Adult Education Government Activities

This WebQuest includes 15 questions - each with a link for students to explore to find the answer to the questions.

Includes a comprehensive answer key.

Written at a 9th grade level but suitable for many grades.

“China: One Question, Five Generational Perspectives” is a set of resources delving into the changing politics of the Chinese leadership over a seventy year period. This resource contains five files:

Google Slides (31 slides)

Highlighting the background and achievement of five generational Chinese leaders; Mao Zedong, Deng Xiao Ping, Jiang Zemin, Hu Jintao, and Xi Jinping.

• Part 1 gives a summary and major achievements of each 
• Part 2 Major differences, developments, and contradictions between generational leadership
• Part 3 looks at ten major changes from Mao to Xi and also ten things that have changed very little over the last 70 years.

Google Doc (12 pages)

The purpose of the document is to provide comparative insights on various questions as if answered by five significant Chinese leaders: Mao Zedong, Deng Xiaoping, Jiang Zemin, Hu Jintao, and Xi Jinping at the time of their leadership. Each response embodies the philosophies and policies prevalent during each leader's tenure.

The responses to the 10 questions posed have been generated using AI. This particular bot was prompted to:

1. Develop and present unique responses to each question asked, with each response reflecting the distinct leadership style and era of the specified Chinese leader.
2. Maintain historical accuracy and incorporate relevant ideologies and key events that would influence each leader's answer.

The questions asked were as follows;

1. What is your primary objective for China's national development and what strategies do you employ to achieve it?
2. How do you define the role and power of the Chinese Communist Party in governing the country, and how does this shape your approach to political reforms?
3. What is your assessment of China's relationship with the United States, and how do you seek to manage this critical bilateral tie?
4. How do you plan to address the growing socioeconomic disparities within China, particularly between urban and rural areas, and among different regions?
5. What is your vision for strengthening China's international influence and global standing, and what specific foreign policy tools do you utilize?
6. How do you balance the imperatives of economic growth and modernization with the imperative of maintaining social stability and ideological control?
7. What is your stance on the role of individual rights, civil liberties, and pluralism within the Chinese political and social framework?
8. How do you seek to promote traditional Chinese culture and values on the global stage, and what is the relationship between this and your nationalist agenda?
9. What are your key strategies for addressing China's environmental degradation and ensuring sustainable development for the future?
10. How do you envision the evolution of China's relationship with its ethnic minority populations, particularly in regions like Xinjiang and Tibet?

Google Doc (3 Pages)

Suggestions for potential lessons, activities and projects (20 suggestions in all).

Google Forms (2)

1. Slide-related Google Form (6 multiple choice questions, 6 short-answer questions, 2 open-ended questions)
2. Doc-related Google Form (6 multiple choice questions, 6 short-answer questions, 2 open-ended questions)

Affirmative Action had been a contentious issue in the United States since the Civil Rights Movement of the 1960's. The Supreme Court’s 2023 decision to reject race-conscious admissions at colleges and universities around the nation upended decades of law and the higher education landscape. This lesson will invite students to draw connections between the past and today, as they take a focused look at affirmative action as it applies to admission programs at universities. Students will be provided with an introductory framework from which to understand the historical roots of affirmative action and its' controversial application today through the analysis of primary sources, research, and student-led discussion forum activity.

Time Frame: 2-3 class periods (Based on 60 min class period)

Materials:

• Teacher Reference Guide
• 35 Slide Presentation
• Guided Notes
• Four Articles
• Four Corner Signs

If you liked this lesson see other related 'Government' lessons here:

• Controversy and the Criminal Justice System (Eric Garner Case)
• César Chavez: Analyzing Primary Sources
• The 'Bill of Rights' Time Travel
• Mock Trial: Class Preparation (MY BEST SELLER)!
• Analyzing The Declaration of Independence & the U.S. Constitution
• Post Zombie Apocalypse: What Form of Government Would YOU Create?

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

⭐️This unit is for intermediate/advanced/advanced high and emerging/developing/expanding students as well as long-term ELLs⭐️

Are you searching for project-based learning opportunities for your secondary ESL ELLs that are FUN and that you can use and scaffold with multilingual learns of different levels? This USA & GOVERNMENT UNIT includes enough lessons to last you 4 weeks! Your multilingual ML students will have the chance to gain valuable knowledge about SOCIAL STUDIES content vocabulary all while working on developing skills such as vocabulary, speaking, reading, writing, key grammar and much MORE!

This unit is a ⭐️_NO PREP⭐️ 152-page_ PRINTABLE PDF WORKBOOK for students and Google Slides visuals for teachers! Great for small group OR whole group!

