Unit 2 – America’s Political Heritage (9/6/19 – 10/11/19)

TeacherStacy Gregorski
Subject AreaCivics
Grade Level7th Grade
Week #September 6, 2019 - October 11, 2019
Unit of InstructionAmerica's Political Heritage
Standard(s) Taught

Unit Standards (*standard is tested)

Unit Benchmarks

*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.1.1

*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.1.2

*Describe how English policies and responses to colonial concerns led to the writing of the Declaration of Independence.

1.    Recognize the themes of taxation without representation and individual rights.

SS.7.C.1.3

*Analyze the ideas (natural rights, role of the government) and complaints set forth in the Declaration of Independence.

1.    Recognize the following colonial complaints: imposing taxes without consent, suspending trial by jury, limiting judicial powers, quartering soldiers, and dissolving legislatures.

SS.7.C.1.4

*Define the rule of law and recognize its influence on the development of the American legal, political, and governmental systems.

1.    Assess the importance of rule of law in protecting citizens from arbitrary and abusive uses of power.

SS.7.C.1.9

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

1.    Analyze scenarios describing various forms of government.

SS.7.C.3.1

Learning Targets and Learning Criteria
  1. Students will be able to compare and contrast different types of government found around the world.
  2. Students will analyze John Locke’s idea of natural rights and synthesize the need for government.
  3. Students will be able to recognize how Montesquieu’s view of separation of power influenced the Founding Fathers.
  4. Students will be able to trace the impact that the Magna Carta, English Bill of Rights, and the Mayflower Compact had on colonists’ views of government.
  5. Students will be able to describe how English policies and responses to colonial concerns led to the writing of the Declaration of Independence.
  6. Students will be able to analyze the ideas and complaints set forth in the Declaration of Independence.
Classroom Activities

Daily Bell Ringer – Students are required to record their answers for daily critical thinking questions in their bell ringer notebooks (either a spiral notebook kept in class or a section kept in a student’s binder).

Daily Instruction – Students are required to participate in daily instruction, which can include PowerPoint presentations, group discussions, think-pair-shares, real-world simulations, videos/movies, formative assignments, and note taking.

Assignments Due

Most work is done in class.  Although students do not receive separate assignments to be done at home, they are still expected to take home any incomplete classwork, as well as study for unit summatives. 

  1. Bell Ringer Check
  2. Different Types of Government Assignment
  3. Important Documents Assignment
  4. Hamilton Project
  5. Unit 2 Exam
Additional Resources

Mr. Raymond’s Videos

Quizlet