Archive
- Archive
- 2005-2006
- 2006-2007
- 2007-2008
- April 21, 2007
- Assessment0708
- AYP0708
- Board Policy
- BOE_02222010
- BOE_03152010
- BOE_04192010
- BOE_05172010
- BOE_Age_01282008
- BOE_Age_02252008
- BOE_Age_03172008
- BOE_Age_04212008
- BOE_Age_05192008
- BOE_Age_06162008
- BOE_Age_11142007
- BOE_Age_12122007
- BOE_CCSRep_11142007
- BOE_CCSRep_12122007
- BOE_CCSRpt_01282008
- BOE_CCSRpt_03192008
- BOE_CCSRpt_04212008
- BOE_CCSRpt_05192008
- BOE_CCSRpt_06162008
- BOE_Min_01282008
- BOE_Min_02252008
- BOE_Min_04212008
- BOE_Min_05192008
- BOE_Min_11142007
- BOE_MonRep_02252008
- BOE_MonRep_11142007
- BOE_MonRep_12122007
- BOE_MonRpt_01282008
- BOE_MonRpt_04212008
- BOE_MonRpt_06162008
- BOE_MonRpt_5192008
- BOE_PriRep_01232008
- BOE_PriRep_02252008
- BOE_PriRep_11142007
- BOE_PriRep_12122007
- BOE_PriRpt_03192008
- BOE_PriRpt_04212008
- BOE_PriRpt_05192008
- BOE_PriRPT_06162008
- BOE_SupRep_02252008
- BOE_SupRep_11142007
- BOE_SupRpt_01282008
- BOE_SupRpt_03192008
- BOE_SupRpt_04212008
- BOE_SupRpt_05192008
- BOE_SupRpt_06162008
- BOEMtg-01282008
- BOEMtg12122007
- BOEMtg_02252008
- BOEMtg_03172008
- BOEMtg_04212008
- BOEMtg_05192008
- BOEMtg_06162008
- Budget
- Budget 2009-2010
- Budget 2010-2011
- Calenders
- CCSImpPlan0607Review
- CCSImpPlan0708
- Check List 2012-2013
- Check Lists 10-11
- Classrooms-HS
- ET/IL 8th Grade Requirements
- Exceptional / Gifted and Talented
- FY 2010-2011
- FY 2010-2011 Summary Budget
- Gifted Education
- GLE-Civ1
- GLE-Civ2
- GLE-Civ3
- GLE-Civ4
- GLE-Civ5
- GLE-Civ6
- GLE-Civ7
- GLE-Civ8
- GLE-CivK
- GLE-Dan1
- GLE-Dan10
- GLE-Dan11
- GLE-Dan12
- GLE-Dan2
- GLE-Dan3
- GLE-Dan4
- GLE-Dan5
- GLE-Dan6
- GLE-Dan7
- GLE-Dan8
- GLE-Dan9
- GLE-DanK
- GLE-FLK12
- GLE-Geo1
- GLE-Geo2
- GLE-Geo3
- GLE-Geo4
- GLE-Geo5
- GLE-Geo6
- GLE-Geo7
- GLE-Geo8
- GLE-GeoK
- GLE-Math1
- GLE-Math2
- GLE-Math3
- GLE-Math4
- GLE-Math5
- GLE-Math6
- GLE-Math7
- GLE-Math8
- GLE-Math912
- GLE-MathK
- GLE-Mus1
- GLE-Mus2
- GLE-Mus3
- GLE-Mus4
- GLE-Mus5
- GLE-Mus6
- GLE-Mus7
- GLE-Mus8
- GLE-Mus912
- GLE-MusK
- GLE-PE1
- GLE-PE1112
- GLE-PE2
- GLE-PE3
- GLE-PE4
- GLE-PE5
- GLE-PE6
- GLE-PE7
- GLE-PE8
- GLE-PE910
- GLE-PEK
- GLE-RW-10
- GLE-RW1
- GLE-RW11
- GLE-RW12
- GLE-RW2
- GLE-RW3
- GLE-RW4
- GLE-RW5
- GLE-RW6
- GLE-RW7
- GLE-RW8
- GLE-RW9
- GLE-RWK
- GLE-Sci1
- GLE-Sci2
- GLE-Sci3
- GLE-Sci4
- GLE-SciES
- GLE-SciK
- GLE-SciLS
- GLE-SciPS
- Grade Level Expectations
- Home Page
- HQT0708
- January, 2008
- June 16, 2008
- May 19, 2008
- Meeting Dates
- Meeting Munites
- MIP0607-EleClimate
- MIP0607-EleMath
- MIP0607-EleReading
- MIP0607-EleWriting
- MIP0607-HSClimate
- MIP0607-HSWriting
- MIP0607-MSClimate
- MIP0607-MSMath
- MIP0607-MSReading
- MIP0607-MSTech
- MIP0607-PreK
- MIP0708-HSMath
- MIP0708-HSReading
- MIP0708-HSScience
- MIP0708-HSWriting
- MIP0708-MSMath
- MIP0708-MSReading
- MIP0708-MSScience
- MIP0708-MSWriting
- MIP0708-PK3-
- MMSTech0607
- Moffat Elementary School
- Moffat High School
- Moffat Middle School
- Moffat School Calendar
- New CMS
- Nov2009Bond
- November 14th, 2007
- October 2007
- OthData0708
- POL_BSR-1
- POL_BSR-2
- POL_BSR-3
- POL_BSR-4
- POL_BSR-5
- POL_E-1
- POL_E-2
