Standards-Referenced Grading Basics Evidence shows the student can... Topic Score Demonstrate all learning targets from Level 2, Level 3, and Level 4 4.0 Demonstrate all learning targets from Level 2 and Level 3 with partial success at Level 4 3.5 Demonstrate all learning targets from Level 2 and Level 3 3.0 Demonstrate all Level 2 learning targets and some of the Level 3 learning targets 2.5 Demonstrate all learning targets from Level 2 but none of the learning targets from Level 3 2.0 Demonstrate some of the Level 2 learning targets and none of the Level 3 learning targets 1.5 Demonstrate none of the learning targets from Level 2 or Level 3 1.0 Produce no evidence appropriate to the learning targets at any level 0 *Students who demonstrate success at Level 3 learning targets but not Level 2 learning targets are the students for whom additional investigation and multiple opportunities are most vital. The teacher designs instructional activities and assessments that grow and measure a student’s skills in the elements identified on our topic scales. Each scale features many such skills and knowledges, also called learning targets. These are noted on the scale below with letters (A, B, C) and occur at Levels 2 and 3 of the scale. In the grade book, a specific learning activity could be marked as being 3A, meaning that the task measured the A item at Level 3. When the time comes to identify the Topic Score for a topic, the teacher looks at all of the pieces of the Body of Evidence for that topic. The table to the right describes what Topic Score a student receives based on what the Body of Evidence shows. The scores listed on this table are the only valid scores that may be entered into the Topic Score assignment in a grade book. DMPS Grading Resources: grading.dmschools.org Unit 1: Civic Identity
Students explore how conflict causes change as the story of our nation’s founding comes to life. Students learn about different forms of government and what drove the colonists from a monarchy to democracy. Students come to understand philosophies of the Enlightenment era and the influence of those on the colonists. Founding documents help illustrate the path from dissent, to revolution, and finally, to the creation of a new nation under the U.S. Constitution. Internationalism – Level 4 Learning Target Example: Recommend a form of government to a newly revolutionized society. Historical Change – Level 4 Learning Target Example: Create an argument in support of, or opposition to, why democracy is the best form of government for the United States. Enlightenment We the People: 14-20, 22-30 : “Why Government” and “Roots of Democracy” Life in the Colonies: DBQ Project: “Life in the Colonies” Road to the Revolution We the People: 60-66 : “Hey King: Get Off Our Backs!” DBQ Project: “Ideals of the Declaration” and DBQ Project: “Road to the American Revolution” Declaration of Independence We the People: 67-74 : “Hey King: Get Off Our Backs!” Articles of Confederation We the People: 93-102 : “Wanted: A Just Right Government” Creation of the US Constitution We the People: 105-112, 113-120 : “Wanted: A Just Right Government” PBL Unit: Colonial Broadsides (J. Smith, Callanan) Non-Fiction Text: Achieve 3000 Articles (available via weebly) (DOI, AOC, Constitution) Heartland AEA Resources Live Binder - History Reference Center Net Trekker Learn 360 TrueFLIX 60 Second Civics Florida Civics Link to Course Page: Link to Curriculum 101 Office Mix: Scales
Unit 5: Rights What rights do Americans have and how have these rights changed over time? 7 weeks Enduring Understandings Suggested Texts and Resources An understanding of United States government includes the development of individual rights and their impact on citizens. Rights empower change. This unit emphasizes the history of people fighting for American foundational values. Students revisit their fundamental rights civil rights and liberties including: freedom of speech, assembly, and expression; the rights of the accused; the rights of minority groups and women. Level 4 Learning Target Example: Decide which individual or group seeking political or social change most impacted the United States. Bill of Rights: Civics in Practice: pg. 110-116 : “Bill of Rights: You Mean I Have Rights” Amendments: Civics in Practice: pg. 122 : “Bill of Rights: You Mean I Have Rights” Voting Rights: Civics in Practice: pg. 118-122 : “Voting Rights” and “Do I Have a Right” Civil Rights: Civics in Practice: pg. 118-122 : “The Road to Civil Rights” Amending the Constitution: Civics in Practice: pg. 100 : “Anatomy of the Constitution” and “Influence Library” Non-Fiction Text: Achieve 3000 Articles (available via weebly) Iowa Civil Rights Commission – Civil Rights History Toolkit (2016): Hip Hughes (short video clips teaching a variety of topics): Florida Civics Heartland AEA Resources Net Trekker Newsela Learn 360 60 Second Civics Points of View Oyez: Supreme Court Database Link to Course Page: Link to Curriculum 101 Office Mix: