Debra D. Mays
7th Grade Civics and Geography Teacher
BIO
Courses Taught:
Contemporary Civics/Geography - Grade 7
Contemporary Issues - Grade 7 (Elective)
Lesson Plan - NAME: Debra Mays GRADE/SUBJECT: 7th Grade/Civics WEEK OF: December 8th-December 12th 2025
MONDAY | TUESDAY | WEDNESDAY | THURSDAY | FRIDAY | |
Standards/Skills | Standard 10- Describe individual and civic responsibilities of citizens of the United States | Standard 10- Describe individual and civic responsibilities of citizens of the United States. | Standard 10- Describe individual and civic responsibilities of citizens of the United States. | Standard 10- Describe individual and civic responsibilities of citizens of the United States. | Standard 10- Describe individual and civic responsibilities of citizens of the United States. |
ESSENTIAL QUESTION Learning Targets “I can …” | Essential Question- Why do Americans participate in volunteer work? Learning Targets For Students: (1) Communities (2) Volunteering and (3) The government System I can (as a teacher) help the students gain knowledge on millions of people donating their time, effort, and money. | Essential Question- What are bureaucracies? Learning Targets Foe Students: (1) Welfare (2) Community Service and (3) True Values I can (as a teacher) help the students gain knowledge on Community services. | Essential Question- What is community involvement? Learning Targets For Students: (1) Neighborhood Watch (2) Congregations or Service Clubs and (3) Formal Channels I can (as a teacher) help the students gain knowledge on volunteers in Action. | Essential Question- What are school-based programs? Learning Targets For Students: (1) National Service Programs (2) The Peace Corps and (3) The SeniorCorps I can (as a teacher help the students gain knowledge on the federal government that created various national programs to encourage volunteerism. | Essential Question- Where are organizations that people can volunteer? Learning Targets For Students: (1) Homeless Shelters (2) Food Banks and (3) Hospices and Hospitals I can (as a teacher) help the students gain knowledge on volunteer activitie.s |
Instructional Strategies/ Activities (Before, During, & After) | Objective- The Need for Citizen’s Involvement. Bell-Ringer- What is a community? Before- Quick Write During-Find the word. Complete the statement Unscramble Strategy Write 3 Predictions After- Reading Check Question Whole Group Formative Summative | Objective- Donating time and money. Bell-Ringer- What is volunteerism? Before- Read/Write/ Discuss During- Make judgements Summarize information Identify Explain Strategy- Save the Last Word For Me After- Analyze Visuals Individual Work Formative Summative | Objective- Charitable Organizations Bell-Ringer- What are some charitable organizations? Before- Read/Write Notes During- American Biographies Main Ideas Matching Read To Learn Questions Strategy- ABC Brainstorm After- Word Wall Whole Group Formative Summative | Objective- National Service Programs Bell-Ringer- What is the Peace Corps? Before- Read/Discuss During- Analyze Chart on American Volunteers in Action Analyze chart on How can you volunteer? Analyze chart on Why should you volunteer? Strategy- 3-2-1 After- Closing Question Individual Work Formative Summative | Objective- American Volunteers in Action Bell-Ringer- Which age group of Americans has the highest percentage of people volunteering? Before- Quick Write During- Chart Activity Key Terms Identify Visual Learning Strategy- Turn and Talk After- Why is volunteering a worthwhile activity? Small Group Formative Summative |
IXL Skills | Social Studies | Social Studies | Social Studies | Social Studies | Social Studies |
Resources (for Parent Transparency) | civ.glencoe.civ | civ.glencoe.com | civ.glencoe.com | civ.glencoe.com | civ.glencoe.com |
Student Grouping:X Whole Group XSmall Group X Individual Work Assessments: X Formative X Summative ACCOMMODATIONS: Retake Tests, Preferential Seating, X Shorter Assignments, X Additional Time, EL Strategies, Language Modifications, Compacting the Subject (gifted), Less Repetition (gifted), Alternative Assessment, Other: X | |||||
