Civics Worksheets

Topics for readings: Dred Scott & Thurgood Marshall + Brown vs Board of Education

The students will complete the bellwork in a 5 day model. Each day is a scaffolded release of questions targeted at 5 main language arts standards. This allows students to pick apart the important information while meeting their language arts requirements in social studies

Standards:

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.3.3 :Illustrate the structure and function (three branches of government established in Articles I, II, and III with corresponding powers) of government in the United States as established in the Constitution.

Belongs to: Demonstrate an understanding of the principles, functions, and organization of government.

related instructional resources more information

SS.7.C.3.8 :Analyze the structure, functions, and processes of the legislative, executive, and judicial branches.

Belongs to: Demonstrate an understanding of the principles, functions, and organization of government.

Keywords: tutorial, laws, House of Representatives, Senate, legislative, Congress, Legislative Branch, make laws, legislate, Representative, Senator, Civics

Bellwork Procedure

Conversation: There is no talking during Bellwork time. Silently get Bellwork out from the bin & return it silently as well. Quiet/ voices off from entrance into the classroom till last Bellwork is put away.

Help: There should be no talking during this activity, so if you have a question: please raise your hand quietly, wait patiently, & once I can I will answer your question. Please think about the wording of your question before you ask, seeing as this is an assessment.

Activity: Bellwork day 1-4: One question per day.

Bellwork 5: Quiz= do all four questions.

UNREAL: EVERYDAY

Underline the title

Number the sections

Read to understand: mark the text

Eliminate wrong answers

Answer

Look back to double check answers

Movement: 1. Quietly grab your Bellwork from the bin without emptying file folder out; just grab yours.

2. Silently do your Bellwork at your seat.

3. Silently place Bellwork back into the correct file folder.

4. Sit quietly at your seat as we patiently wait for others to finish.

Participation: This is an independent activity. Please look at your paper only and give a full effort. I am checking your understanding/ skills, not someone else’s.

Success:

• UNREAL: __/12 points

• Daily Questions (front): ___/10 points each

• Quiz (back): total of ___/40 points

• Efficiency: Smart Goal of 80% or above

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Types of Government: Prioritize! Directions: You are helping create a constitution for a new government. However, they have not decided what their main values will be. Below you will find different priorities a country might have. Decide which type of government would work best for each, and justify your decision. SS.7.C.3.1 Compare different forms of government (direct democracy, representative democracy, socialism, communism, monarchy, oligarchy, autocracy). SS.7.C.3.2 Compare parliamentary, federal, confederal, and unitary systems of government.

DBQ Activity: Image Analysis

Propaganda Poster from 1917.

Students will walk through a one page guided Document Based Questioning activity over the use of propaganda using a primary source.

SS.7.C.2.1 & SS.7.C.2.2 Civics Citizenship The students will complete the bellwork in a 5 day model. Each day is a scaffolded release of questions targeted at 5 main language arts standards. This allows students to pick apart the important information while meeting their language arts requirements in social studies.

How to Sheet Bill of Rights Amendments 2-10 Option 1: Today you will be doing a gallery walk to look at different statements to determine which amendment 2-10 it is and describing the reasons how you know. Option 2: Today you will be developing your own situations and answer review game to help other students review over the ideas of Amendment 6-10. Option 3: Today you will need to look at the Amendment 2-10. You will then be researching using real events dealing with these events and describing if they are a violating or providing that right with why or why not .

SS.7.C.1.8 Federalist vs Anti-Federalist Left Side Process Directions: complete the speech bubbles for the Federalists and Antifederalists by addressing the essential question. Be sure your thought bubbles clearly illustrate the ideas of both groups and explains why the Anti-Federalists were against the Constitution. Standard: Explain the viewpoints of the Federalists and the Anti-Federalists regarding the ratification of the Constitution and inclusion of a bill of rights.

