for voter registration in Virginia? 8. What factors influence voter registration and turnout? 9. How does the Electoral College select the president and vice president of the United States? 10. How can students under 18 participate in the democratic process? 11. What is the structure of the national government as set out in the United States Constitution? 12. What are the powers of the national government? 13. Which branch of the national government has the power to pass laws? 14. How does Congress make laws? 15. How can citizens learn the importance of the individual s participation in the policymaking process? 16. What are the roles and powers of the executive branch of the national government? 17. What are the roles and powers of the president? 18. How are federal courts organized, and what jurisdiction does each exercise? 19. How are state courts organized, and what jurisdiction does each exercise? 20. What is judicial review? Stage 3 Learning Plan Learning activities: 1. Students will work independently to meet project due dates. 2. Students will demonstrate research capabilities by successfully completing assignments 3. The teacher will provide a positive learning environment to foster student independent learning. L. Ellis, D. Curran, P. Stark, R. Wagner Gifted Resource Teachers, Suffolk Public Schools Page 5

6 Welcome to 7 th grade Civics and Economics In this 9 weeks you will be learning about the following Civics and Economics concepts: Citizenship How to become a United States Citizen, what it means to be a citizen, the rights, duties, and responsibilities of good citizens. Foundations of American Constitutional government by examining the following documents, Charters of the Virginia Company of London, the Virginia Declaration of Rights, the Declaration of Independence, the Articles of Confederation, the Virginia Statute for Religious Freedom, and the Constitution of the United States, including the Bill of Rights. Political Parties What are their functions, similarities and differences? American Constitutional government What is the structure and power of the national government, three branches of government, principle of separation of powers and the operation of checks and balances. Public policy How individuals can influence public policy. Judicial system What is the organization of the court system and the difference between civil and criminal cases. Complete the following activities to help you to become more knowledgeable about what it means to be a United States Citizen. L. Ellis, D. Curran, P. Stark, R. Wagner Gifted Resource Teachers, Suffolk Public Schools Page 6

7 What is Civics? Civics is the study of the duties, rights, responsibilities, and privileges of citizens. A citizen is an individual with certain rights and duties under a government and who, by birth or by choice, owes allegiance to that government. A good citizen demonstrates the knowledge that good citizens practice. A good citizen makes sure that they understand and follow through with Write down what you think it means to be a good citizen. The difference between duties and responsibilities is that you should perform your responsibilities but there are no legal punishments if you do not. For duties there are legal penalties for not obeying the law, paying taxes, defending the nation or serving in court 1. Explain two times when you were trustworthy and honest. 2. Describe two ways that you show courtesy and respect for the rights of others and for the law. What happens when people break (disrespect) the law? Why is it important to have laws? 3. Explain how you show personal responsibility, accountability, and self- reliance. L. Ellis, D. Curran, P. Stark, R. Wagner Gifted Resource Teachers, Suffolk Public Schools Page 7

8 4. Explain why it is important for people to be informed current issues and political campaigns. Why is it important for us (the people) to be involved in our government? 5. Describe what you think would happen in our country if people refused to pay their taxes. Why? 6. Describe what you think would happen if no one cared about or performed their responsibilities as citizens. 7. Explain what school or community service is. Do you participate in school or community service? Explain what you do. Think of some ways that you could help your school or community and explain a school or community service project that you could do. L. Ellis, D. Curran, P. Stark, R. Wagner Gifted Resource Teachers, Suffolk Public Schools Page 8

9 Road Map to Good Citizenship Design a citizenship chart or road to reflect your daily travels here at. (Name of your Middle School here) Be sure to include at least five examples of good citizenship traits you exhibit, or could exhibit, during your daily travels around the school. Include classes you attend and people you interact with. I begin my day at school by L. Ellis, D. Curran, P. Stark, R. Wagner Gifted Resource Teachers, Suffolk Public Schools Page 9

