SEVENTH GRADE

Citizenship

Students in the seventh grade can be characterized as inquisitive, enthusiastic, and impressionable learners. They are beginning to ask questions about society and the world around them as they expand their ability to analyze and evaluate relationships between ideals and practices. Students confront such questions as: What is civic participation and how can I be involved? What are my rights and responsibilities? How do I become a responsible citizen? What is my role as a citizen in the community and nation and as a member of the world community? How can I make a positive difference?

The goal of education in civics and government is informed, responsible participation in political life by competent citizens committed to the fundamental values and principles of the constitutional democracy which established the republic of the United States of America. These standards incorporate the strands of economics, geography, history, and political science with an obvious emphasis on political science. They address representative democracy, law, personal economics, and civic responsibility. Unique to this course is the opportunity for students to actively participate in a community-based, civic-education project.

Incorporating numerous instructional classroom techniques provides students with an important variety of formats and strategies, including role-playing, debates, and hands-on situational activities. Students at this age are able to assume more responsibilities in their family, school, and community roles. To address this, students are given opportunities to apply civic knowledge to problem-based learning situations in the community and to other activities that foster increased personal responsibility.

Cherokee County Schools:

The Cherokee County Course of Study: Social Studies is arranged as follows for seventh grade citizenship:

• Content standards are listed in the order in which they appear in county adopted textbooks.
• Numbers and letters in parenthesis at the beginning of content material represent the content standards material and are given for ease in lesson plan development. However, the course of study standards, bullets and examples are written in their entirety for teacher use.
• Bullet material is labeled with letters for easier reference.
• An “X” indicates which strands (E, G, H, PS) correlate to standards material.
• An “X” in the SAT 10 column indicates that the standard aligns with the Stanford 10.
• Alabama High School Graduation Exam (AHSGE) objectives are listed where they apply.
• No Child Left Behind (NCLB) Reading/Writing suggestions are from various sources – textbooks, teachers, ARI and etc.

Resources include websites and other helpful resources.

