9th Grade Social Studies CIVICS - Weebly

9th Grade Social Studies: Civics Pacing Guide

Common Core State Standards

1st Nine Weeks

Strand: CITIZENSHIP Content standard 1: Students shall examine citizenship. C1 CCC.1 ?Discuss the relevance of the study of civics. C1 CCC.2 - Explain the role of citizenship. C1 CCC.3 - Explain what constitutes a citizen. C1 CCC.4 - Discuss the process of becoming a citizen: native born (e.g., jus soli, jus sanguinus), naturalization C1 CCC.5 - Explain and apply citizenship concepts to everyday life: equality of all citizens under the law, majority rule/minority rights; individual freedoms; individual rights versus public interest, and patriotism. Content Standard 2: Students shall examine the rights, responsibilities, privileges, and duties of citizens. C2 CCC.1 - Compare and contrast the responsibilities and duties of citizenship: being an informed citizen, compulsory education, jury duty, obeying laws, selective service, and taxes. C2 CCC.2 - Distinguish between rights and privileges of citizenship (e.g., voting, driving, education)

Strand: GOVERNMENT Content Standard 3: Students shall examine the purposes of government. G3 CCC.1 - Explain the purposes of government. G3 CCC.2 - Describe how governments acquire power. G3 CCC.3 - Examine the role of government in protecting the rights of the people (e.g., courts). Content Standard 4: Students shall compare the different types of government. G4 CCC.1 - Compare and contrast the different types of governmental ideology: dictatorship, direct democracy, indirect democracy.

Strand: UNITED STATES CONSTITUTION Content Standard 5: Students shall explain the importance of historical documents, events, and people that led to the development of the United States Constitution. USC5 CCC.1 - Discuss the meaning of constitution and constitutional government. USC5 CCC.2 - Explain the importance of historical documents and events that influenced the structure and development of the United States Constitution: Mayflower Compact ? 1620; Declaration of Independence ? 1776; Articles of Confederation ? 1781; and Constitutional Convention ?1787. USC5 CCC.3- Describe the contributions of the following individuals to the United States Constitution using primary source documents: John Locke , Jean Jacques Rousseau, and Founding Fathers. Content Standard 6: Students shall describe the organization, authority, and function of the United States government as defined by the United States Constitution. USC6 CCC.1 - Describe the reason for the organization of government in the United States Constitution. USC6 CCC.2 - Describe the procedures required to amend the United States Constitution. USC6 CCC.3 - Compare delegated, concurrent, and reserved powers. Content Standard 7: Students shall analyze the fundamental rights of individuals. USC7 CCC.1 - Analyze fundamental rights of individuals as incorporated in the Bill of Rights. USC7 CCC. 2- Identify changes occurring over time in the interpretation of the Bill of Rights USC7 CCC.3 - Examine changes in civil rights legislation (e.g., affirmative action, Americans with Disabilities Act (ADA), Civil Rights Acts of 1964-65, Voting Rights Act of 1964).

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Strand: STRUCTURE OF GOVERNMENT Content Standard 8: Students shall describe the organization, authority, and function of federal and state government. SG8 CCC.1 - Discuss the legislative branch of the government at the federal and state levels: purpose organization, authority, and function. SG8 CCC.2 - Discuss the executive branch of the government at the federal and state levels: purpose, organization, authority, and function. SG8 CCC.3 - Discuss the judicial branch of the government at the federal and state levels: purpose, organization, authority, and function. SG8 CCC.4 - Describe the separation of powers in the system of checks and balances.

Strand: Reading ? Historical Text Instructional Focus: Key Ideas and Text RH 9-10.1. Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information. RH 9-10.2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text. RH 9-10.3. Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them. Instructional Focus: Craft and Structure RH 9-10.4. Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science. RH 9-10.5. Analyze how a text uses structure to emphasize key points or advance an explanation or analysis. RH 9-10.6. Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts. Instructional Focus: Integration of Knowledge and Ideas RH 9-10.7. Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text. RH 9-10.8. Assess the extent to which the reasoning and evidence in a text support the author's claims. RH 9-10.9. Compare and contrast treatments of the same topic in several primary and secondary sources.

Instructional Focus: Range of Reading and Complexity of Text RH 9-10.10. By the end of grade 10, read and comprehend history/social studies texts in the grades 9?10 text complexity band independently and proficiently.

Strand: Writing in Social Studies/History, Science & Technical Subjects ? CCSS - Grades 9-10 Instructional Focus: Text Types and Purposes WHST 9-10.1. Write arguments focused on discipline-specific content.

o Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence.

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o Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a manner that anticipates the audience's knowledge level and concerns.

o Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.

o Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

o Provide a concluding statement or section that follows from or supports the argument presented.

WHST 9-10.2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.

o Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

o Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic.

o Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts.

o Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers.

o Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

o Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).