Student Engagement Activities for SS.7.C.3.2: Compare parliamentary, federal, confederal, and unitary systems of government. Benchmark Clarifications: Students will define parliamentary, federal, confederal, and unitary systems of government. Students will compare the organizational structures of systems of government. Students will recognize examples of these systems of government. Students will analyze scenarios describing various systems of government. Student Engagement Activities for SS.7.C.3.1 Compare different forms of government (direct democracy, representative democracy, socialism, communism, monarchy, oligarchy, autocracy). Benchmark Clarifications: Students will identify different forms of government based on its political philosophy or organizational structure. Students will analyze scenarios describing various forms of government. Students will apply their understanding of the definitions of the various forms of government.

Essential Question: What were the weaknesses of the Articles of Confederation? How did the weaknesses lead to the writing of the Constitution? Benchmark SS.7.C.1.5 Identify how the weaknesses of the Articles of Confederation led to the writing of the Constitution. There are 4 EOC Questions attached for 1.5 with the standard and complexity levels attached.

Let’s get to know the 3 Branches! This worksheet includes 16 comic strip slots with a great variety of information and vocab about the 3 Branches. It's a fun, creative, and engaging way to get students engaged in learning. It breaks down each branch, the jobs each branch has, and who is in each branch.

Since we are all new to these standards and new tests and there are not many resources available, I have tried to provide more practice problems for us all to use to help our students succeed! This file contains 16 Common Core Civics EOC practice problems. All problems are originally created based on those released by the state of Florida. Each sheet allows space for students to practice locating important information, show their work, and write their answer. Some are multiple choice to provide practice for the EOC's multiple choice responses, but they must also explain their answer choice. This is an AVID Strategy to explain what is the right answer, what is the incorrect answer, and WHY. These also include mini DBQ sections to keep up with the high demand of Document Based Learning. These Practice sheets can be used in multiple ways. Printed on cardstock and laminated for repeated classroom use in groups, as warm-ups, as centers, test prep, exit questions/ activities, study time at the end of the year, etc. They can be arranged in take-home packets for the students to complete as homework. They can be used as handouts. The choice is yours! Please use, enjoy, and good luck in your testing on the New Common Core Standards!

Process for SS.7.C.3.5 Journal Entry-Comic Strip SS.7.C.3.5 - Amending the United States Constitution Students are prompted to choose one of the following activities to explain how an idea becomes a constitutional amendment. Both the Journal Entry & Comic Strip are both great ways for students to show their knowledge during a legislative unit. This breaks down thier knowledge by applying it in a creative way. Explain the Constitutional amendment process. Overview: Benchmark Clarifications: Students will recognize the methods used to propose and ratify amendments to the U.S. Constitution. Read more! Students will be able to identify the correct sequence of each amendment process. Read more! Students will identify the importance of a formal amendment process. Read more! Students will recognize the significance of the difficulty of formally amending the U.S. Constitution. Read more!

SS.7.C.1.2 Colonial Influence EOC Practice Item Including a passage written by Thomas Paine in his 1776 pamphlet, Common Sense and a photo from the Boston Massacre. The EOC Practice problem is originally created based on those released by the state of Florida. This sheet allows space for students to practice locating important information, show their work, and write their answer. Some are multiple choice to provide practice for the EOC's multiple choice responses, but they must also explain their answer choice. This is an AVID Strategy to explain what is the right answer, what is the incorrect answer, and WHY. This file is a mini DBQ section to keep up with the high demand of Document Based Learning. This Practice Sheet can be used in multiple ways. Printed on cardstock and laminated for repeated classroom use in groups, as warm-ups, as centers, test prep, exit questions/ activities, study time at the end of the year, etc. It can also be arranged in take-home packets or INTERACTIVE NOTEBOOKS for the students to complete as homework or it can be simply used as a handout. The choice is yours! Standards: SS.7.C.1.1 Recognize how Enlightenment ideas including Montesquieu's view of separation of power and John Locke's theories related to natural law and how Locke's social contract influenced the Founding Fathers. SS.7.C.1.2 Trace the impact that the Magna Carta, English Bill of Rights, Mayflower Compact, and Thomas Paine's "Common Sense" had on colonists' views of government. SS.7.C.1.3 Describe how English policies and responses to colonial concerns led to the writing of the Declaration of Independence. SS.7.C.1.4 Analyze the ideas (natural rights, role of the government) and complaints set forth in the Declaration of Independence

Declaration of Independence Bellwork/ Bellringer/ Close Read

Standards:

SS.7.C.1.4

Analyze the ideas (natural rights, role of the government) and complaints set forth in the Declaration of Independence.

