Contents

Unit Overview 2
Introduction 2
Standards 3
Language and Content Demands 4
Student Knowledge 6
Format of Instruction 6
Planbook and Timeline 8

Student Syllabus 12
Introduction 12
Course Schedule 13
Product Descriptors and Rubrics 16

Assessment Map 20
 “There is no notion more central in politics than citizenship, and none more valuable in history, or contested in
theory.” - Judith Schklar

Unit Overview
Title: Citizenship in the United States
Grade: 9th
Length: Ten 75-minute lessons

Introduction

Essential Questions
● What is “citizenship?”
● What rights do citizens have today, and how has that changed over time?
● How do I gather and use reliable information to critique different perspectives?

Enduring Understandings:
● Citizenship gives access to certain rights and responsibilities
● What we mean by “citizenship” and “rights” have changed throughout the 19th and 20th centuries.

Summary
“Citizenship” is often discussed in the public sphere and in the social studies classroom. News about who
should and can be citizens of the U.S, the responsibilities of “good” citizens, and the rhetoric of democratic
ideals are common language. Because of this, future citizens need a firm understanding of what citizenship is,
and what being a citizen means. But a complete understanding of what it means to be a citizen is impossible
without an understanding of its development through the 19th and 20th centuries; it is only by exploring how
citizens and non-citizens have been defined and viewed that we gain a full understanding of what citizenship
means, and what it could mean; each century has involved dramatic changes in citizenship, and there as a
tendency to view citizenship as a static, changeless phenomenon. But considering the development of
enfranchisement and the rights afforded to different groups, both citizens and non-citizens, lends a new
perspective to 21st century discussions of citizenship. Considering the history of the franchise yields a new
interpretation of its future. We must, as political theorist Judith Schklar puts it, undertake a “historically rich
inquiry into American citizenship.” We must “investigate what citizenship has meant to those women and men
who have been denied all or some of its attributes, and who ardently wanted to be full citizens,” for “their voices
not only put the question of citizenship on the public agenda from the Revolution to the present; they also
defined what was unique about American citizenship…” (Schklar, 15). By examining the stories of those who
have fought for full inclusion in the definition of citizenship throughout U.S history, students will better be able
to define what citizenship means to them, and what it could mean in future.
This unit focuses on the development of citizenship in the United States from 1790 to the present.
Students will be introduced to the U.S Constitution, Bill of Rights and other founding documents. They will
explore several landmark Supreme Court rulings, observe political movements, and explore the perspectives of
individuals who fought for or were affected by the political power and standing granted by citizenship. In the
second half of the unit, they will apply analysis skills and an understanding of constitutional principles,
democratic ideals, and their research on an issue to create a two-part product, a “Personal Statement” and an
“Issues Article.” The personal statement will respond to the question, “What is Citizenship?” and the issues
article will involve presenting and critiquing opposing views on an issue related to citizenship through the lens
of democratic ideals and constitutional principles.
Standards
This unit will asses the following Westbrook High School graduation standards: Application of Social Studies
Standard A, and Civics and Government standards A and B.
Civics and Government
Rubric A
Compare and evaluate N/A (Will not assessed)
various forms of government
and political systems in the
United States and the world,
and describe their impact on
societal issues, trends and
events.
Civics and Government
Rubric B
Analyze constitutional
principles and the roles of
citizens and the government,
in major laws or cases, and
compare the rights, duties,
and responsibilities of United
States citizens and/or with
those of citizens from other
nations.
Application of Social
Studies Standard A:
Gather, synthesize and
evaluate information from
multiple sources
representing a wide range of
views; make judgements
about conflicting findings
from different sources,
incorporating those sources
that are valid and refuting
others.
4 3 2 1
Advanced Proficient Partially Proficient Needs Improvement
Explain the role that political Identify different forms of N/A (Will not be assessed)
power plays in determining political power.
the success or failure of
various groups.
4 3 2 1
Advanced Proficient Partially Proficient Needs Improvement
Use constitutional principles Analyze constitutional Identify with examples List constitutional principles
and democratic ideals to principles and democratic constitutional principles and or democratic ideals.
evaluate the rights and ideals in the United States democratic ideals.
responsibilities of citizenship and/or other countries. List rights and
in the United States and/or Identify rights and responsibilities expected of
across cultures. Explain the similarities and responsibilities expected of American citizens and/or
differences in the rights and American citizens and/or other cultures.
responsibilities of citizenship those of other cultures.
in the United States and/or
across cultures.
4 3 2 1
Advanced Proficient Partially Proficient Needs Improvement
Critique the credibility, Analyze primary and/or Locate information and List multiple sources on a
causes of bias and differing secondary sources to display evidence from selected topic.
points of view of multiple evaluate credibility, bias and diverse sources.
sources. point of view of the authors
by citing specific evidence
that support the author’s
point of view.
Interdisciplinary Standards: Westbrook High School English Language Arts Standards
The following standards will not be assessed during instruction, but are related in content and could be
assessed in an interdisciplinary project.

