SS10.7C
Seventh Grade: Civics
Seventh Grade: Civics
SS10.7C
SS10.7C.1
Compare influences of ancient Greece, the Roman Republic, the Judeo-Christian tradition, the Magna Carta, federalism, the Mayflower Compact, the English Bill of Rights, the House of Burgesses, and the Petition of Rights on the government of the United States
Compare influences of ancient Greece, the Roman Republic, the Judeo-Christian tradition, the Magna Carta, federalism, the Mayflower Compact, the English Bill of Rights, the House of Burgesses, and the Petition of Rights on the government of the United States
Unpacked Content
Knowledge
Students know:
- Many important principles of American government originated with the Greeks, Romans and early English governments.
Skills
Students are able to:
- Distinguish relevant material about the historical influence.
- Cite evidence to show similarities between influences. Analyze primary source documents.
Understanding
Students understand that:
- The Founding Fathers were impacted by several historical influences that helped them create our system of government.
Vocabulary
- direct democracy
- representative democracy
- Feudal system
- royalty
- nobility
- common people
- Parliament
- rights
- due process
- rule of law
- quartering
- punishment
SS10.7C.2
Explain essential characteristics of the political system of the United States, including the organization and function of political parties and the process of selecting political leaders.
Explain essential characteristics of the political system of the United States, including the organization and function of political parties and the process of selecting political leaders.
Unpacked Content
Knowledge
Students know:
- The important ideas and contributions of historical thinkers such as John Locke, Thomas Hobbes, Jean-Jaques Rousseau, Thomas Paine, Niccolo Machiavelli, Charles de Montesquieu, Voltaire.
Skills
Students are able to:
- Relate the ideas put forth by important philosophers to founding ideas and documents of American government. Interpret primary source documents to identify original ideas.
Understanding
Students understand that:
- Many of the founding documents of the United States are based upon the ideas of various Enlightenment Philosophers.
Vocabulary
- philosophers
SS10.7C.2.1
Describing the influence of John Locke, Thomas Hobbes, Jean-Jacques Rousseau, Thomas Paine, Niccolò Machiavelli, Charles de Montesquieu, and François-Marie Arouet (Voltaire) on the political system of the United States
Describing the influence of John Locke, Thomas Hobbes, Jean-Jacques Rousseau, Thomas Paine, Niccolò Machiavelli, Charles de Montesquieu, and François-Marie Arouet (Voltaire) on the political system of the United States
SS10.7C.3
Compare the government of the United States with other governmental systems, including monarchy, limited monarchy, oligarchy, dictatorship, theocracy, and pure democracy.
Compare the government of the United States with other governmental systems, including monarchy, limited monarchy, oligarchy, dictatorship, theocracy, and pure democracy.
Unpacked Content
Knowledge
Students know:
- The characteristics of the various forms of government found around the world including Federal Republic (representative democracy), Monarchy (absolute monarchy), Limited monarchy (constitutional monarchy), Oligarchy, Dictatorship, Theocracy, and Pure democracy (direct democracy).
Skills
Students are able to:
- Interpret primary source documents.
Understanding
Students understand that:
- The system of government of the United States can be compared to other forms of government in the world.
Vocabulary
- power
- federalism
- republic
SS10.7C.4
Describe structures of state and local governments in the United States, including major Alabama offices and officeholders. (Alabama)
Describe structures of state and local governments in the United States, including major Alabama offices and officeholders. (Alabama)
Unpacked Content
Knowledge
Students know:
- The basic organizational structure of Alabama's government including the legislative, judicial and executive branches.
- The basic funding sources of state and local governments.
Skills
Students are able to:
- Identify the major office holders of the three branches of Alabama's government.
- Identify types of local government.
- Classify the different types of state and local government funding.
Understanding
Students understand that:
- Alabama's state and local office holders are elected and that funding comes from a variety of sources.
Vocabulary
- funding
- revenue
- taxes
- county
- city
- branches of government: legislative, executive, judicial
SS10.7C.4.1
Describing how local and state governments are funded (Alabama)
Describing how local and state governments are funded (Alabama)
SS10.7C.5
Compare duties and functions of members of the legislative, executive, and judicial branches of Alabama’s local and state governments and of the national government. (Alabama)
Compare duties and functions of members of the legislative, executive, and judicial branches of Alabama’s local and state governments and of the national government. (Alabama)
Unpacked Content
Knowledge
Students know:
- The functions of each of the three branches of the Federal Government and the three branches of Alabama's government.
- The functions of the local government.
- The organizational structure of local, state and Federal Courts.
