Civics Curriculum Guide

Transcription

1 Civics Curriculum Guide Column 1: Standards The standards are the benchmarks that our state decides as what must be taught by teachers and learned by students in a given grade level and content area. These standards are assessed on the Civics End-of-Course Assessment. The standards are also the learning goals referred to in the new common board configuration. They do not change until they are mastered and may remain the same for days or weeks. The standard also serves as level 3 on the scale template because level 3 is the target level for mastery. It should be written on the scale word-for-word without being changed or adapted. Column 2: Skills and Concepts The skills are the verbs in the standard and are what students need to be able to do. The strategies in lessons and activities should align with the skills from the standard. The concepts are the nouns in the standards that are what students need to know. The content in lessons and activities should align with the concepts from the standard. Column 3: Assessment Process The assessment processes are the steps in the lessons provided by the Florida Joint Center for Citizenship. The FJCC curriculum is distributed in print by the district social studies department and can also be viewed or downloaded from FloridaCitizen.org. To use the website, you must create a free account and login. Each lesson begins with foundational skills and guides students to mastery of the standard. The extension activities in the lessons are level 4 on the scale template and are noted by a plus sign. Each of the steps in the assessment process are learning targets in the new common board configuration. These are the activities students will complete in order to master the standard. Column 4: Foundational Skills The foundational skills are essential vocabulary and concepts that students must understand to reach mastery level of each standard. Bolded terms are specifically mentioned in the EOC test item specifications. Column 5: Test Blueprint The test blueprint includes the number of items per benchmark, the complexity level of each item, and if the item includes a stimulus such as a chart, quotation, or picture which is represented in bold font. 1

2 2.1: Define the term citizen and identify legal means of becoming a United States citizen 2 Standard Skills and Concepts Assessment Process Foundational skills Test Blueprint Define Identify 2.2: Evaluate the obligations citizens have to obey laws, pay taxes, defend the nation, and serve on juries Also assesses 2.3: Experience the responsibilities of citizens at the local, state, or federal levels 2.14: Conduct a service project to further the public good Citizen Legal Evaluate Experience Conduct Obligation Public good Responsibility Service project Students will read and summarize using the text of the 14 th amendment and student friendly explanation and create their own definition using evidence from the text(s). (1-14) Read and complete the Citizenship: Just the Facts activities that summarize the naturalization process and clarify key vocabulary terms. (15-26) Write a well-crafted informative response to the following prompt: Explain the three different ways of becoming a citizen in the United States or create a storyboard illustrating the three ways of becoming a citizen. (27) Examine and discuss charts and graphs depicting immigration and naturalization statistics. (28-33) Complete video viewing guide using President Obama s remarks on the naturalization process. (34-38) Watch the Preparing for the Oath oral history videos and complete the student activities. (40-44) Write a well-crafted response to the following prompt: The naturalization process has created millions of new American citizens over many decades of this country s history. What is the impact of the naturalization process on the U.S.? (45) + Conduct a short research project, utilizing multiple sources and proper citations to respond to the following prompt: Research Ellis Island or Angel Island and investigate the experiences of historical and modern day immigrants. Create a product to compare and contrast these immigration stories. Read and create a definition of the common good in your own words. (1-3) Read and create a definition of obligations and responsibilities. (4-7) Complete carousel note-taking activity to identify examples of obligations and responsibilities summarize examples with justifications using evidence from the text. (7-11) Complete pair activity to brainstorm and explain how obligations and responsibilities benefit the common good as well as the consequences if they are unfulfilled (11-13) Examine jury summons document, tax dollars statistics and graphs, and PEW center political and civic involvement in the U.S. graphs and complete group discussion(s). (14-21) Complete graphic organizer explaining how each obligation and responsibility relates to being an active participant in society, or political process. (22-23) Create a well-crafted response to the following prompt: Based on what you have learned about obligations and responsibilities of citizens, choose two obligations and two 14 th Amendment Alien Citizen Immigrant Immigration Law of blood Law of soil Legal permanent resident Naturalization Resident Citizen Common good Defend the nation Obligation Obey laws Pay taxes Responsibility Selective service Serve on a jury PMT1: 2 items L1 item: Characteristic of citizenship, 14th Amendment L2 item: Scenario on citizenship PMT2: 1 item L1 item: Scenario on naturalization process PMT1: 2 items L2 item: Quote on responsibilities / common good L2 item: Example of obligation PMT2: 1 item L3 item: Quote on citizens responsibilities/ obligations

