MIAMI-DADE COUNTY PUBLIC SCHOOLS, SOCIAL STUDIES, M/J CIVICS, COMPONENT I: Geographic Understanding

Miami-Dade County Public Schools (Florida), Social Studies Competency Based Curriculum (CBC), M/J Civics, Course #210601001 (Grade 7) COMPONENT I: Geographic Understanding OBJECTIVE 1. Cite examples of each of the Five Fundamental Themes of Geography (absolute and relative location, place, human-environment interaction, movement, and regions) as they relate to Miami- Dade County or Florida. (SS.A.6.3.2) (SS.B.1.3.3) (SS.B.2.3.7) (SS.B.2.3.8) (SS.B.2.3.9) (SS.C.2.3.4) SE/TE: Looking at Florida s Geography, FL 21 FL22; Florida s Natural Resources, FL28; Florida s Economic Activities, FL29; Impact of Florida s Economic Activities, FL30 TECH: PH ; Teacher Express CD-ROM; Social Studies Skill Tutor CD-ROM; and companion website COMPETENCY A. After studying the Five Fundamental Themes of Geography (absolute and relative location, place, human-environment interaction, movement, and regions), the students will design a tourist recruitment and advertising campaign for Dade County or Florida by: a. Collecting or drawing pictures of Miami-Dade County and/or Florida that illustrate each of the five themes. b. Designing an advertising campaign poster, using pictures/drawings collected, which focuses on the Five Fundamental Themes. c. Composing an advertising slogan for the campaign. d. Evaluating the advertising campaigns created by classroom groups to select the best examples of each of the Five Fundamental Themes. (SS.A.6.3.2) (SS.B.1.3.3) (SS.B.2.3.7) (SS.B.2.3.8) (SS.B.2.3.9) (SS.C.2.3.4) 1

OBJECTIVES 1. Review appropriate map skills using United States, Florida, and Miami-Dade County maps; i.e., cardinal and intermediate directions, determining distance-using scale, interpreting map projections, interpreting legends and symbols, determining absolute locations using latitude and longitude. (SS.A.4.3.2) (SS.A.5.3.1) (SS.A.6.3.1) (SS.B.1.3.1) (SS.B.1.3.2) (SS.B.1.3.3) (SS.B.2.3.2) (SS.B.2.3.9) 2. Read and interpret various special purpose maps of Florida; e.g., highway, climate, political, physical, population. (SS.A.4.3.2) (SS.A.5.3.1) (SS.A.6.3.1) (SS.B.1.3.1) (SS.B.1.3.2) (SS.B.1.3.3) (SS.B.2.3.2) (SS.B.2.3.9) 3. Describe how geographic factors including climate, topography, and natural resources have influenced the growth and development of Florida s economy (SS.A.4.3.2) (SS.A.5.3.1) (SS.A.6.3.1) (SS.A.6.3.5) (SS.B.1.3.1) (SS.B.1.3.2) (SS.B.1.3.3) (SS.B.2.3.2) (SS.B.2.3.4) (SS.B.2.3.7) (SS.B.2.3.9). SE/TE: Looking at Florida s Geography, FL 21 FL22; Reading Maps of Florida, FL26 FL27 SE/TE: Reading Maps of Florida, FL26 FL27 SE/TE: Florida s Natural Resources, FL28; Florida s Economic Activities, FL29; Florida s Economic Activities, FL30 COMPETENCY B. After reviewing key map skills, including the use of special purpose maps, the students will choose a location in Florida to visit and plan an imaginary vacation by: a. Writing a short business letter to the local Chamber of Commerce requesting information about attractions and accommodations. b. Planning an itinerary for a five-day trip to the location. 2

c. Drawing a free-hand map of Florida showing the planned route to the location and determining distance-using scale from Miami to the location selected. d. Writing a brief description of the physical geography of the region surrounding the location. (SS.A.4.3.2) (SS.A.5.3.1) (SS.A.6.3.1) (SS.B.1.3.1) (SS.B.1.3.2) (SS.B.1.3.3) (SS.B.2.3.2) (SS.B.2.3.9) COMPONENT II: Historical Awareness OBJECTIVES 1. Distinguish between various types of government including democracy (direct and representative), monarchy, and dictatorship. (SS.A.1.3.1.) (SS.A.1.3.3.) (SS.A.3.3.2.) (SS.A.3.3.5.) (SS.A.4.3.3.) (SS.A.6.3.4.) (SS.B.2.3.2.) (SS.B.2.3.3.) (SS.C.1.3.1.) (SS.C.1.3.2.) (SS.C.2.3.1.) (SS.C.2.3.4.) 2. Analyze key democratic concepts found in historical documents including the Magna Carta, Mayflower Compact, Declaration of Independence, the United States Constitution (Preamble and the Bill of Rights); e.g., justice, equality, individual rights, social contract, majority rule, separation of powers, checks and balances, representation and compromise. (SS.A.1.3.1) (SS.A.1.3.3) (SS.A.3.3.1) (SS.A.3.3.2) (SS.A.4.3.3) (SS.A.6.3.4) (SS.B.2.3.2) (SS.B.2.3.3) (SS.C.1.3.1) (SS.C.1.3.6) (SS.C.2.3.1) (SS.C.2.3.2) (SS.C.2.3.4) (SS.C.2.3.7) SE/TE: The Colonial Experience, 84-89; Forms of Government, 47-48; British Monarch, 48; Activities, 52; Looking to Ancient Greece and Rome, 91; The English Tradition, 92; Article 2: The Executive Branch, 126; Primary Sources, 257; New England Towns, 322 SE/TE: The Colonial Experience, 84-89; The Values That Unite Us, 18-23; Rights of Citizens, 59; Duties of Citizens, 60-64; Analyze Diagrams: Citizenship and You, 62-63; Civics in the Real World, 83; The English Tradition, 92-93; Analyze Charts: Influence on American Government, 93; Relying on Reason, 94; Moving Toward Nationhood, 95-101; Comprehension Questions, 104; Declaration of Independence, 106-109; The Constitutional Convention, 112-118; The Goals of Our Government, 124-125; Limited Government, 129-131; Analyze Diagrams: Checks and Balances, 130; Section 3: The Supreme Law of the Land, 133; The Constitution of the United States. 136-157; Adding the Bill of Rights, 160-162; Protections in the Bill of Rights, 163-170; Analyze Diagrams and Charts: The Bill of Rights, 164-165; Interpreting a Principle, 197 3

2. Analyze key democratic concepts found in historical documents including the Magna Carta, Mayflower Compact, Declaration of Independence, the United States Constitution (Preamble and the Bill of Rights); e.g., justice, equality, individual rights, social contract, majority rule, separation of powers, checks and balances, representation and compromise. (SS.A.1.3.1) (SS.A.1.3.3) (SS.A.3.3.1) (SS.A.3.3.2) (SS.A.4.3.3) (SS.A.6.3.4) (SS.B.2.3.2) (SS.B.2.3.3) (SS.C.1.3.1) (SS.C.1.3.6) (SS.C.2.3.1) (SS.C.2.3.2) (SS.C.2.3.4) (SS.C.2.3.7) 3. Identify the United States Constitution as the document that describes the structure of government and the rights of individuals under the government. (SS.A.1.3.1) (SS.A.1.3.3) (SS.A.3.3.1) (SS.A.3.3.2) (SS.A.4.3.3) (SS.A.6.3.4) (SS.B.2.3.2) (SS.B.2.3.3) (SS.C.1.3.1) (SS.C.1.3.6) (SS.C.2.3.1) (SS.C.2.3.2) (SS.C.2.3.3. (SS.C.2.3.4) (SS.C.2.3.7) Equality and Segregation, 197-199; Equality and Affirmative Action, 199-201; Women and Equality, 201-202; Powers Given to Congress, 218; The General Welfare, 483; Protecting Freedom and Society, 515; Human Rights and Democracy, 647; Historical Documents, 697, 698, 703 SE/TE: Laws: The Rules of Government, 48; Rights of Citizens, 59; Writing Activity, 131, 221; The Constitution of the United States, 136-157; Adding the Bill of Rights, 160-162; Protections in the Bill of Rights, 163-170; Analyze Diagrams and Charts: The Bill of Rights, 164-165; The Powers of Congress, 218-221; Analyze Charts: Powers of Congress, 220; Creating the Office of President, 240-241; A Leader With Many Roles, 242-246; The Members of the Court, 268; Interpreting the Law, 268; Jurisdiction, 269-270; The Justices, 278; Powers of the States, 295; American Values and Economic Goals, 430-431; Price Stability, 483; Protecting Freedom and Society, 515; Constitutions, 522; Grand Jury, 545; The Trial, 546-547 4

