12th Grade Government Worksheets

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 .

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.

SS.7.C.3.3

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.

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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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/

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Standard Based Interactive Notebook: Citizenship

Civics Interactive Notebook

Geared toward the Civics EOC with EOC Practice Items, but can be used in non-EOC courses!

Hooks, Processing, Engagement, EOC Practice, and Assessing Activities

Processing and Assessing

SS.7.C.2.1 - Citizenship

Define the term “citizen,” and identify legal means of becoming a U.S. citizen.

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

Evaluate the obligations citizens have to obey laws, pay taxes, defend the nation, and serve on juries.

Example:

Citizenship Defined

Essential Question: What does it mean to be a citizen? How is citizenship obtained?

Engagement Activity

Sound Recording Analysis

1. What is the music that you will listen to? ___________________________________________________

2. What is the tone or mood of the music? ___________________________________________________

3. How does the music make you feel? _________________________________________

4. According to the music, what makes the country so great? ____________________________________________

5. Why are people willing to die for their country? ____________________________________________________

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Standard Based Interactive Notebook: Forms, Types, & Sources of Gov't

Civics Interactive Notebook

Geared toward the Civics EOC with EOC Practice Items

Hooks, Processing, Engagement, EOC Practice, and Assessing Activities

Processing and Assessing

SS.7.C.3.1 - Comparing Forms of Government

Compare different forms of government (direct democracy, representative democracy, socialism, communism, monarchy, oligarchy, autocracy).

SS.7.C.3.2 - Systems of Government

Compare parliamentary, federal, confederal, and unitary systems of government.

Example:

Essential Question: How is power distributed in each system of government?

Systems of Government

Visual Vocab

Directions: Provide a definition in your own words for each concept. Then draw a picture, symbol, or pictoword in each box representing a system of government you learned in this lesson

- - - - - - - - - - - - - - - -

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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.

Great alternative to taking notes! Have the students look up his thoughts on government and his achievements in history!

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.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.

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.

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.

SS.7.C.2.2

Evaluate the obligations citizens have to obey laws, pay taxes, defend the nation, and serve on juries.

Essential Question: What are the obligations and responsibilities of citizens?

Obligations and Responsibilities of Citizens

Visual Vocabulary builder to show that students fully understand the following words: Obligation/ Duty, Responsibility, and Common Good.

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.

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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.

Directions: Provide a definition in your own words for each concept dealing with Three Branches. Then draw a picture, symbol, or pictoword in each box representing a system of government you learned in this lesson. Use the textbook to answer and complete. One of the most important responsibilities of every teacher is to help students develop a strong working vocabulary. Reading: the words we understand when we read Writing: the words we use when writing Drawing: and drawing an example of the meaning of the word.

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.

This Choice Board Activity for Citizenship provides students with 3 options (A, B, and C) to grasp the full understanding of Citizenship in the US. As well as apply knowledge of the Naturalization process & duties + responsibilities of Citizens through scenarios. Student Review Reading for SS.7.C.2.1 Define the term “citizen,” and identify legal means of becoming a U.S. citizen. Overview: Benchmark Clarifications: Students will define citizenship as stated in the Fourteenth Amendment. Students will describe the process of becoming a naturalized citizen. Students will evaluate the impact of the naturalization process on society, government, or the political process. Student Review Reading for SS.7.C.2.2 Evaluate the obligations citizens have to obey laws, pay taxes, defend the nation, and serve on juries. Also assessed: SS.7.C.2.3 - Experience the responsibilities of citizens at the local, state, or federal levels. SS.7.C.2.14 - Conduct a service project to further the public good. Overview: Benchmark Clarifications: Students will distinguish between an obligation or duty and a responsibility as it relates to citizenship. Responsibilities may include, but are not limited to, voting, attending civic meetings, petitioning government, and running for office. Students will recognize the concept of the common good as a rationale for fulfilling the obligations and/or responsibilities of citizenship. Students will evaluate the obligations and/or responsibilities of citizens as they relate to active participation in society and government. Students will examine the significant contributions of citizens to a democratic society. Students will use scenarios to assess specific obligations of citizens. Students will identify the consequences or predict the outcome on society of citizens who do not fulfill their citizenship responsibilities. Students will evaluate the impact of civic participation on society, government, or the political process.

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.

2024 Presidential Election: Trump vs. Harris - A Deep Dive into Key Issues

Product Description: Engage your students in critical thinking and civic awareness with this comprehensive reading comprehension worksheet.
Explore the contrasting stances of former President Donald Trump and Vice President Kamala Harris on six pivotal issues facing the United States in the 2024 election. As students delve into topics like immigration, economy, healthcare, education, climate change, and criminal justice, they'll develop a deeper understanding of the candidates' policies and their potential implications for the nation.

Key Features:

• In-depth analysis: Compare and contrast the candidates' positions on key issues.
• Critical thinking: Engage students in thoughtful reflection and analysis.
• Real-world relevance: Connect classroom learning to current events and civic engagement.
• Versatile resource: Use as a lesson activity, homework assignment, or sub plan.

Learning Objectives:

• Analyze and evaluate different perspectives on complex political issues.
• Develop critical thinking skills, including comparing, contrasting, and analyzing information.
• Understand the importance of informed voting and civic participation.
• Apply knowledge of political concepts to real-world scenarios.