Lesson Plan -NAME: Debra Mays GRADE/SUBJECT: 7th Grade/Contemporary Issues-Elective WEEK OF:December 8th-December 12th 2025
MONDAY | TUESDAY | WEDNESDAY | THURSDAY | FRIDAY | |
Standards/Skills | Skill- Reading Comprehension | Skill-Reading Comprehension | Skill- Reading Comprehension | Skill- Reading Comprehension | Skill- Reading Comprehension |
ESSENTIAL QUESTION Learning Targets “I can …” | Essential Question- When was Rome founded? Learning Targets For Students: (1) Roman Rulers (2) Julius Caesar and (3) Roman Accomplishments I can (as a teacher) help the students gain knowledge on the beautiful city of Rome. | Essential Question- Where is India located? Learning Targets For Students: (1) The Dravidians (2) The Aryans and (3) The Persian King Darius I can (as a teacher) help the students gain knowledge on invasions that caused India to change in some way. | Essential Question- Who were the Indian Rulers? Learning Targets For Students: (1) The Mughal Empire (2) The Gupta Empire and (3) Great Britain Takes Control I can (as a teacher) help the students gain knowledge on the rise and fall of both the Gupta Empire and the Mughal Empire. | Essential Question- What is another name for Central America? Learning Targets For Students: (1) Mayan Kings (2) Mesoamerican Empires and (3) Farming I can (as a teacher) help the students gain knowledge on the use of terraces to grow corn, squash, and cotton on hillsides. | Essential Question- Where did the Incas build their empire? Learning Targets For Students: (1) Incas (2) Craftsmen and (3) Archaeologists I can (as a teacher) help the students gain knowledge on the Incas that traded with each other for the things they needed. |
Instructional Strategies/ Activities (Before, During, & After) | Objective- The Mighty Roman Empire. Bell-Ringer- Who was Romulus and Remus? Before- Quick Write During- Graphic Organizer Sum-It-Up Questions Strategy- Write 3 Predictions After- Map Analysis Whole Group Formative Summative | Objective- Early India Bell-Ringer- Who were the Aryans? Before- Read/Write/Discuss During- Read to Learn Chart Main Ideas Strategy- Save the Last Word for Me. After- Visual Activity Individual Work Formative Sumative | Objective- Indian Rulers Bell-Ringer- Who was King Chandra Gupta I? Before- Read/ Write 5 facts. During- Compare and Contrast the Gupta Empire and the Mughal Empire. Create a word Wall Inference Activity Strategy- ABC Brainstorm After- Answer one reading check question. Whole Group Formative Summative | Objective- Mesoamerican Empires Bell-Ringer- Where did the Mayan kings rule? Before- Quick Write During- Venn Diagram Picture Analysis Drawing Conclusions Strategy- 3-2-1 After- Create a graphic Organizer Whole Group Formative Summative | Objective- The Incredible Incas Bell-Ringer- Where did mos Incas live? Before-Quick Write During- Work with a partner to create a graphic organizer. Write statements using descriptive words. Critical Thinking Questions Visual Analysis Strategy- Turn and Talk After- Create a visual to illustrate the Incas lifestyle. (Small Group) Formative Summative |
IXL Skills | Social Studies | Social Studies | Social Studies | Social Studies | Social Studies |
Resources (for Parent Transparency) | www.shelleducation.com | www.shelleducation | www.shelleducation.com | www.shelleducation.com | www.shelleducation.com |
Student Grouping:X Whole Group X Small Group X Individual Work Assessments:X Formative XSummative ACCOMMODATIONS: Retake Tests, Preferential Seating, X Shorter Assignments, X Additional Time, EL Strategies, Language Modifications, Compacting the Subject (gifted), Less Repetition (gifted), Alternative Assessment, Other: X | |||||
Lesson Plan -NAME: Debra Mays GRADE/SUBJECT: 7th Grade/Civics WEEK OF: December 1st-December 5th , 2025
MONDAY | TUESDAY | WEDNESDAY | THURSDAY | FRIDAY | |
Standards/Skills | Standard 10- Describe individual and civic responsibilities of citizens of the United States. | Standard 10- Describe individual and civic responsibilities of citizens of the United States | Standard 10- Describe individual and civic responsibilities of citizens of the United States.. | Standard 10- Describe individual and civic responsibilities of citizens of the United States. | Standard 10- Describe individual and civic responsibilities of citizens of the United States. |
