Huntsville City Schools

Huntsville City Schools

Instructional Guide

Course: Civics Grade: 7th

UNIT 1

Honors students will do a cumulative research project with mini-presentation over each unit to ensure differentiation.

Standard / “I Can” Statements * / Resources / Pacing Recommendation / Date(s) Taught
1. ALCOS-1) Compare influences of ancient Greece, the Roman Republic, the Judeo-Christian tradition, the Magna Carta, federalism, the Mayflower Compact, the English Bill of Rights, the House of Burgesses, and the Petition of Rights on the government of the United States. .)
ALCOS-2) Explain essential characteristics of the political system of the United States, including the organization and function of political parties and the process of selecting political leaders.
• / 1. I can identify the foundations of the government of the United States.
Examples: Rule of Law, Consent of Governed, Jamestown, Mayflower Compact (self-rule), the English Bill of Rights, the House of Burgesses, etc.
2. I can explain the influence of early government documents on the foundation of the United States government
Examples: Magna Carta, Mayflower Compact
3. I can describe the influence of John Locke, Montesquieu, and Thomas Paine on the creation of a political system in the United States
Topics to be Addressed:
Key Ideas: Rule of Law, Consent of Governed, Jamestown, Magna Carta, Mayflower Compact (Self-Rule)
Key People: John Locke, Montequei, Thomas Paine / eText 82-110
(America’s Political Heritage)
OLE, National Archives, Library of Congress
http://www.ushistory.org/gov/2.asp
[Foundations of Government Resource]
https://www.icivics.org/curriculum/foundations-government
[iCivics]
http://teachingamericanhistory.org/library/colonial/
[Founding documents] / Entire Unit Pacing
(10 days)
1st Nine Weeks
AL ALCOS 1. Compare influences of ancient Greece, the Roman Republic, the Judeo-Christian tradition, the Magna Carta, federalism, the Mayflower Compact, the English Bill of Rights, the House of Burgesses, and the Petition of Rights on the government of the United States. .)
ALCOS 2. Explain essential characteristics of the political system of the United States, including the organization and function of political parties and the process of selecting political leaders.
ALCOS 3. Compare the government of the United States with other governmental systems, including monarchy, limited monarchy, oligarchy, dictatorship, theocracy, and pure democracy. / 1. I can identify the influence of the American Revolution on the government of the United States.
2. I can compare the government of the United States with other governmental systems.
Topics to be addressed:
American Revolution, Declaration of Independence, tyranny, types of governments, searching for a new way, comparing governments / eText 82-110 (America’s Political Heritage); 47-48 (Forms of Government)
iCivics, OLE, Cia.gov, http://amrevmuseum.org/learn,
http://teachingamericanhistory.org/static/neh/interactives/americanrevolution/
[American Revolution Resources]
http://www.freetech4teachers.com/2013/04/10-resources-for-teaching-about.html#.U8agh_ldWbI
[American Revolution Resources]