Skills
Students are able to:
- Locate state and federal political districts and geographic districts in Alabama on a map.
- Cite evidence in primary source documents to support important concepts of American Government.
Understanding
Students understand that:
- The structure of government at the federal and state level and the unique duties and functions of each are set forth by the U.S. and Alabama Constitutions.
Vocabulary
- branches: executive, legislative, judicial
- duties
- functions
- organization
- jurisdiction
- federal
- districts
- separation of powers
- checks and balances
SS10.7C.5.1
Locating political and geographic districts of the legislative, executive, and judicial branches of Alabama’s local and state governments and of the national government (Alabama)
Locating political and geographic districts of the legislative, executive, and judicial branches of Alabama’s local and state governments and of the national government (Alabama)
SS10.7C.5.2
Describing the organization and jurisdiction of courts at the local, state, and national levels within the judicial system of the United States (Alabama)
Describing the organization and jurisdiction of courts at the local, state, and national levels within the judicial system of the United States (Alabama)
SS10.7C.5.3
Explaining concepts of separation of powers and checks and balances among the three branches of state and national governments (Alabama)
Explaining concepts of separation of powers and checks and balances among the three branches of state and national governments (Alabama)
SS10.7C.6
Explain the importance of juvenile, adult, civil, and criminal laws within the judicial system of the United States.
Explain the importance of juvenile, adult, civil, and criminal laws within the judicial system of the United States.
Unpacked Content
Knowledge
Students know:
- The similarities and differences between civil and criminal law.
- The structure of the juvenile court system.
- The rights and freedoms guaranteed in the Bill of Rights.
Skills
Students are able to:
- Use primary source documents to justify the actions of courts.
Understanding
Students understand that:
- Laws are different for adults and juveniles and that there are separate civil and criminal laws and courts.
Vocabulary
- juvenile
- civil law
- criminal law
- rights
- Bill of Rights
- rule of law
- state
- federal
- local
- court
- offense
- felony
- misdemeanor
- jail
- prison
- juvenile detention center
SS10.7C.6.1
Explaining rights of citizens as guaranteed by the Bill of Rights under the Constitution of the United States
Explaining rights of citizens as guaranteed by the Bill of Rights under the Constitution of the United States
SS10.7C.6.2
Explaining what is meant by the term rule of law
Explaining what is meant by the term rule of law
SS10.7C.6.3
Justifying consequences of committing a civil or criminal offense
Justifying consequences of committing a civil or criminal offense
SS10.7C.6.4
Contrasting juvenile and adult laws at local, state, and federal levels (Alabama)
Contrasting juvenile and adult laws at local, state, and federal levels (Alabama)
SS10.7C.7
Determine how people organize economic systems to address basic economic questions regarding which goods and services will be produced, how they will be distributed, and who will consume them.
Determine how people organize economic systems to address basic economic questions regarding which goods and services will be produced, how they will be distributed, and who will consume them.
Unpacked Content
Knowledge
Students know:
- The economic system under which you operate will help determine which goods and services are produced, how they will be distributed and who will consume them.
Skills
Students are able to:
- Analyze and interpret charts, graphs, and tables to support assumptions.
Understanding
Students understand that:
- Within the various economic systems, several factors contribute to determining what is produced, where it is produced, and how items are distributed.
Vocabulary
- economic system
- consumer
- land
- labor
- capital
- good
- service
SS10.7C.7.1
Using economic concepts to explain historical and current developments and issues in global, national, state, or local contexts (Alabama)
COS Examples
Example: increase in oil prices resulting from supply and demand
Using economic concepts to explain historical and current developments and issues in global, national, state, or local contexts (Alabama)
COS Examples
Example: increase in oil prices resulting from supply and demand
SS10.7C.7.2
Analyzing agriculture, tourism, and urban growth in Alabama for their impact on economic development (Alabama)
Analyzing agriculture, tourism, and urban growth in Alabama for their impact on economic development (Alabama)
SS10.7C.8
Appraise the relationship between the consumer and the marketplace in the economy of the United States regarding scarcity, opportunity cost, trade-off decision making, and the stock market.
Appraise the relationship between the consumer and the marketplace in the economy of the United States regarding scarcity, opportunity cost, trade-off decision making, and the stock market.
Unpacked Content
Knowledge
Students know:
- The following economies answers the three basic questions:
- Traditional Economy
- Goods are produced for the community based on traditional needs.
- Individuals produce goods based on custom.
- They produce for themselves and the community.
- Market Economy
- Goods are produced based on consumer demand.
- Individuals and businesses are free to choose how items are produced.
