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Norman S. Edelcup Sunny Isles Beach K-8

!Grade 7

Civics Winter Packet

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!Introduction Use and implementation of the activities contained in the winter packet are optional and voluntary. Activities were selected based on traditionally difficult areas of student skill mastery while at the same time providing worthwhile practice with civics. Topics were chosen based on Next Generation Sunshine State Standards benchmarks tested on the Florida End-Of-Course assessment. Purpose of the Winter Packet The activities in the winter packet were selected to allow students to experience some fun with civics over the winter break while simultaneously supporting practice with skills they will need to demonstrate on assessments near the end of the school year. This method of home-school academic connection serves to maintain acquired skills while students are enjoying their winter break. Activities in this packet are identified by Next Generation Sunshine State Standards specifically targeted to grade level expectations for the students. Each activity has been selected due to its high level of engagement and interest. Background information is included for each activity in order to provide students with a supportive platform to complete the contents of the packet.

!Suggestions for Implementation ! Project-based research ! Essay development/Writing prompt ! Topic review ! Make-up Assignments !

Lesson Topic 1: John Locke and Social Contract !

Benchmark(s): SS.7.C.1.1: Recognize how Enlightenment ideas including Montesquieu’s view of separation of powers and John Locke’s theories related to natural law and how Locke’s social contract influenced the Founding Fathers. Background: These activities will allow the student to understand some of the basic theories of John Locke including limited government, unalienable rights, equal rights, and authority from consent of the governed. Students will apply their interpretations of specific quotes from Locke to contemporary paintings by Norman Rockwell, The Problem We All Live With, by Dave Cutler, Flag with Male Symbol, and to a photograph from the 1989 revolt in Tiananmen Square. Procedure: 1. Students should read the short biography on John Locke and answer the questions which follow the biography in complete sentences. Students can read more about John Locke at:

!"##$%&&$'(#)*+#(,-)./*0/1&0,#.20+&')340&!"##$%&&56780/13(#).+*(9)1#*3):&9'(')340*"#:!"##$%&&;;;*03),'29*).<&'29.(.=&>,3&92)+&?)340*"#:'!2. Students should study the painting The Problem We All Live With by Norman Rockwell and answer the questions on that handout in complete sentences. !

3. Students should move to the next painting, Flag With Male Symbol, study the painting, and answer the questions on that handout in complete sentences. !

4. The final picture in the series is a photograph. Students should study the photograph and consider how it relates to the concept of limited government. !

5. Finally, students will complete the Study Guide: A Key to John Locke which includes excerpts of John Locke’s ideas from Second Treatise on Government. Students will read each excerpt and decide how strongly they agree with the statement on a scale of 1-5.

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Introduction Use and implementation of the activities contained in the winter packet are optional and voluntary. Activities were selected based on traditionally difficult areas of student skill mastery while at the same time providing worthwhile practice with civics. Topics were chosen based on Next Generation Sunshine State Standards benchmarks tested on the Florida End-Of-Course assessment. Purpose of the Winter Packet The activities in the winter packet were selected to allow students to experience some fun with civics over the winter break while simultaneously supporting practice with skills they will need to demonstrate on assessments near the end of the school year. This method of home-school academic connection serves to maintain acquired skills while students are enjoying their winter break. Activities in this packet are identified by Next Generation Sunshine State Standards specifically targeted to grade level expectations for the students. Each activity has been selected due to its high level of engagement and interest. Background information is included for each activity in order to provide students with a supportive platform to complete the contents of the packet. !Suggestions for Implementation !! Project-based research !! Essay development/Writing prompt !! Topic review !! Make-up Assignments !Lesson Topic 1: John Locke and Social Contract !Benchmark(s): SS.7.C.1.1: Recognize how Enlightenment ideas including Montesquieu’s view of separation of powers and John Locke’s theories related to natural law and how Locke’s social contract influenced the Founding Fathers. Background: These activities will allow the student to understand some of the basic theories of John Locke including limited government, unalienable rights, equal rights, and authority from consent of the governed. Students will apply their interpretations of specific quotes from Locke to contemporary paintings by Norman Rockwell, The Problem We All Live With, by Dave Cutler, Flag with Male Symbol, and to a photograph from the 1989 revolt in Tiananmen Square. Procedure: 1. Students should read the short biography on John Locke and answer the questions, which follow the biography in complete sentences. Students can read more about John Locke at: !"##$%&&$'(#)*+#(,-)./*0/1&0,#.20+&')340&! "##$%&&5@@@780/13(#).+*(9)1#*3):&9'(')340*"#:!"##$%&&;;;*03),'29*).<&'29.(.=&>,3&92)+&?)340*"#:'!2. Students should study the painting The Problem We All Live With by Norman Rockwell and answer the questions on that handout in complete sentences. !3. Students should move to the next painting, Flag With Male Symbol, study the painting, and answer the questions on that handout in complete sentences. !4. The final picture in the series is a photograph. Students should study the photograph and consider how it relates to the concept of limited government. !5. Finally, students will complete the Study Guide: A Key to John Locke, which includes excerpts of John Locke’s ideas from Second Treatise on Government. Students will read each excerpt and decide how strongly they agree with the statement on a scale of 1-5.

