Civics Curriculum Overview - Dr. M's Edusource

[Pages:10]OVERVIEW OF THE CIVICS CURRICULUM

Welcome to the Florida Joint Center for Citizenship's Applied Civics Course for middle

school students. In this curriculum, teachers will find "one-stop shopping" ? that is, everything

they need to teach a yearlong civics course: lesson plans, content summaries, supporting

materials such as student worksheets and teacher keys, and assessment plans.

The widely-regarded 2003 Campaign for the Civic Mission of Schools report

() identifies "six promising approaches" to civic learning

that are incorporated into this curriculum:

? Formal instruction in government, history, law and democracy The report specifically urges dynamic and interactive teaching methods rather than "teaching by rote," since drier methods may alienate students from politics.

? Guided discussion of current local, national, and international issues and events The report urges discussion of issues students find personally relevant, conducted in a way that encourages multiple points of view.

? Active learning experiences where students perform community service and/or service learning The report urges giving students a role in choosing and designing volunteer activities; articulating explicit civic outcomes; linking service to curricular study; and providing opportunities and vehicles for critical reflection. These recommendations are in keeping with "best practice" principles in service learning.

? Co-curricular activities to foster engagement with schools and communities The report does not specify favored co-curricular activities. Rather, it acknowledges that learning takes place within and beyond school walls, and it encourages extracurricular efforts to strengthen young peoples' involvement in an array of social and civic institutions.

? Student participation in school governance The report urges students to take an active role in classroom and school governance matters as a means for practicing civic participation skills. However, the report does not specify the scope and parameters of student involvement.

? Student participation in simulations of democratic processes The report argues that engaging students in simulations of voting, trials, legislative deliberation, and diplomacy can lead to heightened political knowledge and interest

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Thus, this curriculum focuses on the civic knowledge, intellectual and participatory skills,

and dispositions useful for the 21st century middle school classroom, focusing on two forms of

student engagement: engagement with civics content (curricular) and with civic life

(experiential). It aims to involve students in critical and higher-order thinking, to teach students

"life-long learner" skills, and to present students with multiple perspectives. Its "eclectic

approach" draws from a variety of materials to provide both content and teaching strategies that

build on students' background experiences, incorporate a variety of learning styles, make use of

appropriate technologies, develop FCAT-related literacy skills, and offer authentic assessment to

gauge student learning.

This civics curriculum comprises seven units: American Citizenship; Foundations of

American Government; Overview of the United States and its Federal Government; State and

Local Government; Elections, Parties, and Pressure Groups; The U. S. Economy; and Global

Affairs and U. S. Foreign Policy. The curriculum also addresses all of the Next Generation

Sunshine State Standards and Benchmarks for 7th Grade Civics, Geography, and Economics.

Format of Lesson Plans

Each lesson plan is formatted as follows:

? Title of unit ? Lesson number ? Lesson title ? Standard(s) and benchmark(s) addressed ? Source(s) of lesson plan ? Lesson overview ? Lesson objectives ? Time required for lesson ? Key vocabulary and definitions ? Instructional strategies used ? Materials needed (including identification of handouts and other documents available

with the lesson, links to websites, technology and supplies) ? Detailed description of all activities in sequential order ? Suggested extension ideas (in some lessons)

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? Detailed content summaries that provide teachers with background information and readings on specific topics A Word About the Passports We recommend that students keep a notebook throughout the year called the "Passport to

Civics." Each lesson contains "Passport Vocabulary" terms and definitions that students should copy into their notebooks. Additional content that we suggest for inclusion in the Passport is clearly indicated and usually takes the form of writing prompts that students can use to make journal entries into these notebooks. We also recommend that teachers do a quick "once-over" of the Passports at the conclusion of each unit to make sure students have all of the required information and to assign a grade as part of their assessment plan.

A Word About Assessment Brief, daily assessment opportunities are embedded throughout each unit. Every day, students must interpret the content and share their understanding in a variety of ways. Informal assessments could include observing students as they work and noting participation in discussions and group work. In addition, all worksheets/handouts provided in each lesson can be informally evaluated or graded. Teachers may also wish to give short vocabulary or content quizzes. In the Teacher-Created Resources Supplement, there many quizzes and tests available for download; these can be modified as teachers see fit. For culminating unit evaluations, teachers are provided with a variety of detailed projectbased "performance assessments" in Units 1, 2, 4, 5, and 7. In addition, Units 1, 3, 4, and 7 have a day reserved for either a traditional or alternative assessment, according to teachers' preferences. We also suggest having students submit three samples of their best work for evaluation at the end of each unit, as well as having their Passports checked at the end of each unit.

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Overview of Units Unit: American Citizenship (Civics Standard 2)

This first unit is all about citizenship! Students will be begin by defining this exciting concept before exploring what it really means for them in terms of responsibilities and forms of engagement. Particular emphasis is placed on the work of "American Heroes" and how people have made a difference in civic life. Additionally, students will learn skills that are required for such important activities as cooperative learning, discussion, and research.

In the first part of Unit I, students will work to define citizenship, to indentify characteristics of good citizens, and, most importantly, to recognize that good citizens have specific responsibilities. The class will then move on to the topic of civic engagement, where students will learn what it means to be an engaged citizen and how different people engage in the political process. Lastly, students will define civic virtue, enlightened self-interest, and the common good, and explore how these concepts play out in real life.