- Goods are produced for the customer in hopes of gaining a profit.
- Command Economy
- The government decides what goods will be produced.
- The government decides how goods will be produced.
- Goods are produced for the purposes of the government.
- Traditional Economy
- The U.S. economy is based on principles of free market. Due to the effect of government policies and regulations, the U.S. economy resembles a Mixed Economy. U.S. laws that protect employees include minimum wage, safe work conditions, and child labor laws. Some U.S. laws that protect the consumers are food labeling requirements and safety features on cars. Consumers who have problems with products can register complaints with the government or seek recourse under the judicial system.
- The U.S. stock market is a gauge of U.S. economic health. When the stock market is strong, it influences businesses to invest and expand (increase in profit leads to employment, rise in consumer confidence ) When the stock market is weak, businesses are less likely to take risks which can affect the overall economic health of our country (loss of revenue, rise in unemployment rate, fewer new businesses created). Consumer behavior influences the fluctuation in the stock market.
- The consumer is influenced by the following:
- Scarcity- is a shortage or limited amount of resources like time, money, land, labor, capital et al.
- Trade-off decisions- the alternative you face if you decide to do one thing rather than another. (Example: A farmer can grow corn or cotton. A student can attend University of South Alabama or University of North Alabama)
- Opportunity cost — the cost of the next best use of resources when choosing to do one thing or another. (Example: Because the farmer grows corn, he cannot grow cotton. Because the student choose to go University of South Alabama, he does not cannot go to University of North Alabama).
Skills
Students are able to:
- Define Traditional Economy, Market Economy, Command Economy, and Mixed Economy.
- Understand how each Economy answers the three basic economic questions.
- Identify the U.S. economic system.
- Explain how the stock market impacts the Marketplace.
- Relate the ideas of scarcity, opportunity cost and trade-off decisions to the consumer's role in the Marketplace.
Understanding
Students understand that:
- Scarcity, opportunity costs, and trade-off decisions influence the consumer's behavior causing changes in the marketplace and the U.S. stock market.
Vocabulary
- supply and demand
- free enterprise
- market economy
- command economy
- traditional economy
- mixed economy
- good
- service
- scarcity
- opportunity cost
- trade-off decision making
- stock market
- policy
- regulations
SS10.7C.8.1
Describing effects of government policies on the free market
Describing effects of government policies on the free market
SS10.7C.8.2
Identifying laws protecting rights of consumers and avenues of recourse when those rights are violated
Identifying laws protecting rights of consumers and avenues of recourse when those rights are violated
SS10.7C.8.3
Comparing economic systems, including market, command, and traditional
Comparing economic systems, including market, command, and traditional
SS10.7C.9
Apply principles of money management to the preparation of a personal budget that addresses housing, transportation, food, clothing, medical expenses, insurance, checking and savings accounts, loans, investments, credit, and comparison shopping.
Apply principles of money management to the preparation of a personal budget that addresses housing, transportation, food, clothing, medical expenses, insurance, checking and savings accounts, loans, investments, credit, and comparison shopping.
Unpacked Content
Knowledge
Students know:
- Effective money management means that a citizen has to take into account that the money they make should be enough to cover expenses like housing, transportation, food, clothing, medical expenses, and insurance and this can be accomplished by making and following a budget.
Skills
Students are able to:
- Estimate and calculate income and expenses in order to create a budget.
Understanding
Students understand that:
- Effective money management includes making a budget based on income and expenses.
Vocabulary
- calculate
- estimate
- principles of money management
- budget
- savings
- checking account
- income
- expenses
- insurance
- taxes
- comparison
- shopping
- credit
- debt
- investments
SS10.7C.10
Describe individual and civic responsibilities of citizens of the United States.
COS Examples
Examples: individual–respect for rights of others, self-discipline, negotiation, compromise, fiscal responsibility
civic–respect for law, patriotism, participation in political process, fiscal responsibility
Describe individual and civic responsibilities of citizens of the United States.
COS Examples
Examples: individual–respect for rights of others, self-discipline, negotiation, compromise, fiscal responsibility
civic–respect for law, patriotism, participation in political process, fiscal responsibility
Unpacked Content
Knowledge
Students know:
- The distinction between right, duties and responsibilities. There is a way for immigrants to become a citizen.
Skills
Students are able to:
- Cite primary source documents to provide evidence that an idea is a right guaranteed to citizens.
Understanding
Students understand that:
- There are rights, duties, responsibilities, and privileges of U.S. citizenship.