4. Identify the rights contained in the Bill of Rights and the other amendments to the United States Constitution and give examples of how rights are applied and limited; e.g., majority rule vs. minority rights. (SS.A.1.3.1) (SS.A.1.3.3) (SS.A.3.3.1) (SS.A.3.3.2) (SS.A.4.3.3) (SS.A.6.3.4) (SS.B.2.3.2) (SS.B.2.3.3) (SS.C.1.3.1) (SS.C.1.3.6) (SS.C.2.3.1) (SS.C.2.3.2) (SS.C.2.3.3) (SS.C.2.3.4) (SS.C.2.3.7) 5. Introduce the key historical events and compromises involved in writing the United States Constitution. (SS.A.1.3.1) (SS.A.1.3.3) (SS.A.3.3.2) (SS.A.4.3.3) (SS.A.6.3.4) (SS.B.2.3.2) (SS.B.2.3.3) (SS.C.1.3.1) (SS.C.2.3.1) (SS.C.2.3.4) SE/TE: The Colonial Experience, 84-89; Analyzing Political Cartoons, 20; Conflicting Religious Values, 37; Amendments, 148-157; Protections in the Bill of Rights; 163-170; Analyze Diagrams and Charts: The Bill of Rights, 164-165; Interpreting the Bill of Rights, 172-179; Chapter Summary, 181-183; Changing the Law of the Land, 186-194; Analyze Charts: Amendments 11-27, 186; Analyze Charts: Voting in the United Sates, 192-193; The Members of the Court, 268; Jurisdiction, 269-270; Powers of the States, 295; Focus On: The Supreme Court, 404; Protecting Freedom and Society, 515; Writing Activity, 551; Focus On: The Supreme Court, 620 SE/TE: The Articles of Confederation, 99; The Constitutional Convention, 112-118; Writing Activity, 118; Section 1: The Constitutional Convention, 133; Comprehension and Critical Thinking, 134; Adding the Bill of Rights, 160-162; Abolishing Slavery, 186-188 COMPETENCY A. After analyzing key democratic concepts and principles found in American historical documents, the students will prepare a contemporary Preamble to a new United States Constitution by: a. Discussing the concepts and principles reflected in the existing Preamble and Constitution. 5

b. Evaluating the needs of contemporary society relative to democratic concepts and principles. c. Designing a new symbol that reflects the democratic concepts and principles found in the new Preamble. (SS.A.1.3.1) (SS.A.1.3.3) (SS.A.3.3.2) (SS.A.4.3.3) (SS.A.6.3.4) (SS.B.2.3.2) (SS.B.2.3.3) (SS.C.1.3.1) (SS.C.1.3.6) (SS.C.2.3.1) (SS.C.2.3.4) OBJECTIVES 1. Cite examples of cases brought before the Supreme Court which established precedents for future court decisions; e.g., Marbury v. Madison, Plessy v. Ferguson, Brown v. Board of Education, Escobedo v. Illinois, Tinker v. Des Moines School District, Miranda v. Arizona, Roe v. Wade. (SS.A.1.3.1) (SS.A.1.3.3) (SS.A.3.3.1) (SS.A.3.3.2) (SS.A.4.3.3) (SS.A.5.3.2) (SS.B.2.3.2) (SS.C.1.3.1) (SS.C.1.3.6) (SS.C.2.3.1) (SS.C.2.3.4) (SS.C.2.3.7) 2. Define civil rights and cite examples of efforts made to secure these rights for all groups in the United States. (SS.A.1.3.1) (SS.A.1.3.3) (SS.A.3.3.1) (SS.A.3.3.2) (SS.A.5.3.2) (SS.B.2.3.2) (SS.C.1.3.1) (SS.C.1.3.6) (SS.C.2.3.1) (SS.C.2.3.4) (SS.C.2.3.7) SE/TE: The Miranda Warning, 168; Protections of the Accused, 168; Interpreting the Bill of Rights, 172-179; A Flexible Framework, 196-203; Focus On: The Supreme Court, 200; Interpreting the Law, 268; Marbury v. Madison, 277; A Changing Court, 283; Skills for Life, 530; Focus On: The Supreme Court: Gideon v. Wainwright (1963), 544; Writing Activity, 551; Links to History, 570; Landmark Supreme Court Cases, 718-723 SE/TE: Struggle for Equality, 15; African Americans Today, 15; Law and the Real World, 21; Respect and Justice, 21; Thirteenth Amendment, 151; Fourteenth Amendment, 151-152; Fifteenth Amendment, 152; Nineteenth Amendment, 153; Twenty-fourth Amendment, 155; Twenty-sixth Amendment, 157; Changing the Law of the Land, 186-194; Analyze Charts: Amendments 11-27, 187; Primary Sources, 191; Analyze Charts: Voting in the United States, 192-193; Skills for Life: Analyzing Photographs, 195; A Flexible Framework, 196-203; Review and Assessment, 205-207; Interpreting the Law, 268; Writing Activity, 529; Citizen Profiles, 554; Links to History, 570; The Basics of Voting, 617; Historical Documents, 699, 700, 701, 705 6

2. Define civil rights and cite examples of efforts made to secure these rights for all groups in the United States. (SS.A.1.3.1) (SS.A.1.3.3) (SS.A.3.3.1) (SS.A.3.3.2) (SS.A.5.3.2) (SS.B.2.3.2) (SS.C.1.3.1) (SS.C.1.3.6) (SS.C.2.3.1) (SS.C.2.3.4) (SS.C.2.3.7) COMPETENCY B. After discussing the significance of judicial review and reviewing landmark court cases, the students will write an editorial on a Supreme Court decision by: a. Preparing, individually, or in small groups, a chart on landmark cases that includes a brief description of the issues involved in the case, the arguments presented by both sides, and the Supreme Court s decision in each case. b. Participating in a discussion on the cases that have had the most impact on American life. c. Role-playing the major issue addressed in one landmark case. (SS.A.1.3.1) (SS.A.1.3.3) (SS.A.3.3.1) (SS.A.3.3.2) (SS.A.5.3.2) (SS.B.2.3.2) (SS.C.1.3.1) (SS.C.1.3.6) (SS.C.2.3.1) (SS.C.2.3.4) (SS.C.2.3.7) COMPONENT III: Civic Responsibility OBJECTIVES 1. Describe the duties and responsibilities of citizenship and identify the process by which one may become a United States citizen. (SS.A.1.3.2) (SS.C.1.3.1) (SS.C.1.3.2) (SS.C.1.3.5) (SS.C.1.3.6) (SS.C.2.3.1) (SS.C.2.3.2) (SS.C.2.3.3) (SS.C.2.3.4) (SS.C.2.3.7) SE/TE: Citizenship in the Colonies, 86-87; What It Means to Be a Citizen, 56-58; Analyze Charts, The Naturalization Process, 57; Rights, Duties, and Responsibilities, 59-67; Analyze Diagrams: Citizenship and You, 62-63; Analyzing Political Cartoons, 65; The Citizen Role, 74-75; Young Volunteers, 74; Chapter Summary, 77-78; The Continuing Challenge, 179; Writing, 206; Active Citizen, 615; Being a Voter, 616-621; Analyze Diagrams and Graphs: Voting Methods in the United States, 618-619 7

