11th Grade Civics Assessment

SS.7.C.1.1 & SS.7.C.1.2 Civics “Common Sense” by Thomas Paine Excerpted from The English Bill of Rights 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.

Prompt: You will be studying the in’s and out’s of politics through the next couple of lessons. You will be taking a survey to see where you fall in the Political Party “spectrum of beliefs,” conducting research of who qualifies as a candidate, determine what you are running for, and last but not least, create an AD for your campaign. In the end we will be hosting a mock election where your classmates will score your campaign ad on a rubric for contents and persuasion. So, do your research! The more politically aware you sound, the higher you will score! Good Luck! May the odds be ever in your favor!

This Standard Labeled & Level Labeled assessment goes over (but not limited to) the following standards: Benchmark Resources Description 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. SS.7.C.1.5 Identify how the weaknesses of the Articles of Confederation led to the writing of the Constitution. SS.7.C.1.6 Interpret the intentions of the Preamble of the Constitution. SS.7.C.2.2 Evaluate the obligations citizens have to obey laws, pay taxes, defend the nation, and serve on juries. SS.7.C.2.4 Evaluate rights contained in the Bill of Rights and other amendments to the Constitution. SS.7.C.2.5 Distinguish how the Constitution safeguards and limits individual rights. SS.7.C.3.6 Evaluate Constitutional rights and their impact on individuals and society. This is a 6-page test. It is a zipped file of the PDF and the Word Document, for your editing.

Student Review Reading for SS.7.C.2.8 Identify America's current political parties, and illustrate their ideas about government. Benchmark Clarifications: Students will compare current political parties’ ideas about government. Students will evaluate the impact political parties have on society, government, or the political system. Overview: 1. Identify the two major political parties of the United States and compare their ideas about government. 2. In his Farewell Address, President George Washington warned Americans against political parties: “I have already intimated to you the danger of parties in the State...Let me now take a more comprehensive view, and warn you in the most solemn manner against the baneful effects of the spirit of party generally. - President George Washington, Farewell Address, September 19, 1796 Imagine you have the opportunity to explain to President Washington the positive effects of political parties. Using what you have learned during this lesson and using specific examples gathered during your research, write an argument explaining the impact of political parties on society, government or the political system. Convince Washington by citing specific examples and evidence to support your argument.

Create a Bill of Rights It is important that at this school you feel like part of the community. Hearing that there needs to be specific rights that are given to all students hear you decide that you think that is would be great idea to create a bill of Rights for the school. This zipped file contains both the Word and PDF files.

SS.7.C.3.8 Analyze the structure, functions, and processes of the legislative, executive, and judicial branches. Overview: Benchmark Clarifications: Students will examine the processes of the legislative (e.g., how a bill becomes a law, appointment confirmation, committee selection), executive (e.g., executive order, veto, appointments), and judicial (e.g., judicial review, court order, writ of certiorari, summary judgment) branches of government. Students will compare local, state, and federal lawmakers (city/county commissioners/council members; state legislators [representatives and senators]; and U.S. congressmen/congresswomen [representatives and senators]). Students will distinguish among ordinances, statutes, and acts on the local, state, and federal levels. Students will compare and contrast the lawmaking process at the local, state, and federal levels.

Bill Of Rights Alternative Learning Unit The entire unit includes: scenarios, graphic organizers, readings, vocab, worksheets, etc. At the end your students then apply their knowledge through an alternative learning unit. Both the rubric for the ALU and their learning goal charts are included with standards attached. The unit is also set up that if you wanted to just pick and chose, you could also do that :) Let me know if you have any questions. Standards: SS.7.C.2.4 Evaluate rights contained in the Bill of Rights and other amendments to the Constitution. SS.7.C.2.5 Distinguish how the Constitution safeguards and limits individual rights. Learning Goal: Students will understand what is in the Bill of Rights, what rights the Bill of Rights and other amendments protect, and how the Bill of Rights influences both individuals and society. Essential Question: How do societies balance community and individual rights? What rights are protected by the Bill of Rights and other amendments to the U.S. Constitution?

Civics Interactive Notebook

Processing and Assessing

SS.7.C.4.1

Differentiate concepts related to United States domestic and foreign policy.

