Analyze the impact of civic engagement as a means of preserving or reforming institutions.
| Course Number1111 |
Course Title222 |
| 2104300: | Introduction to the Social Sciences (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 - 2023, 2023 - 2024, 2024 and beyond (current)) |
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| 2106370: | Comprehensive Law Studies (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 - 2023, 2023 - 2024, 2024 and beyond (current)) |
| 2106375: | Comprehensive Law Honors (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 - 2023, 2023 - 2024, 2024 and beyond (current)) |
| 2106380: | Legal Systems and Concepts (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 - 2023, 2023 - 2024, 2024 and beyond (current)) |
| 2106460: | The American Political System: Process and Power Honors (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 - 2023, 2023 - 2024, 2024 and beyond (current)) |
| 2106468: | Constitutional Law Honors (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 - 2023, 2023 - 2024, 2024 and beyond (current)) |
| 2106800: | Florida's Preinternational Baccalaureate United States Government (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 - 2023, 2023 - 2024, 2024 and beyond (current)) |
| 1800400: | Leadership Education 1 (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 - 2023, 2023 - 2024, 2024 and beyond (current)) |
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| 1802330: | Naval Science 4 (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 - 2023, 2023 - 2024, 2024 and beyond (current)) |
| 1803300: | Marine Corps: Leadership Education 1 (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 - 2023, 2023 - 2024, 2024 and beyond (current)) |
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| 1005330: | Contemporary Literature (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 - 2023, 2023 - 2024, 2024 and beyond (current)) |
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| 1001405: | English 4: Florida College Prep (Specifically in versions: 2014 - 2015, 2015 - 2019, 2019 - 2022, 2022 - 2023, 2023 - 2024, 2024 and beyond (current)) |
| 7921015: | Access United States Government (Specifically in versions: 2014 - 2015, 2015 - 2018, 2018 - 2023, 2023 and beyond (current)) |
| 1009370: | Writing for College Success (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 - 2023, 2023 - 2024, 2024 and beyond (current)) |
| 2106315: | United States Government for Credit Recovery (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 - 2023, 2023 - 2024, 2024 and beyond (current)) |
| 2105355: | Philosophy Honors: Ethics (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 - 2023, 2023 - 2024, 2024 and beyond (current)) |
| 2000500: | Bioscience 1 Honors (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 - 2023, 2023 - 2024, 2024 and beyond (current)) |
| 2000510: | Bioscience 2 Honors (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 - 2023, 2023 - 2024, 2024 and beyond (current)) |
| 2000520: | Bioscience 3 Honors (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 - 2023, 2023 - 2024, 2024 and beyond (current)) |
| 2003500: | Renewable Energy 1 Honors (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 - 2023, 2023 - 2024, 2024 and beyond (current)) |
| 2104350: | Engaged Citizenship through Service-Learning 1 (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 - 2023, 2023 - 2024, 2024 and beyond (current)) |
| 2104360: | Engaged Citizenship through Service-Learning 2 (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 - 2023, 2023 - 2024, 2024 and beyond (current)) |
| 2400320: | Leadership Strategies Honors (Specifically in versions: 2015 - 2020, 2020 - 2022, 2022 - 2023, 2023 - 2024, 2024 and beyond (current)) |
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| 1005320: | British Literature (Specifically in versions: 2018 - 2022, 2022 - 2023, 2023 - 2024, 2024 and beyond (current)) |
| 2106410: | Humane Letters 1 History (Specifically in versions: 2019 - 2022, 2022 - 2023, 2023 - 2024, 2024 and beyond (current)) |
| 1804300: | United States Coast Guard Leadership and Operations 1 (Specifically in versions: 2021 - 2022, 2022 - 2023, 2023 - 2024, 2024 and beyond (current)) |
| 1804310: | United States Coast Guard Leadership and Operations 2 (Specifically in versions: 2021 - 2022, 2022 - 2023, 2023 - 2024, 2024 and beyond (current)) |
| 1804320: | United States Coast Guard Leadership and Operations 3 (Specifically in versions: 2021 - 2022, 2022 - 2023, 2023 - 2024, 2024 and beyond (current)) |
| 1804330: | United States Coast Guard Leadership and Operations 4 (Specifically in versions: 2021 - 2022, 2022 - 2023, 2023 - 2024, 2024 and beyond (current)) |
| 1005353: | Humane Letters 4 Literature (Specifically in versions: 2020 - 2022, 2022 - 2023, 2023 - 2024, 2024 and beyond (current)) |
| 1005354: | Humane Letters 4 Literature Honors (Specifically in versions: 2020 - 2022, 2022 - 2023, 2023 - 2024, 2024 and beyond (current)) |
| 2106415: | Humane Letters 1 History Honors (Specifically in versions: 2022 - 2023, 2023 - 2024, 2024 and beyond (current)) |
| 2109355: | Contemporary History Honors (Specifically in versions: 2024 and beyond (current)) |
| Name |
Description |
| Seriously Scratch with Civics: Finding our Voices through Code for Promoting, Preserving, Protecting and Improving our Wonderful Water- Lesson 3 of 3 | Students will use block-coding to create a project in Scratch that will showcase one of many civics issues related to Florida water, based on their previous research, in this integrated lesson plan. Lesson 3 of 3 |
| Pseudocode to Flow Chart for Scratch Planning, Lesson 2 | Students will implement an original algorithm in pseudocode and a flow chart to show they are informed citizens about water issues in Florida. This is lesson two of a 3-part integrated computer science and civics mini-unit. |
| Fahrenheit 451: Key Elements and Impact on Style | This lesson is intended to supplement the study of Fahrenheit 451 by Ray Bradbury. Students will read the first three chapters of Fahrenheit 451 by Ray Bradbury and analyze emerging themes, symbolism, and references to civic engagement.