3 1.9: Define the rule of law and recognize its influence on the development of the American legal, political, and al systems Define Recognize Rule of law responsibilities and write an informational paragraph to explain what occurs if citizens do not fulfill the obligation or responsibility and the benefit to the common good when they do fulfill the obligation or responsibility. (24) Complete What Does a Responsible Citizen Look Like? activity with Citizens Unite! Video and citizen case studies. (25-38) Create a well-crafted response to the following prompt: In 1961, President John F. Kennedy made this statement in his Inaugural Address: my fellow Americans: ask not what your country can do for you ask what you can do for your country. Using what you have learned during this lesson, explain how this quote relates to the idea of being a responsible citizen and contributing to the common good. (39) + Write a well-crafted reflection on their service learning experience using the following prompt: Based on what you have experienced during the class service project and what you have learned during the other components of this lesson, write an argument explaining the importance of being a responsible citizen. Cite specific examples. Students will brainstorm the purpose of laws. (1-3) Students will view clips illustrating the rule of law and complete a video viewing guide to create their own definition of rule of law. (4-10) Students will complete a guided discussion activity about the rule of law using information from the video viewing guide. (11-19) + Students participate in scripted skit activity from icivics to demonstrate without rule of law. (21-36) Students will complete quote analysis and classroom discussion about the impact of the rule of law. (37-39) + Students will complete case studies involving primary sources focused on the impact of the rule of law and respond to the following prompt: President Theodore Roosevelt made the following statement: No man is above the law and no man is below it Using what you have learned in this lesson and citing specific examples from the videos and lesson activities, explain this quote in your own words and how it relates to the concept of rule of law. (40-46) Law Rule of law PMT1: 2 items L2 item: Importance of rule of law L2 item: Scenario involving rule of law PMT2: 1 item L1 item: Explanation of rule of law 3

4 2.10: Examine the impact of media, individuals, and interest groups on monitoring and influencing Examine Individuals Influence Interest groups Media Monitor Brainstorm the meaning of the word public and read Public Sphere article. Describe vocabulary and complete associated sections in the graphic organizer. (1-6) Check for understanding using the active participation and review activities. (7-9) Read the Role of the Media article and describe the terms media, watchdog, gatekeeper, and agenda setter using the influences graphic organizer. (Media, Steps 20-24) Complete the Role of Media active participation review activity (Media, Step 25) Complete the Agenda Cutout activity (Media, Steps 26-27) Complete class discussion on the impact of media and complete summary statement explaining the impact of the media on monitoring and influencing using the influence graphic organizer. (Media, Steps 28-30) Read the Interest Groups article and describe the terms, special interest, interest group, lobbying, lobbyist, and political action committee using the influences graphic organizer. (Interest Groups, Step 32) Show examples of graphs and statistics regarding the contributions of interest groups. Add examples to influences graphic organizer. (Interest Groups, Steps 48-51) Complete class discussion on the impact of interest groups and complete summary statement explaining the impact of interest groups on influencing using the influences graphic organizer. (Interest Groups, Step 52) Read the How Individuals Can Monitor and Influence Government article and describe the terms, voting, running for office, petition the and attend civic meetings using the influences graphic organizer. (Individuals, Steps 54-56) Complete a summary statement explaining the impact of individuals on influencing using the influences graphic organizer. (Individuals, Step 57) Complete class discussion on the role of individuals in influencing. (Individuals, Steps 58-59) Write a well-crafted argument explaining why it is on is not important for citizens to be aware of the methods individuals, the media, and interest groups use to monitor and influence. Cite specific examples to support your argument. (60). + Conduct a research project examining specific legislation or actions of the that involve the influence of the media, interest groups and individuals. Agenda setter Gatekeeper Impact Influence Interest groups Lobbying Lobbyist Media Monitor Petitioning the Political action committee (PAC) Public policy Public sphere Special interest Watchdog PMT1: 3 items L1 item: Purpose of a Political Action Committee (PAC) L2 item: Impact of individuals on L2 item: Chart of candidates' positions in relation to PAC support PMT2: 1 item L3 item: Passage on lobbying organizations and monitoring 4

5 2.11: Analyze media political communications (bias, symbolism, propaganda). 2.13: Examine multiple perspectives on public and current issues Analyze Bias Political communication Propaganda Symbolism Examine Current issues Multiple perspectives Public issues Complete brainstorming activity about the media (1-6) Read the Media and Political Communication article and using the activity sheet, define the terms bias, symbolism and propaganda using evidence from the text. (7-10) Using the campaign logos, newspaper headlines, political cartoons, and posters, complete primary source analysis activities and add examples to the media and political communication activity sheet. (15-40) Complete class discussion about the impact of the bias, symbolism, and propaganda in media and political communication and add summary sentence(s) about each to the activity sheet. (Included in steps 15-40) Write a well-crafted informative response using one of the following: (41) Prompt 1- Using what you have learned from this lesson explain how bias, symbolism, and propaganda can be used to impact public opinion. Prompt 2- Explain how bias, symbolism, propaganda impact how information is used in media and political communication and why it is important to be aware of these techniques. + Create examples of media and political communication using bias, symbolism and propaganda. Class discussion addressing multiple perspectives on a current issue at the school level (Example, dress code/uniforms). (1-4) Make a list of current national issues. (5-6) Make a list of groups or individuals that have opinions on current national issues and complete class discussion on multiple perspectives. (7) Use the Issues activity sheet to examine and summarize different perspectives on each scenario involving national issues. (8-15) Complete class discussion on how multiple perspectives shape the political process. (16) Write a well-crafted informative response to the following prompt: Using what you have learned using your issues activities, explain how multiple perspectives on issues can shape participation in the political process. (17) + Complete Compulsory Voting Deliberation reading and argument outline activity. Bandwagon Bias Card stacking Glittering generalities Media Name calling Plain folks Political communication Propaganda Public agenda Symbolism Testimonial Transfer Deliberate Editorial Issue Nonprofit organization Perspective Political party Special interest group Voting age population PMT1: 2 items L2 item: Analysis of image on political communications L2 item: Example of political communications PMT2: 1 item L2 item: Analyze sources of bias PMT1: 2 items L2 item: Quote analysis on perspective of author L3 item: Table of two perspectives, draw conclusion PMT2: 1 item L2 item: Example of long term public policy 5