Your Students Will:

• Develop vocabulary
• Learn about landforms, US government, the Pledge of Allegiance, Bill of Rights, Branches of Government, important US landmarks and more!
• Analyze text
• Have scaffolds for developing, intermediate and advanced students
• Apply knowledge
• Practice speaking and listening skills while completing the activities
• Work on developing writing skills
• Create a project about their own US road trip!!!

This unit is PACKED with activities to engage your ESL multilingual students. You will have everything you need to complete an AMAZING unit and project!

What’s Included:

• 152-page Student Workbook--PDF Printable (also what the teacher will use)
• 199 Teacher slides to project the unit and provide visuals
• Pre and Post Assessment
• PWIM model activities
• Writing, Speaking and Listening ASSESSMENTS
• TONS of vocabulary & visuals
• Writing scaffolds
• QR Codes for reading passages
• Social Studies Content Vocabulary (landforms, government, bill of rights, constitution, branches of government, voting)
• Writing, Reading & Speaking practice
• Scaffolds for Emerging/Developing/Expanding and intermediate/advanced/advanced high multilingual students
• Engaging topics of voting, government, US states and travel, road trips
• Reading Practice - 3 Different Passages
• Writing Practice- Short answer responses
• Speaking Practice--Record themselves and practice writing out a constructed speaking response
• FINAL PROJECT: Plan your own road trip in the US!

⭐️Come Back and Leave A Review⭐️

This US & Government Unit will bring some fun and engagement to your classroom! You don’t want to miss out on these EXCITING activities inside! Make sure to add this resource to your cart.

Check out these resources:

ESL Travel Project Bundle

Multilingual Classroom Monthly Newsletter - Editable

This WebQuest includes 15 questions - each with a link for students to explore to find the answer to the questions.

Includes a comprehensive answer key.

Written at a 9th grade level but suitable for many grades.

Check out other WebQuests in the US Government series. Bundle also available.

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.

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.

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

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.

Holocaust & WWII DBQ Freebie!

This DBQ will engage your students to examine the propaganda of WWII, the Holocaust, and Hitler’s reign.

SS.7.C.2.11

Analyze media and political communications (bias, symbolism, propaganda).

Document Based Questioning

What will the students learn?

The students will be learning about how the propaganda of the time influenced the people throughout Germany as Hitler came of power. They will understand that at this time Germany was facing a hardship and Hitler gave the people of Germany a group of people of where to place the blame.

How will they learn it?

The students will answer the following DBQs while the teacher displays and discusses the document on the SMART Board.

How will you know that they have learned it?

Students will apply their knowledge in their Final activity by making connections through DBQs and the Holocaust testimonies under "stories."

SS.7.C.2.11

Analyze media and political communications (bias, symbolism, propaganda).

Subject Area: Social Studies Grade: 7

Strand: Civics and Government

Standard: Evaluate the roles, rights, and responsibilities of United States citizens, and determine methods of active participation in society, government, and the political system. Date Adopted or Revised: 02/14

Status: State Board Approved

Link to digital pictures: http://www.ushmm.org/propaganda/exhibit.html#/gallery/

Check out samples on my Instagram: @HistoryGuruTeachShare

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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.

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

SS.7.C.3.7 Voting Rights Amendments Contains: Hook for SS.7.C.3.7 Process for SS.7.C.3.7 Double Entry Journal Process for SS.7.C.3.7 Learning Log Questions for SS.7.C.3.7 Student Review Reading for SS.7.C.3.7 Analyze the impact of the 13th, 14th, 15th, 19th, 24th, and 26th amendments on participation of minority groups in the American political process. Overview: Benchmark Clarifications: Students will recognize the rights outlined in these amendments. Students will evaluate the impact these amendments have had on various social movements. Students will analyze historical scenarios to examine how these amendments have affected participation in the political processes. Students will recognize how the amendments were developed to address previous civil rights violations.

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

___________________________________________

Check out samples on my Instagram: @HistoryGuruTeachShare

Customer Tips:

Be the first to know about my new discounts, freebies and product launches:

• Look for the green star next to my store logo and click it to become a follower. Voila! You will now receive email updates about this store.

I value your feedback greatly as it helps me determine which products are most valuable for your classroom so I can create more for you. If you have any concerns or any of my resources are not what you expected, please contact me first before leaving feedback so I can have a chance to fix it for you! You can DM or follow me at Follow me on Instagram: @HistoryGuruTeachShare

How to get TeachShare credit to use on future purchases:

• Please go to your My Purchases page (you may need to login). Beside each purchase you'll see a Provide Feedback button. Simply click it and you will be taken to a page where you can give a quick rating and leave a short comment for the product. Each time you give feedback, TeachShare gives you feedback credits that you use to lower the cost of your future purchases.

Like this product?

• Click on the Pin it button and pin it to one of your boards!

Follow me on Instagram: @HistoryGuruTeachShare

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

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