This includes 1 activity and a test

Directions: Complete the graphic organizer to list the four main goals of foreign policy and the five tools used to reach those goals.

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.3.3 :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

Administrators always say to put the tracking in the student's hands, make sure you are keeping data, and never offer ways to help you do these! Well, that's where I come in! I sat down with the test specs, essential standards, and standard breakdown sheet to create this awesome excel sheet that you could easily print, distribute, or put in a google sheet that your students can track THEMSELVES! Plus this is also a great tracker for PLC's to ensure all students are learning the content you are on the same page. This has made our team meetings go SO much smoother! This is my favorite tool in my classroom. It does come in both English and Spanish Students will track themselves unit by unit & by standard by standard with the use of "I can" statements. Instructions: Step By Step 1. Find the unit we are in right now. 2. Based on the work we have done thus far, please put an x in the box that best describes your knowledge of the "I can" statement. 3. Be sure to revisit this before your test to ensure that You've Got This Down! This is what the Civics team is creating your test off of. If you can move yourself to the final column of "Yes, I can." Then you should score 80% or higher on the test. I will be checking on these :) 4. If you get assigned to an intervention. You will need to edit this on the last day of that cycle 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.1.3 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.

Learning Goal Chart/ Student Data Tracking Political Parties & Elections

Administrators always say to put the tracking in the student's hands, make sure you are keeping data, and never offer ways to help you do these! Well, that's where I come in! I sat down with the test specs, essential standards, and standard breakdown sheet to create this awesome excel sheet that you could easily print, distribute, or put in a google sheet that your students can track THEMSELVES! Plus this is also a great tracker for PLC's to ensure all students are learning the content you are on the same page. This has made our team meetings go SO much smoother! This is my favorite tool in my classroom. It does come in both English and Spanish

Students will track themselves unit by unit & by standard by standard with the use of "I can" statements.

Instructions: Step By Step

1. Find the unit we are in right now.

2. Based on the work we have done thus far, please put an x in the box that best describes your knowledge of the "I can" statement.

3. Be sure to revisit this before your test to ensure that You've Got This Down! This is what the Civics team is creating your test off of. If you can move yourself to the final column of "Yes, I can." Then you should score 80% or higher on the test. I will be checking on these :)

4. If you get assigned to an intervention. You will need to edit this on the last day of that cycle

SS.7.C.2.8 - Political Parties

SS.7.C.2.9 Requirements for Political Office

SS.7.C.2.7 Mock Elections

SS.7.C.2.10 - Monitoring & Influencing Government

Student Evaluating for SS.7.C.2.9 & SS.7.C.2.7

C.2.9 - Evaluate candidates for political office by analyzing their qualifications, experience, issue-based platforms, debates, and political ads.

C.2.7 - Conduct a mock election to demonstrate the voting process and its impact on a school, community, or local level.

Overview/ Benchmark Clarifications:

Students will identify the constitutional requirements to run for federal political office.

Students will recognize the requirements to run for state and local political office.

Students will be able to analyze and/or evaluate the qualifications of candidates for public office based on their experience, platforms, debates, and political advertisements.

Student Evaluating for SS.7.C.2.8

Identify America's current political parties, and illustrate their ideas about government.

Overview/ Benchmark Clarifications:

Students will compare current political parties’ ideas about government.

Students will evaluate the impact political parties have on society, government, or the political system.

Student Evaluating for SS.7.C.2.10

Examine the impact of media, individuals, and interest groups on monitoring and influencing government.

Overview/ Benchmark Clarifications:

Students will identify the methods used by interest groups to monitor and/or influence the government.

Students will identify the methods used by the media to monitor and/or influence the government.

Students will evaluate the impact of media, individuals, and interest groups on the government.

Students will identify and evaluate methods of influencing and/or monitoring government.