ESSENTIAL QUESTION Learning Targets “I can …” | Essential Question- What are a citizen’s legal duties? Learning Targets for Students: (1) Duties (2) Responsibilities and (3) Legal Penalities I can (as a teacher) help the students gain knowledge on making our communities safe and successful. | Essential Question- What are Duties? Learning Targets for Students: (1) Obey Laws (2) Pay Taxes and (3) Defend the Nation I can (as a teacher) help the students gain knowledge on a citizen’s legal duties. | Essential Question- What does it mean to be informed? Learning Targets for Students: (1) Speak up and vote. (2) Respect other’s rights. and (3) Be informed. I can (as a teacher) help the students gain knowledge on the rights, duties and responsibilities of citizens. | Essential Question- What does enjoying your rights to the fullest mean? Learning Targets for Students: (1) Respect for public property. (2) Civil Liberties and (3) Tolerance I can (as a teacher) help the students gain knowledge on showing respect for others regardless of their beliefs, practices, and differences. | Essential Question- What do responsible citizens care about? Learning Targets for Students: (1) Time (2) Money And (3) Community I can (as a teacher) help the students gain knowledge on active participants and not just idle bystanders if we want our communities to survive. |
Instructional Strategies/ Activities (Before, During, & After) | Objective- A Citizen’s Legal Duties Bell-Ringer- What are Responsibilities? Before- Quick Write During- Summarizing Information Chart Key Terms Read to Learn Questions Strategy- ABC Brainstorm After- Main Idea Activity Whole Group Formative Summative | Objective- A Citizen’s Legal Duties Bell-Ringer- What does a duty of serving in court require? Before- Read/Write Notes Fact/Opinion Inferences Questions Graphic Organizer Strategy- Predictions After- Write 3 conclusive statements. Individual Work Formative Summative | Objective- Civic Responsibilities Bell-Ringer- Is paying taxes a duty or responsibility? Before- Read/Discuss with the class. During- Create a chart on a citizens’ duty and responsibility. Word Wall Write 5 descriptive words. Sum-It-Up Strategy- 3-2-1 After- Complete a drawing to illustrate civic responsibilities. Whole Group Formative Summative | Objective- Respecting the rights of others. Bell-Ringer- What is tolerance? Before- Quick Write During- Write 3 examples of tolerance. Find the Words Unscramble Key Terms Teens in Action Strategy- Save the Last Word For Me. After- Write 1 question you (as a student) have. Individual Work Formative Summative | Objective- Communities and Governments Bell-Ringer- What can be some contributions to the community? Before- Quick Write During- Checking for understanding. Reviewing main ideas. Critical Thinking Analyzing visuals Strategy- Turn and Talk After- Fill in a chart on the responsibilities of citizens- legal and voluntary. Small Group Formative Summative. |
IXL Skills | Social Studies | Social Studies | Social Studies | Social Studies | Social Studies |
Resources (for Parent Transparency) | civ.glencoe.com | civ.glencoe.com | civ.glencoe.com | civ.glencoe.com | civ.glencoe.com |
Student Grouping: X Whole Group X Small Group X Individual Work Assessments:X Formative X Summative ACCOMMODATIONS: Retake Tests, Preferential Seating, X Shorter Assignments, X Additional Time, EL Strategies, Language Modifications, Compacting the Subject (gifted), Less Repetition (gifted), Alternative Assessment, Other: X | |||||
Lesson Plan - NAME: Debra Mays GRADE/SUBJECT: 7th Grade/Contemporary Issues-Elective WEEK OF: December 1st-December 5th, 2025
MONDAY | TUESDAY | WEDNESDAY | THURSDAY | FRIDAY | |
Standards/Skills | Skill- Reading Comprehension | Skill-Reading Comprehension | Skill- Reading Comprehension | Skill- Reading Comprehension | Skill- Reading Comprehension |
