Atlas - Multiple Category Scope and Sequence

[Pages:773]Multiple Category Scope and Sequence

Monday, June 14, 2021, 7:49AM

Unit

Reportable Priority Standards Learning Targets

Standards

Essential Questions

Key Vocabulary

Pewauk Unit 1:

ee

Foundation

District s (Week 1,

School 6 Weeks)

Grade 9

America

n

Govern

ment

(D)

2020-

2021

3

Curriculu

m

Develop

ers

RS: PRIORITY: Reportable Standards

RS: Grades 912

Social Studies

America n Govern ment

Reportab le Standard 1Reading like an informed citizen by analyzing and evaluatin g multiple sources of informati on.

Reportab le Standard 2-Writing like an informed

PRIORITY WI: English Language Arts 6-12

WI: Grades 910

Speaking & Listening

Presentation of Knowledge and Ideas 4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development , and style are appropriate to task, purpose, and audience.

SL.9-10.4. Present information, findings, and supporting

1. Identify a comprehensive set of learning targets for each Priority Standard in the context of the unit.

Students will read like an informed citizen by analyzing and evaluating multiple sources of information:

Read background essays and answer analysis questions. (P)

Analyze documents that relate to the ideals of the Declaration of Independence. (R)

Use Avenue Notes to identify important terms and concepts in textbook readings. (R)

Analyze the preamble of the United States Constitution. (R)

Analyze documents that relate to the United States Constitution. (R)

The Ideals of the Declaration of Independence: Which is Most Important?

Why has American democracy been so successful in preventing tyranny?

Democracy, Monarchy, Dictatorship, Constitution, Bicameral Congress, Amendment, Veto, Ratify, Separation of Powers, Checks and Balances, Big States vs. Small States, Federalism, federal powers, state powers, shared powers, tyranny, Declaration of Independence, Articles of Confederation, Bill of Rights, framers, preamble

citizen by using evidence or examples to prove a claim.

Reportab le Standard 3Knowing the essential content of American Governm ent to build context necessar y for civic participati on.

Reportab le Standard 4Presentin g like an informed citizen in a way that is appropria te and effective for the audience and task.

evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.

WI: Grades 1112

Speaking & Listening

5. Make strategic use of digital media and visual displays of data to express information and enhance understandi ng of presentation s.

SL.11-12.5. Make strategic use of digital media (e.g., textual, graphical, audio, visual,

Analyze a political cartoon in order to determine the intended message of the artist. (R)

Identify evidence in support of their side for the "amendment speech". (R)

Evaluate and analyze possible amendments to the United States Constitution. (R)

Students will write like an informed citizen by using evidence or examples to prove a claim:

Evaluate the ideals of the Declaration of Independence. (R)

Utilize graphic organizers to get their thoughts in order before they begin to draft an assignment. (S)

Communicate (in writing) an educated opinion on the ideals using an ITS CLEAR paragraph. (P)

Create solutions in response to the weaknesses in the Articles of Confederation. (R)

and interactive elements) in presentations to enhance understandin g of findings, reasoning, and evidence and to add interest.

PRIORITY WI: Literacy in History/Social Studies, Science, & Technical Subjects 6-12

WI: Grades 910

Reading: History/Social Studies

Key Ideas and Details 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from

Effectively communicate an educated opinion regarding the ideals of the Declaration using the ITS CLEAR format. (P)

Evaluate the effectiveness of our government based upon their interpretation of the Preamble. (R)

Utilize an ITS CLEAR response in order to effectively communicate an educated opinion on the way in which the United States Constitution prevented tyranny. (P)

Assess student writing using the ITS CLEAR rubric. (R)

Create a script in preparation for giving the "amendment speech". (P)

Students will present like an informed citizen in a way that is appropriate and effective for the audience and task:

Identify a potential amendment to the

the 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.

Craft and Structure 4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

RH.9-10.4. Determine the meaning of words and phrases as

Constitution that is of both public and personal concern (R) Create a persuasive speech "for" or "against" the amendment. (P) Formally present proposed amendment speech (S) Debate with peers to defend their position of the proposed amendments (R) Incorporate 2 of 3 appeals for persuasive speaking into their "amendment speech". (S) Effectively identify and manipulate key quotes, data and visuals in order to make a persuasive argument.(S)

Students will know the essential content of American Government to build context necessary for civic participation:

Identify the purpose of government and the different forms in can take. (K)

Review the

they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science.

Integration of Knowledge and Ideas 7. Integrate and evaluate content presented in diverse formats and media, including visually and quantitativel y, as well as in words.

RH.9-10.7. Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text.

Writing

Text Types and

historical context of the Declaration of Independence. (K)

Identify weaknesses of the Articles of Confederation and suggest ways to improve this critical document. (R)

Identify the basic structure and content of the United States Constitution. (K)

Evaluate and analyze the ways in which American Democracy combats tyranny. (R)

Identify the significant steps that led to the ratification of the Constitution in the United States. (K)

Analyze the role of the fourth amendment in the digital age. (R)

Identify the basic structure and content of the United States Constitution. (K)

Understand why the US wanted to guard itself against tyranny. (R)

Identify the rights granted to you in

Purposes 1. Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence.

WHST.910.1. Write arguments focused on disciplinespecific content.

PRIORITY WI: Social Studies (2018)

Grades 9-12

Political Science

Standard SS.PS1: Wisconsin students will identify and analyze democratic principles and ideals. PS1.a: Values & Principles of American Constitution al

the Bill of Rights. (K) Identify and analyze the challenges that our Bill of Rights presents for government in modern society. (R) Describe the process by which the Constitution may be amended. (K)

2. Label each learning target using the following categories:

Knowledge (K)What I need to know

Skill (S)- What I can demonstrate

Product (P)-What I can make to show my learning

Reasoning (R)What I can do with what I know

Democracy SS.PS1.a.h

Analyze how constitutionali sm attempts to preserve fundamental societal values, protects individual freedoms and rights, promotes the general welfare, and responds to changing circumstance s and beliefs by defining and limiting the powers of government.

Analyze sources of governmental authority.

Standard SS.PS1: Wisconsin students will identify and analyze democratic principles and ideals. PS1.b: Origins & Foundation of the Government of the United

States SS.PS1.c.h

Analyze the foundational ideas of United States government which are embedded in founding era documents.

Analyze landmark Supreme Court decisions regarding how the Constitution and the Bill of Rights limits the government, protects individual rights, supports the principle of majority rule, while protecting the rights of the minority, and promotes the general welfare.

Standard SS.PS2: Wisconsin students will examine and interpret rights,

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