Research, Construction, and Presentation of Knowledge (9-10)

● Conduct research projects to answer an essential question or solve a problem by utilizing print and/or
digital media sources.
● Draw evidence from literary or informational texts to support analysis, reflection, and research.
Vocabulary Acquisition and Use (9-10):
● Acquire and accurately use general academic and domain-specific words and phrases.
Key Ideas and Details (9-10):
● Provide an objective summary of a text of appropriate complexity
● Cite relevant textual evidence to support analysis of a text of appropriate complexity
Process of Writing (9-10):
● Use technology, to produce, publish, and update individual or shared writing products.
Writing Argument (9-10):
● Write arguments to support claims in an analysis of topics or texts, using valid reasoning and evidence.
● Apply MLA format to present information and document sources with only minor errors.
● Demonstrate use of precise language, and domain-specific vocabulary to present an argument.

Language and Content Demands

Language Demands
This unit will involve analyzing primary texts such as foundational documents (preamble to the U.S
Constitution, Bill of Rights, etc) and critiquing the bias and perspective of sources.
Key Terms:
Primary Source, Secondary Source, Evidence, Credibility, Bias, Perspective, Database, Citizen, Ideals,
Popular Sovereignty, Enfranchisement, Suffrage, Rule of Law, Separation of Powers, Judicial Power,
Legislative Power, Executive Power, Checks and Balances, Federalism

Content Demands

History
This unit will involve interacting with U.S history from the late 18th century through the 20th century, covering
thematic content from the revolutionary war, reconstruction, suffragist movement and civil rights movement,
interactions between native peoples and the U.S federal government, and immigration in the 19th and 20th
centuries.

Research
This unit will involve forming research questions, conducting database and website searches, evaluating
sources, and interpreting sources.

Civics and Government

This unit will focus on democratic values, constitutional rights, and requirements of citizenship.
Social Studies Concepts
This unit will involve the following social studies themes (from the National Council for Social Studies)
● Culture
● Time, Continuity and Change
● Individual Development and Identity
● Individuals, Groups, and Institutions
● Power, Authority, and Governance
● Civic Ideals and Practices
Student Knowledge
Regarding research skills, students have had introductory lessons on performing research, and are able to
perform internet searches. They have also had a lesson on analyzing bias. Most are able to quote an author
and compile information in note form, but some students struggle in this regard; for the purposes of instruction,
it will be assumed that students are able to perform basic searches, but that they will need direct instruction
and support in formulating research questions and compiling research. The content knowledge of students
varies greatly; some students have a firm grasp on the understanding the historical backdrop with which this
unit begins, namely, the American Revolution, but many students do not; because it is a World Studies course,
prior units have involved various eras, geographic locations, and themes; students have had a varied
instruction involving principles from economics, geography, and history, but little content background that will
support this unit; for the purposes of this unit, it will be assumed that students will need most background
knowledge to be supplied in the course of instruction.

Format of Instruction
Because the goal of this unit is to engage students with issues of citizenship and the rights and responsibilities
that accompany it on an individual level, and because independent research is to be an integral part of the unit,
instruction will progress from a more structured environment where students are supplied with background
knowledge to one where they are choosing an issue to focus on individually. To that end, lessons will be
structured to enable students to engage critically with the themes involved. ​Lessons 1 and 2​ will be used to
build vocabulary and background knowledge regarding democratic ideals, constitutional principles, and the
rights and responsibilities of citizens. ​Lessons 3 and 4​ will be used to explore the historical development of
citizenship in the U.S and present both historic and current discussions regarding citizenship. ​Lesson 5​ will be
a formative assessment and work day that will give students with a first draft of their personal statement.
Lessons 6 and 7​ will be devoted to research instruction and independent research. ​Lessons 8 and 9 ​will be
independent research and production days, and ​Lesson 10​ will be used for informal presentation and
celebration of student research projects.

Instructional Strategies

Multimedia Lecture
This will be used to supply background knowledge.

Primary Source Analysis

Historical texts will be read either independently or in groups to expose students to the resources and skills
needed to perform independent research.

Artifact Analysis Stations

Documents, photographs, personal stories, news articles, and other “artifacts” will be used to allow students to
explore issues independently and gather evidence from a wide variety of sources.

Independent Research
This will allow students to focus on an interest-driven issue related to the content of the course and practice
gathering and evaluating relevant, reliable sources.

Research Notes
Students will record research questions, sources, and analyses in short-form while research is ongoing.
Research notes will be used in formative assessment during the course of instruction and to summatively
assess the Issues Article.

Unit Journal/Packet
Students will be given a packet including a syllabus, rubric and product descriptor for major assessments, and
in-class materials; this will support students in organization and executive functioning. ​Link to Student Packet

Technology Resources

1:1 Student Laptops

Students will use personal laptops for the research phase of this project.

Google Suite
Google docs will be used for students to digitally record their notes during research, and google forms will be
used to formatively assess student learning throughout the unit.

Lucidpress
This will be used to create a class “magazine” where students will showcase their personal statements and
issue articles.

Digital Maine Library

This will be used for

Websites
Stanford History Education Group
Facing History and Ourselves
Planbook and Timeline
Block Schedule
Block Blue Day White Day
1 World History 1B Prep
2 Prep World History 2W
ACE ACE ACE
3 World History 3B World History 3W
(B Lunch) (A Lunch)
4 World History Barr Team Meeting
Honors 4B

March
Mon. Tue. Wed. Thur. Fri.
11 12 13 14 15 ​No School: PD Day
Lesson 1 Lesson 1

18 19 20 21 22
Lesson 2 Lesson 2 Lesson 3 Lesson 3 Lesson 4
(Observation w/Angie?) (Observation w/Laura? (Observation w/Flynn)
2W) (Vision Testing)

25 26 27 28 29 (End of Quarter 3)
Lesson 4 Lesson 5 Lesson 5 Lesson 6 Lesson 6
(Vision Testing)
April
Mon. Tue. Wed. Thur. Fri.
1 2 3 4​ ½ Day: PTC 11am-6pm 5
Lesson 7 Lesson 7 Lesson 8 Lesson 8 Lesson 8/9
(Observation w/Angie?) (Observation w/Angie?)
8 ​PTC 2:30pm-6pm 9 10 11 12​ No School:
Lesson 9/10 SAT Day Lesson 9 Lesson 10 Compensatory Day
Timeline: 10 Lessons
Lesson 1: Constitutional Principles and Democratic Ideals
In this first of 10 lessons, students will be introduced to constitutional principles and democratic ideals
through founding documents of U.S government. Thematically for the purpose of the unit, students will also
compare the Declaration of Sentiments (1848) with the Declaration of Independence (1776) to introduce
the problem of imbalanced political power in U.S democracy.
Learning Target Topics and Content
I can evaluate political power in early America CIVITAS Core Democratic Values
I can Identify examples of constitutional U.S Constitution (Preamble and selections)
principles and democratic ideals. 1776 Declaration of Independence
1848 Declaration of Sentiments
Lesson 2: Rights of Citizens
Learning Target Topics and Content
I can describe rights and responsibilities of U.S U.S Constitution (Preamble and selections)
citizens Bill of Rights
Lesson 3: Citizenship and Rights 1790-1870
Learning Target Topics and Content
I can identify issues of political power and Naturalization Acts of 1790 and 1795
citizenship in 19th and 20th Century U.S 1848 Declaration of Sentiments
Dred Scott v. Sanford
Standing Bear v. Crook
Emancipation Proclamation of 1865
14th Amendment of 1868