6 2.8: Identify America s current political parties, and illustrate their ideas about 2.9: Evaluate candidates for political office by analyzing their qualifications, experience, issuebased platforms, debates, and political ads Also assesses 2.7: Conduct a mock election to demonstrate the voting process and its impact on a school, community, or local level Identify Illustrate Political party Analyze Conduct Demonstrate Evaluate Candidate Political office Voting process Complete brainstorm activity with campaign logos and using direct instruction define vocabulary. (1-6) Complete political party jigsaw activity reviewing the platforms of each political party. (7-16) Students will complete comparison activity with graphic organizer. (17-18) Students will complete classroom discussions, read One Big Party article from icivics and complete photo analysis focused on the functions and impact of political parties. (19-33) Students will write a well-crafted informative response using the following prompt: Using what you have learned during this lesson and using specific examples gathered during your research, write an argument explaining the impact of political parties on society, or the political system. Use specific examples and evidence to support your argument. (34) + Students will research and create a product that illustrates each party platform along with specific individuals associated with the party. Complete primary source analysis and understand the concept of requirements for political office. (1-5) Use the Requirements for Political Office activity sheet to analyze primary sources and identify and explain the requirements for federal, state, and local office. (6-17) Complete the Qualifications graphic organizer using primary sources and video clips to explain additional qualifications. ( 19-47) Read Why Voting Matters article and complete class discussion activity to explain the election process. (49-57) Participate in mock election activity. (58-74) Write a well-crafted response using one of the following: Prompt 1-Using your graphic organizer, write a well-crafted paragraph explaining how understanding a candidate s experience, platform, performance in debates and their political advertisements provide important information when evaluating a candidate for office. Prompt 2- You overhear a friend say, It doesn t matter who you vote for. All candidates are the same. Using what you have learned during this lesson and citing specific evidence, write a well-crafted explanation of how you would respond to your friend. + Write a well-crafted reflective response using the following prompt: Reflect on your experience participating in a mock election. Consider if the mock election was an actual election and explain what you think the impact would be on the community or state. 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 Unenumerated rights Candidate Debates Experience Issue-based platforms Mock election Political ads Political office Qualifications Voting process PMT1: 2 items L2 item: Difference between two political parties L2 item: Similarity between two political parties PMT2: 1 item L3 item: Poster on impact of political parties PMT1: 3 items L2 item: Scenario on qualifications of President L2 item: Analyze excerpt on qualifications for political office L3 item: Chart on candidates' positions in relation to support of an individual PMT2: 1 item L2 item: Scenario on candidate qualifications 6

7 2.12: Develop a plan to resolve a state or local problem by researching public policy alternatives, identifying appropriate agencies to address the issue, and determining a course of action 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. 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. Determine Develop Research Resolve Government agencies Public policy Recognize Enlightenment Founding Fathers John Locke Montesquieu Natural law Separation of powers Social contract Trace the impact English Bill of Rights Magna Carta Mayflower Compact Thomas Paine s Common Sense Use icivics lesson Students Engage! Brainstorm problems at your school or in your community that you would like changed. Create a list of action steps on the engagement review sheet. Write and present an action plan including an explanation of the issue, why the issue is a problem, and possible solutions to the problem. Include the agency that is appropriate to address the issue and come up with a course of action. Complete reflection activities. Define the term influence and complete class discussion. (1-4) Complete the John Locke reading and define the terms natural law, natural rights, consent of the governed and social contract. (5-14) Complete the Why Government activity. (15-24) Finish Influences from the Enlightenment: John Locke activity and classroom discussion. (25-28) Complete John Locke and the Declaration activity. (29-34) Complete Montesquieu reading and define separation of powers and checks and balances. (35-40) Finish Influences from the Enlightenment: Montesquieu activity and classroom discussion. (41) + Conduct a research project examining other Enlightenment philosophers that influences the Founding Fathers ideas about and politics. Complete the Colonial Influences anticipation activity to define rule of law, self-, due process, limited and rights as related to the United States Constitution. (1-4) Read Colonial Influences article and complete the Understanding Influences activity sheet (5-17) Complete Evaluating the Impact graphic organizer and classroom discussion. (18-27) Write a well-crafted informative response using one of the following: Prompt 1: Explain how the big ideas that emerged from the historical documents you read about in this lesson have been incorporated into the U.S. Constitution. Prompt 2: Explain how the Magna Carta, English Bill of Rights, Mayflower Compact, and Common Sense have impacted the purposes of. + Research investigating the origin of ideas in the Magna Action steps Community Issue Problem Solution Checks and balances Consent of the governed Enlightenment Individual liberty Influence Natural law Natural rights Separation of powers Social contract Common Sense Compact Due process English Bill of Rights Limited Limited monarchy Magna Carta Mayflower Compact Preamble Rights Rule of law Self- Thomas Paine PMT1: 2 items L1 item: Identify appropriate level of to address issue L2 item: Determine best strategy to resolve an issue PMT2: 1 item L2 item: Scenario of public policy example PMT2: 2 items Level 1 item: Enlightenment and John Locke's views Level 3 item: Passage on citizens making change in PMT2: 2 items Level 2 item: Quote on self Level 2 item: Comparison of Magna Carta and English Bill of Rights 7