Unit 2

Standard / “I Can” Statements * / Resources / Pacing Recommendation / Date(s) Taught
A ALCOS 1. Compare influences of ancient Greece, the Roman Republic, the Judeo-Christian tradition, the Magna Carta, federalism, the Mayflower Compact, the English Bill of Rights, the House of Burgesses, and the Petition of Rights on the government of the United States. .)
ALCOS 2. Explain essential characteristics of the political system of the United States, including the organization and function of political parties and the process of selecting political leaders. / 1. I can describe the strengths and weaknesses of the Articles of Confederation
2. I can explain the purpose of separation of powers and checks and balances
3. I can explain that the US Constitution is a living document and that rights are protected by the Constitution
4. I can explain how the U.S. Constitution outlines the political system of the U.S.
Topics to be addressed:
Articles of Confederation, creation of the Constitution, purpose of government, separation of powers, checks and balances, Constitutional Convention, federalism, Federalists, Anti-Federalists, Great Compromise / Chapter 5: Creating the Constitution
eText 112-135
National Archives, iCivics
http://quizlet.com/21925946/articles-of-confederation-strengths-and-weaknesses-flash-cards/
[Quizlet: Interactive Flashcards- Articles]
http://www.history.com/images/media/pdf/Constitution-LessonPlans.pdf
[Constitution Activities]
http://constitutioncenter.org/
[National Constitution Center] / 5 days
1st Nine Weeks
ALCOS 3. Compare the government of the United States with other governmental systems, including monarchy, limited monarchy, oligarchy, dictatorship, theocracy, and pure democracy.
ALCOS 4. Describe structures of state and local governments in the United States, including major Alabama offices and officeholders. (Alabama)
ALCOS 5. Compare duties and functions of members of the legislative, executive, and judicial branches of Alabama's local and state governments and of the national government. (Alabama) / 1. I can describe the legislative branch of the United States
2. I can compare the legislative duties and functions of local, state, and national government
3. I can describe the roles and responsibilities of the Congress of the United States
4. I can explain the law making process of the United States (bill to law)
Topics to be addressed:
Congress: House of Representatives & Senate, legislative branch, law making process of U.S., compare state and local government at each level / Constitution: Article I
eText 210-235
http://www.nea.org/tools/lessons/legislative-branch.html
[Multiple Legislative Resources]
http://www.trumanlibrary.org/whistlestop/teacher_lessons/3branches/front.htm
[Branches of Government Resources]
http://kids.clerk.house.gov/middle-school/lesson.html?intID=17
[Law Making Process] / 5 days
ALCOS 3. Compare the government of the United States with other governmental systems, including monarchy, limited monarchy, oligarchy, dictatorship, theocracy, and pure democracy.
ALCOS 4. Describe structures of state and local governments in the United States, including major Alabama offices and officeholders. (Alabama)
ALCOS 5. Compare duties and functions of members of the legislative, executive, and judicial branches of Alabama's local and state governments and of the national government. (Alabama)
ALCOS 13) Identify contemporary issues since 2001, including the establishment of the U.S. Department of Homeland Security, the enactment of the Patriot Act of 2001, and the impact of media analysis / 1. I can describe the executive branch of the United States
2. I can compare the executive duties and functions of local, state, and national government
3. I can describe the roles and responsibilities of the President of the U.S.
4. I can describe the roles and responsibilities of the governor of Alabama
5. I can describe the roles and responsibilities of the mayor of Huntsville
Topics to be addressed:
Executive Branch (President, Governor, Mayor), Vice-President, impeachment, President’s Cabinet, Electoral College (electing President), compare state and local government at each level / Constitution:
Articles II
eText 238-261
iCivics
www.270towin.com
[Electoral College Resources, including maps]
http://www.nea.org/tools/lessons/38213.htm
[Multiple Executive Resources]
http://constitutioncenter.org
[Multiple Constitution Resources]
http://www.annenbergclassroom.org/default.aspx?AspxAutoDetectCookieSupport=1
[Multiple Constitution Resource]
http://teacher.scholastic.com/researchtools/articlearchives/civics/resource.htm
[Multiple Civics Resources] / 5 days
ALCOS 3. Compare the government of the United States with other governmental systems, including monarchy, limited monarchy, oligarchy, dictatorship, theocracy, and pure democracy.
ALCOS 4. Describe structures of state and local governments in the United States, including major Alabama offices and officeholders. (Alabama)
ALCOS 5. Compare duties and functions of members of the legislative, executive, and judicial branches of Alabama's local and state governments and of the national government. (Alabama)
ALCOS 6. Explain the importance of juvenile, adult, civil, and criminal laws within the judicial system of the United States. / 1. I can describe the judicial branch of the United States
2. I can describe the roles and responsibilities of the United States Supreme Court
3. I can explain the importance of juvenile, adult, civil, and criminal laws within the United States.
Example: rule of law, consequences of committing civil or criminal crimes
4. I can contrast juvenile and adult laws at the local, state (Alabama), and federal levels
Topics to be addressed:
Federal courts, Supreme Court, judicial review, civil law, criminal law, juvenile courts / Constitution: Article III
eText 264-287 (Judicial Branch), 534-557(Criminal and Juvenile Justice, Civil Justice (560-583)
http://constitutioncenter.org
[Multiple Constitution Resources]
http://www.annenbergclassroom.org/default.aspx?AspxAutoDetectCookieSupport=1
[Multiple Constitution Resource]
http://teacher.scholastic.com/researchtools/articlearchives/civics/resource.htm
[Multiple Civics Resources]
http://www.supremecourt.gov/
[Supreme Court]
https://www.icivics.org/curriculum/judicial-branch
[iCivics: Judicial Branch] / 5 days
ALCOS 3. Compare the government of the United States with other governmental systems, including monarchy, limited monarchy, oligarchy, dictatorship, theocracy, and pure democracy.
ALCOS 4. Describe structures of state and local governments in the United States, including major Alabama offices and officeholders. (Alabama)
ALCOS 5. Compare duties and functions of members of the legislative, executive, and judicial branches of Alabama's local and state governments and of the national government. (Alabama)
ALCOS 6. Explain the importance of juvenile, adult, civil, and criminal laws within the judicial system of the United States. / 1. I can explain how the Bill of Rights guarantees rights for citizens of the United States
2. I can explain how the Constitution can be changed
3. I can explain how the Bill of Rights affects our daily lives
Topics to be addressed:
Bill of Rights, amending the Constitution / Constitution: Bill of Rights
eText 160-181 (Bill of Rights), 184-207
(Our Enduring Constitution), 290-343 (State and Local Government)
http://constitutioncenter.org
[Multiple Constitution Resources]
http://www.annenbergclassroom.org/default.aspx?AspxAutoDetectCookieSupport=1
[Multiple Constitution Resource]
http://teacher.scholastic.com/researchtools/articlearchives/civics/resource.htm
[Multiple Civics Resources]
http://www.congressforkids.net/games/billofrights/2_billofrights.htm
[Bill of Rights Activities]
http://constitutioncenter.org/billofrightsgame/
[Bill of Rights Game] / 10 days