10 Important Historical Documents The United States of America was founded on certain basic principles. Consent of the governed People are the source of any and all governmental power. Limited government Government is not all powerful and may do only those things people have given it the power to do. Rule of Law The government and those who govern are bound by the law. Democracy In a democratic system of government the people rule. Representative government In a representative system of government, people elect public officeholders to make laws and conduct government on their behalf. These principles originated with several great philosphers John Locke, Thomas Hobbes, Montesquieu, and Jean-Jacques Rousseau. 1. John Locke an Enlightenment philosopher believed that government should be based on an agreement between the people and the rulers or a social contract. He believed that men have certain natural rights, the main rights of life, liberty, and property. He said that rulers get their power only from the consent of the people. These ideas had a tremendous effect on all future political thinking. The American Declaration of Independence clearly reflects Locke's teachings. 2. Thomas Hobbes believed that people are incapable of ruling themselves, primarily because humans are naturally self-centered and quarrelsome and need the iron fist of a strong leader. He came up with a formula for an ideal state in which all citizens would live together under the terms of a social contract. 3. Montesquieu was a French political philosopher who developed the theory that governmental powers should be divided between executive, legislative, and judicial branches. 4. Jean-Jaques Rousseau wrote a book on the origins of government, The Social Contract, stating that no laws are binding unless agreed upon by the people. This idea deeply affected French thinking, and it became one of the chief forces that brought on the French Revolution about 30 years later, as well as influencing the creators of the government in the United States. James Madison was influenced greatly by the writings of these philosophers and was considered the Father of the Constitution. He was an American statesman and political theorist, who also became the fourth President of the United States ( ). He was also the key author of the United States Bill of Rights. These major documents of the United States are based on the writings of these philosophers. a. Charters of the VA Company of London b. The VA Declaration of Rights c. The Declaration of Independence d. The Articles of Confederation e. The VA Statute for Religious Freedom f. The Constitution of the United States, including the Bill of Rights, and The Preamble L. Ellis, D. Curran, P. Stark, R. Wagner Gifted Resource Teachers, Suffolk Public Schools Page 10

11 Full Government Control Full Citizen Control Comparing Governmental Philosophies PART I: Political Spectrum Scale The following scale is organized to reflect the political beliefs of the following philosophers. Under each name, [1] justify the position of each man and [2] state which of their policies the United States government currently practices. Thomas Hobbes Montesquieu Jean-Jaques Rousseau John Locke PART II: Making a Modern Connection Select one of the above philosophers, and pretending that they are alive and running for political office, construct [1] a political poster for their campaign, and [2] write a 500 word campaign speech to express how their political ideologies would best benefit America s current society. Keep in mind issues such as (although you do not have to include all of these): Federal/State Budget and/or government spending Crime Defense (military) Economy (state/federal) Education Energy and Gas prices Environment Government Reform Health Care Homeland Security Immigration Social Security Taxes Transportation Workforce L. Ellis, D. Curran, P. Stark, R. Wagner Gifted Resource Teachers, Suffolk Public Schools Page 11

12 Philosophical Chair: Checks and Balances A Philosophical Chair is a format for classroom discussion that ensures respectful dialogue, mutual understanding, and deep engagement into the subject matter. In order to fully participate in a Philosophical Chair you must first research the topic with the idea of gaining a more thorough understanding of it. You will be participating in a Philosophical Chair in class on the following topic: Without an established system of checks and balances, a truly democratic government is not feasible. Separating power among the legislative, executive, and judicial branches of government helps to prevent any one branch from abusing its power. A system of checks and balances gives each of the three branches of government ways to limit the powers of the other branches. The system of checks and balances protects against the abuse of power by any one branch of the government. John Adams, in a letter to Dr. Benjamin Rush, stated: "I call you to witness that I was the first member of Congress who ventured to come out in public, as I did in January 1776, in my 'Thoughts on Government,'...in favor of a government with three branches, and an independent judiciary..." By the time the Constitution was adopted, the idea of checks and balances was supported by all of the members of the Convention. James Madison, the father of the Constitution, devoted five Federalist Papers to an explanation of how the Executive, Legislative, and judicial branches were to be wholly independent of each other, yet bound together through an intricate system of checks and balances. Madison believed that keeping the three branches separated was fundamental to the preservation of liberty. He wrote: "The accumulation of all powers, legislative, executive, and judiciary, in the same hands, whether of one, a few, or many... may justly be pronounced the very definition of tyranny." George Washington, in his Farewell Address, reminded Americans of the need to preserve the Founders' system. He spoke of the "love of power and proneness to abuse it which predominates in the human heart" and warned of the "necessity of reciprocal checks of political power, by dividing and distributing it into different depositories (offices) and (making) each (branch) the guardian... against invasions by the others (branches)." Of such checks and balances through the separation of powers be concluded, "To preserve them must be as necessary as to institute them." L. Ellis, D. Curran, P. Stark, R. Wagner Gifted Resource Teachers, Suffolk Public Schools Page 12

