Kennedy Space Center, 2002


Ch 1 Benchmark Exercise
Redemption Code
CH 3 benchmark test
CH3 Word Wall
Chapter 4 Benchmark Test
Standard Extra Credit Assignment
Chapter 5 Benchmark Test
Chapter 6 Benchmark Test
Chapter 7 Benchmark Test
Kennedy Space Center
History Fair Info
Chapter 8 benchmark Quiz
Chapter 9 Benchmark Quiz
Ch 10/11 Test
Chapter 10 Benchmark Quiz with help
Ch 12,13,14,15,16,25+cases Benchmark Quiz
Ch12-16&25 Benchmark Quiz
EOC Powerpoint Review
Course Review
Ch 17 Benchmark Quiz
All students now have full access to the online textbook.   I highly recommend that students bring a usb drive and download the pdf of the text.  There are no textbooks in Civics that are issued to go home.  
Check out the following resources available in the apple app store:
mcgraw-hill k-12 connected mobile (download the ebook there)
mcgraw-hill k-12 eflashcards for a study tool

Study every night!

Notes on Ch19 are due 5/21&22. There will be a yellow word quiz on Ch19 5/28&29.  Make-up work must be completed by 5/30.  The extra credit deadline is 6/2.
There will be a quiz next week on yellow words(see above).

Watch geospeak.com for benchmark info and quizes.

 See below for a link to a civics review flashcard set:
and for grins, take the U.S. citizenship practice test1:
Scroll down in this link to find an awesome practice test.
 Notes are due on boldfaced words.  Students should write the word and then

1. What it is/definition.
2. Why it is important. 

Students will be tested by the county and state on end-of-course exams on all unit benchmarks for the year, so extra effort needs to go into learning and remembering this information all year (and beyond).

Ch 17 Benchmarks

Market economy

Mixed economy

Command Economy

Relationship of economic type to the type of government in a country

Supply & Demand (graph)







Wants and Needs

Opportunity cost

Ch 13/14/15/16/25 Benchmarks

Develop a plan to resolve a state or local problem by:

  • Researching public policy alternatives
  • Identifying appropriate government agencies to address the issue
  1. State Secretary of State oversees elections
  2. State Attorney General oversees legal disputes
  3. State Commissioner of Education oversees the public schools
  • Determining a course of action


Identify the relationship and division of powers between the federal government and the state government (p.356).


Illustrate the law making process at the state local and federal levels (p.356).

Compare the U.S. and State Constitutions, and those of different states (p.359).

Differentiate between local, state, and federal governments’ obligations and services.


Examine multiple perspectives on public and current issues.

Differentiate between local, state, and federal governments’ obligations and services.

  • State constitutions – 3 branches
  • County Governments – Council/manager, commission, Sheriff
  • City Government – incorporation, ordinances, mayor, police
  • Townships and town meetings as direct democracy

Identify sources and types of law (civil (contract, family, property, PI), criminal, constitutional, military).pp414-417, juvenile 445

  • Due Process (p441 chart)
  • Search Warrant
  • Exclusionary rule
  • Miranda Warnings
  • Double Jeopardy
  • Bail
  • Misdemeanor/Felony

Recognize government and citizen participation in international policy. (Ch 25)

  • Global Trade
  • Governmental Organizations
  • NGOs
  • U.N., N.A.T.O.
  • W.T.0., W.H.O.

Describe examples of how the U.S. has dealt with international conflicts.  (Ch 25)

  • Cold War
  • Spread of Democracy
  • Homeland Security and the Patriot Act (9/11) and Terrorism
  • Iraq and Afghanistan

Differentiate concepts related to U.S. domestic and foreign policy (refer back to Ch8).


Ch 12 Benchmarks

Examine the impacts of media, individuals, and interest groups on monitoring and influencing government.

Analyze media and political communications

  • Bias
  • Symbolism
  • Propaganda
  1. Bandwagon
  2. Glittering Generalities
  3. Name Calling
  4. Plain Folks
  5. Card Stacking
  6. Testimonial
  7. Transfer

 Examine multiple perspectives on public and current issues.

CH 10/11 Benchmarks

Identify America’s current political parties and illustrate their ideas about governments:

  • Republican (Tea?)
  • Democratic
  • Libertarian
  • Independent
  • Various others
  • Party Platforms

Evaluate Candidates for office by analyzing their qualifications, experience, issue based platforms, debates, and political ads

Mock Election

  • Suffrage
  • Register
  • Polling Place (precinct)
  • Ballot
  • Electoral College
  • Popular Vote
  • Winner-take-all

Chapter 9 Benchmarks:

Analyze the structure, function, sanctions, and processes of the Judicial Branch

  See below, plus
  Federal judges and Justices are appointed by the President and confirmed by the U.S. Senate and serve for life - they can be impeached
     (states are usually elected for a term)

Diagram the levels, functions, and powers of the courts at the federal / state levels.