The students will complete the bellwork in a 5 day model. Each day is a scaffolded release of questions targeted at 5 main language arts standards. This allows students to pick apart the important information while meeting their language arts requirements in social studies

Readings: TWO Declaration of Independence Excerpts

Bellwork Procedure

Conversation: There is no talking during Bellwork time. Silently get Bellwork out from the bin & return it silently as well. Quiet/ voices off from entrance into the classroom till last Bellwork is put away.

Help: There should be no talking during this activity, so if you have a question: please raise your hand quietly, wait patiently, & once I can I will answer your question. Please think about the wording of your question before you ask, seeing as this is an assessment.

Activity: Bellwork day 1-4: One question per day.

Bellwork 5: Quiz= do all four questions.

UNREAL: EVERYDAY

Underline the title

Number the sections

Read to understand: mark the text

Eliminate wrong answers

Answer

Look back to double check answers

Movement: 1. Quietly grab your Bellwork from the bin without emptying file folder out; just grab yours.

2. Silently do your Bellwork at your seat.

3. Silently place Bellwork back into the correct file folder.

4. Sit quietly at your seat as we patiently wait for others to finish.

Participation: This is an independent activity. Please look at your paper only and give a full effort. I am checking your understanding/ skills, not someone else’s.

Success:

• UNREAL: __/12 points

• Daily Questions (front): ___/10 points each

• Quiz (back): total of ___/40 points

• Efficiency: Smart Goal of 80% or above

Check out samples on my Instagram: @HistoryGuruTeachShare

Customer Tips:

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

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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

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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: Origins and Purposes of Law and Government Learning Goal: Students will explain the purposes and ideals of American government. Close Reading: This is a gradual release model to scaffold the Articles of Confederation prompts the students through vocab, student led questions, teacher led questions, a summary, AND EOC Prep Questions! Can't get any better than that! :)

SS.7.C.1.4 EOC Practice Item Declaration of Independence Declaration of Independence ​EOC Practice Item Use the political cartoon below to answer the question that follows. How have the actions depicted in the cartoon below impacted modern institutions of the United States? The EOC Practice problem is originally created based on those released by the state of Florida. This sheet allows space for students to practice locating important information, show their work, and write their answer. Some are multiple choice to provide practice for the EOC's multiple choice responses, but they must also explain their answer choice. This is an AVID Strategy to explain what is the right answer, what is the incorrect answer, and WHY. This file is a mini DBQ section to keep up with the high demand of Document Based Learning. This Practice Sheet can be used in multiple ways. Printed on cardstock and laminated for repeated classroom use in groups, as warm-ups, as centers, test prep, exit questions/ activities, study time at the end of the year, etc. It can also be arranged in take-home packets or INTERACTIVE NOTEBOOKS for the students to complete as homework or it can be simply used as a handout. The choice is yours! Standards: SS.7.C.1.3 Describe how English policies and responses to colonial concerns led to the writing of the Declaration of Independence. SS.7.C.1.4 Analyze the ideas (natural rights, role of the government) and complaints set forth in the Declaration of Independence.

In this zipped file, you will find the greatest tool I have used yet for the Supreme Court Cases that I have used in years. I simply took 6 manila folders and labeled them with the court case numbers (there are 6 court cases). I glued the court case summary on the right of the inside of the folder and made a pocket on the left with the folded up Supreme Court Decision inside. I number my students off 1-6 and split them up which makes it easy for photocopying with the court cases and the folders make the gallery walk/ learning stations last forever. This is also a great place to throw in some Kagan Structures. The Case Log is the only major photocopying you have to do, or you can have the students copy it down ahead of time. The students take on the role of the Supreme Court Justices as they complete the following as a group of Justices as they take notes, guess the outcome, and finally reveal the actual outcome of each case:

Case #______ Case Title:___________________________

Amendment being argued:

#___ :__________________________________________

Summary of the case:

Your decision: _____ to _____ in favor of_____________________

Supreme Court Decision

______ to ____ in favor of____________________because

Standard: SS.7.C.3 Demonstrate an understanding of the principles, functions, and organization of government.