Lesson 4: Citizenship and Rights 1870-Present

Learning Target
I can identify issues of political power and
citizenship in 20th century U.S
Topics and Content
Chinese Exclusion Act of 1882
United States v. Wong Kim Ark
1924 Indian Citizenship Act
Clip: Montgomery Boycotts
Brown v. Board of Ed
1952 Immigration and Nationality Act

Lesson 5: Assessment on Lessons 1 and 2

Learning Target Topics and Content
Can describe and give examples of Selected and Written Response Quiz
constitutional principles and democratic ideals Personal Statement Draft
I can describe the rights of U.S citizens
Lesson 6: Research (1 of 2)
Learning Target Topics and Content
I can formulate questions to guide research Forming Research Questions (QFT?)
I can locate reliable information online, in Performing database searches
databases, and in print. Evaluating websites
I can analyze sources for credibility, bias, and
point of view
Lesson 7: Research (2 of 2)
Learning Target Topics and Content
I can locate reliable information online, in Primary and Secondary Sources
databases, and in print. Evaluating bias and perspective
I can analyze sources for credibility, bias, and
point of view
Lesson 8: Independent Research and Production
Learning Target Topics and Content
I can display evidence from diverse sources Independent research and production
Lesson 9: Independent Research and Production
Learning Target Topics and Content
I can display evidence from diverse sources Independent research and production
I can give examples of how political power
affects groups of people
I can use democratic ideals to evaluate the
rights and responsibilities of citizenship in the
United States
Lesson 10: Celebration of Research
Learning Target Topics and Content
Texts and Resources:
Core Democratic Values Document
1776 Declaration of Independence
Declaration of Sentiments
U.S Constitution (Preamble)
Bill of Rights
Naturalization Acts of 1790 and 1795
Emancipation Proclamation of 1865
14th Amendment of 1868
Naturalization Act of 1870
Chinese Exclusion Act of 1882
United States v. Wong Kim Ark
Dred Scott v. Sanford
Standing Bear v. Crook
1924 Indian Citizenship Act
1952 Immigration and Nationality Act
Student Syllabus
9th Grade World Studies
North America: Citizenship in the United States
Introduction
Essential Questions
● What is “citizenship?”
● What rights do citizens have today, and how has that changed over time?
● How do I gather and use reliable information to critique different perspectives?

WHAT is this unit about?​ I​n this unit, we will be examining what it means to be a citizen of the United States,
and how that has changed over time. We will do this through three things:
● Reading the founding documents that form the constitutional structure and the democratic ideals of our
government.
● Exploring the stories of groups of people who have historically been denied citizenship.
● Doing independent research on an issue related to citizenship.

WHY am I doing this?​ To show evidence for ​Application Standard A and Civics and Government
Standards A and B​. We will be working to answer the question, “What is citizenship in the United States?”

HOW will I be assessed?​ ​You will prepare a two-part article for a class magazine on Citizenship. ​Part one​ will
be a “Personal Statement” that uses democratic ideals and the U.S constitution to answer the question, “What
is citizenship?” ​Part two​ will be an “Issues Article” that researches a problem, historic or current, related to
citizenship in the U.S. This article will present and critique opposing views using democratic ideals and
constitutional principles. ​Link to Product Descriptor and Rubric​.

Assessments and Standards

Task SS Application A Civics and Gvt. A Civics and Gvt. B

Political Power Ideals and Principles
Formative

Constitution and X
Amendments Quiz
Personal Statement Draft X X
Research Notes Draft X
Summative

Personal Statement X X
Issues Article X X X
Course Schedule
Lesson Topics and Goals

1 Topic What are the ideals and values of democracy? What are U.S constitutional principles?

Objective I can evaluate political power in early America

I can Identify examples of constitutional principles and democratic ideals.

