12th 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.

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.

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

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!

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.

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.

7th Grade Civics Study Guide

SS.7.C.3.1 & 3.2

Forms, Types, and Systems of Government

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.

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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.

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

Civics EOC Exit Tickets

Processing and Assessing

• Track your kids per testing category and per standard.
• These exit tickets come in many different forms & go in numerical order by standard.
• Can Easily be used as an Exit Ticket Journal or just a Bell Ringer/ Bell Work Journal.
• Great way to get your kids answering fill-in-the-blanks, multiple choice answers, and short answer. Some questions need some prompting and some can be done independently without prompting.

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 also DM me at @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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Civics EOC Data Tracker

Civics Interactive Notebook

Processing and Assessing

Track your kids per testing category and per standard. As well as extra space for growth, retesting, and PARENT ACKNOWLEDGEMENT.

Why you should purchase: Standard Based Tracking made easy!

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.

REPORTING CATEGORY 1: ORIGINS AND PURPOSES OF LAW AND GOVERNMENT

Reporting Category 1:

General

Enlightenment Ideas:

SS.7.C.1.1

Impact of Key Documents:

SS.7.C.1.2

English Policies:

SS.7.C.1.3

Declaration of Independence:

SS.7.C.1.4

Articles of Confederation:

SS.7.C.1.5

Preamble of the Constitution:

SS.7.C.1.6

Separation of Powers and Checks & Balances:

SS.7.C.1.7

Federalists and Anti-Federalists:

SS.7.C.1.8

Rule of Law:

SS.7.C.1.9

Sources & Types of Laws:

SS.7.C.3.10

REPORTING CATEGORY 2: ROLES, RIGHTS, AND RESPONSIBILITIES OF CITIZENS

Reporting Category 2:

General

Citizenship:

SS.7.C.2.1

Obligations of Citizens:

SS.7.C.2.2

Bill of Rights & Other Amendments:

SS.7.C.2.4

Constitutional Safeguards & Limits:

SS.7.C.2.5

Constitutional Rights:

SS.7.C.3.6

13th, 14th, 15th, 19th, 24th, & 26th Amendments:

SS.7.C.3.7

Landmark Supreme Court Cases:

SS.7.C.3.12

REPORTING CATEGORY 3: GOVERNMENT POLICIES AND POLITICAL PROCESSES

Reporting Category 3:

General

Political Parties:

SS.7.C.2.8

Qualifications for Political Office:

SS.7.C.2.9

Monitoring & Influencing Government:

SS.7.C.2.10

Media & Political Communications:

SS.7.C.2.11

Public Policy:

SS.7.C.2.12

Multiple Perspectives:

SS.7.C.2.13

U.S. Domestic & Foreign Policy:

SS.7.C.4.1

Participation in International Organizations:

SS.7.C.4.2

U.S. & International Conflicts:

SS.7.C.4.3

REPORTING CATEGORY 4: ORGANIZATION AND FUNCTION OF GOVERNMENT

Reporting Category 4:

General

Forms of Government:

SS.7.C.3.1

Systems of Government:

SS.7.C.3.2

Three Branches of Government:

SS.7.C.3.3

Federalism:

SS.7.C.3.4

Amendment Process:

SS.7.C.3.5

Structure, Function, & Processes of Government:

SS.7.C.3.8

Court System:

SS.7.C.3.11

United States & Florida Constitutions:

SS.7.C.3.13

Government Obligations & Services:

SS.7.C.3.14

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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

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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Included are TWO Declaration of Independence Tests. Both versions include: Standard Labels, Complexity Labels, Document Based Questions, Quote based Questions, Answer keys, and one includes short answers and long answers at the end of the multiple choice section. Please check out the sample pictures and preview to see more. this test is standard labeled to the Florida Civics EOC Common Core Standards for 7th grade, but could be used as a test at any grade level or content. this a great test for checking for understanding with a wide variety of leveled questions and style of questions.

Left Side Process Essential Question: What types of communication techniques and methods are used in the media and political communication? How can these techniques impact public opinion? Directions: Create an advertisement poster that includes the following elements. Be sure to label each element in your poster. SS.7.C.2.11: Analyze media and political communications (bias, symbolism, propaganda). Benchmark Clarifications: Students will use scenarios to identify bias, symbolism, and propaganda. Students will evaluate how bias, symbolism, and propaganda can impact public opinion.

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.

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

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?

Benchmark Assessments: These are sectioned out per unit and per standard for the entire year of Civics. Standard Labeled for the WHOLE YEAR: These assessments are labeled with the Common Core Standards of Florida. Using the standard stems from CPALMS. Including Leveled Questions: Each question is labeled with the level. There are a variety of levels to meet PLC needs and full understanding.