civics: power, people & progress t h grade
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Arlington Public Schools
History & Social Studies Department
Revised August 2020
Civics: Power, People & Progress
8th Grade Created by Eric Bakke, Lucy Conroy, Nikki Hoctor, Todd Sundstrom and Denny Conklin
Course Description: This course of study begins with the roots and foundation of United States
democracy and follows the development of the nation centered on the roles of individuals in
maintaining a healthy democracy. Units of study include; influences and foundations of
Democracy, state and local government, federal government, racial equality, women’s equality,
immigration, selected topics on equality for minority and oppressed peoples, and Civics in
action. The goal of this course is to provide students with a strong foundation of US
government and history through the development of 21st century skills like critical thinking,
collaboration, and problem solving. In doing so, students in establishing their own voices to be
successful in future learning as well as future citizens.
PURPOSE OF STANDARDS
● Extend students’ knowledge of US and Massachusetts government ● Expand their capacity for civic reasoning ● Strengthen their ability to develop research questions and conduct inquiries ● Introduce significant recurring questions about the US Constitution, rights
UNIT BREAKDOWN CONSISTENT UNIT ELEMENTS
● Essential questions
● Learning objectives (content & skills)
● Standards
● Assessment
● Possible Learning Experiences
● Vocabulary
● Pear Deck
● Map
● Supreme Court Case
● Project
● Portfolio
UNIT SEQUENCE
Unit 1: The Influences and Foundations of Democracy Unit 2: Founding Documents & Colonial History Unit 3: Democracy in Action - Political Parties & the Executive Branch Unit 4: “E. Pluribus Unum” - The Legislative and Judicial Branch Unit 5: Racial Equality
Arlington Public Schools
History & Social Studies Department
Revised August 2020
Unit 6: Women’s Equality Unit 7: “All Politics is Local” State/Local Government Unit 8: Equality for Everyone
ESSENTIAL QUESTIONS
● What is the purpose of the government?
● What does it mean to be a citizen in a democracy? What is the role of the individual
citizen in fighting to maintain a healthy democracy?
● What is a right?
● What responsibility do we have to ourselves and others?
● Who has power in a democracy? (How has “Who” has power changed over time?)
● How does one accomplish change in society?
● How is our democracy a work in progress rather than a finished product?
Arlington Public Schools
History & Social Studies Department
Revised August 2020
Unit 1: Influences and Foundations of Democracy
Essential
Questions
What is civics? What were the roots of the ideas that influenced the development of the United States political system?
Learning
Objectives
(Content)
● Introduction to civics and world views ● Enlightenment thinkers ● Types of government ● Colonial influences
Learning
Objectives
(Skills)
● Identify how political ideas influence each other and develop over time. ● Explore the purpose of government, and what the function of
government is in society. ● Compare and contrast Enlightenment Thinkers to the Framers of the
Declaration of Independence and Constitution.
Standards Topic 1. The philosophical foundations of the United States political system [8.T1.3-4]
Assessment ● Vocabulary Quiz ● Unit Test ● Digital Portfolio
Action
Project
Goals
Stage 1:Examining Self and Community Define my community and my place in it
● Define community ● Examine self-identity and lived experiences
Possible
Learning
Experiences Introduction
● Virtual Icebreakers ● Syllabus ● Tech Day ● Pre-Test
Worldview and Perspectives
● Stickperson ● My Identity Personal Statements
● About me slide
● Illusions powerpoint ● Worldview self reflection
Stranded Scenario ● Stranded island group challenge ● Defining state of nature, social contract,
political philosophy
Arlington Public Schools
History & Social Studies Department
Revised August 2020
Political Philosopher Jigsaw
● Readings / Audio ● Comparison chart
“Why do we need government”
● WTP - Lesson 2 “Why Do We Need Government” (pg. 13-19)
● Notes on Enlightenment thinkers & Four Corners Activity
Types of Government ● Gallery walk ● Create mind maps
Who Rules? ● Who Rules Pear Deck
Ranking Rights ● Small group activity
Magna Carta Station Scenarios
● TedTalk Video ● Scenarios with small groups ● Graphic organizer
Colonial Influences ● Readings ● Create a digital timeline using Sutori
Vocabulary ● Consent ● Natural rights ● Social Contract ● State of nature ● Enlightenment
● Sovereign ● Subjects ● Parliament ● Common law ● Rule of law
Arlington Public Schools
History & Social Studies Department
Revised August 2020
Unit 2: Founding Documents & Colonial History
Essential
Questions
What were the roots of the ideas that influenced the development of the United States political system? How did the framers of the Constitution attempt to address issues of power and freedom in the design of the new political system?