1. Describe the duties and responsibilities of citizenship and identify the process by which one may become a United States citizen. (SS.A.1.3.2) (SS.C.1.3.1) (SS.C.1.3.2) (SS.C.1.3.5) (SS.C.1.3.6) (SS.C.2.3.1) (SS.C.2.3.2) (SS.C.2.3.3) (SS.C.2.3.4) (SS.C.2.3.7) 2. Identify the rights and responsibilities of a good citizen within the classroom and the school. (SS.A.1.3.2) (SS.C.1.3.1) (SS.C.1.3.2) (SS.C.1.3.5) (SS.C.1.3.6) (SS.C.2.3.1) (SS.C.2.3.2) (SS.C.2.3.3) (SS.C.2.3.4) (SS.C.2.3.6) (SS.C.2.3.7) 3. Explain the structure and function of the executive branch in national and Florida state government i.e., qualifications, roles of the president and governor, powers of the president and governor, cabinet system, names of current office holders. (SS.A.1.3.2) (SS.C.1.3.1) (SS.C.1.3.2) (SS.C.1.3.4) (SS.C.1.3.5) (SS.C.2.3.1) (SS.C.2.3.5) (SS.C.2.3.7) SE/TE: Obeying the Law, 61; Attending School, 64; Serving the Community, 67; Level of Participation, 73; Active Participants, 74; Active Citizen: Students Make a Difference, 256; Mediation, 575; Active Citizen, 661 SE/TE: Article 2: The Executive Branch, 126; Analyze Diagrams: Checks and Balances, 130; The Constitution of the United States: Article II Executive Branch, 142-144; Twentieth Amendment, 154; Twenty-Second Amendment, 155; Twenty-Fifth Amendment, 157; The Roles of the President, 240-247; Analyze Diagrams: Roles of the President, 242-243; The Organization of the Executive Branch, 249-254; Analyze Charts: Executive Departments, 252; Writing Activity: 254, 262; Presidents and Power, 255-259; Review and Assessment, 261-262; The State Executive Branch, 305-309; Analyze Diagrams: The Duties and Powers of the Governor, 306-307; Balancing the Budget, 448-449; Skills for Life, 450; Writing Activity, 523; Choosing Presidential Candidates, 607; The Impact of Television, 629; Who Wins an Election?, 635; The Executive Branch, 651-652 8

4. Outline the major steps in the presidential election process. (SS.A.1.3.2) (SS.C.1.3.1) (SS.C.2.3.1) (SS.A.1.3.2) (SS.C.1.3.1) (SS.C.1.3.2) (SS.C.1.3.5) (SS.C.2.3.1) (SS.C.2.3.7) (SS.C.2.3.5) (SS.C.2.3.7) 5. Analyze the role political parties have played in the American system of government. (SS.A.1.3.2) (SS.C.1.3.1) (SS.C.1.3.5) (SS.C.2.3.1) (SS.C.2.3.7) 6. Explain the structure and function of the legislative branch in national and Florida state government; i.e., qualifications, bicameral system, powers of Congress and state legislature, how laws are developed and amended, role of political parties, interest groups and lobbyists, names of local representatives. (SS.A.1.3.2) (SS.C.1.3.1) (SS.C.1.3.2) (SS.C.1.3.4) (SS.C.2.3.1) (SS.C.2.3.5) (SS.C.2.3.7) SE/TE: Electoral College, 142; Formal Electoral Method, 142; Time of Elections, 142; Twelfth Amendment, 150-151; Choosing Candidates, 605-609; Being a Voter, 616-619; The Electoral College, 636-637 SE/TE: Political Parties, 213; Roles Created by Tradition, 247; The Role of Political Parties, 590-594; Our Two-Party System, 595-603; Links to History, 597; Analyze Diagrams: Political Parties in the United States, 598-599; Analyze Charts: Party Identification in the United States, 1952-2000, 602; Choosing Candidates, 605-609; Skills for Life, 610; Review and Assessment, 611-613 SE/TE: Article 1: The Legislative Branch, 125-126; Analyze Diagrams: Checks and Balances, 130; The Constitution of the United States: Article 1 Legislative Branch, 136-142; Seventeenth Amendment, 153; Twentieth Amendment, 154; The Members of Congress, 212-217; Writing Activities: 217, 221; The Powers of Congress, 218-221; Analyze Charts: Powers of Congress, 220; How Congress is Organized, 223-228; Writing Activity: 228, 233, 236; Following a Bill in Congress, 229-233; State Legislatures, 298-303; Balancing the Budget, 448-449; Laws Made by Legislatures, 518-519; Writing Activity, 523; Sources of Criminal Law, 526; Role of Congress, 653 9

6. Explain the structure and function of the legislative branch in national and Florida state government; i.e., qualifications, bicameral system, powers of Congress and state legislature, how laws are developed and amended, role of political parties, interest groups and lobbyists, names of local representatives. (SS.A.1.3.2) (SS.C.1.3.1) (SS.C.1.3.2) (SS.C.1.3.4) (SS.C.2.3.1) (SS.C.2.3.5) (SS.C.2.3.7) 7. Explain the structure and function of the judicial branch in national and Florida state government; i.e., qualifications of justices, types of courts, appellate process, concepts of judicial review, due process and equal protection under the law, names of current justices. (SS.A.1.3.2) (SS.C.1.3.1) (SS.C.1.3.2) (SS.C.1.3.4) (SS.C.2.3.1) (SS.C.2.3.5) (SS.C.2.3.7) 8. Describe the process of checks and balances in state and national government. (SS.A.1.3.2) (SS.C.1.3.1) (SS.C.1.3.2) (SS.C.1.3.4) (SS.C.1.3.6) (SS.C.2.3.1) (SS.C.2.3.5) (SS.C.2.3.7) SE/TE: Article 3: The Judicial Branch, 127; Analyze Diagrams: Checks and Balances, 130; The Constitution of the United States; Article III Judicial Branch, 144-145; Fifth Amendment, 149; Protections of the Accused, 168-169; The Role of the Supreme Court, 196-197; The Role of the Federal Courts, 266-270; Analyze Charts: The Federal Court System, 269; The Organization of the Federal Courts, 271-274; Writing Activity: 274, 313; The Supreme Court, 276-285; Analyze Diagrams and Tables: Appealing a Case to the Supreme Court, 280-281; Comprehension and Critical Thinking, 288; Review and Assessment, 287-289; State Courts, 310-313; Judges Decisions, 519-520, Writing Activity, 523 SE/TE: Relying on Reason, 94; The Great Compromise, 116; Ensuring Fairness, 116; Executive and Judicial Branches, 116; Limited Government, 129-131; Analyze Diagrams: Checks and Balances, 130; Impeachment Trials, 138; How a Bill Becomes Law; the Veto, 139; Treaties; Appointments, 143; Providing for Defense, 219; Establishing Justice, 220; Analyze Charts: Powers of Congress, 220; Limits on the Powers of Congress, 221; The President s Role, 228; Limited Power, 241; A Leader with Many Roles, 242-246; Presidents and Power, 255-259; Federal Court Judges, 274; Influences on Judicial Decision Making, 280-282 10