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Administrators always say to put the tracking in the student's hands, make sure you are keeping data, and never offer ways to help you do these! Well, that's where I come in! I sat down with the test specs, essential standards, and standard breakdown sheet to create this awesome excel sheet that you could easily print, distribute, or put in a google sheet that your students can track THEMSELVES! Plus this is also a great tracker for PLC's to ensure all students are learning the content you are on the same page. This has made our team meetings go SO much smoother! This is my favorite tool in my classroom. It does come in both English and Spanish Students will track themselves unit by unit & by standard by standard with the use of "I can" statements. Instructions: Step By Step 1. Find the unit we are in right now. 2. Based on the work we have done thus far, please put an x in the box that best describes your knowledge of the "I can" statement. 3. Be sure to revisit this before your test to ensure that You've Got This Down! This is what the Civics team is creating your test off of. If you can move yourself to the final column of "Yes, I can." Then you should score 80% or higher on the test. I will be checking on these :) 4. If you get assigned to an intervention. You will need to edit this on the last day of that cycle 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

Administrators always say to put the tracking in the student's hands, make sure you are keeping data, and never offer ways to help you do these! Well, that's where I come in! I sat down with the test specs, essential standards, and standard breakdown sheet to create this awesome excel sheet that you could easily print, distribute, or put in a google sheet that your students can track THEMSELVES! Plus this is also a great tracker for PLC's to ensure all students are learning the content you are on the same page. This has made our team meetings go SO much smoother! This is my favorite tool in my classroom. It does come in both English and Spanish Students will track themselves unit by unit & by standard by standard with the use of "I can" statements. Instructions: Step By Step 1. Find the unit we are in right now. 2. Based on the work we have done thus far, please put an x in the box that best describes your knowledge of the "I can" statement. 3. Be sure to revisit this before your test to ensure that You've Got This Down! This is what the Civics team is creating your test off of. If you can move yourself to the final column of "Yes, I can." Then you should score 80% or higher on the test. I will be checking on these :) 4. If you get assigned to an intervention. You will need to edit this on the last day of that cycle SS.7.C.1.5 Identify how the weaknesses of the Articles of Confederation led to the writing of the Constitution. SS.7.C.1.6 Interpret the intentions of the Preamble of the Constitution. SS.7.C.1.7 Describe how the Constitution limits the powers of government through separation of powers and checks and balances.

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.

Constitution Safeguards and Limits Individual Rights Test Standard Based and Level Labeled SS.7.C.2.4 Evaluate rights contained in the Bill of Rights and other amendments to the Constitution. SS.7.C.2.5 Distinguish how the Constitution safeguards and limits individual rights.

SS.7.C.1.6 Preamble EOC check Directions: Determine the objective of each question. Then, explain why each option is correct or incorrect. 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.1.6 Interpret the intentions of the Preamble of the Constitution. SS.7.C.1.7 Describe how the Constitution limits the powers of government through separation of powers and checks and balances.

Administrators always say to put the tracking in the student's hands, make sure you are keeping data, and never offer ways to help you do these! Well, that's where I come in! I sat down with the test specs, essential standards, and standard breakdown sheet to create this awesome excel sheet that you could easily print, distribute, or put in a google sheet that your students can track THEMSELVES! Plus this is also a great tracker for PLC's to ensure all students are learning the content you are on the same page. This has made our team meetings go SO much smoother! This is my favorite tool in my classroom. It does come in both English and Spanish

Students will track themselves unit by unit & by standard by standard with the use of "I can" statements.

Instructions: Step By Step

1. Find the unit we are in right now.

2. Based on the work we have done thus far, please put an x in the box that best describes your knowledge of the "I can" statement.

3. Be sure to revisit this before your test to ensure that You've Got This Down! This is what the Civics team is creating your test off of. If you can move yourself to the final column of "Yes, I can." Then you should score 80% or higher on the test. I will be checking on these :)

4. If you get assigned to an intervention. You will need to edit this on the last day of that cycle

SS.7.C.2.2 - Obligations & Responsibilities of Citizens

SS.7.C.2.2 SWBAT: Evaluate the obligations citizens have to obey laws, pay taxes, defend the nation, and serve on juries.

SS.7.C.2.1 - Citizenship

SS.7.C.2.1 SWBAT: Define the term “citizen,” and identify legal means of becoming a U.S. citizen

Check out samples on my Instagram: @HistoryGuruTeachShare

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

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

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

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.