8 1.3: Describe how English policies and responses to colonial concerns led to the writing of the Declaration of Independence. 1.4: Analyze the ideas (natural rights, role of the ) and complaints set forth in the Declaration of Independence. Describe Colonial concerns Declaration of Independence English policies Analyze Declaration of Independence Natural rights Role of the Carta, English Bill of Rights, Mayflower Compact, and Common Sense. Complete viewing guide and classroom discussion focused on English policies and concerns. (1-8) Read Hey King! Get Off Our Backs article and complete graphic organizer. (9-17) Read and complete timeline activity and graphic organizer. (18-28) Write a well-crafted informative response using the following prompt: Using what you have learned during this lesson and citing specific examples from the reading, explain the main concerns of the colonists that led to the writing of the Declaration of Independence. (29) + Respond to the following prompt using specific details from their research: In 1963 Dr. Martin Luther King, Jr. wrote the following statement as part of his Letter in Birmingham Jail: We know through painful experience that freedom is never voluntarily given by the oppressor; it must be demanded by the oppressed. Based on what you have learned and citing specific examples from your research, the reading and activity sheet, how does this statement relate to the events leading up to the writing of the Declaration of Independence? Complete primary source analysis activity and complete classroom discussion. (1-7) Complete primary source analysis activity and read Excerpts from the Declaration of Independence while defining vocabulary in context. (8-19) Read the Declaration and define natural rights and complete classroom discussion. (20-22) Complete classroom discussion about natural rights and the role of. (23) Complete Primary Source Document Analysis activity sheet and discussion questions. (24-33) + Demonstrate their knowledge about the relationship between natural rights and the role of in the Declaration of Independence and the connection between the colonists complaints and grievances and how they are related to the concept of natural rights by creating a product of their choice. (34-35) Duty Export Goods Import Individual rights Legislative Levy Oppression Parliament Representation Tax Taxation without representation Abolish Assent Consent of the governed Deprive Derive Despotism Dissolve Endow Grievance Impel Impose Institute Natural rights Oppression Quarter Rectitude Self-evident Tyranny Tyrant Unalienable or inalienable rights Usurpation PMT2: 2 items Level 1 item: Reasons for independence from Declaration of Independence Level 2 item: Colonial response to English policy PMT2: 2 items Level 1 item: Identify a grievance from the Declaration of Independence Level 2 item: Excerpt from Declaration of Independence, determine purpose of 8

9 1.5: Identify how the weaknesses of the Articles of Confederation led to the writing of the Constitution. 1.8: (1 st half) Explain the viewpoints of the Federalists and the Anti-Federalists regarding the ratification of the Constitution and inclusion of a bill of rights. 1.6: Interpret the intentions of the Preamble of the Constitution. Identify cause and effect Articles of Confederation Constitution Weaknesses Explain Anti-Federalists Bill of Rights Constitution Federalists Ratification Interpret Constitution Intentions Preamble Begin KWL activity and class discussion. (1-9) Read the Articles of Confederation article and complete activity sheet. (10-13) Complete class discussion using Understanding the Articles of Confederation graphic organizer focused on weaknesses. (14-15) Read Excerpts from the Constitution and complete activity sheet. (16-20) Complete KWL chart. (21-23) Write a well-crafted response using the following prompt: Write an argument explaining the weaknesses of the Articles of Confederation. Cite specific evidence from the reading to support your argument. (24) + Create a product based on the analysis of the Articles of Confederation and explain how our country would be different if the Constitution did not address the weaknesses. Complete artwork viewing guide and class discussion on background information. (1-4) Read Federalists and Anti-Federalists article and complete guiding questions with class discussion. (5-8) *This lesson will continue after lesson 2.4 is taught. Complete photo analysis of the Preamble and complete class discussion. (1-6) Complete vocabulary exercise using Preamble graphic organizer. (7-12) Complete Preamble analysis and discussion. (13-21) Read and analyze the Preamble and complete graphic organizer focused on the goals and purposes. (22-31) Write a well-crafted informative response using the following prompt: Using what you have learned from the analysis of the Preamble, explain where the gets its power and what the six goals and purposes of are according to the Preamble. (32) + Divide the class into eight groups. Assign each group a section of the Preamble: Instruct each group to create a visual representation of their section of the Preamble including modern day and historical examples. Articles of Confederation Confederation Constitutional convention Debt Shays s Rebellion Anti-Federalists Anti-Federalist Papers Bill of Rights Federalists Federalist Papers Ratification Defense Domestic Insure Justice Ordain Posterity Preamble Tranquility Union Welfare PMT2: 2 items Level 1 item: Identify a weakness of the Articles of Confederation Level 2 item: Reason for writing of the U.S. Constitution PMT2: 2 items Level 1 item: Federalist/ Anti- Federalist view from statements Level 2item: Quote from Bill of Rights on Federalist/ Anti- Federalist view PMT2: 2 items Level 1 item: Identify list of phrases in Preamble Level 2 item: Explanation of goal in Preamble 9