2nd Nine Weeks

Unit 3

Standard / “I Can” Statements * / Resources / Pacing Recommendation / Date(s) Taught
1.
ALCOS 10. Describe individual and civic responsibilities of citizens of the United States. / 1. I can describe the duties, roles, and responsibilities of citizens of the United States
2. I can explain the process of becoming an American citizen
Topics to be addressed:
Citizenship, common good, social roles, alien, naturalized citizen / eText 59-77
iCivics, OLE
http://teacher.scholastic.com/researchtools/articlearchives/civics/resource.htm
[Multiple Civics Resources]
http://www.us-immigration.com
[U.S. Immigration] / 10 days for entire unit
12. ALCOS 12. Describe how the United States can be improved by individual and group participation in civic and community activities. (what it means to be a citizen)
11. ALCOS 11. Compare changes in social and economic conditions in the United States during the twentieth and twenty-first centuries. (government and economy) / 1. I can develop a plan to improve a problem in my community
2. I can compare and contrast political parties
3. I can explain the process of voting in the United States
4. I can describe politically charged media and its effects on voting
Topics to be addressed:
*political parties
*voting/elections / eText 586-639
iCivics, OLE
http://teacher.scholastic.com/researchtools/articlearchives/civics/resource.htm
[Multiple Civics Resources]

Unit 4

Standard / “I Can” Statements * / Resources / Pacing Recommendation / Date(s) Taught
.)
AA ACLOS 7. Determine how people organize economic systems to address basic economic questions regarding which goods and services will be produced, how they will be distributed, and who will consume them.
A ALCOS 8. Appraise the relationship between the consumer and the marketplace in the economy of the United States regarding scarcity, opportunity cost, trade-off decision making, and the stock market.
ALCOS 9. Apply principles of money management to the preparation of a personal budget that addresses housing, transportation, food, clothing, medical expenses, insurance, checking and savings accounts, loans, investments, credit, and comparison shopping / 1. I can describe the characteristics of people’s many wants and how resources satisfy those wants
2. I can explain the process of goods/services from production to consumption
3. I can explain how scarcity affects economic choices in the U.S.
4. I can determine how people address the three basic economic questions
(1. What and how much to produce? 2. How to produce these goods/services? 3. Who will get these goods/services?)
5. I can compare and contrast different types of economies
Examples: traditional, command, market, mixed economies
6. I can describe the relationship between supply and demand
7. I can plan for the future by applying principles of money management to creating a personal budget
(includes housing, transportation, food, clothing, medical expenses, insurance, checking and savings accounts, loans, investments, credit, and comparison shopping)
Topics to be addressed:
needs/wants, goods/services, production, consumption, factors of production (land, labor, capital), opportunity cost, Different types of economies, supply and demand, money management (planning for the future), personal budget, spending and saving, scarcity / eText
348-371 (What is an Economy?), 374-397 (Basics of our Economic System), 400-423 (Our Economy and You)
iCivics
http://valuestockguide.com/50-economics-resources-for-educators/
[Economic Resources]
http://www.freetech4teachers.com/2010/04/10-resources-for-teaching-learning.html#.U8cxk_ldWbI
[Economic Resources] / 15 days
A ALCOS 7. Determine how people organize economic systems to address basic economic questions regarding which goods and services will be produced, how they will be distributed, and who will consume them.
A ALCOS 8. Appraise the relationship between the consumer and the marketplace in the economy of the United States regarding scarcity, opportunity cost, trade-off decision making, and the stock market.
ALCOS 9. Apply principles of money management to the preparation of a personal budget that addresses housing, transportation, food, clothing, medical expenses, insurance, checking and savings accounts, loans, investments, credit, and comparison shopping / 1. I can describe governmental efforts to solve economic problems
Examples: prevention of trusts and monopolies, worker protection by establishing minimum wage, maximum hours, safety regulations, Roosevelt’s New Deal, creation of laws
2. I can describe the nation’s economic health using GDP, surplus/deficit, and the national debt
3. I can identify and describe the nation’s currency
4. I can discuss the government’s role in the circular flow of economic activity in the United States
Topics to be addressed:
Inflation, GDP, surplus/deficit, currency, Federal Reserve System, tax / eText 426-451 (Government’s Role in Our Economy), 454-477 (Money and Banking), 480-505 (Public Finance)
iCivics
http://valuestockguide.com/50-economics-resources-for-educators/
[Economic Resources]
http://www.freetech4teachers.com/2010/04/10-resources-for-teaching-learning.html#.U8cxk_ldWbI
[Economic Resources] / 15 days