Adult Education Civics Activities

Want a fun and creative way to review for a test? Maybe review for the Civics EOC? Or you just want to check your students knowledge at the end of a unit in a creative way? Well, here it is! 4 simple supplies and oddles of fun! I promise that your students will love it.

Reporting Category 2. Roles, Rights, and Responsibilities of Citizens SS.7.C.2.1 Naturalization SS.7.C.2.2 Responsibilities of citizens SS.7.C.2.4 First Amendment; Right of assembly; Self-incrimination SS.7.C.3.6 Constitutional rights; Women’s rights SS.7.C.3.7 Twenty-Fourth Amendment SS.7.C.3.12 Bush v. Gore; Gideon v. Wainwright; Tinker v. Des Moines Study Guides Power Points Quizes Answer Keys

SS.7.C.3.3 Illustrate Structure and Function of Government This zipped folder contains ideas and activities for Processing, Hooks, and Bellringers/ Quizzes. This give you a creative start to any Three Branches Unit. This mini package will give you an insight into what work I have to offer. If you like this, please check out my other work.

SS.7.C.4.1 - Understanding U.S. Domestic & Foreign Policy Differentiate concepts related to U.S. domestic and foreign policy. SS.7.C.4.2 - Government and Citizen Participation in International Organizations Recognize government and citizen participation in international organizations. SS.7.C.4.3 - The U.S. & International Conflicts Describe examples of how the United States has dealt with international conflicts. This zipped folder includes: Hooks, Engagement Activities, Graphic Organizers, Questions, Processing Activities

Want a fun and creative way to review for a test? Maybe review for the Civics EOC? Or you just want to check your students knowledge at the end of a unit in a creative way? Well, here it is! 4 simple supplies and oddles of fun! I promise that your students will love it.

This Zipped Folder Includes: Hooks, Processing Activities, Answer Keys, and Questions. SS.7.C.3.5 - Amending the United States Constitution Student Review Reading for SS.7.C.3.5 Explain the Constitutional amendment process. Benchmark Clarifications: Students will recognize the methods used to propose and ratify amendments to the U.S. Constitution. Students will be able to identify the correct sequence of each amendment process. Students will identify the importance of a formal amendment process. Students will recognize the significance of the difficulty of formally amending the U.S. Constitution.

Let’s face it, close reading isn’t often a skill that comes naturally. When our students get a new reading assignment, their first instinct is often to race to the finish line rather than engage deeply with a text.

Getting students to slow down, engage with the text in different ways, and reflect as they read are challenges for every teacher, and are the goals of close reading. They’re also at the heart of the Common Core English Language Arts standards. There’s no magic way to turn your class into top-notch readers overnight, but there are specific close reading skills you can teach that will help your students now and down the line.

This Close Reading includes a Primary Resource of the Emancipation Proclamation speech from President Abraham Lincoln. It breaks down the vocab used and gives teacher lead questions, student creation of questions, as well as a summary.

Reporting Category 3. Government Policies and Political Processes SS.7.C.2.8 Political parties SS.7.C.2.9 Qualifications for political office SS.7.C.2.10 Groups influencing government; Impact of media; Political action committee SS.7.C.2.11 Bias; Propaganda SS.7.C.2.13 Current issues SS.7.C.4.1 Foreign policy SS.7.C.4.3 International conflicts Study Guides Quizzes Answer Keys

Directions: Complete the timeline for the Supreme Court Landmark Cases. Be sure to include the title and outcome of each case that corresponds with the picture and date. Student Review Reading for SS.7.C.3.12 Analyze the significance and outcomes of landmark Supreme Court cases including, but not limited to, Marbury v. Madison, Plessy v. Ferguson, Brown v. Board of Education, Gideon v. Wainwright, Miranda v. Arizona, In re Gault, Tinker v. Des Moines, Hazelwood v. Kuhlmeier, United States v. Nixon, and Bush v. Gore.

The student will demonstrate knowledge of the political philosophies that shaped the development of United States constitutional government. a. Analyze key ideas of limited government and the rule of law as seen in the Magna Carta, the Petition of Rights, and the English Bill of Rights. Instructions: Complete the table and the questions that follow. The English Bill of Rights, US Bill of Rights, and What Does This Mean?

This zipped folder includes: Hooks, Bellringers, Questions, and Processing Activities. Student Review Reading for SS.7.C.3.10 Identify sources and types (civil, criminal, constitutional, military) of law. Overview: Benchmark Clarifications: Students will use examples of historical law codes to identify how laws originated and developed in Western society. Students will recognize constitutional, statutory, case, and common law as sources of law. Students will compare civil, criminal, constitutional, and/or military law.

I Have, Who Has? Review Activity

Brief description: Engage students with this fast-paced interactive review activity where students listen, think, and respond to their peers.

Make a list of the key vocabulary terms, specific content, people, and/or events that you would like to use for the activity. Next to each one write the definition or explanation you want the students to practice using. This first step will help you when you go to create the actual cards.