Learning
Objectives
(Content)
● Road to Revolution ● Iroquois Confederacy ● Declaration of Independence ● Articles of Confederation ● Constitutional Convention ● US Constitution ● Bill of Rights
Learning
Objectives
(Skills)
● Determine the experiences and events that led the colonists to declare independance.
● Compare the Great Law of Peace from the Iroquois Confederacy to the US Constitution
● Analyze the weaknesses of the national government under the Articles of Confederation.
● Compare and contrast the ideas of the Federalist and Anti-Federalist.
Standards Topic 1. The philosophical foundations of the United States political system [8.T1.5] Topic 2. The development of the United States government [8.T2. 1-5] Topic 7. Freedom of the Press and News/Media Literacy [8.T7. 1]
Assessment ● Iroquois Confederacy Group Poster ● Vocabulary Quiz ● Unit Test ● Digital Portfolio
Action
Project
Goals
Stage 1:Examining Self and Community(continued) Develop a class Student-Led, Democratic Classroom Culture
● Student developed classroom norms ● Class Constitution ● Practice usage of fishbowl
Possible
Learning
Experiences
Misconceptions
● Native Peoples History Pre-Test ● Digital History Reading ● Reflection
Arlington Public Schools
History & Social Studies Department
Revised August 2020
Native Peoples & European Contact
● Primary source excerpts from Native Peoples and European perspectives
● Comprehension and inference questions for primary sources.
Columbus Debate ● “The Debate Over Columbus” UpFront
article with questions ● Class discussion / debate
Colonial & Native Americans Map
● Create a map of Colonial America and overlaid with locations of Native Peoples tribe locations
● Answer questions using the map
Bill of Rights
● EdPuzzle - “A 3 Minute Guide to the Bill of Rights”
● Human Rights individual sorting activity ● Small group discussion
Iroquois Confederacy
● Video - “Hiawatha - Part 1” ● Pear Deck review questions ● Discussion on Symbolism ● Iroquois Confederacy jigsaw readings ● Iroquois Confederacy Group Poster ● Ben Franklin letter analysis
Hey King ● iCivics Reading ● Student generated sketch notes
Road to Revolution ● Collaborative small group notes ● Sort activity ● Review game using Quizizz
Reconstruction of the Declaration of Independence
● Video ● Reconstructing the Declaration group
sorting activity ● Comprehension question
Declaration of Independence DBQ
● Packet with comprehension questions ● Class discussion
Constitutional Convention
Notes
● Pear Deck on Founding Documents ● “We the People” Lesson 12 Reading and
questions
Arlington Public Schools
History & Social Studies Department
Revised August 2020
● Choice notes ● Write around & cut and grow activity
Federalist vs/
Anti-Federalist
● iCivics Reading “Federalists & Anti-Federalists”
● iCivics Questions “Federalists & Anti-Federalists”
Vocabulary ● Constitution ● Ratify (ratification) ● Amendment ● Framers ● Cabinet
● Separation of power ● Federalist ● Anti-Federalist ● Proportional representation ● Delegate
Arlington Public Schools
History & Social Studies Department
Revised August 2020
Unit 3: Democracy in Action - Political Parties & the Executive Branch
Essential
Questions
How do the institutions of the United States political system work? How does societal structures shape political systems? What is the role of individuals in maintaining a healthy democracy?
Learning
Objectives
(Content)
● Establishment of political parties ● Election Process ● Electoral college ● Executive powers ● Presidential cabinet ● Election of 1800 ● Election of 1824
Learning
Objectives
(Skills)
● Determine how the election process works. ● Analyze the impact of the electoral college ● Apply knowledge of political platforms to create a third party. ● Identify the powers, qualifications, and term limits of the executive
branch. ● Evaluate the benefits and challenges of free press.