13 Central Statement/Topic: Philosophical Chair Without an established system of checks and balances, a truly democratic government is not feasible. Answer the following questions before making any decisions about the topic: 1. Compare the benefits and drawbacks a government may face from instituting a system of checks and balances Checks and Balances Advantages Drawbacks 2. Thinking about the time and society in which the constitution was written, [1] why were the founding fathers so adamant about including a system of checks and balances? [2] What were their fears and [3] were those fears justified? L. Ellis, D. Curran, P. Stark, R. Wagner Gifted Resource Teachers, Suffolk Public Schools Page 13

14 Are you in support of or opposition of the central topic/issue? Use this space to log argument(s) supporting your position: References you used to support your position. L. Ellis, D. Curran, P. Stark, R. Wagner Gifted Resource Teachers, Suffolk Public Schools Page 14

15 Reflection After the Philosophical Chair: Explain why you believe your opinion is correct. What problems or issues have you discovered about our governmental system of checks and balances? Describe ideas about the topic presented during the exercise that you had not originally thought of? Do you think our system of checks and balances is still working? Please elaborate your thoughts on this issue. L. Ellis, D. Curran, P. Stark, R. Wagner Gifted Resource Teachers, Suffolk Public Schools Page 15

16 Choose two of the activities below to complete. Choice Menu Hanging Mobile What would happen if we had no laws in our country? Describe what life would be like At home? At school? In your city? In your state? In your country? Create a mobile that shows/explains what life would be like with laws and without laws at each place. Your mobile must include comparisons using text and pictures. Public Service Announcement Complete a blank map of the United States for the Electoral College. Choose one of the states. From your states point of view agree or disagree with the current allocation of Electoral College votes for that state. Prepare a public service announcement (1-2 min.) presenting your position to the citizens of the United States. (Examples: Movie Maker, PowerPoint, script with props, other choices approved by teacher). Political Cartoon Examine one of the following historical documents: Charters of the VA Company of London The VA Declaration of Rights The Declaration of Independence The Articles of Confederation The VA Statute for Religious Freedom The Constitution of the United States, including the Bill of Rights, and The Preamble Choose one of the documents above and draw a political cartoon based on an issue that is relevant in society today. Your cartoon must reference the historical document you selected. Your political cartoon must be detailed, well drawn, and have a short text passage. Power Point Presentation Are there limits to the rights of the First Amendment? Do you agree or disagree that there are limits to the rights of the First Amendment. What problems arise when your rights infringe upon the rights of others? Choose one freedom and research three cases where the exercise of an individual s freedom infringed upon the rights of others. Create a power point stating your position using the researched cases as evidence. Use pictures and text. Peer Poll Create a poll ranking the importance of the First Amendment Freedoms. Poll a minimum of 30 peers to gather your data. Create a graph or chart displaying the data you collected. Write a concluding statement explaining how the results of your poll reflect current societal norms. Venn Diagram and Poster Democrats vs. Republicans. Develop a better political party than the Democrats or the Republicans. Part 1 Create a Venn diagram showing similarities and differences between the two main political parties (Democratic and Republican parties). Part 2 Using the similarities from your Venn diagram, design a poster for your own political party. Include: 5 new platforms on major topics that could draw support from both political parties. L. Ellis, D. Curran, P. Stark, R. Wagner Gifted Resource Teachers, Suffolk Public Schools Page 16

17 Name: CIVICS 3 rd Quarter Gifted & Talented Portfolio You will work on this ongoing project/research based activity using the internet, text books, class notes and supplemental materials. Due Date Assignment Activity pages can be found in the 7 th Grade Civics 3 rd 9 weeks Portfolio Completion Date & GRT Signature Score 4= Advanced 3= Proficient 2= Basic 1=Below Basic Section A All students are responsible for ALL of the following activities: Final Exhibit Submission What is Civics? Pages 7 & 8 Road Map to Good Citizenship Page 9 Comparing Governmental Philosophies Page 11 Philosophical Chair: Checks and Balances Pages 13 & 14 Reflection After the Philosophical Chair Page 15 Total Points Earned: Section B Student Selected Projects: Students are responsible for completing 2 of the 6 Civics Choice Board activities CHOICE #1: Activity Title - Page 16 CHOICE #2: Activity Title - Page 16 Total Points Earned: Total Points from Section A Total Points from Section B Total Points for Completed Portfolio: Test Score Earned: 28 Teacher comments: Activities will be done outside of class UNLESS time permits them to be done in class. L. Ellis, D. Curran, P. Stark, R. Wagner Gifted Resource Teachers, Suffolk Public Schools Page 17