ESSENTIAL QUESTION Learning Targets “I can …” | Essential Question- Who were the rulers of Egypt? Learning Targets For Students: (1) Egypt’s Land (2) Hyksos and (3) The Nile River. I can (as a teacher) help the students gain knowledge on the people who lived along the Nile River. | Essential Question- When was China reunited under the Sui Dynasty? Learning Targets For Students: (1) Chinese Achievements (2) The Mongols and (3) Genghis Khan I can (as a teacher) help the students gain knowledge on other achievements that occurred during the Tang Dynasty. | Essential Question- Where is ancient Greece located? Learning Targets For Students? (1) Art (2) Theater and (3) Plays I can (as a teacher) help the students gain knowledge on the accomplishments of Ancient Greece. | Essential Question- Who were the legionnaires? Learning Targets For Students: (1) Roman Soldiers (2) The Roman Empire and (3) High Taxes I can (as a teacher) help the students gain knowledge on legionnaires that made the Roman Empire strong. | Essential Question- Who were the Hebrews? Learning Targets For Students: (1) Ancient Empires (2) The Hebrews and (3)TolerantPersians I can (as a teacher) help the students gan knowledge on ancient Empires that ended a long time ago. |
Instructional Strategies/ Activities (Before, During, & After) | Objective- Rulers of Egypt. Bell-Ringer- Who was Hatshepsut? Before- Quick Write During- Reading Check Questions Fact/Opinion Inferences Strategy- Predictions After- Graphic Organizer Whole Group Formative Summative | Objective- More Chinese History Bell-Ringer- Who was Genghis Khan? Before- Read/Write/Discuss During- Write Notes Create a chart Write a summary Cause and Effect Strategy- Save the Last Word For Me After- Write 3 main ideas. Individual Work Formative Summative | Objective- Ancient Greece Bell-Ringer- Who held the first public plays? Before- Read Write 3 main ideas Word Wall (5) words Critical Thinking Questions Find the Words Strategy- ABC Brainstorm After- Drawing Whole Group Formative Summative | Objective- The Rise and Fall of the Roman Empire. Bell-Ringer- What did the Romans build? Before- Read/Discuss Write 3 words to describe Roman Soldiers. Define key words Write a short summary Strategy- 3-2-1 After- Analyze Visual Individual Work Formative Summative | Objective- More Mesopotamian Empires Bell-Ringer- What was the biggest empire in Mesopotamia? Before-Quick Write During- Write a creative story on the Hebrews. Create a chart Compare/Contrast Questions Strategy- Turn and Talk Small Group Formative Summative |
IXL Skills | Social Studies | Social Studies | Social Studies | Social Studies | Social Studies |
Resources (for Parent Transparency) | Resources- Leveled Texts for Social Studies Shell Education | Resources- Leveled Texts for Social Studies Shell Education | Resources- Leveled Texts for Social Studies Shell Education | Resources-Leveled Texts for Social Studies Shell Education | Resources- Leveled Texts for Social Studies Shell Education |
Student Grouping:X Whole Group X Small Group X Individual Work Assessments: X Formative X Summative ACCOMMODATIONS: Retake Tests, Preferential Seating, X Shorter Assignments, X Additional Time, EL Strategies, Language Modifications, Compacting the Subject (gifted), Less Repetition (gifted), Alternative Assessment, Other: X | |||||
Lesson Plan - NAME: Debra Mays GRADE/SUBJECT: 7th Grade/Civics WEEK OF:: November 17th-November 21st 2025 :
MONDAY | TUESDAY | WEDNESDAY | THURSDAY | FRIDAY | |
Standards/Skills | Standard 9- Apply principles of money management to the preparation of a personal budget that addresses housing, transportation, food, clothing, medical expenses, insurance, checking and saving accounts, loans, investments, credit, and comparison shopping. | Standard 9- Apply principles of money management to the preparation of a personal budget that addresses housing, transportation, food, clothing, medical expenses, insurance, checking and saving accounts, loans, investments, credit, and comparison shopping | Standard 9- Apply principles of money management to the preparation of a personal budget that addresses