8th Grade Civics– Semester 1 Topic Level 2 Level 3 Level 4 Learning Plan BOE #1 BOE #2 Topic Score Individual and Socialization Specific concepts such as: foundational values, demographic change, the meaning and types of citizenship (i.e. birthright, naturalization, rights, duties and responsibilities). Specific vocabulary such as: census, demographics Explain the relationship between a current issue and equality, liberty or justice. Analyze demographic graphs and predict the related opportunity or challenge presented by the change. Distinguish between and provide examples of duties and responsibilities. Evaluate the conflicts that can arise between the foundational values. Evaluate an example where diversity has created conflict within the United States. Internationalism Specific concepts such as: types of government Specific vocabulary such as: democracy, monarchy, theocracy, dictatorship, anarchy/state of nature; identify a nation that uses each form of government Compare and contrast democratic and forms of government (dictatorship, monarchy, theocracy). “Democracy is the worst form of government, except for all the others.” –Winston Churchill Explain the meaning of this quote and whether or not you agree with its meaning. Justify your position with relevant evidence. Determine what form of government protects and provides rights and responsibilities for an individual. Defend your answer. Historical Change Specific concepts such as: ideas of the Enlightenment: natural rights and social contracts; historical context that led to the Declaration of Independence; experiences and events that led to the creation of the U.S. government Determine the influence of John Locke’s ideas on the Declaration of Independence. Select three major events and explain why and how the events led to the Revolutionary War. Relate the ideas of Enlightenment philosophers to American government. Cite specific examples to defend your position.
concluding statement (sentence or paragraph). -Attempts to distinguish claim from alternate or opposing claims. -Attempts to organize reasons and evidence (chronologically, thematically, etc.); organization is unclear. -Attempts to support claim(s) with reasoning; use of key vocabulary, data, evidence, and examples is minimal; *may need to use or cite more credible sources, if applicable. -Distinguish claim from alternate or opposing claims. -Organize reasons and evidence clearly (chronologically, thematically, etc.). -Support claim(s) with logical reasoning, accurate data, key vocabulary, evidence, and examples; *use and cite credible sources, if applicable. -Provide a concluding statement (a sentence or a paragraph). deep understanding of different perspectives. -Organize reasons and evidence clearly (chronologically, thematically, etc.) with strong transitions. -Support a claim with logical reasoning, an abundance of accurate data, extended vocabulary, evidence, and examples; *use and cite credible sources that go beyond those provided in class, if applicable. -Provides an analysis of evidence and support for claim. 8th Grade Civics – Semester 2 Topic Level 2 Level 3 Level 4 Learning Plan BOE #1 BOE #2 Topic Score Structures and Function of Government Specific vocabulary such as: local government, state government, federalism, ordinance, law, laboratories of democracy Basic knowledge/skill such as: -the organization and responsibilities of state and local governments -avenues for civic action at the state and local levels Compare and contrast the organization of the state and federal government (branches of government, levels of the court systems). Categorize major responsibilities of state and local governments. Explain, with examples, how your local/ state government impacts your daily life. Given a scenario in which there is conflict between different levels of government, justify which level has the power and the responsibility.
Writing Arguments – Semester 2 Write arguments focused on discipline-specific content. -Provides either an introduction or a concluding statement (sentence or paragraph). -Attempts to distinguish claim from alternate or opposing claims. -Attempts to organize reasons and evidence (chronologically, thematically, etc.); organization is unclear. -Attempts to support claim(s) with reasoning; use of key vocabulary, data, evidence, and examples is minimal; *may need to use or cite more credible sources, if applicable. Write arguments focused on discipline-specific content. -Introduce a claim clearly (a sentence or a paragraph). -Distinguish claim from alternate or opposing claims. -Organize reasons and evidence clearly (chronologically, thematically, etc.). -Support claim(s) with logical reasoning, accurate data, key vocabulary, evidence, and examples; *use and cite credible sources, if applicable. -Provide a concluding statement (a sentence or a paragraph). In addition to meeting the level 3 expectations, the response: -Distinguish claims from alternate or opposing claims using prior knowledge and demonstrating a deep understanding of different perspectives. -Organize reasons and evidence clearly (chronologically, thematically, etc.) with strong transitions. -Support a claim with logical reasoning, an abundance of accurate data, extended vocabulary, evidence, and examples; *use and cite credible sources that go beyond those provided in class, if applicable. -Provides an analysis of evidence and support for claim.