civics: power, people & progress t h grade

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



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?



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



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



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



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



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



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



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



Revised August 2020

● Impeach ● Veto ● Pocket veto ● cabinet

● Precedent ● Gerrymandering ● Political party ● Presidential powers



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



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



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



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



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



Revised August 2020



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



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



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



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



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



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

https://docs.google.com/presentation/d/1B1nH5RbApzQO9R8ySVKV8iDPr8AURpRXDx1XlwWKElE/edit?usp=sharing



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