Standards Topic 3. The institutions of the United States government [8.T3. 1-5] Topic 4. Rights and responsibilities of citizens [8.T4. 4-5] Topic 7. Freedom of the Press and News/Media Literacy [8.T7. 2-5]
Assessment ● Third Party Political Platform Group Project ● RAFT Project ● Cabinet Position Partner Research Project ● Election of 1800 Campaign Project ● Vocabulary Quiz ● Unit Test ● Digital Portfolio
Action
Project
Goals
Stage 1: Examining Self and Community (continued) Define Student-Led Civics Project
● Explore examples ● Review 6 stage process of civic action
Brainstorm and identify community issues ● Develop a comprehensive list of issues and needs by collecting and
synthesizing data from the community
Arlington Public Schools
History & Social Studies Department
Revised August 2020
Possible
Learning
Experiences Political Parties
● Pew Research Center Political Party Quiz ● Self reflection on quiz results ● “TwoParty System” iCivics Reading ● Chapter 10.1 reading and choice notes
Modern Political Parties ● Modern Political Party Webquest and
Comparison Chart ● 4 Corners activity
Third Parties
● “Third Parties” Newsela article and questions
● Third party political platform group project ● Reflection
Washington’s Cabinet ● Define cabinet and precedent ● Hamilton “Cabinet Battle #1” song analysis
Hamilton v. Jefferson ● Hamilton v. Jeferson Reading ● Hamilton v. Jefferson comparison chart ● Pear Deck notes
RAFT Project ● Washington’s Farewell Address ● Role, Audience, Format, Topic (RAFT)
choice project on Washington’s cabinet
Executive Command ● iCivics game ● Review questions
Electoral College ● Electoral College Map & questions ● Elections by the Numbers worksheet using
270toWin
Election of 1800 ● Pear Deck notes ● Election of 1800 campaign project
Election of 1824 ● Pear Deck notes
Presidential Powers
● Being President webquest ● “We the People” Lesson 16 Reading ● Qualifications and Powers of the Executive
Branch chart
Presidential Cabinet ● Cabinet position collaborative google
slides
Vocabulary ● Executive branch ● Electoral college
Arlington Public Schools
History & Social Studies Department
Revised August 2020
● Impeach ● Veto ● Pocket veto ● cabinet
● Precedent ● Gerrymandering ● Political party ● Presidential powers
Arlington Public Schools
History & Social Studies Department
Revised August 2020
Unit 4: “E. Pluribus Unum” - The Legislative and Judicial Branch
Essential
Questions
How has the content and interpretation of the US Constitution evolved over time? How does free press support a democratic government? How does the US Constitution guard against tyranny? How do the institutions of the U.S. political system work?
Learning
Objectives
(Content)
● The US Constitution ● Rights and responsibilities ● 26th Amendment ● Elastic Clause ● Judicial review
Learning
Objectives
(Skills)
● Identify the powers, qualifications, and term limits of the legislative and judicial branches.
● Explain the use of judicial review to uphold the US Constitution and protect individual rights.
● Compare enumerated powers and implied powers of Congress. ● Determine the rights and responsibilities of citizens.
Standards Topic 3. The institutions of the United States government [8.T3. 1-5] Topic 4. Rights and responsibilities of citizens [8.T4. 2, 3] Topic 5. The Constitution, Amendments, and Supreme Court decisions [8. T5. 1, 2c, 5 - 6a]
Assessment ● Creating a Bill Infographic ● Judicial System Poster ● Lifetime Achievement Awards video project (Influential Justices) ● Vocabulary Quiz ● Legislative Branch Quest ● Judicial Branch Quest ● Digital Portfolio
Action
Project
Stage 2: Identifying an Issue Build Consensus on a Single Issue
● Define consensus in comparison to “majority rule”. ● Narrow down class brainstormed list to a select number of issues (4-5). ● Investigate the select number of issues.
