EOC Scavenger Hunt Review
Directions:
As you've noticed all year, the room is covered with posters (primary and secondary sources) that relate to different parts of our Civics curriculum.
You'll work with a partner and Pick 10 posters of your choice around the room. For each poster, complete the following steps:
1. Check behind the poster (most will be lifted up from the bottom right corner) and decode the clue to find a key term.
2. Use the "Civics Units and Learning Goals" document at your table (also attached below) and write down which LEARNING GOAL throughout the year BEST matches with the poster and the key term behind the poster you decoded. (some will have multiple options you can choose from)
As you've noticed all year, the room is covered with posters (primary and secondary sources) that relate to different parts of our Civics curriculum.
You'll work with a partner and Pick 10 posters of your choice around the room. For each poster, complete the following steps:
1. Check behind the poster (most will be lifted up from the bottom right corner) and decode the clue to find a key term.
2. Use the "Civics Units and Learning Goals" document at your table (also attached below) and write down which LEARNING GOAL throughout the year BEST matches with the poster and the key term behind the poster you decoded. (some will have multiple options you can choose from)
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3. THIS IS THE MOST IMPORTANT STEP...Write down an explanation as to WHY the learning goal you picked matches with the poster and key term behind the poster you decoded. USE EVIDENCE!! EXAMPLE BELOW...
4. When finished, find another partnered pair and share your posters, key terms, and learning goals along with explanations. They will do the same, and you both will check to see if there are any mistakes or misconceptions that need to be addressed.
4. When finished, find another partnered pair and share your posters, key terms, and learning goals along with explanations. They will do the same, and you both will check to see if there are any mistakes or misconceptions that need to be addressed.
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EXAMPLE: *Key term: 19-9-7-14 OR 22-5-20-15 (decode this!) *Learning goal: (PICK ONE) Learning Goal: Students will understand the structure, function, and processes of the Executive branch of government, as well as its role in the lawmaking process at the federal level. OR Learning Goal: Students will understand the concepts of separation of powers and checks and balances, as outlined in the Constitution. *Explanation: The President is the head of the Executive Branch and has the power to sign or veto bills from Congress. This is an example of checks and balances. |
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WHEN FINISHED WITH THE ACTIVITY ABOVE, COMPLETE THE FOLLOWING:
- Work on practice EOC assessments under "Quizzes on eCampus" then "Practice Quizzes." Use study guides throughout year to study and help with practice exams.
- Practice with Civics.360.org
- Use iCivics games to practice
What drives me? PART TWO
At the beginning of the year, you wrote down "anything you are passionate about. What motivates you? Drives you? What are you interested in? Hobbies? Do you already have a career in mind? What are issues in society you care about?"
Directions:
1) Read over your note-card from the beginning of the year.
2) Discuss with your table about how what's on your card can connect to what we've learned this year in Civics.
3) Share your responses with the class.
Directions:
1) Read over your note-card from the beginning of the year.
2) Discuss with your table about how what's on your card can connect to what we've learned this year in Civics.
3) Share your responses with the class.
Selma
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SS.7.C.2.4
Content Complexity: Level 3/Strategic Thinking-Reasoning Evaluate rights contained in the Bill of Rights and other amendments to the Constitution. SS.7.C.3.7 Content Complexity: Level 3/Strategic Thinking-Reasoning Analyze the impact of the 13th, 14th, 15th, 19th, 24th, and 26th amendments on participation of minority groups in the American political process. SS.7.C.3.6 Content Complexity: Level 3/Strategic Thinking-Reasoning Evaluate Constitutional rights and their impact on individuals and society. |
SS.7.C.2.5
Content Complexity: Level 3/Strategic Thinking-Reasoning Distinguish how the Constitution safeguards and limits individual rights. SS.7.C.3.4 Content Complexity: Level 2/Skills and Concepts Identify the relationship and division of powers between the federal government and state governments. SS.7.C.3.9 Content Complexity: Level 1: Recall and Reproduction. Illustrate the law making process at the local, state, and federal levels. |
| Amendments and Key cases |
Answer the questions below as you watch the film...
1.What type of law does the incident at the beginning of the film (domestic terrorism) fit under and what level of court would someone accused go to?
- 2. What RIGHTS do the accused have in the Bill of Rights?
- 3. Explain the steps of the federal law making process:
- 4. What law does Martin Luther King Jr. want Congress to pass and the president to sign? Why?
- 4. For each of the following amendments, explain how they connect to the film “Selma:” 1st (also consider civil disobedience and the importance of non-violent resistance), 15th, 24th
5. How do the terms “Judicial Review, Constitutional law, Supremacy Clause/Federalism, and 10th Amendment/Reserved Powers" connect to the movie Selma?