Benchmark: 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.

Background Knowledge: Students should have a working knowledge of trial, appellate, and supreme courts at the state and national levels. Students should understand the appellate process and the significance of judicial precedent, particularly with U.S. Supreme Court rulings. Students should be able to conduct a keyword search and evaluate search results for reliability.

___________________________________

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Ratification of the U.S. Constitution U.S. History Mini DBQ

Standard:

SS.8.A.3.11 Analyze support and opposition (Federalists, Federalist Papers, Anti-Federalists, Bill of Rights) to ratification of the U.S. Constitution.

Essential Question: Should the Constitution have been ratified in 1787 without the Bill of Rights? Was the Bill of Rights necessary?

DBQ Style Marking Strategies

History through ELA & Reading Standards

L.A. 1.7.2.: Authors Purpose

LA.7.2.2.1: The student will locate, use, and analyze specific information from organizational text features (e.g. table of contents, headings, captions, bold print, italics, glossaries, indices, key/guide words).

LA.7.1.7.3: The student will determine the main idea or essential message in grade-level text through inferring, paraphrasing, summarizing, and identifying relevant details

LA.7.1.6.3: use context clues to determine meanings of unfamiliar words.

Sources:

Source 1

Excerpt of James Wilson’s Speech, 1787

Source 2

Excerpt of Mercy Otis Warren’s letter to Catharine Macaulay, (Sept. 1787)

Source 3

The Federalist Papers No. 84 by Alexander Hamilton, (1788)

Source 4

Infographic on the Bill of Rights, from www.kidsdiscover.com

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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.

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Close Reads & DBQs Declaration of Independence and Natural Rights

SS.7.C.1.1 & 1.4

This Zipped file includes 5 close reads with EOC questions on the back, Guided Notes/ Cornell Notes, Comic Strip, Bellwork/ Bellringer, and 1 DBQ (Document Based Questioning) series.

Close Readings/ Guided Readings:

-Excerpt of a Primary Source Document

-Can be used as a DBQ

-Great for Low Level Readers when guided

-Great for Gifted or Advanced independently

-Teacher lead questions

-Student Lead questions

-Vocabulary builders

-Student summary of text under discussion

-EOC (End of Course Exam) Questions based on the topic at had

DBQ Series:

-5 Primary Source Documents

-Guided questions that are document based

-Instructions

Standard being assessed:

SS.7.C.1.4 - The Declaration of Independence

Analyze the ideas (natural rights, role of the government) and complaints set forth in the Declaration of Independence.

Benchmark Clarifications:

Students will explain the concept of natural rights as expressed in the Declaration of Independence.

Students will identify the natural rights specifically expressed in the Declaration of Independence (life, liberty, and the pursuit of happiness).

Students will analyze the relationship between natural rights and the role of government: 1. People are endowed by their Creator with certain unalienable rights;

2. Governments are instituted among men to secure these rights;

3. Governments derive their just powers from the consent of governed; and

4. Whenever any form of government becomes destructive of these ends, it is the right of the people to alter or abolish it, and to institute new government.

Students will recognize the connection between specific grievances in the Declaration of Independence and natural rights’ violations.

Students will recognize colonial complaints as identified in the Declaration of Independence (imposing taxes without the consent of the people, suspending trial by jury, limiting judicial powers, quartering soldiers, and dissolving legislatures).

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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.

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Essential Question: How does the system of checks and balances work?

Guiding Text-Dependent Questions and Student-Generated Questions

Excerpts from Federalist Paper #51

Vocabulary: rigorous(ly), strict(ly), oblige, agency, & administered.

Questions include, but not limited to:

Question: What lines in Federalist 51 echo Hobbes' words in Leviathan?

Question: In what is "government itself the greatest of all reflections on human nature"?

Question: Madison lists three ways to protect the "separate and distinct exercise of the different powers of government". What are those?

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Customer Tips:

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

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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.

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