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John Locke Biography

John Locke was born in England on August 29, 1632. Locke's father was an attorney who collected taxes from seaport towns. He wanted his son to become a minister, but Locke rejected this and studied medicine. Locke entered Oxford University in England and was influenced by John Owen, Dean of Christ Church College. It was Owen who first introduced Locke to the idea of religious freedom and the idea that people should not be punished for having different views of religion. Locke believed that all sides had the right to be heard. Moreover, he felt that all conflicts could be solved if the two could settle their differences by seeking a middle ground and compromise. John Locke wrote two treatises of government in 1690. In these treatises he said that the government should be like a contract or agreement between the people and the ruler. The ruler is given the power to govern the country as long as he doesn't abuse his position. In brief, Locke argued that sovereignty did not reside in the state but with the people, and that the state is supreme, but only if it is bound by civil and what he called "natural" law. If the ruler didn't keep the contract, the people could overthrow the government. Locke also believed that the people were entitled to natural rights such as life, liberty and the protection of their property. Many of Locke's political ideas, such as those relating to natural rights, property rights, the duty of the government to protect these rights, and the rule of the majority, were later embodied in the U.S. Constitution.

See: http://www.biography.com/people/john-locke-9384544

Questions: 1. What are three of John Locke’s beliefs about government? 2. What U.S. document(s) are based on the ideas of Locke? 3. How can Locke’s influence be seen in this document?

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The Problem We All Live With

By Norman Rockwell !“The state of nature has a law of nature to govern it, which treats everyone equally![B]eing equal and independent, no one ought to harm another in his life, health, or possessions.” !!!"#$%&'#()*!!Unalienable rights are rights that cannot be taken away from anyone, for example freedom of speech. Equal rights are the belief that all persons, regardless of sex, race, ethnicity, age, etc., have the same rights as everyone else. !Questions to consider: ! What is happening in this painting? !! Which principles of democracy are illustrated by this painting? !(equality, natural rights, liberty, unalienable rights)

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Flag with Male Symbol By Dave Cutler

!“The old [traditions] are apt to lead men into mistakes, as this [idea] of [fatherly] power’s probably has done, which seems so [eager] to place the power of parents over their children wholly in the father, as if the mother has no share in it. Whereas if we consult reason or [the Bible], we shall find she has an equal title.” -John Locke !Unalienable rights are rights that cannot be taken away from anyone, for example freedom of speech. Equal rights are the belief that all persons, regardless of sex, race, ethnicity, age, etc., have the same rights as everyone else. !Questions to Consider: !! What is happening in this painting? !! How does this painting relate to the concept of unalienable rights? Equal rights?

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June 1989 – Tiananmen Square

Photographer: Unknown !“Whensoever!the [government]shall!put into the hands of any other an absolute power over the lives, liberty, and estates of the people, by this breach of trust they forfeit the power [of] the people!who have a right to resume their original liberty, and by the establishment of the new [government] provide for their own safety and security.” -John Locke !A limited government is a government that does not have absolute authority. !Consent of the governed is the political theory that governments gain their authority from their people. A government is not legitimate if the people do not give their consent.