Common Core Standards:

• ELA: CCSS.ELA-LITERACY.RI.8.1, CCSS.ELA-LITERACY.RI.8.2, CCSS.ELA-LITERACY.RI.8.3, CCSS.ELA-LITERACY.RI.8.4, CCSS.ELA-LITERACY.RI.8.5, CCSS.ELA-LITERACY.RI.8.6, CCSS.ELA-LITERACY.RI.8.7, CCSS.ELA-LITERACY.RI.8.8, CCSS.ELA-LITERACY.RI.8.9, CCSS.ELA-LITERACY.RI.8.10
• Social Studies: CCSS.ELA-LITERACY.RH.8.1, CCSS.ELA-LITERACY.RH.8.2, CCSS.ELA-LITERACY.RH.8.3, CCSS.ELA-LITERACY.RH.8.4, CCSS.ELA-LITERACY.RH.8.5, CCSS.ELA-LITERACY.RH.8.6, CCSS.ELA-LITERACY.RH.8.7, CCSS.ELA-LITERACY.RH.8.8, CCSS.ELA-LITERACY.RH.8.9, CCSS.ELA-LITERACY.RH.8.10

Ready to unlock your students' critical thinking potential? Explore my store for a treasure trove of reading comprehensions that tackle diverse themes and inspire insightful discussions. From historical mysteries to scientific explorations, there's something for every classroom! Support a fellow educator and get rewarded! Purchase this resource, leave a review, and earn TeachShare credits you can use on any product on the platform. Your feedback helps others and benefits you too!

Related Product

2024 Presidental Election Suvery

2024 U.S. Presidential Election Political Survey & Classroom Debate Guide: Engage Students in Critical Thinking and Civic Engagement

Engage your students in meaningful political discourse with this comprehensive 2024 U.S. Presidential Election Political Survey and Classroom Debate Guide. This resource is designed to foster critical thinking, promote respectful debate, and help students develop informed opinions on key issues shaping the future of America.
Key Features:

• In-depth Survey: 40 thought-provoking questions covering a wide range of political topics.
• Comprehensive Analysis: Students determine their political leanings across economic and social issues.
• Engaging Debates: Facilitator's guide with discussion prompts and activities to spark lively debates.
• Real-World Relevance: Aligned with Common Core Standards for Social Studies.
• Teacher-Friendly: Easy-to-use format with clear instructions and reproducible materials.

Benefits:

• Improve Critical Thinking: Students develop the ability to analyze information, evaluate arguments, and form informed opinions.
• Foster Civic Engagement: Encourage students to become active participants in the democratic process.
• Promote Respectful Dialogue: Teach students how to express their views respectfully and engage in constructive debate.
• Enhance Historical Understanding: Connect current events to historical context and analyze the impact of political decisions.

For the "2024 U.S. Presidential Election Political Survey & Classroom Debate Guide," here are the learning objectives and Common Core standards that align with this resource:

Learning Objectives:

• Encourage Critical Thinking: Students will analyze and evaluate a range of political issues, developing their ability to think critically about complex topics.
• Facilitate Informed Discussion: Students will engage in meaningful debates, learning to present and defend their viewpoints while considering opposing perspectives.
• Develop Informed Opinions: Through survey responses and classroom debate, students will form and articulate informed opinions on current political issues relevant to the 2024 election.

Common Core Standards:

For English Language Arts (ELA):

Reading Informational Texts:

• CCSS.ELA-LITERACY.RI.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text
• CCSS.ELA-LITERACY.RI.9-10.8: Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient.

Writing:

• CCSS.ELA-LITERACY.W.9-10.1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
• CSS.ELA-LITERACY.W.9-10.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Speaking and Listening:

• CCSS.ELA-LITERACY.SL.9-10.1: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues.
• CCSS.ELA-LITERACY.SL.9-10.3: Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.

Language:

• CCSS.ELA-LITERACY.L.9-10.1: Demonstrate an understanding of standard English grammar and usage when writing or speaking. - CCSS.ELA-LITERACY.L.9-10.2: Demonstrate an understanding of standard English capitalization, punctuation, and spelling when writing.

For Social Studies (Civics):

Civic and Political Institutions:

• C3 Framework: D2.Civ.2.9-12: Analyze how democratic ideals are reflected in the structure of the U.S. government and the role of citizens in shaping public policy.

Civic Participation:

• C3 Framework: D2.Civ.6.9-12: Analyze the role of citizen participation in the political process and how it impacts policy decisions and governance

Understanding Political Systems:

• C3 Framework: D2.Pol.1.9-12: Explain how political parties and interest groups influence public opinion and policy.

These standards help ensure that students are not only engaging with current political issues but also developing skills in critical thinking, writing, and debate that are fundamental to their academic growth and understanding of civics.

Ready to unlock your students' critical thinking potential? Explore my store for a treasure trove of reading comprehensions that tackle diverse themes and inspire insightful discussions. From historical mysteries to scientific explorations, there's something for every classroom! Support a fellow educator and get rewarded! Purchase this resource, leave a review, and earn TeachShare credits

you can use on any product on the platform. Your feedback helps others and benefits you too!