There are four lessons that can be used to complement a study of Fahrenheit 451 and allow for a new perspective by merging ELA skills with civics knowledge.
This resource uses a book that is on the Florida Department of Education's reading list. This book is not provided with this resource. |
| Fahrenheit 451: Argumentative Writing | In this lesson, students will read portions of Fahrenheit 451 by Ray Bradbury and analyze the theme of civic engagement and its impact on institutions by analyzing examples from the text and will reflect on the significance of these themes in both literature and society.
There are four lessons that can be used to complement a study of Fahrenheit 451 to help students take a new perspective by merging ELA skills with civics knowledge.
This resource uses a book that is on the Florida Department of Education's reading list. This book is not provided with this resource. |
| Fahrenheit 451: Citizen Influence and Real-World Contexts | In this lesson, students will re-read portions of Fahrenheit 451 by Ray Bradbury and analyze the relationship between citizens and the government depicted in the novel, and they will explore how these dynamics mirror real-world scenarios. Students will develop a deeper comprehension of the ways citizens can influence government decisions and policies.
There are four lessons that can be used to complement a study of Fahrenheit 451 and allow for a new perspective by merging ELA skills with civics knowledge.
This resource uses a book that is on the Florida Department of Education's reading list. This book is not provided with this resource. |
| Deaf Awareness Lesson 3 of 3 | In this integrated lesson, students will use the Scratch platform to create a promotional tool for Deaf Awareness Week that shows support for the Deaf community and includes information about the Deaf community and Deaf history. |
| Deaf Awareness Lesson 2 of 3 | In this integrated lesson, students will analyze the impact of the various means used by Deaf people to promote change. They will use digital resources to analyze the Deaf President Now movement and the De’VIA movement. They will complete a graphic organizer comparing the characteristics of affirmative and resistive art in the Deaf community and discuss why an artist might choose one over the other. |
| Mob Mentality? How influences from Individual & Group Behaviors occur. | In this lesson plan, students will complete bell work related to prior knowledge of Gestalt principles and how our brain categorizes similarities and differences. Followed by a Think Pair Share (TPS) activity, creating a list within their groups of people, events, movements, politics, rules, laws that affect their lives. Once student groups have compiled a list, as a class combine and highlight common themes. After reviewing the common themes, what similarities they have, segway into Civil Rights Leaders and go over specific examples of the Civil Rights Movement in Florida. List provided in the event students don’t mention them. |
| Manatee Sea Grass Search-C | Students will research, plan, and create a public service announcement (PSA) in Scratch to inspire social change. The PSA will be about manatee mortality and seagrass reduction due to fertilizer runoff. This is lesson 3 in a 3-part integrated civics and computer science mini-unit. |
| Manatee Sea Grass Search-B | Students will debug a Scratch animation and then plan their own public service announcement (PSA) using Scratch. Their PSA will focus on increased mortality rates for manatees and the link to fertilizer use in Florida. This is lesson 2 of a 3-part integrated computer science and civics mini-unit. |
| Civic Engagement From Leaders Within The Rights Movements | Students will research and discuss key leaders within the various rights movements, consider the forms of civic engagement that theses historical figures used to accomplish their goals, and complete a graphic organizer using their collected information. Then they will complete a written short response of their favored form of civic engagement from the lesson and tie it back to the historical figure/s they studied. |
| Wonderful Water- Research an Issue Related to Water Management while Engaging in Civic Responsiblilty. Lesson 1 | This is lesson 1 in a 3-part unit. Students will conduct research and describe how using public/government resources for communication can affect change while identifying the civic responsibility of being informed. Students will analyze the impact of civic engagement as a means of preserving or reforming institutions in this integrated lesson plan. |
| Manatee Sea Grass Search-A | Students will research potential threats to manatees that cause an increase in mortality rates. This is lesson 1 of 3 of an integrated computer science and civics mini-unit. |
| Declarations During the Age of Revolutions - Lesson 2 of 3 | In this lesson, students will analyze the Declaration of the Rights of Man to identify examples of Enlightenment ideals and civic participation.
