ALEX Classroom Resource

  

Represent Me

  Classroom Resource Information  

Title:

Represent Me

URL:

https://www.icivics.org/node/1366/resource?referer=curriculum/play/all&page_title=Curriculum%20All%20Games

Content Source:

Other
iCivics
Type: Interactive/Game

Overview:

In this interactive game from iCivics, students work as legislators trying to meet the needs of their constituents by deciding what bills to sponsor in Congress. Students will be able to understand that a legislator's job is to represent constituents, simulate the relationship between a legislator and a diverse constituency, and evaluate hypothetical legislation for impact on various socio-economic groups. This game can be played when teaching a lesson on the legislative branch for reinforcement or after as an assessment.

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Content Standard(s):
Social Studies
SS2010 (2010)
Grade: 7
Civics
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.

Insight Unpacked Content
Strand: History, Civics and Government
Course Title: Civics
Evidence Of Student Attainment:
Students:
  • Summarize the contributions of various historical influences and classify how each of these influences impacted the establishment of the American Government.
Teacher Vocabulary:
  • direct democracy
  • representative democracy
  • Feudal system
  • royalty
  • nobility
  • common people
  • Parliament
  • rights
  • due process
  • rule of law
  • quartering
  • punishment
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.

Alabama Alternate Achievement Standards
AAS Standard:
SS.AAS.7.1- Identify and recognize the various countries and cultures that influenced the government of the United States.


Social Studies
SS2010 (2010)
Grade: 7
Civics
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.

•  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
Insight Unpacked Content
Strand: History, Civics and Government
Course Title: Civics
Evidence Of Student Attainment:
Students:
  • Describe the influence of important philosophers on the U.S. political system.
Teacher Vocabulary:
  • philosophers
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.

Alabama Alternate Achievement Standards
AAS Standard:
SS.AAS.7.2- Define political parties; identify that political leaders are elected in the United States and that political parties work to get their candidates elected.


Social Studies
SS2010 (2010)
Grade: 7
Civics
3 ) Compare the government of the United States with other governmental systems, including monarchy, limited monarchy, oligarchy, dictatorship, theocracy, and pure democracy.

Insight Unpacked Content
Strand: History, Civics and Government
Course Title: Civics
Evidence Of Student Attainment:
Students:
  • Compare and Contrast other forms of government with the U.S. government focusing on who has the power and how power is acquired/achieved.
Teacher Vocabulary:
  • power
  • federalism
  • republic
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.

Alabama Alternate Achievement Standards
AAS Standard:
SS.AAS.7.3- Describe the basic ideals of American democracy, including natural rights, basic freedoms, and democratic representation; identify characteristics of other government systems including, monarchy, dictatorship, and democracy.


Tags: bill, civics, Congress, legislative branch
License Type: Custom Permission Type
See Terms: https://www.icivics.org/terms-use
For full descriptions of license types and a guide to usage, visit :
https://creativecommons.org/licenses
AccessibilityAudio resources: includes a transcript or subtitles
Graphics: includes alt tags or long descriptions
Video resources: includes closed captioning or subtitles
Comments

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  This resource provided by:  
Author: Ginger Boyd