10 3.3: Illustrate the structure and function (three branches of established in Articles I, II, and III with corresponding powers) of in the United States as established in the Constitution. Illustrate Articles I, II, III Constitution Established Function Structure Three branches View copy of the Constitution and complete vocabulary exercise. (1-4) Students will read the text, Article I: Understanding the Legislative Branch and complete the directed note-taking activity and respond to the following prompt, According to the reading, what is the structure, function and power of the legislative branch? using what they have learned from the reading and activity sheet. (5-8) Students will read the text, Understanding the Executive Branch, Article II of the U.S Constitution and complete group activity and discussion. (19-25) Students will read the text, Understanding the Judicial Branch, Article III of the U.S Constitution and complete group activity and discussion. (19-24, 26) Complete the Three Branches Graphic Organizer activity. (27-31) Write a well-crafted response using one of the following: Prompt 1- Although many people believe that the three branches of are equal, the legislative branch is actually the most powerful. Use evidence from your readings and graphic organizer to argue why you think this statement is correct or incorrect. Prompt 2- Explain what you think are the most important functions and powers of each branch. Use evidence from your readings and graphic organizer to explain your argument. + Conduct a political cartoon analysis evaluating the structure, function and powers of the three branches of and complete classroom debate. Appellate jurisdiction Armed forces Article Coin money Concurrent powers Declare war Delegated powers Elastic clause Enumerated powers Executive branch Foreign relations Immigration Impeach Implied powers Judicial branch Legislative branch Naturalization laws Necessary and proper Nominate Original jurisdiction President Presidential appointments Regulate Trade U.S. Congress U.S. House of Representatives U.S. Senate U.S. Supreme Court PMT2: 3 items Level 1 item: Identify power of legislative/executive/ judicial branch Level 2 item: Branches impacted by public opinion Level 2 item: Passage from document and its impact on constitutional powers 10

11 1.7: Describe how the Constitution limits the powers of through separation of powers and checks and balances. 2.4: Evaluate rights contained in the Bill of Rights and other amendments to the Constitution. Describe Checks and balances Constitution Limited Separation of powers Evaluate Amendment Bill of Rights Constitution Rights Complete lunch menu activity and classroom discussion focusing on how the Constitution limits the power of. (1-15) Complete the separation of powers anticipation activity and guided notes. (16-24) Complete Who s Got the Power activity sheet. (25-35) Participate in You be the Branch scenarios and examine examples of separation of powers/checks and balances. (36-51) Write a well-crafted informative response using one of the following: (52) Prompt 1- How do the systems of separation of powers and checks and balances limit the power of the? Give an example of a power for each branch and one example of how each branch can check that power. Prompt 2- In Federalist No. 47, James Madison wrote the following: Montesquieu was guided in saying There can be no liberty where the legislative and executive powers are united in the same person, or body he did not mean that these departments ought to have no CONTROL over, the acts of each other. Explain the passage in your own words and how this passage is related to the concept of checks and balances. + Play the Checks and Balances Game from Sheppard Games. + Conduct a short research project, utilizing multiple sources and proper citations to respond to the following prompt: Research and show modern day or historical examples of how separation of powers and/or checks and balances work in action to limit the powers of the. Read I Have Rights?! and complete the fast forward and rewind activity sheet (1-7) Complete the Bill of Rights guided notes and view First Amendment video clip and complete classroom discussion. (8-16) Create cartoons to illustrate protections in the Bill of Rights. (17-20) Use the Can They Do That? activity sheet to discuss scenarios involving protections in the Bill of Rights. (21-27) Complete class discussion on how the Bill of Rights influences individual actions and social interactions. (28-30) Complete the Blogging the Bill of Rights activity. (31-37) Complete the Bill of Rights Today activity sheet with current events. (38-42) Write a well-crafted response to the following prompt: Your Checks and balances Constitutional Judicial review Limited Marbury v. Madison Separation of powers 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 PMT2: 3 items Level 1 item: Example of checks and balances Level 2 item: Quote on separation of powers Level 3 item: Table on powers of and its impact PMT2: 2 items Level 2 item: Example of a right in Bill of Rights Level 2 item: Statements from a debate dealing with a right in Bill of Rights 11