Text Location Ch.-Sec.	Alabama Course of Study	E	G	H	PS	SAT10	Alabama High School Graduation Exam	NCLB Reading/Writing	Resources
1-1	(2ex,,9ex,9a,9d) 2.) Compare the government of the United States with other governmental systems. Examples: monarchy, limited monarchy, oligarchy, dictatorship, theocracy, pure democracy 9.) Identify individual and civic responsibilities of citizens of the United States. Examples: - individual-respect for rights of others, self-discipline, negotiation, compromise; - civic-respect for the law, patriotism, participation in the political process • Describing differences in rights, privileges, duties, and responsibilities between citizens and noncitizens • Identifying character traits that are beneficial to individuals and to the republic of the United States Examples: honesty, courage, compassion, civility		X		X	X	VII-2 Analyze America’s involvement in World War II	Reading Skills Handbook, pp.Rhi-RH9; this is a good tool to start with and refresh at each unit “Be An Active Reader”, p.RH10-RH11 Glencoe Booklink CD-ROM finds titles related to subject matter and on various levels Foldables Study Organizers Look for green boxes at bottom of TWE pages that say “Reading Strategy”. There are two or three per chapter.	www.civ.glencoe.com for additional web sites and resources. Features such as political cartoons, articles, etc..are in sections labeled “TIME” in each chapter. Veterans’ Day website, www1.va.gov/vetsday
1-2	(9,9a,9b,9d) 9.) Identify individual and civic responsibilities of citizens of the United States. Examples: - individual-respect for rights of others, self-discipline, negotiation, compromise; - civic-respect for the law, patriotism, participation in the political process • Describing differences in rights, privileges, duties, and responsibilities between citizens and noncitizens • Explaining how United States citizenship is acquired • Identifying character traits that are beneficial to individuals and to the republic of the United States Examples: honesty, courage, compassion, civility		X		X	X			www.uscis.gov for U.S. Citizenship and Immigration Services
1-3	(9ex,9c,10ex) 9.) Identify individual and civic responsibilities of citizens of the United States. Examples: - individual-respect for rights of others, self-discipline, negotiation, compromise; - civic-respect for the law, patriotism, participation in the political process • Identifying character traits that are beneficial to individuals and to the republic of the United States Examples: honesty, courage, compassion, civility 10.) Describe changes in social and economic conditions in the United States during the twentieth and twenty-first centuries. Examples: - social-family values, peer pressures, educational opportunities; - economic-career opportunities, disposable income	X	X		X	X	I-1 Identify and evaluate America’s exploration, development, and divergence II-2 Identify and comprehend the provisions of essential documents of the government VI-2 Analyze the effects of World War I	Skill Builder pp.18: Identifying the Main Idea	U.S. Justice Department: www.usdoj.gov/kidspage
2-1	(1) 1.) Describe influences of ancient Greece, the Magna Carta, and the Mayflower Compact on the government of the United States.			X	X	X	I-1 Identify and evaluate America’s exploration, development, and divergence II-1 Recognize and comprehend the impact of the influences of intellectual and religious thought on the political systems	Skill Builder, pp. 43: Analyzing Primary Resources	Magna Carta document,p.659 Mayflower Compact, p.660
2-2	(1,1a,1b) 1.) Describe influences of ancient Greece, the Magna Carta, and the Mayflower Compact on the government of the United States. • Identifying essential characteristics of the Declaration of Independence, the Constitution, and the Bill of Rights as the foundation of the government of the United States • Describing the influence of John Locke			X	X	X	I-1 Identify and evaluate America’s exploration, development, and divergence II-1 Recognize and comprehend the impact of the influences of intellectual and religious thought on the political systems II-2 Identify and comprehend the provisions of essential documents of the government III-1 Identify and evaluate the impact of the American Revolution
2-3	(1,1a) 1.) Describe influences of ancient Greece, the Magna Carta, and the Mayflower Compact on the government of the United States. • Identifying essential characteristics of the Declaration of Independence, the Constitution, and the Bill of Rights as the foundation of the government of the United States			X	X	X	I-1 Identify and evaluate America’s exploration, development, and divergence II-1 Recognize and comprehend the impact of the influences of intellectual and religious thought on the political systems II-2 Identify and comprehend the provisions of essential documents of the government III-1 Identify and evaluate the impact of the American Revolution		Declaration of Independence, p.44-47
3-1	NA
3-2,3-3	(1a,1c,4c) • Identifying essential characteristics of the Declaration of Independence, the Constitution, and the Bill of Rights as the foundation of the government of the United States • Explaining essential characteristics of the political system of the United States • Explaining concepts of separation of powers and checks and balances among the three branches of state and national governments		X		X	X	II-1 Recognize and comprehend the impact of the influences of intellectual and religious thought on the political systems II-2 Identify and comprehend the provisions of essential documents of the government	Skill Builder pp. 88: Understanding Parts of a Map	Constitution,pp.60-81
3-4	(1a,1c,4c,5b) • Identifying essential characteristics of the Declaration of Independence, the Constitution, and the Bill of Rights as the foundation of the government of the United States • Explaining essential characteristics of the political system of the United States • Explaining concepts of separation of powers and checks and balances among the three branches of state and national governments • Explaining what is meant by the term rule of law		X	X	X	X	II-1 Recognize and comprehend the impact of the influences of intellectual and religious thought on the political systems II-2 Identify and comprehend the provisions of essential documents of the government
4-1,4-2,4-3	(1a,,5a,ex) • Identifying essential characteristics of the Declaration of Independence, the Constitution, and the Bill of Rights as the foundation of the government of the United States • Explaining rights of citizens under the Constitution Examples: due process, right to keep and bear arms, private property right, right to privacy, equal protection, religious expression, habeas corpus			X	X	X	II-2 Identify and comprehend the provisions of essential documents of the government III-3 Identify and evaluate the impact of American social and political reform and the emergence of a distinct culture IV-1 Identify and evaluate events, causes, and effects of the Civil War Era
4-4	(11,11a)