The Legislative Branch
● Pear Deck notes ● “Congress in a Flash” iCivics reading &
questions
Arlington Public Schools
History & Social Studies Department
Revised August 2020
Possible
Learning
Experiences Congressional Powers
● “Leadership in Congress” Newsela article ● Choice notes that identifies what
Congress is, how it works, and what powers it has
Congress Web Quest ● Web Quest ● Comparison chart of the House of
Representatives and Senate
Gerrymandering ● Pear Deck notes ● “Packing and Cracking” video ● Class discussion
Enumerated Powers ● Comparison chart ● Small group discussion (enumerated vs
implied powers)
How a Bill Becomes a Law ● “I’m Just a Bill” Schoolhouse Rock video ● Pear Deck notes ● Student created infographic
Checks & Balances ● Checks & Balances card game
The Judicial Branch
● Pear Deck notes ● “Judicial Branch in a Flash” iCivics reading
& questions ● “Judicial Branch” Newsela article &
questions
Judicial Powers ● “We the People” Reading pg. 135 ● “How Does the US Court System Work?”
Video
Types of Law ● Two Court System Packet (civil vs.
criminal law)
Judicial System Structure
● Mapping the courts ● “Court System” Crash Course video ● Write Around & Cut and Grow ● Judicial System Infographic
The Supreme Court ● Pear Deck notes (judicial review, checking
the court’s power, strengthening rights)
Influential Supreme Court Cases
● Stations activity ● Court case analysis
Arlington Public Schools
History & Social Studies Department
Revised August 2020
Jury Duty ● Jury Duty Official video ● “Is the American Jury System a Good
Idea” DBQ
Vocabulary ● Bill ● Constituents ● Filibuster ● Enumerated powers ● Gerrymandering
● Jurisdiction ● Appeal ● Remand ● Dissenting opinion ● Concurring opinion
Arlington Public Schools
History & Social Studies Department
Revised August 2020
Unit 5: Racial Equality
Essential
Questions
What causes people to seek change? Do rights guarantee equality in practice? Why does each generation need to continue to fight for rights?
Learning
Objectives
(Content)
● Slavery ● Constitutional issues that caused the Civil War ● Reconstruction Amendments (13th, 14th, & 15th) ● Abolition Movement ● Jim Crow Laws ● Segregation ● Due process & equal protection clause ● Current events and racial equality today
Learning
Objectives
(Skills)
● Argue the significance of the 14th Amendment through the connection of several Supreme Court cases.
● Construct an understanding of institutional racism based on historic events and legislation.
● Determine how rights have been violated or upheld in the US. ● Evaluate how political and social change has occurred in the US.
Standards Topic 5. The Constitution, Amendments, and Supreme Court decisions [8. T5. 2a, 3, 6b]
Assessment ● Vocabulary Quiz ● Unit Test ● Digital Portfolio
Action
Project
Goals
Stage 3: Research and Investigation Understand and conduct quality research
● Examine and reflect on the impact of different types of research. ● Plan/organize a community research plan.
Develop a goal ● Understand and identify systems-level root causes. ● Begin research at root causes to identify an action plan. ● Create a goal that addresses one of the root causes. ● Synthesize research to create an argument for the importance of this
issue.
Possible
Learning
Experiences What is Privilege?
● Privilege Line video ● Personal privilege inventory ● Self reflection ● Class discussion
Arlington Public Schools
History & Social Studies Department
Revised August 2020
Exploring Racial Bias
● “The Myth of Race?” EdPuzzle ● Video exploration from New York Times
opinion section about race with guided questions
Foundation of Racism in the United States
● “Defining Freedom” video from Facing History and Ourselves
● A Nation Divided Pear Deck
Reconstruction Amendments
● Equal protection timeline
Racial US History Map ● Student generated map ● Comprehension and inference map
questions
Jim Crow Era ● Rights Granted, Rights Denied primary
source analysis of South Carolina’s Black Codes
Civil Rights Supreme Court Cases
● Civil Rights Supreme Court Cases station activity
● Analysis sheets for each case ● Sort review chart of cases
Protest Gallery Walk
● Gallery Walk and discussion ● Inferencing questions ● Comparing the eras chart with
independent research
Civil Rights Leaders ● MLK Jr. v. Malcolm X DBQ
Black Lives Matter
● “George Floyd’s Death Sparks Massive Nationwide Protests” from the New York Times
● Article comprehension questions ● Collaborative group reflection using padlet ● Class discussion
Vocabulary ● Abolitionist ● Emancipation ● Prejudice ● Discrimination ● Implicit bias
● Segregation ● Rights ● Civil rights ● Institutional racism ● Jim Crow Laws
Arlington Public Schools
History & Social Studies Department
Revised August 2020
Arlington Public Schools
History & Social Studies Department
Revised August 2020
Unit 6: Women’s Equality
Essential
Questions
How has the perceived role of women changed overtime? What is the role of the individual in maintaining a healthy democracy?