12 1.8: (2 nd half) Explain the viewpoints of the Federalists and the Anti-Federalists regarding the ratification of the Constitution and inclusion of a bill of rights. 3.8: (Federal) Analyze the structure, functions, and processes of the legislative, executive, and judicial branches. Also assesses 3.9: Illustrate the law making process at the local, state, and Explain Anti-Federalists Bill of Rights Constitution Federalists Inclusion Ratification Viewpoints Analyze Illustrate Executive branch Function Judicial branch Law making process Legislative branch Processes Structure friend complains to you about learning about the Bill of Rights. Who cares about learning about a document that was written hundreds of years ago! she says. Write an argument explaining the importance of learning about the Bill of Rights to your friend. Explain the role the Bill of Rights plays in protecting rights and what can happen when rights are violated. Cite examples from at least three amendments contained in the Bill of Rights. (43) + Conduct a research project utilizing multiple primary and secondary sources that explains historical context of the amendments and create a product that identifies protected rights by specific amendment numbers. * Complete these steps after learning the Bill of Rights from 2.4 Complete Comparing Viewpoints activity sheet about both viewpoints with classroom discussion. (9-14) Discuss why the Anti-federalists believed it was necessary to include a bill of rights in the Constitution. Write a well-crafted informative response using one of the following: Prompt 1- Using what you have learned from the reading and activity sheets, explain the viewpoints of the Federalists and Anti-Federalists regarding the ratification of the Constitution. As part of your response, explain why the Anti-Federalists found it necessary to include a bill of rights. Use examples of rights from the Bill of Rights to explain your reasoning). Prompt 2- During the ratification process, Anti-Federalist Patrick Henry made the following statement: "As long as we can preserve our rights, we are in safety." Explain how this statement is related to the Anti-Federalists reason for including a bill of rights in the Constitution. + Conduct a research project using multiple primary and secondary sources focused on the viewpoints of Federalists and Anti-Federalists. Complete graphic organizer illustrating the structure and major functions of the federal. (1-5) Label graphic organizer with leadership titles and roles of the federal. (6-7) Show Slide 7 from Dr. Fine s SS.7.C.3.8: Highlights Functions of Government: Legislative Branch PowerPoint and complete classroom discussion. Show I m Just a Bill video clip and complete guided note taking and classroom discussion. (15-23) Pass out content student friendly reading SS.7.C.3.8 Benchmark Clarification 1 from the Escambia County review site and read The Legislative Branch section only and Search and seizure Suffrage Trial by jury Unenumerated rights Anti-Federalists Anti-Federalist Papers Bill of Rights Federalists Federalist Papers Ratification Act Appointment Appointment confirmation Bicameral Bill Cabinet Chief justice Committee selection Conference committee See above L1 item: Steps in lawmaking process L2 item: Flowchart of three branches in lawmaking process 12

13 federal levels. complete close read. Finish How a Bill Becomes a Law at the Federal Level graphic organizer. (24-25) Refer back to federal graphic organizer and add processes of the legislative branch. Then complete close read of the student friendly reading SS.7.C.3.8 Benchmark Clarification 1 from the Escambia County review site Executive and Judicial sections and add these processes to the graphic organizer. Constituents Executive order How a bill becomes a law Impeach Judicial review Jurisdiction Law Majority leader Majority party Majority vote Minority leader Minority party Nominate Pardon President Presidential appointments President pro tempore (Senate) Speaker of the House Special committee Special interest group Standing committee U.S. Supreme Court U.S. Representative U.S. Senator Veto Writ of certiorari 13

14 3.4: Identify the relationship and division of powers between the federal and state s. 3.8: (State) Analyze the structure, functions, and processes of the legislative, executive, and judicial branches. Also assesses 3.9: Illustrate the law making process at the local, state, and federal levels. 3.8: (Local) Analyze the structure, functions, and processes of the legislative, executive, and judicial branches. Also assesses 3.9: Illustrate the law making process at the local, state, and Identify the relationship Division of powers Federal State Analyze Illustrate Executive branch Function Judicial branch Law making process Legislative branch Processes Structure Analyze Illustrate Executive branch Function Judicial branch Law making process Legislative branch Processes Structure Complete the Powers and Responsibilities activity and class discussion (5-7) Complete the Figuring out Functions graphic organizer (8-13) Complete guided note-taking activity defining the system of federalism (14-16) Complete Analyzing Functions activity sheets and complete class discussions. (17-28) Complete class discussion and analyze real life scenarios (29-31) Respond to the following prompt: The U.S. Constitution grants powers to the federal and reserves powers to the states. Comparing Article 1, Section 8 and the Tenth Amendment and what you learned during this lesson, why did the framers decided to list specific powers for the federal and reserve the remaining powers for the states? Support your explanation with specific examples. (32, Prompt #1) + Research historical and/or current events to explain how federal and state powers have worked together on a specific issue or were in conflict on a specific issue. Complete classroom discussion and guided note taking about leadership and representatives at the state level. (27-33) Show Slide 6 and Slide 9 from Dr. Fine s SS.7.C.3.8: Highlights Functions of Government: Legislative Branch PowerPoint and complete classroom discussion focused on the similarities in the state and federal processes. Complete the Who Represents Me? research activity. (34-40) Complete the Great State activity (41-54) Review who is involved in the lawmaking process at the federal and state levels. Discuss who is involved at the local level including city and county. Discuss the basic structure of the three branches at the local level. (56) Read the How are laws made in Florida s Cities and create a graphic organizer of the overview of how ordinances are proposed and passed in Florida s cities. (57) Respond to the following prompt: Using what you have learned in this lesson, write two informational paragraphs. In the first paragraph, summarize the lawmaking process at the federal, state and local levels. In the second paragraph, compare the three processes. Be sure to include specific Concurrent powers Delegated powers Enumerated powers Federal Federalism Local Reserved powers State Supremacy clause Tenth Amendment Court order Governor Judgment Jurisdiction State legislator State representative State senator State supreme court Statute Summary judgment City commissioner City council member County commissioner County council member Home rule Mayor Ordinance School board L2 item: Example of powers (reserved, concurrent, delegated/ enumerated) L2 item: Diagram on federalism See above See above 14

