11th Grade Civics Graphic Organizers

This activity breaks down obligations and responsibilities of U.S. Citizens. 1) What is it? 2) Summarize this obligation using a complete sentence 3) How do you know it is an obligation? 4) How does this obligation relate to the common good? 5) What are the consequences if people do not fulfill this obligation? 6) How does this act relate to being an active participant in society, government or political process? 7) What is the impact of this act?

SS.7.C.3.2 Compare parliamentary, federal, confederal, and unitary systems of government. This zipped unit includes Civics EOC preparation, hooks, processing activities and ways for your students to dive into their work.

Which Right is Being Exercised? Directions: Read each situation below very carefully. Next name the Bill of Rights amendment that is being exercised in each of the following situations and draw it out in the space provided. Please use a brief explanation through a cartoon by using: a key phrase, or number to demonstrate your knowledge of which Amendment is being used. Example: Carl was arrested for assault five years ago. He has been sitting in jail awaiting his trial ever since then, and the court claims that the process has been lengthened due to complications with logistics concerning court dates and witness information. 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.

DECLARATION OF INDEPENDENCE DBQ Activity: Political Cartoon Analysis Students will analyze and look at different political cartoons from political time to discover how they influenced the colonist in declaring their independence from King George II.

The Enlightenment Visual Vocab Essential Question: How did the ideas of Montesquieu and Locke influence the Founding Fathers? Directions: Provide a definition in your own words to each concept. Then draw a picture, symbol, or pictoword in each box representing concepts you learned in this lesson.

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?

Process: SS.7.C.3.9 How a Bill Becomes a Law The students work through a coloring activity that leads the from a bill to a law!

Do you ever dream about being that awesome teacher that has too much time on their hands so that you can make AMAZING unit plans? Don't worry, I have got your back! This unit goes start to finish through the Preamble of the Constitution. It discusses comparing the Constitution and Declaration Preamble, the 6 principles, the goals, vocab, and even checks their understanding in a nicely scaffold model. EOC class? No problem! I have included an EOC practice question at the end for you, as well as a writing prompt, I know, I am amazing & now you can be too! This standard based mastery unit is the way to go! Worth every penny as you meet all your learners! You just get to sit back and watch the MAGIC happen!!

Civics Bellwork for the WHOLE YEAR

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

18 topics: Including Economics, Enlightenment, Elections, Executive Branch, Legislative Branch, Citizenship, ETC!

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

*Placed into Quizizz on Day 5 together __/ 80 points total

· Efficiency: Smart Goal of 80% or above

SS.7.C.1.1, SS.7.C.1.2, SS.7.C.2.1, SS.7.C.2.2, SS.7.C.3.1, SS.7.C.3.3, SS.7.C.3.12, SS.7.C.3.3 & SS.7.C.3.6 etc etc

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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!

Free From Excessive Bail Newspaper Article Exercise Scenario: Jim Hessler is a homeless man arrested for stealing from a large department store. The judge set bail at 1 million dollars, an unusually disproportionate amount. Directions: Using your knowledge from the lesson, write a newspaper article illustrating the situation from above. A reporter's job is to be a whistleblower, to expose the truth and injustice. Finish the story with what may have happened to the excessive bail.

This comic strip walks through the Lead Up to the Declaration of Independence.

Sugar Act, Townshend Acts, Quartering Act, Boston Massacre, Boston Tea

Party, Paul Revere's Ride, and Declaring Independence.

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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.

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

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

THE OBLIGATIONS, RESPONSIBILITIES, AND RIGHTS OF CITIZENS COMMON GOOD Students complete: a T-Chart, Diagram, Research project, Table, and answer a list of questions in this preview engagement unit for Citizenship

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?