Learning
Objectives
(Content)
● Separate spheres ● Legal restrictions (voting and property) ● Women’s Suffrage Movement ● 19th Amendment ● Equality in the workforce ● Equal Rights Amendment
Learning
Objectives
(Skills)
● Determine how rights have been violated or upheld in the US. ● Evaluate how political and social change has occurred in the US. ● Draw conclusions about individuals and events by examining and
interpreting primary documents.
Standards Topic 5. The Constitution, Amendments, and Supreme Court decisions [8. T5. 2c]
Assessment ● Women Civic Engagement Google Slides ● Women’s History Partner Project ● Vocabulary Quiz ● Unit Test ● Digital Portfolio
Action
Project
Goals
Stage 4: Developing an Action Plan ● Identify decision makers and influencers. ● Define what types of steps are needed to achieve our goal. ● Form action teams so the class can work collaboratively ● Develop arguments for the need for policy.
Possible
Learning
Experiences
Evolution of Women’s Roles
● Braindump ● Image analysis of women from the
Reconstruction Era to the 21st century ● Class discussion
Legal Restrictions 18th & 19th Century
● Primary source analysis ● Letters between Abigail Adams and John
Adams (March 31, 1776; April 14, 1776; and May 7, 1776)
● Article I of the US Constitution (voting rights)
● Judge John Wilford Blackstone’s decree
Arlington Public Schools
History & Social Studies Department
Revised August 2020
(property ownership)
Women’s Suffrage
● “We the People: Lesson 25” reading ● “What Happened at Seneca Falls
Convention” video from the History Channel
● “Seneca Falls Declaration of Sentiments” small group read aloud
● Declaration of Sentiments questions ● Self-paced Pear Deck
Susan B. Anthony & the 14th Amendment
● Reenactment of United States v. Susan B. Anthony (1873) trial
Women Civic Engagement ● Individual research project on suffragist ● Students will create a google slideshow
Her Flag
● Her Flag by Marilyn Artus:a project to celebrate 100 years of voting for women in America. Video
● Class discussion on the use of art to convey political ideas
● Collaborative class flag (students will be given slips of paper and be asked to decorate them with their interpretations of the 19th Amendment and Women’s History)
Mapping Suffrage ● Women’s Suffrage Map ● Map questions
“Women Must Learn to Play as Men Do”
● Video “Eleanor Roosevelt: Most Iconic First Lady” from History.com
● “Women Must Learn to Play as Men Do” read aloud and analysis questions.
● Class discussion
Women’s Rights Supreme Court Cases
● Supreme Court Cases station activity ● Analysis sheets for each case
Fight for Equality in the Workforce
● Listen to “Gonna Be an Engineer” by Peggy Seager
● Read article about the 2019 US Women’s National Soccer team
Arlington Public Schools
History & Social Studies Department
Revised August 2020
● Class discussion
Equal Rights Amendment ● EdPuzzle ● Comprehension questions ● Self reflection
Women’s History Partner Research Project
● Student choice project ● Selective topics ● Final project can be audio, visual, or
written (ie; podcast, video, rap/song, art piece, website, poem)
Vocabulary ● Abigail Adams ● Sojourner Truth ● Susan B. Anthony ● Eleanor Roosevelt ● Suffragist
● Seneca Falls Declaration of Sentiments ● Equal Rights Amendment ● Separate spheres ● Patriarchy ● Gender
Arlington Public Schools
History & Social Studies Department
Revised August 2020
Unit 7: “All Politics is Local” State / Local Government
Essential
Questions
What is the role of state and local government in the US political system? Why was freedom of press included in the First Amendment to the US Constitution and in Article 16 of the Massachusetts Constitution?