8. Describe the process of checks and balances in state and national government. (SS.A.1.3.2) (SS.C.1.3.1) (SS.C.1.3.2) (SS.C.1.3.4) (SS.C.1.3.6) (SS.C.2.3.1) (SS.C.2.3.5) (SS.C.2.3.7) 9. Demonstrate an understanding of the concept of federalism by identifying the responsibilities of state and national government. (SS.A.1.3.2) (SS.C.1.3.1) (SS.C.1.3.2) (SS.C.1.3.4) (SS.C.2.3.1) (SS.C.2.3.5) (SS.C.2.3.7) The Court and Other Branches of Government, 284-285; Analyze Charts: Supreme Court Confirmations for Each President, 284; Comprehension and Critical Thinking, 288; Checking the Other Branches, 301; Legislative Leader, 306-307; Judicial Role, 307; What State Courts Do, 311; Writing Activity, 523; Role of Congress, 653 SE/TE: The Role of Government, 45-46; The Federalists, 120; The Federalist Papers, 122; The Supreme Law of the Land, 124-129; Analyze Diagrams: Sharing the Power, 127; Analyzing Charts: Representation in Congress, 216; Federalism, 295-297; Case Study: Federalism and the Courts, 313; Writing Activity, 316; Focus On: The Supreme Court, 683 COMPETENCY A. After studying the structure and function of the national government as outlined in the United States Constitution, the students will participate in a mock classroom legislative session by: a. Developing a chart showing the function of each of the three branches of national government and citing examples of checks and balances between the branches. 11

b. Developing a flow chart showing how a bill becomes a law. SE/TE: How a Bill Becomes Law; the Veto, 139; Analyze Diagrams: How a Bill Becomes a Law, 227; Following A Bill in Congress, 229-233 c. Preparing and debating bills on significant current issues. d. Voting on the bill(s). e. Participating in a class discussion on their reactions to the legislative process. (SS.A.1.3.2) (SS.C.1.3.1) (SS.C.2.3.1) (SS.C.2.3.5) (SS.C.2.3.7) OBJECTIVES 1. Discuss the need for government and laws as they apply to current issues. (SS.A.1.3.2) (SS.A.6.3.3) (SS.B.2.3.2) (SS.B.2.3.9) (SS.C.1.3.1) (SS.C.1.3.2) (SS.C.1.3.6) (SS.C.2.3.1) (SS.C.2.3.6) (SS.C.2.3.7) SE/TE: Disaster Relief, 46; Law and the Real World, 169; Equality and Affirmative Action, 199-201; Women and Equality, 201-202; Focus On: The Supreme Court, 200; Law and the Real World, 268; Writing Activity, 297; Active Citizen, 319; Debating the Issues: Should the Government Provide Social Services to Illegal Immigrants?, 335; Providing Economic Security, 439-440: Protecting the Environment, 442; Regulations by Government Agencies, 521; Kinds of Laws, 524; The Role of Political Parties, 590 12

2. Describe consumer protection laws and apply them to current consumer issues. (SS.A.1.3.2) (SS.A.6.3.3) (SS.B.2.3.2) (SS.B.2.3.9) (SS.C.1.3.1) (SS.C.1.3.2) (SS.C.1.3.6) (SS.C.2.3.1) (SS.C.2.3.4) (SS.C.2.3.6) (SS.C.2.3.7) 3. Obtain appropriate information about local, state, and national issues from maps, atlases, pictures, primary sources, graphs, tables, charts, diagrams, reference materials, newspapers, political cartoons, and periodicals. (SS.A.1.3.2) (SS.A.6.3.3) (SS.B.2.3.2) (SS.B.2.3.9) (SS.C.1.3.1) (SS.C.1.3.2) (SS.C.1.3.4) (SS.C.1.3.6) (SS.C.2.3.1) (SS.C.2.3.7) 4. Describe the ways in which citizens can participate in their community and bring about changes in government actions; e.g., keeping informed, voting, political activity, community participation, volunteer service. (SS.A.1.3.2) (SS.A.6.3.3) (SS.B.2.3.2) (SS.B.2.3.9) (SS.C.1.3.1) (SS.C.1.3.2) (SS.C.1.3.6) (SS.C.2.3.1) (SS.C.2.3.2) (SS.C.2.3.3) (SS.C.2.3.4) (SS.C.2.3.5) (SS.C.2.3.6) (SS.C.2.3.7) SE/TE: Regulating the Banks, 473; Consumer Cases, 565; Housing Cases, 567 SE/TE: Analyzing Political Cartoons, 47, 65, 166, 299, 365, 465, 495, 688; Writing Activity: 228, 233, 254, 309, 313, 529, 532, 540, 551, 567, 691; Analyze Diagrams: Relations Among Governments: The No Child Left Behind Act, 338-339; Analyze Graphs: Median Credit Card Debt, 405; Analyze Charts: Types and Causes of Crime, 539; Analyze Charts: Serious Crimes Committed in the United States, 543; Analyze Charts: Populations of State Prisons, 549; Analyze Charts: Top Civil Case Awards in 2002, 580; Analyze Graphs: United States Defense Spending, 1980-2002, 647; Analyze Charts: Types of Conflict, 680 SE/TE: It s Your Florida, FL31; Florida with a Global Perspective, FL33; How to Volunteer, 9; Active Citizen, 64, 177, 202, 230, 301, 317, 345, 368, 389, 441, 502, 553, 575, 593, 615, 633, 641, 661, 690; Responsibilities of Citizens, 65-67; Analyze Charts: A Nation of Volunteers, 73; Active Participants, 74; Young Volunteers, 74; Activities, 79; Citizen Participation, 285; Making Laws, 300-301; Writing Activity, 303; The Commission Plan, 326; Citizens Get Involved, 550; How Parties Help Citizens, 592-594; Being a Voter, 616-621; Analyze Diagrams and Graphs: Voting Methods in the United States, 618-619; Comprehension and Critical Thinking, 640; Individual Citizens, 655; Historical Document, 704 13

4. Describe the ways in which citizens can participate in their community and bring about changes in government actions; e.g., keeping informed, voting, political activity, community participation, volunteer service. (SS.A.1.3.2) (SS.A.6.3.3) (SS.B.2.3.2) (SS.B.2.3.9) (SS.C.1.3.1) (SS.C.1.3.2) (SS.C.1.3.6) (SS.C.2.3.1) (SS.C.2.3.2) (SS.C.2.3.3) (SS.C.2.3.4) (SS.C.2.3.5) (SS.C.2.3.6) (SS.C.2.3.7) 5. Identify a community problem and perform a service designed to resolve it. (SS.A.1.3.2) (SS.A.6.3.3) (SS.B.2.3.2) (SS.B.2.3.7) (SS.C.1.3.1) (SS.C.1.3.2) (SS.C.1.3.6) (SS.C.2.3.1) (SS.C.2.3.4) (SS.C.2.3.6) (SS.C.2.3.7) SE/TE: Active Citizen, 135, 317, 468, 613; Writing Activity, 297, 303; Writing, 506 COMPETENCY B. After investigating contemporary community problems, the students, working in teams, will identify major local problems and perform a community service designed to address one problem by: a. Developing a series of survey questions designed to identify major community problems. b. Conducting a neighborhood survey. SE/TE: Active Citizen: How to Conduct a Survey, 248 c. Tabulating and presenting survey results using graphs and/or charts. 14