   Levels- trial, appeals, Supreme (U.S. - District Courts, Circuit Courts of Appeal, Supreme Court)
   Function - hears cases involving Federal law / State law
   Powers - U.S. Constitution and Federa laws / state constitutiona nd stste laws  (U.S. Supreme Court can hear appeals of state supreme 
    court cases)

Illustrate the powers established in Articles 1, 2, and 3 of the Constitution.
     Jurisdiction - original/appellate and exclusive/concurrent
     Judicial Review
     9 Justices

Analyze the following major court cases:

Marbury v Madison –1803- Judicial Review

Plessy v Ferguson – 1896 – Separate but equal

Brown v Board-1954 - Separate is not equal

Gideon v Wainwright- 1963- Counsel must be provided if you cannot afford it

Miranda v Arizona- 1966 – “Mirandized” prior to questioning

Tinker v Des Moines – 1969 – Student’s rights … armband protest

Hazelwood v Kuhlmier – 1988 – censorship of school newspapers

United States v Nixon – 1974 – Nixon tapes/ Executive privilege

Bush v Gore – 2000 – vote counting dispute


Chapter 8 Benchmarks

Analyze the structure, function, and processes of the Executive Branch

  1. Election Process
  2. 4 year term, elected twice, 10 year max
  3. Salary and benefits
  4. VP
  5. Succession (VP, Speaker, Pre. ProTem, Cabinet starting with Sec. of State
  6. Filling Vacancies

Illustrate the powers established in Articles 1, 2, and 3 of the Constitution.

  1. Veto
  2. Special Session
  3. Commander in Chief
  4. Represents U.S. to foreign leaders (Chief Diplomat)/Head of State
  5. Negotiate Treaties (Senate approval)
  6. Appointments (Senate approval) including Justices/Judges & Cabinet
  7. Pardons

U.S. vs. Nixon

Ch7 Benchmarks

Analyze the structure, function, sanctions, and processes of the Legislative Branch.

Bicameral – Senate and House of Representatives

Terms – Senate (6 years) House (2)

Districts – Senate =entire state for each of two Senators House= Drawn by State Legislature (minimum 1 per state, apportioned according to the state’s population in the last Census (gerrymandering?)

Leadership – majority and minority leader and whip   Senate= V.P of U.S. (tiebreaker only) and President Pro Tempore  House= Speaker of the House

Committee System (seniority)

Sanctions- writ of habeas corpus, bill of attainder, ex post facto

How a Bill becomes Law (p217)

Explain the Constitutional amendment process.

Illustrate the powers, structure and function established in Articles 1, 2, and 3 of the Constitution.

Powers= Enumerated(expressed), Implied (elastic clause), Lawmaking, Non-Legislative

See p. 204

CH6 Benchmarks

Learn and discuss (evaluate) the rights contained in the Bill of Rights.

  • 1st- speech, religion, press, assembly, petition
  • 2nd- bear arms
  • 3rd-quartering
  • 4th-search and seizure
  • 5th-grand jury, double jeopardy, self incrimination, due process, eminent domain
  • 6th-speedy & public trial, impartial jury, witnesses, counsel
  • 7th-jury trial for lawsuits over $20
  • 8th-excessive bail, no cruel or unusual punishment
  • 9th- not a complete list of rights
  • 10th- reserved powers

Learn and discuss (evaluate) the rights contained in the other amendments.

Analyze the impact of the following amendments on minority participation in government.

ü  13th- no slavery

ü  14- due process, voting rights

ü  15- more voting rights (race, color, previous servitude)

ü  19-women’s suffrage(right to vote)

ü  24-No poll taxes

ü  26- voting age is 18

Evaluate Constitutional Rights and their impact on individuals and society.

Ch5 Benchmarks

Weakness in the Articles of Confederation = The Constitution being written

Interpret Intentions of the Preamble

Federalists and Anti-Federalists


                -Bill of Rights

“The Rule of Law”


                -Influence on American legal, political, and governmental systems

How (specifically) does the Constitution safeguard and limit individual rights

Analyze media and political communications

Division of powers between the national and state governments

The Constitutional amendment process

Constitutional rights and their impact on society

Chapter 4 Benchmarks

The Enlightenment

Montesquieu – separation of power

John Locke – natural law and the social contract

Founding Fathers

How the following 4 influenced colonist’s views on government:

  1. Magna Carta
  2. English Bill of Rights
  3. Mayflower Compact
  4. Common Sense

The influence of physical characteristics, natural resources, climate, and location (absolute and relative) have influenced settlement, economies,  and inter-governmental relations in North America.