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Question to consider: ! What is happening in the picture and how does it relate to the topic of limited government? !Study Guide: A Key to John Locke !Please read the following excerpts taken from John Locke’s Second Treatise on Government and then re- write them in your own words. Finally, circle the number on a scale of 1 to 5 corresponding with how much you agree or disagree with Mr. Locke’s quote. !1. "The state of nature has a law of nature to govern it, which treats everyone equally. #[B]eing equal and independent, no one ought to harm another in his life, health or possessions$$. !1 2 3 4 5 disagree neutral agree 2. "We have reason to conclude that all peaceful beginnings of government have been laid in the consent of the people.$$ !1 2 3 4 5 disagree neutral agree 3. "The old [traditions] are apt to lead men into mistakes, as this [idea] of [fatherly] power’s probably has done, which seems so [eager] to place the power of parents over their children wholly in the father, as if the mother has no share in it. Whereas if we consult reason or [the Bible], we shall find she has an equal title.$$ !1 2 3 4 5 disagree neutral agree 4. "Whensoever...the [government] shall#put into the hands of any other an absolute power over the lives, liberties, and estates of the people, by this breach of trust they forfeit the power [of] the people#who have a right to resume their original liberty, and by the establishment of the new [government] provide for their own safety and security.$$ !1 2 3 4 5 disagree neutral agree Lesson Topic 2: The Bill of Rights !"#$$%&'()*+("*&$,&-.%/&01."#&2$34*5&677789&23++("3%3/:&!1"$4;.+5&!$"(.%&!*3;(1)!

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Benchmark(s): SS.7.C.2.4: Evaluate rights contained in the Bill of Rights and other amendments to the Constitution. Background: In this activity, students will be introduced to the Bill of Rights. Students will be asked to illustrate those rights in order to demonstrate an understanding of the ways in which our Constitution protects the citizens of the United States. Students will also be able to determine how the Constution affects the daily life of Americans. Procedure: 1) Students should look at the handout, Actions of Citizens, and answer the questions which follow in complete sentences. !2) Students should locate the handout, the Bill of Rights, and the Umbrella Worksheet. Using the Bill of Rights, record the rights protected by the amendments listed in the umbrella in the Umbrella Worksheet. !3) Students will next study the photos on pages 6 of 15 to 11 of 15 and answer the questions which follow in complete sentences. !4) Finally, students will review imaginary news headlines in the Bill of Rights in the News to determine which of the amendments reviewed in this activity is at issue.

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Actions of Citizen

!1) Describe this picture. What is happening? !2) Can anybody in these pictures get in trouble for what they are doing? !3) Why would people participate in this activity? !4) What is important about the actions of these citizens?

!!!The Bill of Rights Amendments 1-10 of the United States Constitution Amendment 1. Guarantees freedom of religion, practice of religion, freedom of speech, freedom to peaceably assemble and the freedom to petition the government. Amendment 2. Guarantees the rights of citizens to bear arms. Amendment 3. No soldiers may be stationed in any house without the consent of the owner. Amendment 4. Citizens are protected from unwarranted search and seizure. Amendment 5. No person can be held for a crime without evidence produced by a grand jury. A citizen cannot be tried for the same crime twice. A citizen does not have to testify against himself in a court of law. Citizens are guaranteed due process of the law. Private property cannot be taken without just compensation. Amendment 6. Citizens are guaranteed a speedy, public trial by an impartial jury. Citizens also have the right to be told of the charges against them, to be confronted by witnesses and to have legal counsel in his/her defense. Amendment 7. Citizens are guaranteed a trial by jury. Amendment 8. Excessive bails shall not be required, nor excessive fines imposed, nor cruel or unusual punishments inflicted. Amendment 9. The enumeration of certain rights shall not be construed to deny or disparage others retained by the people. Amendment 10. Powers not delegated to the United States by the Constitution, nor prohibited by it to the states, are reserved to the states respectively, or to the people. Umbrella Worksheet Directions: Draw an Umbrella and fill in each piece of the umbrella with words that describe how each of the following amendments protects the rights of American citizens.

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First Amendment Religion First Amendment: An amendment to the Constitution of the United States guaranteeing the right of free expression; includes freedom of assembly, freedom of the press, freedom of religion, and freedom of speech. "

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!!!!!"Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof #$$ — The First Amendment to the U.S. Constitution !!!!Questions: !1. What is freedom of religion? 2. Why is freedom of religion important?