d. Participating in a class discussion on the identified community problems and how they can best be solved. (SS.A.1.3.2) (SS.A.6.3.3) (SS.B.2.3.2) (SS.B.2.3.9) (SS.C.1.3.1) (SS.C.1.3.2) (SS.C.1.3.6) (SS.C.2.3.1) (SS.C.2.3.7) OBJECTIVES 1. Analyze the role the media plays in shaping public opinion in the local community. (SS.A.1.3.2) (SS.A.3.3.2) (SS.B.2.3.2) (SS.B.2.3.3) (SS.C.1.3.6) (SS.C.2.3.1) (SS.C.2.3.4) (SS.C.2.3.7) 2. Differentiate between criminal and civil law situations and give examples of each. (SS.A.1.3.2) (SS.A.3.3.2) (SS.B.1.3.6) (SS.B.2.3.2) (SS.B.2.3.3) (SS.C.1.3.6) (SS.C.2.3.1) (SS.C.2.3.4) (SS.C.2.3.7) 3. Differentiate between federal and state crimes. (SS.A.1.3.2) (SS.A.3.3.2) (SS.B.1.3.6) (SS.B.2.3.2) (SS.B.2.3.3) (SS.C.1.3.4) (SS.C.1.3.6) (SS.C.2.3.1) (SS.C.2.3.7) SE/TE: Active Citizen, 517; Party Organization, 599-600; Becoming an Informed Voter, 620; Influencing your Vote, 622; Advertisements in the Media, 624; How News Media Report the Elections, 627-629; Finding Out What the Public Thinks, 632-633 SE/TE: What Courts Do, 267; The Parties in the Conflict, 267; Kinds of Laws, 524-529; Analyze Diagrams: How Criminal and Civil Trials Interact, 528; Contrast, 532; Writing Activity: 532, 567; The Role of Civil Law, 562-567; Civil Procedures, 569-573; Analyze Charts: Civil Cases in U.S. District Courts, 1988-2002, 572; Small Claims Court, 578; Review and Assessment, 583-585 SE/TE: State Courts and Federal Courts, 269-270 15

4. Differentiate between misdemeanors and felonies and give examples of each, listing possible penalties. (SS.A.1.3.2) (SS.A.3.3.2) (SS.B.2.3.2) (SS.B.2.3.3) (SS.C.1.3.6) (SS.C.2.3.1) (SS.C.2.3.2) (SS.C.2.3.4) (SS.C.2.3.7) 5. Identify the rights and protections afforded juveniles and adults accused of a crime. (SS.A.1.3.2) (SS.A.3.3.2) (SS.B.2.3.2) (SS.B.2.3.3) (SS.C.1.3.6) (SS.C.2.3.1) (SS.C.2.3.3) (SS.C.2.3.4) (SS.C.2.3.6) (SS.C.2.3.7) 6. Chart the steps in the criminal justice process from arrest to sentencing. (SS.A.1.3.2) (SS.C.2.3.1) (SS.C.2.3.2) SE/TE: Penalties for Crimes, 526 SE/TE: Confronting Crime in Florida, FL32; Trial by Jury, 145; Fifth Amendment, 149; Sixth Amendment, 149; Seventh Amendment, 149; Eighth Amendment, 149; Protections of the Accused, 168-169; Limits on the Powers of Congress, 221; The Courts of Appeals, 272; The Criminal Justice System, 542-547; Focus On: The Supreme Court: Gideon v. Wainwright (1963), 544; Analyze Diagrams: Criminal Law: From Arrest to Conviction, 546-547; Writing Activity, 551; The Juvenile Justice System, 552-555; Landmark Supreme Court Cases, 719, 720, 721, 722 SE/TE: Confronting Crime in Florida, FL32; The Arrest and Pretrial Process, 542-545; Going to Trial, 546-548; Analyze Diagrams: Criminal Law: From Arrest to Conviction, 546-547; Writing Activity, 551 16

7. Discuss the effects of crime on the victim and on society; e.g., problems for victims, available assistance for victims, cost of crime. (SS.A.1.3.2) (SS.C.2.3.1) (SS.C.2.3.2) SE/TE: Civics and Economics, 525; Active Citizen, 535; Crime in American Society, 536; The Types of Crimes, 537-538; Skills for Life: Identifying Bias, 541 8. Identify the types of crime that most often affect teens; e.g., gang-related crimes, violent crimes, property crimes, abuse, acquaintance rape, substance abuse, and shoplifting. (SS.A.1.3.2) (SS.C.2.3.1) COMPETENCY C. After studying the importance of law to society, the students will prepare short role play scenarios that illustrate their understanding of the lawrelated issues by: a. Collecting articles on law-related issues, including local crime issues and teen-related crime issues, from newspapers and magazines. b. Developing a flow chart that shows the criminal justice process from arrest to sentencing, including the rights of individual s accused of crimes. c. Proposing solutions to law-related issues. (SS.A.1.3.2) (SS.A.3.3.2) (SS.B.2.3.2) (SS.B.2.3.3) (SS.C.1.3.6) (SS.C.2.3.1) (SS.C.2.3.4) (SS.C.2.3.6) (SS.C.2.3.7) SE/TE: Active Citizen, 559 17

COMPONENT IV: Economic Understanding OBJECTIVES 1. Demonstrate an understanding of the key economic concepts and terms including needs and wants, private property, competition, supply and demand, goods and services, market, price, profit, scarcity, choice, money, credit, consumer. (SS.A.1.3.2) (SS.A.4.3.1) (SS.A.4.3.2) (SS.B.1.3.6) (SS.B.2.3.7) (SS.B.2.3.8) (SS.B.2.3.9) (SS.C.2.3.7) (SS.D.1.3.3) (SS.D.2.3.1) (SS.D.2.3.3) 2. Cite examples of the relationship that exists among key economic concepts; e.g., needs and wants, scarcity and choice, and supply, demand, and price. (SS.A.1.3.2) (SS.A.4.3.1) (SS.A.4.3.2) (SS.B.1.3.6) (SS.B.2.3.7) (SS.B.2.3.8) (SS.B.2.3.9) (SS.C.2.3.7) (SS.D.1.3.3) (SS.D.2.3.1) (SS.D.2.3.2) SE/TE: Characteristics of Our Economy, 42; Why Societies Have Economies, 350-357; Analyze Diagrams: The Want-Satisfaction Chain, 354-355; Basic Economic Decisions, 358-361; Market Economies, 366-367; Supply and Demand, 378-381; Analyze Graphs: Supply and Demand for Strawberries, 380; The Role of the Entrepreneur, 382; Today s Labor Force, 394-395; American Values and Economic Goals, 430; Gross Domestic Product, 444; Analyze Graphs: Gross Domestic Product, 1992-2003, 444; The Federal Budget, 445; A Standard of Value, 457; Money and the Economy, 475; National Income Accounting, 487-489; Analyze Charts: Calculating GDP, 487; Analyze Graphs: Gross Domestic Product, 488; Civics and Economics, 654 SE/TE: People s Many Wants, 350-351; Civics and Economics, 352; Making Choices, 355-356; Scarcity, 356-357; Basic Economic Decisions, 358-361; Supply and Demand, 378-381; Analyze Graphs: Supply and Demand for Strawberries, 380; The Federal Budget, 445; Money and the Economy, 475; Civics and Economics, 654 18