15 federal levels. 3.14: Differentiate between local, state, and federal s obligations and services. 3.5: Explain the Constitutional amendment process. Differentiate Federal Local Obligations Services State Explain Amendment process evidence from your activity sheets, readings, and notes from direct instruction. (58) + Conduct a research project utilizing multiple primary and secondary resources focused on a specific historical situation where an act and a statute were in conflict and explain the resolution of the issue. Begin timeline of the morning activity for use later in the lesson (1-4) Read On the Level article and define content focus vocabulary. (5-20) Analyze Article I, Section 8 of the U.S. Constitution and complete graphic organizer. (21-29) Read State and Local Functions and Services article and complete graphic organizer. (30-36) Complete Venn Diagram activity. (37-39) Complete Timeline of the Morning activity. (40-41) Write a well-crafted informative response using one of the following: Prompt 1- Instruct student to write a well-crafted informative response to the question at the bottom of the Time Line of The Morning student activity sheet. Prompt 2- Many citizens are unaware that the three levels of provide different services. How would you explain the services of the federal, state, and local s to an unaware citizen? + Illustrate the role of in their lives, using the online simulation An Ordinary Day: The Impact of Congress/Government and create a product. Complete viewing guide and class discussion using political cartoon and video clip. (1-4) Read Article V of the Constitution and Amending the U.S. Constitution text and summarize the information using the graphic organizer. (5-8) Read and complete the Women s Rights Case Study complex text graphic organizer. (9-10) Write a well-crafted informative response using one of the following: Prompt 1- The U.S. Constitution has been amended 27 times out of over 11,000 proposals introduced. Based on what you have learned and citing specific examples from the video, Article V of the U.S. Constitution reading and the Women s Rights Case Study, write to explain why there is a low success rate of amending the U.S. Constitution. Prompt 2- How do the video, Article V of the U.S. Constitution reading, and Women s Rights Case Study support the idea Concurrent powers Expressed or enumerated powers Federal Federalism Implied powers Inherent powers Local Reserved powers State Tenth Amendment Amendment Caucus Ratify Rescind L2 item: Example of service (local, state, federal) L2 item: Example of service shared between levels L2 item: Quote analysis on the amendment process L2 item: Timeline of passage/failure of amendment 15

16 3.13: Compare the constitutions of the United States and Florida. 3.7: Analyze the impact of the 13 th, 14 th, 15 th, 19 th, 24 th, and 26 th amendments on participation of minority groups in the American political process. Compare Florida Constitution United States Constitution Analyze the impact Minority groups Participation Political process that it is difficult to make a change to the U.S. Constitution? Support your writing with specific examples from each source. (11) + Conduct a short research project, utilizing multiple sources and proper citations to respond to the following prompt: Select a proposed amendment and trace the journey of the amendment from proposal to ratification. Include the social, economic, or political issues that impacted the proposed amendment at each phase of the ratification process. (11, Extension) Examine the Florida and U.S. Constitutions and compare their structures (1-8) Complete the Comparative Constitutions activity sheet. (9-22) Read Article IV of the Constitution and complete class discussion about the supremacy clause (23-26) Finish Comparative Constitutions and complete class discussion on the purposes of a constitution. (27-33) Complete Amending the Florida Constitution activity sheet and classroom discussion. (34-41) Write a well-crafted informative response using the following prompt: Compare and contrast the U. S. and Florida constitutions, using two elements of each document (e.g., how the is organized, what rights citizens are guaranteed, how each can be amended, what powers each branch has, what the preambles say, etc.). Cite specific examples to support your statements. (42, Prompt 1) + Conduct a research project examining the historical progression of the Florida s constitution using multiple primary and secondary sources. Complete a political cartoon analysis and classroom discussion focused on the 15 th amendment. (1-4) Complete the Voting Rights Timeline activity and classroom discussion. (5-10) Complete the mock voter identity timeline activity and classroom discussion. (11-17) Write a well-crafted informative response to the following prompt: Using what you have learned from the Voting Rights Timeline reading and your experience during the mock vote activity, explain how the amendments you have learned about expand the civil right of voting. Cite specific examples from the amendments. (18) Complete photo analysis and classroom discussion focused on the ERA. (19-22) Read the Journey for Civil Rights article and summarize paragraphs 1-3. (23-25) Abatement Abridge Amendment Article Authority Constitution Deprive Florida Declaration of Rights Infringe Jurisdiction Militia Preamble Prohibit Revenue Vested Amendment 13 th Amendment 14 th Amendment 15 th Amendment 19 th Amendment 24 th Amendment 26 th Amendment Civil Rights Civil Rights Act of 1964 Civil Rights Act of 1968 Discrimination Equal Rights Amendment Literacy test L2 item: Similarity between FL and U.S. Constitutions L2 item: Passage comparison from FL and U.S. Constitutions L1 item: Explanation for reason of an amendment L3 item: Newspaper headline on voting rights 16