Then it is on to the "American Heroes" project in which students will research a hero and participate in a role-playing exercise that reflects their knowledge of that hero. Next, a "Heroes of the Holocaust" lesson provides teachers with Holocaust education content and activities that focus on how "rescuers" demonstrated civic virtue in their own countries during World War Two. The final day of Unit 1 is reserved for either a traditional or alternative assessment, according to teachers' preferences. Unit:Foundations of American Government (Civics Standard 1)

Unit II takes students to the next level so that they can explore the foundations of our national government, including the principles and philosophical foundations of the American

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political system, the reasoning behind and in the Declaration of Independence, the structure of our government as created by the Constitution, and why and how our Constitution has been amended. This short unit will conclude with a project-based assessment that allows students to demonstrate all that they have learned in a creative way.

The unit begins with a look at the founders and the writings that influenced them most. Next, by examining the Declaration of Independence, students will identify the causes that impelled us to separate from Great Britain, as well as the principles we called upon to justify our separation. The class will then study the U.S. Constitution by exploring such questions of why it was written, what idea and principles are found in it, how it organizes our government, how it limits our government, how it outlines citizens' rights and civil liberties, and how it provides the foundation for the "rule of law" in the United States. Lastly, students will work to understand the main arguments for and against ratification, as espoused by the Federalists and the AntiFederalists, before moving on to the amendment process and the ways in which the Constitution has been amended throughout history.

Unit II will conclude with a project-based assessment, in which students will be asked to apply what they have learned to the creation of a board game that incorporates fundamental principles and philosophical foundations of the American political system. Once the games are completed, students will play and evaluate the games created by their classmates. Unit: Overview of the United States and its Federal Government (Civics Standard 3; Geography Standards 1, 2, 3)

Unit III shows students the inner workings of the three branches of government and incorporates a bit of geography and economics as well. After learning about the historical and philosophical foundations of our national government in Unit 3, students are now ready to learn about how the national government is organized into three branches ? legislative, executive, and

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judicial ?the roles and responsibilities of each branch, and how the branches interact with each other. Along the way, students learn the important concepts of checks and balances and separation of powers, which help to limit the power of government.

The unit begins with an overview of U.S. geography, including a "virtual tour" of the historically important city of Philadelphia. To begin their study of the structure and functions of the U.S. government, students will research the political systems of other nations and compare the U.S. system with other political systems. Next, they will learn about the concept of federalism and the division of power between the federal and state governments. Students will then spend three days learning about Congress and what representatives and senators in the national legislative branch do, and three days exploring the executive branch and the many different roles of the President. A five-day lesson on the judicial branch addresses the various kinds of courts that comprise our judicial system, the role of the Supreme Court, and some of the landmark cases that have defined us as a nation. The federal government portion of the unit concludes with a day for assessment. Unit: State and Local Government (Civics Standards 2 & 3; Economics Standard 2; Geography Standard 5)

The fourth unit for the course is about state and local government, and it includes lessons that will help students understand how citizens can impact their government and how government impacts the daily life of its citizens. Unit IV begins with a three-day lesson on Florida state government and the Florida Constitution. The rest of the unit leads students through learning content knowledge about their own city and county governments framed within a whole class research project. They will investigate the structures and functions of their city and county government, as well as the composition of the citizens who live in both their school and their community. After students learn the fundamentals of their local government, they will then begin

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exploring issues in their community, determining an issue they are concerned about, conducting research, and taking civic action. There are also six supplemental lessons that engage students in cooperative learning activities to reinforce the concept that working as part of a group is an important life skill and will be imperative as students work together on a whole class project. This unit concludes with an opportunity for self-assessment, as well as for both traditional and alternative assessments on local and state government. Unit:Elections, Parties, and Pressure Groups (Civics Standard 3; Geography Standard 4)

Now it's time to get political. In this unit, students will learn about political parties, voting rights, and voting behavior, as well as the impact of special interest groups, the media, and technology on U.S. campaigns and elections. Particular emphasis will be placed on national campaigns as students analyze presidential campaign commercials from the past and present, and even design their own campaigns (including commercials).

Before diving into all things political, it is important for students to understand the competing parties in our political system and where they as individuals fall on our political spectrum. Therefore, students will begin the unit by learning basic political vocabulary and political ideologies. The class will then explore voting in America, including the extension of voting rights (from the Constitution to the 26th Amendment), voting behavior (specifically voter turnout in national elections), and demographic voting groups (based on gender, race, age, income, and education). Then it's on to campaigns, as students will learn how special interest groups and political action committees, the media, and technology have influenced this important political process. Activities include completing an interactive learning module, viewing commercials sponsored by interest groups and candidates, and exploring candidate websites.

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Lastly, students will take a quick look at how the Electoral College determines the winner in presidential elections.

As with other units, Unit V will conclude with a project-based assessment. Working in groups, students will be asked to create a campaign for a potential presidential candidate, including a campaign proposal, an official "announcement of candidacy" speech, campaign materials, and a web commercial. Meanwhile, another group of students will plan a mock election by designing a "get out the vote" campaign, developing a schedule for airing all of the web commercials that their classmates have created, creating a ballot, and building voting booths and a ballot box. Unit: Economics (Economics Standards 1, 2 and 3)

In this unit, students will become familiar with the 7th grade Economics standards, including essential economics vocabulary and concepts, through a combination of simulations, graphic organizers, and teacher-directed activities. They will learn about the "basics" of a mixed/market economy and compare it to other economic systems. They will also examine entrepreneurship; borrowing, lending, and credit; financial institutions and banking; and economic functions of government. Finally, students will learn about Gross Domestic Product, incorporating geography and math as they calculate United States GDP and GDP per capita, use a choropleth map to acquire information, and create choropleth maps of GDP per capita in South America. They will identify regions with high and low GDP per capita and suggest reasons why the well-being of people may be overestimated in countries with high GDP per capita and underestimated in countries with low GDP per capita.

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