3. Identify the major businesses and industries contributing to Florida s economy; e.g., tourism, agriculture, mining, manufacturing, international banking, trade. (SS.A.1.3.2) (SS.A.4.3.1) (SS.A.4.3.2) (SS.A.5.3.1) (SS.A.6.3.5) (SS.B.1.3.6) (SS.B.2.3.7) (SS.B.2.3.8) (SS.B.2.3.9) (SS.C.2.3.7) (SS.D.1.3.3) (SS.D.2.3.1) (SS.D.2.3.3) 4. Discuss Florida s role in the economy of the nation, region, and world. (SS.A.1.3.2) (SS.A.4.3.1) (SS.A.4.3.2) (SS.A.6.3.5) (SS.B.1.3.6) (SS.B.2.3.7) (SS.B.2.3.8) (SS.B.2.3.9)(SS.D.1.3.3) (SS.D.2.3.1) 5. Discuss the roles of producers and consumers in protecting the environment. (SS.A.1.3.2) (SS.A.4.3.1) (SS.A.4.3.2) (SS.B.1.3.6) (SS.B.2.3.7) (SS.B.2.3.8) (SS.B.2.3.9) (SS.C.2.3.7) (SS.D.2.3.1) (SS.D.2.3.2) (SS.D.2.3.3) SE/TE: Impact of Florida s Economics Activities, FL30; The environment has been damaged, 432; Government Intervention, 434; Protecting the Environment, 442; Civics and Economics, 453; Protecting the Common Good, 515; Regulations by Government Agencies, 521 COMPETENCY A. After learning key economic concepts, students will write a proposal designed to entice a company to relocate to Florida by: a. Deciding on a company/product suitable to Florida s economy and location. b. Selecting an appropriate location for the company in Florida. c. Researching the economic advantages for corporations based in Florida; e.g., tax advantages, market advantages, and geographic location. 19

d. Outlining the benefits of Florida living. (SS.A.1.3.2) (SS.A.4.3.1) (SS.A.4.3.2) (SS.B.1.3.6) (SS.B.2.3.7) (SS.B.2.3.8) (SS.B.2.3.9) (SS.C.2.3.7)(SS.D.1.3.3) (SS.D.2.3.1) (SS.D.2.3.3) OBJECTIVES 1. Identify the kind of national, state, and local taxes individuals may be required to pay and describe how decisions about spending tax money are made. (SS.B.1.3.6) (SS.C.1.3.6) (SS.C.2.3.4) (SS.C.2.3.7) (SS.D.1.3.1) (SS.D.1.3.3) SE/TE: Analyze Diagrams: Citizenship and You, 63; Paying Taxes, 64; Sixteenth Amendment, 152; Section 8: Powers of Congress, 140; Promoting the General Welfare, 218-219; Taxes, 302; Analyze Graphs: How the States Spend Money, 302; Civics and Economics: State Budgets, 309; Local Government Services and Revenue, 327-334; Analyze Charts: Local Government Spending vs. Revenue, 2002-2001, 333; Civics and Economics, 345; Safety, 414; Methods Governments Use, 433; Government Intervention, 434; Fiscal Policy, 441-442; The Federal Budget, 445; Analyze Graphs: The Federal Budget for 2003: Spending $2.14 Trillion, 445; Federal Income and the National Debt, 446-449; Analyze Charts: Tax Deductions from Your Paycheck, 446-447; Active Citizen, 481; Government and the Circular Flow, 484-486; Paying for Government, 491-496; Analyze Diagrams: Characteristics of a Good Tax, 492; Law and the Real World, 493; Analyze Charts; Regressive Tax Summary, 494; Government Policy and Spending, 497-503; Debating the Issues: Can Tax Cuts Stimulate Economic Growth?, 504; Review and Assessment, 505-507; Analyze Diagrams: Political Parties in the United States, 598-599 2. Identify and describe various selected appeals used to influence consumers. (SS.B.1.3.6) (SS.C.2.3.4) (SS.C.2.3.7) (SS.D.1.3.1) (SS.D.1.3.3) 20

3. List the advantages and disadvantages of using credit. (SS.B.1.3.6) (SS.C.2.3.4) (SS.C.2.3.7) (SS.D.1.3.1) (SS.D.1.3.2) (SS.D.1.3.3) 4. Describe the need for a personal budget. (SS.B.1.3.6) (SS.C.2.3.7) (SS.D.1.3.1) (SS.D.1.3.3) 5. Describe several basic services provided by financial institutions; e.g., checking accounts, savings accounts, loans. (SS.B.1.3.6) (SS.C.2.3.7) (SS.D.1.3.1) (SS.D.1.3.3) SE/TE: Active Citizen, 401; Making Financial Choices, 405-407; Analyze Graphs: Median Credit Card Debt, 405; Consumer Credit, 411; Solve Problems, 424; Balancing the Budget, 448-449; The National Debt, 449; Analyze Graphs: Annual Budget Surpluses and Deficits, 448; Credit and Debt, 714-717 SE/TE: Managing Your Money, 402-407; Identify, 424; Predict, 424; Creating a Budget, 706-707 SE/TE: Making Savings Decisions, 412-415; Analyze Charts: Common Savings Plans, 413; Bank Services, 463-465; Analyze Diagrams: The Story of A Check, 472-473; Active Citizen, 479; Opening and Managing a Checking Account, 708-709; Savings and Investing, 710-711 COMPETENCY B. After discussing the importance of being an informed consumer and a good manager of personal finances, the students will develop a family budget by: a. Categorizing family expenditures as necessities, luxuries, investments or savings. 21

b. Developing a graph showing personal income budgeted for necessities, luxuries, savings, and/or investments. c. Making deposits and writing checks in payment for budgeted goods and services. d. Evaluating their budget, through discussion, for practicality and accuracy. (SS.B.1.3.6) (SS.C.2.3.7) (SS.D.1.3.1) (SS.D.1.3.3) COMPONENT V: Cultural Awareness OBJECTIVES 1. Describe the cultural, racial, and ethnic characteristics of Miami-Dade County s multicultural population. (SS.A.1.3.1) (SS.A.1.3.2) (SS.A.3.3.1) (SS.A.3.3.2) (SS.A.4.3.4) (SS.A.5.3.2) (SS.A.6.3.1) (SS.A.6.3.2) (SS.A.6.3.3) (SS.A.6.3.4) (SS.B.1.3.4) (SS.B.1.3.6) (SS.B.2.3.1) (SS.B.2.3.2) (SS.B.2.3.3) (SS.B.2.3.9) (SS.C.2.3.7) SE/TE: Florida s People, FL23-FL25; America: A Cultural Mosaic, 10-17 2. Develop an understanding of Miami-Dade County s multicultural population by reading literature, stories, myths, and legends, listening to music and examining art. (SS.A.1.3.1) (SS.A.1.3.2) (SS.A.1.3.3) (SS.A.3.3.1) (SS.A.3.3.2) (SS.A.4.3.4) (SS.A.5.3.2) (SS.A.6.3.1) (SS.A.6.3.2) (SS.A.6.3.3) (SS.A.6.3.4) (SS.B.1.3.4) (SS.B.1.3.6) (SS.B.2.3.1) (SS.B.2.3.2) (SS.B.2.3.3) (SS.B.2.3.9) (SS.C.2.3.7) 3. Understand the impact of immigration on the local community. (SS.A.1.3.1) (SS.A.1.3.2) (SS.A.1.3.3) (SS.A.3.3.1) (SS.A.3.3.2) (SS.A.4.3.4) (SS.A.5.3.2) (SS.A.6.3.1) (SS.A.6.3.2) (SS.A.6.3.3) (SS.A.6.3.4) (SS.B.1.3.4) (SS.B.1.3.6) (SS.B.2.3.1) (SS.B.2.3.2) (SS.B.2.3.3) (SS.B.2.3.4) (SS.B.2.3.9) (SS.C.2.3.7) SE/TE: Florida s People, FL23- FL25; America: A Cultural Mosaic, 10-17; Debating the Issues: Should the Government Make English the Nation s Official Language?, 204; Debating the Issues: Should the Government Provide Social Services to Illegal Immigrants?, 335 22