housing, transportation, food, clothing, medical expenses, insurance, checking and saving accounts, loans, investments, credit, and comparison shopping | Standard 9- Apply principles of money management to the preparation of a personal budget that addresses housing, transportation, food, clothing, medical expenses, insurance, checking and saving accounts, loans, investments, credit, and comparison shopping. | Standard 9- Apply principles of money management to the preparation of a personal budget that addresses housing, transportation, food, clothing, medical expenses, insurance, checking and saving accounts, loans, investments, credit, and comparison shopping. |
ESSENTIAL QUESTION Learning Targets “I can …” | Essential Question- What are the three functions of money? Learning Targets For Students: (1) Money- medium of exchange. (2) Money- store of value. and (3) Money- measure of value. I can (as a teacher) help the students gain knowledge on trading money for goods and services. | Essential Question- Why does money have value? Learning Targets For Students: (1) Value (2) Alternative Use. and (3) The Financial System. I can (as a teacher) help the students gain knowledge on the value of money | Essential Question- What are the different types of Financial Institutions? Learning Targets For Students: (1) Commercial Banks (2) Savings and Loan Associations. and (3) Credit Unions I can (as a teacher) help the students gain knowledge on keeping our financial system safe. | Essential Question- What are financial institutions? Learning Targets For Students: (1) Regulatory Agencies. (2) Federal Deposit Insurance Corporation. and (3) The Banking System I can (as a teacher) help the students gain knowledge on the safest financial systems in the world. | Essential Question- What is a Time Zone Map? Learning Targets For Students: (1) Why Learn This Skill? (2) Learning the Skill. and (3) Practicing the Skill I can (as a teacher) help the students gain knowledge on the 24 different time zones. |
Instructional Strategies/ Activities (Before, During, & After) | Objective- Three Functions of Money. Bell-Ringer- How does money make our lives easier? Before- Read/Write Notes During- Main Idea Key Terms Organize Information Activity Read to Learn Questions Strategy- Write 3 Predictions. After- Closure Question Whole Group Formative Summative | Objective- Why Money has Value? Bell-Ringer- Why do we value and accept money? Before- Quick Write During- Inferences Questions Sum-It-Up Reading Check Graphic Organizer Strategy- ABC Brainstorm After- Create a word wall on the financial system. Individual Work Formative Summative | Objective- Features ofU.S. Currency. Bell-Ringer- What does it mean to say money serves as a “medium of exchange”? Before- Read/Write/Discuss During- Create Chart with Illustrations Completions Multiple Choice Strategy- Save the Last Word For Me After- Making Generalizations Whole Group Formative Summative | Objective- Keeping our financial system safe. Bell-Ringer- Why is banking one of the most regulated industries in the country? Before- Quick Write During- Write Notes Create a chart Analyze Visual Main Idea Questions Strategy- 3-2-1 After- Define Words Individual Work Formative Summative | Objective- Reading a Time Zone Map Bell-Ringer- What makes time zones different? Before- Read During- Discuss Explain the purpose of Why Learn this Skill?. Write notes on Learning the Skill. Answer questions on Practicing the Skill. Draw a chart on Time Zones. Strategy- Turn and Talk After- Applying the Skill Activity. Small Group Formative Summative |
IXL Skills | Social Studies | Social Studies | Social Studies | Social Studies | Social Studies |
Resources (for Parent Transparency) | civ.glencoe.com | civ.glencoe.com | civ.glencoe.com | civ.glencoe.com | civ.glencoe.com |
Student Grouping: X Whole Group X Small Group X Individual Work Assessments:x Formative X Summative ACCOMMODATIONS: Retake Tests, Preferential Seating, X Shorter Assignments, X Additional Time, EL Strategies, Language Modifications, Compacting the Subject (gifted), Less Repetition (gifted), Alternative Assessment, Other: X | |||||