Strand: WRITING in History/Social Studies, Science & Technical Subjects Grades 9-10 Instructional Focus: Production and Distribution of Writing WHST 9-10.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. WHST 9-10.5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. WHST 9-10.6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically. Instructional Focus: Research to Build and Present Knowledge WHST 9-10.7. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. WHST 9-10.8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question;

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integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. WHST 9-10.9. Draw evidence from informational texts to support analysis, reflection, and research.

2nd Nine Weeks

Strand: CITIZENSHIP Content standard 1: Students shall examine citizenship. C1 CCC.1 ?Discuss the relevance of the study of civics.

Strand: UNITED STATES CONSTITUTION Content Standard 5: Students shall explain the importance of historical documents, events, and people that led to the development of the United States Constitution. USC5 CCC.1 - Discuss the meaning of constitution and constitutional government. USC5 CCC.2 - Explain the importance of historical documents and events that influenced the structure and development of the United States Constitution: Mayflower Compact ? 1620; Declaration of Independence ? 1776; Articles of Confederation ? 1781; and Constitutional Convention ?1787. USC5 CCC.3- Describe the contributions of the following individuals to the United States Constitution using primary source documents: John Locke , Jean Jacques Rousseau, and Founding Fathers. Content Standard 6: Students shall describe the organization, authority, and function of the United States government as defined by the United States Constitution. USC6 CCC.1 - Describe the reason for the organization of government in the United States Constitution. USC6 CCC.2 - Describe the procedures required to amend the United States Constitution. USC6 CCC.3 - Compare delegated, concurrent, and reserved powers. Content Standard 7: Students shall analyze the fundamental rights of individuals. USC7 CCC.1 - Analyze fundamental rights of individuals as incorporated in the Bill of Rights. USC7 CCC. 2- Identify changes occurring over time in the interpretation of the Bill of Rights USC7 CCC.3 - Examine changes in civil rights legislation (e.g., affirmative action, Americans with Disabilities Act (ADA), Civil Rights Acts of 1964-65, Voting Rights Act of 1964).

Strand: POLITICAL PARTIES AND ELECTIONS Content Standard 11: Students shall analyze the development of political parties. PPE11 CCC.1 - Analyze the development and growth of political parties: two party system and role of citizens. PPE11 CCC.2 - Analyze various influences on political parties: interest groups, lobbyists, and Political Action Committees (PACs). Content Standard 12: Students shall examine the influence of media on politics. PPE12 CCC.1 - Discuss the influence of media coverage on the political process: news reports, political cartoons, public opinion polls, use of propaganda techniques, and campaign advertising. PPE12 CCC.2 - Discuss biases in the formation of public opinion. PPE12 CCC.3 - Discuss the influence of the Internet on the political process. Content Standard 13: Students shall discuss the election process in the federal, state, and local governments. PPE13 CCC.1 - Describe the election process in the federal, state, and local governments: voter registration, voter interest or apathy, and nominating process (e.g., direct primary, nominating committee, caucus). PPE13 CCC.2 - Discuss the complexities of vote tabulation and certifying elections.

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Strand: LAWS Content Standard 9: Students shall examine federal, state, and local laws. L9 CCC.1 - Examine the source, purpose, and function of laws. L9 CCC.2 - Explain the need for active and ongoing change in laws. L9 CCC.3 - Distinguish between criminal and civil laws. Content Standard 10: Students shall examine Arkansas laws pertaining to students. L10 CCC.1 - Discuss Arkansas laws applicable to juveniles: bullying, Extended Juvenile Jurisdiction, healthrelated issues, juvenile court, school laws, and victims' rights.

Strand: Reading ? Historical Text Instructional Focus: Key Ideas and Text RH 9-10.1. Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information. RH 9-10.2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text. RH 9-10.3. Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them. Instructional Focus: Craft and Structure RH 9-10.4. Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science. RH 9-10.5. Analyze how a text uses structure to emphasize key points or advance an explanation or analysis. RH 9-10.6. Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts. Instructional Focus: Integration of Knowledge and Ideas RH 9-10.7. Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text. RH 9-10.8. Assess the extent to which the reasoning and evidence in a text support the author's claims. RH 9-10.9. Compare and contrast treatments of the same topic in several primary and secondary sources.

Instructional Focus: Range of Reading and Complexity of Text RH 9-10.10. By the end of grade 10, read and comprehend history/social studies texts in the grades 9?10 text complexity band independently and proficiently.

Strand: Writing in Social Studies/History, Science & Technical Subjects ? CCSS - Grades 9-10 Instructional Focus: Text Types and Purposes WHST 9-10.1. Write arguments focused on discipline-specific content.

o Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence.

o Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a manner that anticipates the audience's knowledge level and concerns.

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