4. Discuss the changes that take place in communities whenever two or more cultures come into contact; e.g., the spread of ideas, values, and behaviors. (SS.A.1.3.1) (SS.A.1.3.2) (SS.A.3.3.1) (SS.A.3.3.2) (SS.A.4.3.4) (SS.A.5.3.2) (SS.A.6.3.1) (SS.A.6.3.2) (SS.A.6.3.3) (SS.A.6.3.4) (SS.B.1.3.4) (SS.B.1.3.6) (SS.B.2.3.1) (SS.B.2.3.2) (SS.B.2.3.3) (SS.B.2.3.9) (SS.C.2.3.7) SE/TE: Cultural Interactions, FL24-FL25; America, A Cultural Mosaic, 10-17 COMPETENCY A. After discussing the cultural, ethnic, and racial groups found within the community, the students will produce a multicultural publication for Miami-Dade County by: a. Compiling newspaper and magazine articles on major cultural, racial, and ethnic groups found in Miami-Dade County. b. Drawing a graph that shows the percentage of major cultural, racial, and ethnic groups found in Miami-Dade County. c. Discussing and describing changes that have taken place in Miami-Dade County as a result of the mix of different people and cultures; e.g., social, political, and economic changes. d. Interviewing persons in the community from different cultural, racial, or ethnic groups. e. Creating a new logo for Miami-Dade County that reflects its multicultural composition. (SS.A.1.3.1) (SS.A.1.3.2) (SS.A.1.3.3) (SS.A.3.3.1) (SS.A.3.3.2) (SS.A.4.3.4) (SS.A.5.3.2) (SS.A.6.3.1) (SS.A.6.3.2) (SS.A.6.3.3) (SS.A.6.3.4) (SS.B.1.3.4) (SS.B.1.3.6) (SS.B.2.3.1) (SS.B.2.3.2) (SS.B.2.3.3) (SS.B.2.3.9) (SS.C.2.3.7) SE/TE: Florida s People, FL23-FL25; America, A Cultural Mosaic, 10-17 23

COMPONENT VI: Global Perspective OBJECTIVES 1. Use appropriate skills and resources to access, analyze, and synthesize information. (SS.A.1.3.1) (SS.A.3.3.1) (SS.A.5.3.2) (SS.B.1.3.6) (SS.B.2.3.2) (SS.B.2.3.3) (SS.B.2.3.6) (SS.B.2.3.9) (SS.C.1.3.5) (SS.C.2.3.4) (SS.C.2.3.5) (SS.C.2.3.6) (SS.C.2.3.7) SE/TE: Reading and Writing Handbook, FL34-FL39; Analyze Graphs: American Workforce, 6; Analyze Maps and Graphs: Immigration to the United States, 1900-2000, 12-13; Analyze Graphs: U.S. Population by Group, 2000, 15; Links to History: 16, 117, 244, 322, 390, 470, 570, 597, 681; Analyzing Political Cartoons: 20, 47, 65, 96, 121, 166, 190, 226, 246, 277, 299, 325, 365, 392, 412, 437, 465, 495, 514, 538, 565, 606, 627, 653, 688; Analyze Charts: The American Dream, 23; Skills for Life: 24, 50, 76, 90, 132, 171, 195, 234, 260, 275, 314, 324, 370, 396, 408, 450, 476, 490, 530, 541, 582, 610, 638, 666, 692; Analyze Diagrams: Five Social Institutions, 32; Analyze Graphs: Families with Children Under 18, 35; Analyzing Graphs: Religious Affiliation in the United States, 36; Analyzing Charts: Occupations and Education, 38; Debating the Issues: 40, 102, 180, 204, 222, 286, 335, 387, 435, 504, 556, 604, 656; Analyzing Diagrams; American Economic Freedom, 42-43; Standardized Test Prep: 53, 79, 105, 135, 183, 207, 237, 263, 289, 317, 345, 373, 399, 425, 453, 507, 533, 559, 585, 641, 669, 695; Analyzing Charts: The Naturalization Process, 57; Analyzing Diagrams: Citizenship and You, 62-63; Analyzing Charts: The Seven Social Roles, 70; Analyzing Graphs: Teens Concerns, 71; Analyzing Charts: A Nation of Volunteers, 73; Analyzing Maps: World Empires Circa 1770, 86-87; Analyzing Charts: Influences on American Government, 93; Analyzing Charts: From the Article of Confederation to the Constitution, 116; Writing Activity: 118, 131, 217, 221, 228, 233, 236, 254, 262, 274, 297, 309, 313, 316, 326, 529, 532, 540, 551, 567, 691, 694; Active Citizen: 119, 304, 362, 408, 468, 517, 568, 613, 630, 678; Analyzing Diagrams: Sharing the Power, 127; Analyzing Diagrams: Checks and Balances, 130; Analyzing Graphs: Formal Amendment Process, 161; Analyzing Diagrams and Charts: The Bill of Rights, 164-165; Analyzing Charts: Amendments 11-27, 187 24

1. Use appropriate skills and resources to access, analyze, and synthesize information. (SS.A.1.3.1) (SS.A.3.3.1) (SS.A.5.3.2) (SS.B.1.3.6) (SS.B.2.3.2) (SS.B.2.3.3) (SS.B.2.3.6) (SS.B.2.3.9) (SS.C.1.3.5) (SS.C.2.3.4) (SS.C.2.3.5) (SS.C.2.3.6) (SS.C.2.3.7) Analyzing Maps: Slave States and Free States, 1854, 189; Analyzing Charts: Voting in the United States, 192-193; Analyzing Charts: Representation in Congress, 216; Analyzing Charts: Powers of Congress, 220; Analyzing Charts: The Growth of Congress, 224; Analyzing Diagrams: How a Bill Becomes a Law, 227; Analyzing Graphs: Profile of Minimum Wage Earners, 2002, 231; Analyzing Diagrams: Roles of the President, 242-243; Analyzing Charts, How to Conduct a Survey, 248; Analyzing Charts: Vice Presidents Who Succeeded the President, 250; Analyzing Charts: Executive Departments, 252; Analyzing Charts: The Federal Court System, 269; Analyzing Maps: Federal Court Circuits, 273; Analyzing Diagrams and Tables: Appealing a Case to the Supreme Court, 280-281; Analyzing Charts: Supreme Court Confirmations for Each President, 284; Activities, Skills, 288; Analyzing Maps: State Constitutions, 296; Analyzing Graphs: How the States Spend Money, 302; Analyze Diagrams: The Duties and Powers of the Governor, 306-307; Analyze Diagrams: Mayor-Council Plans, 324; Analyzing Charts: Local Government Spending vs. Revenue, 2000-2001, 333; Analyze Diagrams: Relations Among Governments: The No Child Left Behind Act, 338-339; Skills, 344; Analyze Diagrams: The Want-Satisfaction Chain, 354-355; Analyzing Diagrams: The Factors of Production, 367; Analyze Diagrams: Circular Flow Model of a Market Economy, 378-379; Analyze Graphs: Supply and Demand for Strawberries, 380; Analyze Diagrams: Payments for Resources, 383; Analyze Graphs: The Importance of Corporations, 384; Analyze Diagrams: Methods That Employers and Unions Use in Disputes, 391; Analyze Graphs: Membership in American Labor Unions, 393; Analyze Charts: Types of Income, 403; Analyze Graphs: Median Credit Card Debt, 405; Analyze Graphs: Personal Consumption, 2003, 411; Analyzing Charts: Common Savings Plans, 413 25