Vocabulary
- responsibilities
- duties
- rights
- privileges
- citizen
- alien
- immigrants
- naturalization
- character
SS10.7C.10.1
Differentiating rights, privileges, duties, and responsibilities between citizens and noncitizens
Differentiating rights, privileges, duties, and responsibilities between citizens and noncitizens
SS10.7C.10.2
Explaining how United States’ citizenship is acquired by immigrants
Explaining how United States’ citizenship is acquired by immigrants
SS10.7C.10.3
Explaining character traits that are beneficial to individuals and society
COS Examples
Examples: honesty, courage, compassion, civility, loyalty
Explaining character traits that are beneficial to individuals and society
COS Examples
Examples: honesty, courage, compassion, civility, loyalty
SS10.7C.11
Compare changes in social and economic conditions in the United States during the twentieth and twenty-first centuries.
COS Examples
Examples: social–family values, peer pressure, education opportunities, women in the workplace
economic–career opportunities, disposable income, consumption of goods and services
Compare changes in social and economic conditions in the United States during the twentieth and twenty-first centuries.
COS Examples
Examples: social–family values, peer pressure, education opportunities, women in the workplace
economic–career opportunities, disposable income, consumption of goods and services
Unpacked Content
Knowledge
Students know:
- Many political, social, and economic changes have occurred in the United States over the past 100 years.
- Alabama played a major role in the Civil Rights Movement.
- Alabama's role in contemporary world trade includes being a major exporter of poultry, steel, and machinery, in addition to attracting many international companies to the state.
Skills
Students are able to:
- Investigate social changes and their impact in the U.S. and Alabama during the 20th and 21st centuries.
- Investigate economic changes and their impact in the U.S. and Alabama during the 20th and 21st centuries.
Understanding
Students understand that:
- There have been many social and economic changes in the past 100 years and Alabama has been at the forefront of many of these changes.
Vocabulary
- social conditions
- economic conditions
- world trade
- Civil Rights Movement
- voting rights
SS10.7C.11.1
Determining benefits of Alabama’s role in world trade (Alabama)
Determining benefits of Alabama’s role in world trade (Alabama)
SS10.7C.11.2
Tracing the political and social impact of the modern Civil Rights Movement from 1954 to the present, including Alabama’s role (Alabama)
Tracing the political and social impact of the modern Civil Rights Movement from 1954 to the present, including Alabama’s role (Alabama)
SS10.7C.12
Describe how the United States can be improved by individual and group participation in civic and community activities.
Describe how the United States can be improved by individual and group participation in civic and community activities.
Unpacked Content
Knowledge
Students know:
- Individual citizens and community groups can improve their community by actively participating in the political process. Examples of participating in the political process include voting; running for office; writing letters to office holders; being involved in political parties and political campaigns.
Skills
Students are able to:
- List ways to actively participate in the political process and in their community.
Understanding
Students understand that:
- Individual and community participation has the potential to improve the U.S. society.
Vocabulary
- civic
- community
- political process
- political participation
- political parties
- campaigns
SS10.7C.12.1
Identifying options for civic and community action
COS Examples
Examples: investigating the feasibility of a specific solution to a traffic problem, developing a plan for construction of a subdivision, using maps to make and justify decisions about best locations for public facilities
Identifying options for civic and community action
COS Examples
Examples: investigating the feasibility of a specific solution to a traffic problem, developing a plan for construction of a subdivision, using maps to make and justify decisions about best locations for public facilities
SS10.7C.12.2
Determining ways to participate in the political process
COS Examples
Examples: voting, running for office, serving on a jury, writing letters, being involved in political parties and political campaigns
Determining ways to participate in the political process
COS Examples
Examples: voting, running for office, serving on a jury, writing letters, being involved in political parties and political campaigns
SS10.7C.13
Identify contemporary American issues since 2001, including the establishment of the United States Department of Homeland Security, the enactment of the Patriot Act of 2001, and the impact of media analysis.
Identify contemporary American issues since 2001, including the establishment of the United States Department of Homeland Security, the enactment of the Patriot Act of 2001, and the impact of media analysis.
Unpacked Content
Knowledge
Students know:
- The events that led to the creation of the U.S. Department of Homeland Security and the passage of Patriot Act.
- The main duties of the Department of Homeland Security.
- The major provisions of the Patriot Act that allow those suspected of terrorism to have their property, public and private records, or phone searched or seized without warrant.
- There is bias in American media.
Skills
Students are able to:
- Detect bias statements by examining multiple sources of information.
Understanding
Students understand that:
- Events of 2001 led to major changes in American government designed to further protect the country.
Vocabulary
- Homeland Security
- Patriot Act
- media bias
- privacy
- terrorism