Learning
Objectives
(Content)
● 10th Amendment ● Federalism ● Structure of town and city governments ● Structure of state government ● Brief history of Arlington ● Massachusetts Constitution
Learning
Objectives
(Skills)
● Explain the use and practice of the 10th Amendment. ● Compare and contrast state and national government functions and
Constitutions. ● Demonstrate an understanding of how local politics works in Arlington.
Standards Topic 6. The structure of Massachusetts state and local government [8.T6. 1-10] Topic 7. Freedom of the Press and News/Media Literacy [8.T7. 1, 6]
Assessment ● Local Legenda project ● Town Meeting Group Proposals ● Vocabulary Quiz ● Unit Test ● Digital Portfolio
Action
Project
Goals
Stage 5: Taking Action ● Public engagement and action taken outside the classroom. ● Gain support from influencers. ● Convince decision makers to take action.
Possible
Learning
Experiences 10th Amendment
● Newsela Article and comprehension questions
● Pear Deck ● Supreme Court cases station activity for
cases involving states rights ● Analysis sheet for each case
Our Commonwealth
● Readings with guided questions ● Class discussion comparing the US
Constitution to the Massachusetts Constitution
Arlington Public Schools
History & Social Studies Department
Revised August 2020
● Graphic organizer for notes
3 Branches of Massachusetts Government
● Small group write around & cut and grow ● “Local Government MA” iCivics Reading
and questions ● Pear Deck notes
Arlington and Boston Congressional District
Map
● Student created Congressional District map with questions
Town Meeting
● Member of the town council will come to speak to the students about the role of local government
● Student created town proposals ● Field trip to town hall to present group
proposals
Local Legends Project
● One page biographies on influential / famous people from Arlington
● Comprehension questions ● Collaborative google slideshow
presentation
Vocabulary ● Federalism ● Commonwealth ● County ● Middlesex County ● Mayor
● Congressional District ● Board of Selectmen ● School Committee ● Town meeting ● Proposal
Arlington Public Schools
History & Social Studies Department
Revised August 2020
Unit 8: Equality for Everyone
Essential
Questions
What is the role of the individual in maintaining a healthy democracy?
Learning
Objectives
(Content)
● Native Peoples Rights ● Latino Rights ● LGBTQ+ Rights ● Disability Rights ● Equal Rights Amendment
Learning
Objectives
(Skills)
● Determine how rights have been violated or upheld in the US. ● Evaluate how political and social change has occurred in the US. ● Draw conclusions about individuals and events by examining and
interpreting primary documents. ● Draw parallels between various equality movements.
Standards Topic 4. Rights and responsibilities of citizens [8.T4.10 - 13] Topic 5. The Constitution, Amendments, and Supreme Court decisions [8. T5. 4, 6b]
Assessment ● Equality Movement Infographic ● Vocabulary Quiz ● Unit Test ● Digital Portfolio
Action
Project
Goals
Stage 6: Reflection and Showcasing ● Reflect on individual and collective growth ● Apply advocacy skills beyond the classroom to reinforce skills beyond
the classroom
Possible
Learning
Experiences
Introduction to the history of equality movements
● EdPuzzle for each of the equality movements
● Newsela articles for each of the equality movements
Gallery Walk
● Images from various protest movements ● Image analysis sheet ● Group discussion ● Self reflection
Equality Movements ● Pear Deck with timelines of each
movement
Arlington Public Schools
History & Social Studies Department
Revised August 2020
● Class discussion ● Padlet for drawing comparisons
Influential Supreme Court Cases
● Stations activity ● Court case analysis sheet for each case ● Fishbowl
Equality Movement Infographic
● Student created infographic using canva on selected movement
Vocabulary ● Human rights ● Equality ● Discrimination ● Oppression ● Stereotype
● Prejudice ● Protest ● Common good ● Civil Rights of 1964 ● Voting Rights Act of 1965
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