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

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

Ch 3 Benchmarks

Direct (pure) democracy

Representative democracy (republic)






Citizen – Natural Born and Naturalized (method of becoming)

Obligations of citizens to

  1. Obey laws
  2. Pay taxes
  3. Defend the nation
  4. Serve on juries

Responsibilities of citizens at the local, state, and federal levels

Unit 1 Benchmarks:

  1. 50 states and capitals
  2. Locate territories and protectorates of the U.S.
  3. Use maps to identify the divisions and boundaries of North America
  4. Locate and identify major U.S. cultural landmarks
  5. Locate and identify major physical landmarks of the U.S.
  6. Understand the influences of physical characteristics, natural resources, climate, and location (absolute and relative) on the settlement, economies, and government relations in North America.
  7. Understand the major cultural regions of North America.
  8. Use maps to determine the location, abundance, and variety of natural resources in North America.
  9. Examine and explain patterns of cultural diffusion in North America.
  10. Understand the importance and distribution of demographic characteristics in the U.S.
  11. Use a map to examine local issues of conservation and ecology.
  12. Use GIS or other technology to examine data about the U.S.

    Remember to get your login to the online textbook (www.connected.mcgraw-hill.com).  The redemption code is   
There will be online assignments found there, as well as voluntary activities and reading.

Go to http://nhd.org/CreatingEntry.htm for History Fair rules.

Griffins’ Team News 2014

Welcome to Seventh Grade!

We are looking forward to an exciting new year, and we hope you are ready to get off to a great start.  This letter will provide some basic information which will help to assure your success, so pay close attention to its contents. It is our goal to assist students in developing their own intellectual curiosity.  As young learners grow into scholars, they begin to participate in their learning by self-motivated research, and by applying creative solutions in a manner beyond their years.  For their brilliance to shine effectively, students must acquire a degree of organization, a skill we will do our best to teach, with a lot of support from parents.

Workload: The team will work together to avoid burdening students with too much homework.  We will do our best to limit tests to two per day (there may be exceptions), and to avoid tests on dates major projects are due.  Quizzes are possible on any day in multiple subjects, but students will have notice in advance, and will not be overly stressed.  Homework will average 20-30 minutes per subject per night.

 Materials: Please refer to the teacher policies. It would be best for students to have a flash drive used only for school related purposes. Please donate a box of tissue and hand sanitizer to your child’s homeroom. 

Team Policies:

1. Have an agenda, 2 pencils, pen, paper, notebook, and the appropriate book for each class.

2. Every subject must have an agenda entry every day.

3. No late work- Each team teacher has a specific amnesty policy which can be applied to one assignment, but not any assignment, per nine weeks.

4. Be seated with materials out BEFORE the bell.

5. Raise your hand and wait to be called on to speak. Stop talking immediately if a teacher speaks or raises his or her hand.

6. The teacher, not the bell, dismisses the class. Do not pack-up early.

7. No food, drinks, gum, candy, etc. in the classroom.

8. Keep the classroom clean. Be prepared to do your part in cleanups.

9. Behave properly in the halls and other “anonymous” areas.

10. Please be considerate of others. Act like ladies and gentlemen at all times.

11. Grade recovery no longer exists. When the teacher determines the situation warrants, students may be allowed to retake failed tests. Students must immediately request a second chance opportunity to demonstrate proficiency.  Please help this process by weekly monitoring of Oncourse.

12. The only packs allowed into classrooms are small string packs. Make certain that your main backpack fits into your locker.

13. Teacher conferences are to be scheduled by an email request to the teacher. Conferences are generally held immediately after school on Mondays or Tuesdays.

Mrs. Toole       Boylem@duvalschools.org

Mr. French      Frenchp1@duvalschools.org

Mr. Peterson   Petersonm2@duvalschools.org

Mr. Williams    Williamsj15@duvalschools.org 

Ideas to remember:

Mini-Poster (12in.x14in. max) assignments are worth 50 points. They are judged on: Visual Quality(5pts), Content (include 5 important facts and/or contributions-40pts) and Accuracy. Put a bibliography (list of sources) on the back(5pts).

Study notes from class and the book 20 minutes each night! Quizzes will be based on the boldface words in the text. Tests include information from all the chapter and class information, the most important of which is on the board.

Textbook URL:http://connected.mcgraw-hill.com/connected/login.do

Parents, please fill out a volunteer application if you wish to chaperone an upcoming field trip.  A copy of your volunteer  card will be required with the field trip form.

Important Upcoming Events!

Watch here for dates of upcoming field trips and other out-of-school activities.

We are planning a trip to Kennedy Space Center on 11/25.  We will leave JWJ at 6:30am and return at 7:00pm. We are using private motorcoaches. Chaperones must fill out a JWJ volunteer form, and have been cleared by the county as a volunteer (use the link posted above asap). 

Stargazing on Friday evenings...tba

Awesome earthquake website:

Check out these websites for astronomy information:
>Picture of the Day
Robotic Telescope You Control


History Fair Information

Contact me with questions or comments.