Lesson Plan -NAME: Debra Mays GRADE/SUBJECT: 7th Grade/Contemporary Issues-Elective WEEK OF: November 17th-November 21st 2025
MONDAY | TUESDAY | WEDNESDAY | THURSDAY | FRIDAY | |
Standards/Skills | Skill- Reading Comprehension | Skill-Reading Comprehension | Skill-Reading Comprehension | Skill-Reading Comprehension | Skill- Reading Comprehension |
ESSENTIAL QUESTION Learning Targets “I can …” | Essential Question-What are the benefits of volcanoes? Learning Targets For Students: (1) Layers of Rock. (2) Mount Vesuvius and (3) Volcanic Eruptions I can (as a teacher) help the students gain knowledge on volcanoes that have helped to form our world. | Essential Question- What Makes Day and Night? Learning Targets For Students: (1) Light From the Sun (2) Earth turning on its Axis and (3) Day and Night I can (as a teacher) help the students gain knowledge on the part of the Earth that is turned toward the Sun is lighted and the part turned away from the Sun is in shadow. | Essential Question- What are time zones? Learning Targets For Students: (1) The Sun (2) The Earth and (3) Several time zones I can (as a teacher) help the students gain knowledge on time zones being similar to a north-to-south slice of Earth. | Essential Question- What makes winter and summer? Learning Targets For Students: (1) Earth Movements (2) The Hemisphere and (3) The Sun’s axis I can (as a teacher) help the students gain knowledge on Earth moving to a new spot in its orbit. | Essential Question- What are shadows and time? Learning Targets For Students: (1) Sunlight (2) Ancient Times and (3) A sundial I can (as a teacher) help the students gain knowledge on ways the length and position of the shadow change as the Sun appears to move across the sky. |
Instructional Strategies/ Activities (Before, During, & After) | Objective- The Benefits of volcanoes Bell-Ringer- What takes place during volcanic eruptions? Before- Quick Write During- Discuss/Notes Sum-It-Up Questions Fact versus Opinions Strategy- ABC Brainstorm After- Write 3 reactions Whole Group Formative Summative | Objective- What Makes Day and Night? Bell-Ringer- What process causes day and night? Before- Quick Write During-Graphic Organizer Main Idea Questions Find the Words Strategy- 3-2-1 After- Write 3 conclusive statements. Individual Work Formative Summative | Objective- Time Zones Bell-Ringer- What makes time zones different around the world? Before- Read/Write/Discuss During- Venn Diagram illustrating the different time zones Questions True/False Strategy- Save the Last Word for Me After- Visual with Illustrations Whole Group Formative Summative | Objective- Winter and Summer Bell-Ringer- How does Earth move around the sun? Before- Quick Write/Discussions During- Write a response to Essay Question Write a poem on Winter and Summer Strategy- Write 3 predictions After- Complete a drawing with illustrations. Individual Work Formative Summative | Objective- Shadows and Time Bell-Ringer- What takes place when sunlight falls on an object? Before- Read/Write Notes During- Completions Inferences Matching Strategy- Turn and Talk After- Write 3 examples of Shadows and Time. Small Group Formative Summative |
IXL Skills | Social Studies | Social Studies | Social Studies | Social Studies | Social Studies |
Resources (for Parent Transparency) | www.pearsonlearning.com Quick Reads-A Research-Based Fluency Program- Elfrieda H. Hiebert Ph.D.
| www..pearsonlearning.com Quick Reads-A Research-Based Fluency Program-Elfrieda H. Hiebert, Ph.D. | www.pearsonlearning.com Quick Reads-A Research-Based Fluency Program-Elfrieda H. Hiebert Ph.D. | www.pearsonlearning.com Quick Reads-A Research-Based Fluency Program-Elfrieda H. Heart Ph.D. | www.pearsonlearning.com Quick Reads-A Research-Based Fluency Program-Elfrieda H. Hiebert Ph.D. |
Student Grouping:X Whole Group X Small Group X Individual Work Assessments: X Formative X Summative ACCOMMODATIONS: Retake Tests, Preferential Seating, X Shorter Assignments, X Additional Time, EL Strategies, Language Modifications, Compacting the Subject (gifted), Less Repetition (gifted), Alternative Assessment, Other: X | |||||