- POL_E-3
- POL_EL-1
- POL_EL-10
- POL_EL-11
- POL_EL-2
- POL_EL-3
- POL_EL-4
- POL_EL-5
- POL_EL-6
- POL_EL-7
- POL_EL-9
- POL_GP-1
- POL_GP-10
- POL_GP-11
- POL_GP-2
- POL_GP-3
- POL_GP-3Add
- POL_GP-4
- POL_GP-4Add
- POL_GP-5
- POL_GP-6
- POL_GP-6Add
- POL_GP-7
- POL_GP-8
- POL_GP-9
- Positions Available
- Reading
- School Counselor
- Schools
- Superintendent Search Feb 2010
- Technology/Digital Citizenship
- test
- topnavigationcalender
- Upcoming School Events
- W3-6_0607
-
GLE-Civ7
COLORADO MODEL CONTENTSTANDARDS FOR CIVICS7th Grade Level ExpectationsStandard 1:Students understand the purposes of government, and the basicconstitutional principles of the United States republican form ofgovernment.Seventh grade students will:1.1 Produce a bulletin board of articles about Congress, the President, or theSupreme Court showing which government function is being exercised1.2 Analyze two newspaper stories about the actions of the federal government1.3 Differentiate between “natural rights” and “social contract”1.4 Formulate ways in which conflicts are resolved, i.e.: mediation, compromise, and civil disobedience1.5 Speculate as to how a decision of the local City Council, School Board or County Commission might affect the average citizen—e.g.: zoning open space for a shopping mall; eliminating school athleticsStandard 2:Students know the structure and function of local, state, and national government and how citizen involvement shapes public policy.Seventh grade students will:2.1 Know which branch of government to contact to get information, express anopinion, or challenge a law2.2 Explain why certain powers are primarily national powers—military, income tax, and treaties2.3 Apply Miranda vs. Arizona to the U.S. Constitution and the Colorado Constitution2.4 Evaluate the role of the mass media influencing public policy—e.g.: gun control and the right to bear armsStandard 3:Students know the political relationship of the United States and its citizens to other nations and to world affairs.Seventh grade students will:3.1 Construct a hypothetical improvement on the Oslo Accord and the DaytonAccord to negotiate a peace treaty in the Middle East, and then argue the pitfallsof the plan3.2 Give an example of how citizens can influence foreign policy—e.g.: calling aSenator or Representative to express an opinion3.3 Describe how U.S, political ideas influence other nations and how other nations’ ideas influence the U.S.—e.g.: trade with China and human rights disputesStandard 4:Students understand how citizens exercise the rules, rights andresponsibilities of participation in civic life at all levels – local, state, and national.Seventh grade students will:4.1 Describe a great American military leader in detail—e.g.: General Eisenhower,General Powell, U.S. Grant, Robert E. Lee, General MacArthur, others4.2 Hypothesize what would happen to a country if its citizens did not fulfill anycitizen responsibilities4.3 Defend or oppose a school’s dress code, using at least five reasons for yourposition4.4 Prepare and deliver a two-minute speech for a hypothetical local School Board about your position for or against a school dress code