17 3.10: Identify sources and types (civil, criminal, constitutional, military) of law. Identify Sources of law Types of law Complete a quote analysis and video viewing discussion focused on Martin Luther King Jr. (26-29) Finish reading the Journey for Civil Rights article and complete classroom discussion. (30-41) Write a well-crafted informative response using the following prompt: Based on what you have learned about the Civil Rights Movement, describe how you think the passage of the amendments you read about impacted groups to pursue additional laws guaranteeing their civil rights. (42, Prompt 1) + Participate in the Seize the Vote simulation and respond to the following prompt: How has the passage of the amendments and other laws you have learned about in this lesson support President Lyndon B. Johnson s statement that, In our system the first and most vital of all our rights is the right to vote. Use specific evidence from the lesson activities and your research to explain your answer. Explain rights by specific amendment number. (42, Prompt 2 and Extension) Complete classroom discussion and take notes focused on the Code of Hammurabi and the Magna Carta. (1-18) Read the Sources of Law article and complete graphic organizer with summary statements. (19-29) Complete the Sources of Law article and graphic organizer with classroom discussion focused on types of laws. (30-40) Complete Sources of Law scenarios activity. (41-43) Write a well-crafted informative response using one of the following: Prompt 1- Explain the five different sources of law you have learned about in this lesson by explaining each source in your own words and supporting each explanation with evidence from the reading. Prompt 2- Explain the different types of law you have learned about in this lesson by explaining each type in your own words, supporting each explanation with evidence from the reading and explaining how each type of law compares with the other types you have learned about. (44) + Conduct a research project utilizing multiple primary and secondary sources that requires the specific recall of historical law codes. Poll tax Prohibit Segregation States rights Suffrage Voting Rights Act of 1965 Case law Civil law Code of Hammurabi Common law Constitutional law Criminal law Juvenile law Magna Carta Military law Regulation Source Statutory law Type L1 item: Example of type of law L2 item: Statement from court case on type of law 17

18 3.11: Diagram the levels, functions, and powers of courts at the state and federal levels. Also assesses 2.6: Simulate the trial process and the role of juries in the administration of justice. Diagram Simulate Administration Federal courts Functions Justice Levels Powers Role of juries State courts Trial process Complete a brainstorming activity with classroom discussion. (1-3) Complete a primary source analysis of the U.S. and Florida constitutions with classroom discussion and guided notes. (4-15) Complete the Understanding Federal & State Courts reading and directed note-taking activity. (16-23) Complete the Federal and State Courts Graphic Organizer activity sheet. (24-25) Complete the Judicial Branch viewing guide and Trial Process Overview activity sheet (27-33 and 27-40) Write two well-crafted responses using the following prompts: Prompt 1- Using what you read during the Understanding Federal & State Courts activity and what you watched during the Judicial Branch video, explain the difference between the trial process and the appellate process. Prompt 2- Using what you have learned in this lesson and during the trial simulation, explain the role a jury plays in the trial process. (41) + Conduct a trial simulation using the icivics lesson James Bond in a Honda and create a product that explains the significance of the role of the juror and jury in the administration of justice. (34-36) Appeal Appellate court Bailiff Case 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 Jurisdiction Juror Jury Justice Original jurisdiction Plaintiff Prosecutor Trial court U.S. Circuit Court of Appeals U.S. District Courts U.S. Supreme Court Verdict Voir dire Writ of certiorari L1 item: Function of courts (trial, appeals, supreme) L3 item: Passage from document and its impact on the court system 18

19 2.5: Distinguish how the Constitution safeguards and limits individual rights. 3.6: Evaluate Constitutional rights and their impact on individuals and society. Distinguish Constitution Individual rights Limits Safeguards Evaluate Constitutional rights Impact Individuals Society Examine the first amendment and complete classroom discussion. (1-4) Read the United States Constitution: Limiting and Safeguarding Individual Rights article and complete discussion questions related to individual protections and the role of the judicial branch. (5-10) Finish reading The United States Constitution: Limiting and Safeguarding Individual Rights and complete classroom discussion and scenarios activities. (11-18) Investigate case studies of Tinker v. Des Moines and Hazelwood v. Kuhlmeier and explain the precedent set for students rights in schools. (19-40) Write a well-crafted response to one of the following: Prompt 1- Explain how the U.S. Constitution protects rights and explain how rights can be limited. Cite specific examples from the lesson activities to support your explanation. Prompt 2- Explain the role of the judicial branch in protecting or limiting individual rights. Does the role of the judicial branch in protecting or limiting individual rights emphasize the need for an independent judiciary? Explain your answer. (45) Take notes and participate in class discussion focused on Constitutional rights and protections. (1-10) Brainstorm and participate in class discussion focused on the involvement of rights in social, political, and economic systems, as well as the dependence of these systems upon individual rights. (11-15) Complete case study activities and presentations using the response activity sheets. (16-41) Write a well-crafted response using one of the following: Prompt 1- How do the three case studies explain limitations of constitutional rights? Cite specific examples from each case study to support your explanation. Prompt 2- Using what you have learned during the case studies, explain the impact of the on individuals when the restricts individual constitutional rights. (42) + Conduct a research project using multiple primary and secondary sources focused on specific events in history involving the impact of Constitutional rights on individuals and society. Appellate process Ex post facto Ex post facto law Habeas corpus Independent judiciary Precedent Privacy Public interest Safeguard Summary judgment Writ Civil disobedience Economic freedom Eminent domain Forced internment Freedom of assembly Property rights L2 item: Example of limit on individual rights L3 item: Passage from amendment and its impact on citizens' rights L1 item: Identify right from example L2 item: Example of application of rights 19