1. Use appropriate skills and resources to access, analyze, and synthesize information. (SS.A.1.3.1) (SS.A.3.3.1) (SS.A.5.3.2) (SS.B.1.3.6) (SS.B.2.3.2) (SS.B.2.3.3) (SS.B.2.3.6) (SS.B.2.3.9) (SS.C.1.3.5) (SS.C.2.3.4) (SS.C.2.3.5) (SS.C.2.3.6) (SS.C.2.3.7) Analyze Graphs: Career Outlook, 2000-2010, 418-419; Analyze Graphs: Gross Domestic Product, 1992-2003, 444; Analyze Graphs: The Federal Budget for 2003: Spending $2.14 Trillion, 445; Analyze Charts; Tax Deductions from Your Paycheck, 446-447; Analyze Graphs: Annual Budget Surpluses and Deficits, 448; Analyze Charts: The Parts of the Money Supply, 2004, 463; Analyze Charts: Insured Financial Institutions in the United States, 2003, 466; Analyze Maps: Federal Reserve Districts, 471; Analyze Diagrams: The Story of a Check, 472-473; Analyze Diagrams: Circular Flow Model of a Market Economy, 484-485; Analyze Charts: Calculating GDP, 487; Analyze Graphs: Gross Domestic Product, 488; Analyze Diagrams: Characteristics of a Good Tax, 492; Analyze Charts: Regressive Tax Summary, 494; Analyze Graphs: Use of Budget Policy to Stabilize the Economy, 499; Analyze Graphs: National Debt, 1993-2003, 501; Analyze Diagrams: How Criminal and Civil Trials Interact, 528; Analyze Charts: Types and Causes of Crime, 539; Analyze Charts: Serious Crimes Committed in the U.S., 543; Analyze Diagrams: Criminal Law: From Arrest to Conviction, 546-547; Analyze Charts: Populations of State Prisons, 549; Analyze Charts: Civil Cases in U.S. District Court, 1988-2002, 572; Analyze Diagrams: Alternatives to a Civil Trial, 576-577; Analyze Charts: The Civil Case Awards in 2002, 580; Analyze Diagrams: Political Parties in the United States, 598-599; Analyze Charts: Party Identification in the United States, 1952-2000, 602; Writing Activity, 603; Civics and Economics, 613; Analyze Diagrams and Graphs: Voting Methods in the United States, 618-619; Analyze Graphs: Political Action Committee Contributions, 625; Analyze Diagrams: Propaganda Techniques, 626; Analyze Maps: Electoral Votes by State, 2004, 636; Analyze Graphs: United States Defense Spending, 1980-2002, 647; Analyze Maps: The NATO Alliance, 648; Analyze Diagrams: American Foreign Policy, 662-663 26

1. Use appropriate skills and resources to access, analyze, and synthesize information. (SS.A.1.3.1) (SS.A.3.3.1) (SS.A.5.3.2) (SS.B.1.3.6) (SS.B.2.3.2) (SS.B.2.3.3) (SS.B.2.3.6) (SS.B.2.3.9) (SS.C.1.3.5) (SS.C.2.3.4) (SS.C.2.3.5) (SS.C.2.3.6) (SS.C.2.3.7) 2. Identify contemporary issues that affect the local, state, national, and international community; e.g., drugs, HIV/AIDS, environmental. (SS.A.1.3.1) (SS.A.5.3.2) (SS.B.1.3.6) (SS.B.2.3.2) (SS.B.2.3.3) (SS.B.2.3.6) (SS.B.2.3.9) (SS.C.1.3.5) (SS.C.2.3.4) (SS.C.2.3.5) (SS.C.2.3.6) (SS.C.2.3.7) Analyze Maps and Charts: Comparison of Selected Nations, 674-675; Analyze Charts: Types of Conflict, 680 SE/TE: Florida with a Global Perspective, FL33; Citizen Profiles, Mickey Leland, 14; Struggle for Equality, 15; Debating the Issues: 40, 102, 180, 204, 222, 286, 335, 387, 504, 556, 604, 656; Disaster Relief, 46; Analyzing Political Cartoons: 47, 65; The USA Patriot Act, 49; Law and the Real World: 169, 268, 328, 493, 617; Equality and Affirmative Action, 199-201; Women and Equality, 201-203; Focus on: The Supreme Court, 200; Providing for Defense, 219; Following a Bill in Congress, 229; Active Citizen: 319, 613; Analyze Diagrams: Relations Among Governments: The No Child Left Behind Act, 338-339; Providing Economic Security, 439-440; Balancing the Budget, 448-449; Analyze Graphs: Annual Budget Surpluses and Deficits, 448; The National Debt, 449; Skills for Life: 450; Crime in American Society, 536-540; Analyze Charts: Serious Crimes Committed in the United States, 543; Challenges Facing the System, 549; Analyze Charts: Populations of State Prisons, 549; The Debate over Large Awards, 579-580; Analyze Charts: Top Civil Case Awards in 2002, 580; Analyze Diagrams: Political Parties in the United States, 598-599; How to Cast a Vote, 618-619; Financing a Campaign, 634; The Electoral College, 636-637; Goals of Foreign Policy, 646-647; Civics and Economics, 654; Relations with China, 662; Today s Challenges, 663-665; Leading the War on Terrorism, 665; Economic Development, 677; Civics and Economics, 684 27

2. Identify contemporary issues that affect the local, state, national, and international community; e.g., drugs, HIV/AIDS, environmental. (SS.A.1.3.1) (SS.A.5.3.2) (SS.B.1.3.6) (SS.B.2.3.2) (SS.B.2.3.3) (SS.B.2.3.6) (SS.B.2.3.9) (SS.C.1.3.5) (SS.C.2.3.4) (SS.C.2.3.5) (SS.C.2.3.6) (SS.C.2.3.7) 3. Discuss contemporary human rights issues from multiple perspectives or viewpoints. (SS.A.1.3.1) (SS.A.5.3.2) (SS.B.1.3.6) (SS.B.2.3.2) (SS.B.2.3.3) (SS.B.2.3.6) (SS.B.2.3.9) (SS.C.1.3.5) (SS.C.2.3.4) (SS.C.2.3.5) (SS.C.2.3.6) (SS.C.2.3.7) SE/TE: The USA Patriot Act, 49; Debating the Issues: 102, 204, 335, 556, 656; Active Citizen: 135; Law and the Real World, 169; Following a Bill in Congress, 229; Providing Economic Security, 439-440; Skills for Life: 450, Human Rights and Democracy, 647; Relations with China, 662; Comprehension and Critical Thinking, 668; Economic Development, 677; Civics and Economics, 684; Nongovernmental Organization, 690 4. Apply the five-step decision-making model (define the problem, list alternatives, state criteria, evaluate alternatives, make the decision) to a contemporary global issue. (SS.A.1.3.1) (SS.A.5.3.2) (SS.B.1.3.6) (SS.B.2.3.2) (SS.B.2.3.3) (SS.B.2.3.6) (SS.B.2.3.9) (SS.C.1.3.5) (SS.C.2.3.4) (SS.C.2.3.5) (SS.C.2.3.6) (SS.C.2.3.7) COMPETENCY A. After identifying contemporary problems that affect the local, state, national, and international community, the students will utilize the five-step decision-making process by: a. Selecting and gathering information from several different sources on a problem. b. Explaining how the problem affects the local, state, national, and international community. 28

c. Listing alternative solutions to the problem. d. Assessing the strengths and weaknesses of the alternative solutions from multiple perspectives. e. Proposing a solution to the problem in a letter to an appropriate official or agency. (SS.A.1.3.1) (SS.A.5.3.2) (SS.B.1.3.6) (SS.B.2.3.2) (SS.B.2.3.3) (SS.B.2.3.6) (SS.B.2.3.9) (SS.C.1.3.5) (SS.C.2.3.4) (SS.C.2.3.5) (SS.C.2.3.6) (SS.C.2.3.7) Reference: http://portal.dadeschools.net/cbc/volume%20ii/social%20sciences/middle/grade%207/mj-civics- 7.pdf 29