This is lesson 2 of 3 in a mini-unit integrating Social Studies and Civics. |
| Declarations During the Age of Revolutions - Lesson 3 of 3 | In this lesson, students will analyze the Haitian Declaration of Independence for Enlightenment influence and civic participation.
This is lesson 3 of 3 in a mini-unit integrating Social Studies and Civics. |
| Declarations During the Age of Revolutions - Lesson 1 of 3 | In this lesson, students will analyze the Declaration of Independence to identify examples of Enlightenment ideals and civic participation.
This is lesson 1 of 3 in a mini-unit integrating Social Studies and Civics. |
| Contracted or Expanded Rights during WWII | In this lesson plan, students will determine whether the rights of various populations were contracted or expanded by completing a graphic organizer and reviewing excerpts of executive orders passed during WWII. |
| A Proposal for Progress-"The Talented Tenth" | In this lesson, students will analyze excerpts from W.E.B. DuBois' 1903 essay “The Talented Tenth", which advocated for the advancement of African American people through increased access to higher education beyond vocational training. Their study of the text will focus on identifying and evaluating the support of the central ideas of the text. In groups, students will read the excerpts and examine the textual support for each central idea presented in the text. |
| Understanding Civic Participation Through Dance | In this integrated civics and dance lesson, students will analyze the dance of the Civil Rights Movement and how it was used to fight the distortion of Black people and racism. Students will explore dancers of the time and how dance was used to eradicate the negative stereotypes of Black people. Students will learn about the rise of Black dancers in American concert dance and how Black dancers made a conscious effort to educate others about the beauty and abilities of African Americans. |
| To Sod or Not To Sod | The “To Sod or Not To Sod” MEA provides students with an environmental dilemma in which they must work as a team to develop a procedure to select the most environmentally friendly grass for the lawns in a new neighborhood. The lesson provides students with the opportunity to recognize how the voice of citizens can be used to build a sense of community through environmental awareness in this model eliciting activity.
Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. Click here to learn more about MEAs and how they can transform your classroom. |
| Civil Rights Leaders: Gallery Walk | In this lesson, students will review important leaders and organizations in the African American community during the Civil Rights Movement, how lives changed for African Americans and the impact of civic and political participation for African Americans. |
| The Tumultuous 20s: Changing America Gallery Walk | In this lesson, students will review how different movements and institutions, like Hollywood, shaped American life during the 1920s and 30s. Students will also examine how civic engagement was used to preserve or reform institutions as American society changed. |
| The Gilded Age and Reforms: Station Rotations | In this lesson, students will review the expansion of industries such as steel, oil, and railroads and the civic engagement that led to reforms in the United States. |
| Early Social Movements: Gallery Walk | In this lesson, students will review important individuals and groups during early social movements in 20th Century American history and analyze how those individuals and groups worked to shape public policy. |
| Civic Engagement | In this lesson, students will analyze the impact of civic engagement as a means of preserving or reforming institutions. In particular, students will identify legal methods that citizens can use to promote social and political change. Students will identify historical examples of citizens achieving or preventing political and social change through civic engagement. |
| Civic Engagement and Social Institutions: Action and Reaction | In this lesson plan, students analyze the impact of civic engagement as a means of preserving or reforming institutions. This analysis will take place through identifying means and methods to promote social change using historical examples of citizens achieving or preventing political and social change through civic engagement. |
| Civic Engagement and Social Change | In this lesson plan, students will explore the impact of civic engagement as a means of preserving or reforming institutions. Students will look at how citizens can use various methods to promote social change. Students will also examine historical examples of citizens achieving social change through civic engagement, specifically focusing on iconic changes in society through the use of fashion. |
| Using Rhetoric for Civic Change | Students will analyze testimony delivered to congress by Suffrage Activist Lucy Stone (1892) in support of amending the U.S. Constitution to give women the right to vote in this lesson. The lesson specifically focuses on Stone’s use of alliteration, antithesis (parallel structure), and rhetorical questions to help achieve her purpose. |
| Frederick Douglass: The Power of Rhetorical Appeals | In this lesson plan, students will read Frederick Douglass’s 1852 speech “What, to the Slave, is the Fourth of July.” Students will analyze Douglass’s use of rhetorical appeals throughout the text. Students will specifically identify his use of pathos and logos and examine how Douglass uses these appeals to support his overall purpose. Students will also learn important historical context about Douglass and the abolitionist movement. |