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First Amendment Freedom of Speech and of the Press First Amendment: An amendment to the Constitution of the United States guaranteeing the right of free expression; includes freedom of assembly, freedom of the press, freedom of religion, freedom of speech and freedom to petition, or question, the government. !

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“Congress shall make no law abridging the freedom of speech, or of the press;” — The First Amendment to the U.S. Constitution

!!!Questions: 1. What does freedom of speech mean to you? !2. Can people in this country say whatever they want? Are there any limits on freedom of speech? 3. How are freedom of speech and freedom of the press similar?

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First Amendment Assembly and Petition First Amendment: An amendment to the Constitution of the United States guaranteeing the right of free expression; includes freedom of assembly, freedom of the press, freedom of religion, freedom of speech and freedom to petition, or question, the government.

!!!!!!!!!!!!!!!!!!!!!!"Congress shall make no law abridging… the right of the people peaceably to assemble, and to petition the Government...” — The First Amendment to the U.S. Constitution !!Questions:

1. From looking at this picture, what do you think the right to assemble means? Why is this important? !2. From looking at this picture, what do you think the right to petition means? Is it important? !3. Why are the freedoms to assemble and petition important?

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The Fourth Amendment to the United States Constitution, which is part of the Bill of Rights, guards against unreasonable searches and seizures. “

!!!!!!!!!!!!!-Fourth Amendment to the U.S. Constitution Questions: 1!"#$%&'(&#$))*+'+,&'+&%#'(&)'-%./*0&1!"#*+&(#2.34&%#*&)23'-*&5*&$53*&%2&(*$/-#&$&)*/(2+6(&#2.(*0&"#*+&(#2.34&%#*&)23'-*&789&5*&$53*&%2&(*$/-#&$&)*/(2+6(&#2.(*0&. The Fifth Amendment Rights of the Accused The Fifth Amendment to the United States Constitution protects the rights of people who have been accused of committing a crime. !

!!“No person shall be!deprived of life, liberty, or property, without due process of law” -Fifth Amendment to the U.S. Constitution Questions: 1. What is going on in the picture? 2. Why should we care about the rights of people who are accused of committing a crime?

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3. If you were accused of a crime, would you want a one judge to decide your case or nine people on a jury? Why? !Eighth Amendment Cruel and Unusual Punishment The Eighth Amendment to the United States Constitution, which is part of the Bill of Rights, protects against excessive bail or fines, as well as against cruel and unusual punishment.

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“Excessive bail shall not be required, nor excessive fines imposed, nor cruel and unusual punishments inflicted.” -Eighth Amendment to the U.S. Constitution Questions: 1. Describe what you see in this picture. 2. How does this amendment protect people?

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Read each of the imaginary news headlines below. Identify which of the amendments (First, Fourth, Fifth, Eighth) relates to each headline. Write the number of the amendment in the box and name the right involved. The first one has been completed for you.

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Amendment Number and Right Newspaper Headline Eighth Amendment – excessive fine Police issue $5,000 parking ticket. ! New law requires church attendance every

Sunday.

! Woman released after being charged twice for theft.

! Citizens upset by midnight raids.

! Newspaper shut down for printing story about mayor.

! Man sues city after being held without trial. ! Death penalty not warranted for food thief. ! Protestors removed by force from City Park.

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Benchmark(s): SS.7.C.1.6: Interpret the intentions of the Preamble of the Constitution. Background: This activity uses the Preamble to introduce students to the purpose of government as outlined by the framers of the Constitution in the Preamble. Procedure: 1. Students will use the handout, Decoding the Preamble Puzzle, to examine the license plate artwork to translate the actual words of the Preamble individually and will list the six function of the U.S. government.

!2. Next students will locate, What Does Government Do? The Preamble of the Constitution. Students will list examples of each of the six functions of government as outlined in the Preamble.

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Decoding the Preamble Puzzle

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Directions: The picture above is an artistic version of the Preamble to the U.S. Constitution. Look carefully and then translate this picture to determine the actual words of the Preamble.

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The Preamble outlines six (6) functions of the U.S. government created by the Constitution. What are they? !1. 2. 3.

!!4. 5. 6.

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The Preamble to the Constitution “We the People of the United States, in Order to… What Does Government Do? !!“We the People of the United States, in Order to do ordain and establish this Constitution for the United States of America.”

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