Using key vocabulary terms, specific content, people, and events create cards with an answer on the top beginning with the term, The first card will state, “ I have the first card…” and then the first question will be stated beginning with the phrase, “ Who has…?”. The answer to the last question will be on this card. The second card will begin with the answer to the question from the first card beginning with the phrase, “I have…” then beneath that response write the question for the next answer beginning with the phrase, “ Who has…?”. The next card will have the answer to the previous question. Repeat this process until all questions and answers are accounted for.

See attached example for 7th grade Civics

Process: Give each student 2-3 cards depending on the class size. Give students time to think about the terms on their cards before beginning. Make sure they don’t have cards that are in order. This way they need to be paying attention during the whole activity. The student who has the first card starts. Continue until all the cards have finished. This is designed, so you can do it multiple times and students can have different cards each time.

Scaffolding Tips:

Work with partners

Have students create hints for the questions on their cards

Provide hints on the back of each card

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SS.7.C.1.1 - The Influence of the Enlightenment SS.7.C.1.1 Recognize how Enlightenment ideas including Montesquieu’s view of separation of powers and John Locke’s theories related to natural law and how Locke’s social contract influenced the Founding Fathers. Overview: Benchmark Clarifications: Students will identify and describe the Enlightenment ideas of separation of powers, natural law, and social contract. Read more! Students will examine how Enlightenment ideas influenced the Founders’ beliefs about individual liberties and government. Read more! Students will evaluate the influence of Montesquieu’s and Locke’s ideas on the Founding Fathers. Read more!

Students will be giving their opinions on a hypothetical case similar to the Tinker v Des Moines case of 1965. Students will apply their opinion than review what the current law or section of court case states. This activity brings in a review of both the excerpts of the Preamble to the Constitution and the First Amendment of the Constitution, as well as introducing and comparing the scenario to the actual court case of Tinker v Des Moines. Students get to formulate their own opinion and compare their opinions with the Justices of the Supreme Court at the time of the Tinker case. This activity is not only 3 pages long of awesomeness, it is also easily adaptable to a Kagan Structure, Cooperative Learning Groups, guided discussion, or independent work depending on the needs of your students, time frame, or requirements of your school. Scenario: The Case of the Blue Arm Bands at HMMS The students sued the school district for violating their First Amendment rights. A group of students in the schools after-school Civics Club at Harns Marsh Middle School were concerned about the United States’ involvement in the nuclear arms race. To show their support for peace and nuclear disarmament (reduction of weapons), they decided to attend school for one week wearing blue armbands. Hearing of the plan, and fearing that school would be disrupted, the principal, Dr. Luckey, made a rule against wearing armbands. In spite of the rule, some students came to school wearing armbands anyway. Dr. Luckey claimed that they broke school dress code. The students were given OSS (Out Of School Suspension) for 4 days. In return, the students and their parents sued the school district in federal court for violating their First Amendment rights.

Start your review with some simple EOC bellwork/ exit questions.

THE AMERICAN REVOLUTION

Directions: As an individual, use the list provided below to fill in the 24 empty squares on the chart provided. List items should be written in the small rectangle of the square. You may place the items in any box that you choose, but you can only use an item on the list once. When the chart is complete, all items on the list should be used. Once you have placed all of the items in the chart, the rest of the box should be filled in with the significance of that item in the American Revolution. This information can be found in your textbook from pages 147-195 as well as in any notes taken in class on this unit. Use the space wisely so you can include as much information as possible. Hint 1: The more information you have, the better it will be!

SS.7.C.3.3 Directions: Fill in the chart with key information about each level of the federal court system.

Process: SS.7.C.3.4 Your task: Copy and complete the following chart for your assigned events or people. You should: • Draw two circles that intersect each other. • Write the name of one event/person on one side and the name of the other on the other side. • In the first circle list 5 unique characteristics of event/person. • In the second circle list 5 unique characteristics of event/person. • In the middle section list shared characteristics of the two events/people.

Reporting Category 4. Organization and Function of Government SS.7.C.3.1 Representative democracy SS.7.C.3.2 Federal system SS.7.C.3.3 Powers of Article I SS.7.C.3.4 Division of powers SS.7.C.3.8 Judicial review SS.7.C.3.11 Appellate courts SS.7.C.3.13 Compare constitutions; Comparison of preambles; Government structure SS.7.C.3.14 Concurrent powers; Government services Quizzes Study Guides Review Powerpoints

Student Review Processing Activity through the use of a Newspaper page for SS.7.C.1.9 Directions: Using your knowledge from the lesson, write a newspaper article illustrating the situation from above. Finish the story with what may have happened to the president. Task: Define the rule of law and recognize its influence on the development of the American legal, political, and governmental systems through your newspaper clipping. Overview: Benchmark Clarifications: Students will distinguish between the characteristics of a society that operates under the rule of law and one that does not. Students will assess the importance of the rule of law in protecting citizens from arbitrary and abusive uses of government power. Students will evaluate the impact of the rule of law on governmental officials and institutions (accountability to the law, fair procedures, decisions based on the law, consistent application, enforcement of the law, and transparency of institutions).