6. Explain the connection between the modern “black lives matter” movement and the events portrayed in Selma and the Civil Rights movement. *What rights found in the Bill of Rights BEST MATCH? *How are their goals similar and different?
7. Explain how the following quote by Martin Luther King Jr. connects to the film Selma and to America today.
(Think about Checks and Balances, Separation of Powers, but also freedom of speech)
“Morality cannot be legislated, but behavior can be regulated. Judicial decrees may not change the heart, but they can restrain the heartless.”
CLICK HERE to read an article about a modern Supreme Court ruling and answer the following questions:
8.Define judicial review. Which Supreme Court case solidified the concept of Judicial Review? Explain how Judicial Review was used in this article. (Which law was reviewed?)
9. Summarize the 10th amendment and explain how it factored into the court’s decision in this case.
10. Define the term “Gerrymandering:” How does this connect to the STRUCTURE of the Legislative Branch?
11. Explain why gerrymandering and voter ID laws are so controversial/how they connect to the issues in the movie Selma. (Which Amendments and rights?)
Civic Engagement Project
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SS.7.C.2.12
Content Complexity: Level 3/Strategic Thinking-Reasoning Develop a plan to resolve a state or local problem by researching public policy alternatives, identifying appropriate government agencies to address the issue, and determining a course of action. |
SS.7.C.2.10
Content Complexity: Level 3/Strategic Thinking-Reasoning Examine the impact of media, individuals, and interest groups on monitoring and influencing government. |
Today you will be forming your own interest group or joining one! Below are some sites that can help you brainstorm some ideas if you aren’t already particularly passionate about a cause yet.
https://www.dosomething.org/us, https://www.change.org/ ,
https://petitions.whitehouse.gov/, https://www.crowdrise.com/,
https://www.gofundme.com/
Example of crowd sourced funding with a Milwee issue...
DIRECTIONS:
https://www.dosomething.org/us, https://www.change.org/ ,
https://petitions.whitehouse.gov/, https://www.crowdrise.com/,
https://www.gofundme.com/
Example of crowd sourced funding with a Milwee issue...
DIRECTIONS:
- *Research a public issue within your school, local community, county, state, or country!
- *Form or decide to “join” an interest group revolving around an idea to improve your researched issue.
- *Create a form of propaganda to promote your issue.
- -Print media could be pamphlets, posters, editorials.
- -Electronic media could be a website, blog, Go fund me, Crowd rise, or other crowd source funding page, or a 30 second commercial script (which you could actually film and upload on a YouTube account)
- *Contact at least one of your representatives and share your print media (which you can upload electronically) or your electronic media. Write them a formal letter explaining what you care about and what you wish to achieve. (use the contact info section below to help you complete this part of the assignment)
Your chosen product must include:
- Name of your interest group
- Include the political party your group would most likely appeal to.
- State the goals of your group.
- Develop an opinion poll question relevant to your interest group to gauge public opinion. (feel free to make a kahoot, or other survey tool, and have the class answer your questions for real data)
- Explain the legislation your group will seek to have passed.
- Use at least two propaganda techniques in the media source you create.
Contact Info for your Representatives
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Contact your Seminole County Board of Commissioners
http://www.seminolecountyfl.gov/departments-services/board-of-county-commissioners/ Click on the link for your District Commissioner to see their contact info. (email and phone number) If you're not sure who your Commissioner is, click here. Contact your Seminole County School Board https://www.scps.k12.fl.us/district/school-board/ Contact Florida House of Representatives Member: http://www.myfloridahouse.gov/contentViewer.aspx?category=WebSite&file=contact%20us.htm Click on “Find your Representative” and enter your address. Once you find your representative you’ll see phone numbers, but in order to email them you can use the following address: Firstname.lastname@myfloridahouse.gov Contact Florida State Senator and U.S. Senators: https://www.flsenate.gov/Senators/Find Enter address and there is an email option. (Most people will be represented by David Simmons (R) in District 9.) At the bottom of the contact info box there are links to your U.S. Senators’ websites. (or CLICK HERE) From there, you can choose the “Contact Bill” (Bill Nelson’s (D) site) or “Email me” option on Senator Rubio’s (R) site. Contact U.S. House of Representatives Member: https://www.house.gov/representatives/find-your-representative Enter your zipcode and you’ll have the option to email your house member. (Most people will have Stephanie Murphy (D) in District 7) *Since we are a magnet school, many students live in different municipalities (cities). You may also contact someone on your city commission/council or the mayor of your city. |
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