2 Topic What rights do U.S citizens have?

Objective

3 Topic How did U.S citizenship change between 1790 and 1870?

Objective

4 Topic How did U.S citizenship change between 1870 and the present day?

Objective

5 Topic TEST: Democratic ideals and U.S Constitution

DRAFT: Personal Statement

Objective

6 Topic Research Skills 1: Formulating Questions, Using Websites/Databases

Objective

7 Topic Research Skills 2: Using Primary and Secondary Sources, Evaluating Bias

Objective

8 Topic Independent Research and Production

Objective

9 Topic Independent Research and Production

Objective

10 Topic Celebration and Presentation of Research

Objective
What Skills Will I Learn?
Civics and Government
Rubric A
Compare and evaluate
various forms of government
and political systems in the
United States and the world,
and describe their impact on
societal issues, trends and
events.
Civics and Government
Rubric B
Analyze constitutional
principles and the roles of
citizens and the government,
in major laws or cases, and
compare the rights, duties,
and responsibilities of United
States citizens and/or with
those of citizens from other
nations.
Application of Social
Studies Standard A:
Gather, synthesize and
evaluate information from
multiple sources
representing a wide range of
views; make judgements
about conflicting findings
from different sources,
incorporating those sources
that are valid and refuting
others.
4 3 2 1
Advanced Proficient Partially Proficient Needs Improvement
Explain the role that political Identify different forms of
power plays in determining political power.
the success or failure of
various groups.
4 3 2 1
Advanced Proficient Partially Proficient Needs Improvement
Use constitutional principles Analyze constitutional Identify with examples List constitutional principles
and democratic ideals to principles and democratic constitutional principles and or democratic ideals.
evaluate the rights and ideals in the United States democratic ideals.
responsibilities of citizenship and/or other countries. List rights and
in the United States and/or Identify rights and responsibilities expected of
across cultures. Explain the similarities and responsibilities expected of American citizens and/or
differences in the rights and American citizens and/or other cultures.
responsibilities of citizenship those of other cultures.
in the United States and/or
across cultures.
4 3 2 1
Advanced Proficient Partially Proficient Needs Improvement
Critique the credibility, Analyze primary and/or Locate information and List multiple sources on a
causes of bias and differing secondary sources to display evidence from selected topic.
points of view of multiple evaluate credibility, bias and diverse sources.
sources. point of view of the authors
by citing specific evidence
that support the author’s
point of view.
Steps to Success
Civics and Gvt. A Civics and Gvt. B Application A
Critique​ the credibility, causes
of bias and differing points of
view of multiple sources.
Evaluate​ credibility, bias and Use​ constitutional principles
point of view of authors and democratic ideals ​to
evaluate ​the rights and
Cite specific evidence that responsibilities of citizenship in
supports the author’s point of the United States
view.

Explain​ the role that political

power plays in affecting various
groups
Analyze​ constitutional
principles
Analyze democratic ideals
Explain​ the similarities and
differences in the rights and
responsibilities of American
citizens
Display​ evidence from
multiples sources that you found.
Identify​ different forms of
political power.
Identify​ constitutional WHiCH VERB ARE YOU DOING?
principles
Identify democratic ideals.
Identify​ rights of American
citizens
Identify​ responsibilities of
American citizens
List​ multiple sources of
information
List​ constitutional principles or
democratic ideals.
“LIST” “IDENTIFY, DISPLAY” “EVALUATE, ANALYZE, “CRITIQUE”
EXPLAIN” “EVALUATE”

1 2 3 4
Needs Improvement Partially Proficient Proficient Advanced
 
   
Product Descriptors and Rubrics
World Studies I: Personal Statement and Citizenship Issue 
Product Descriptor 
WHAT am I doing? 
You will create two magazine articles with text and images. The first will be a Personal Statement 
responding to the question, “What is Citizenship?” The second will be an Issue Article presenting 
research on an topic involving citizenship in the United States. This can be a historical issue or a topic 
from current events.  
 
WHEN is this due? 
❏ A draft of your Personal Statement is due on March ___th 
❏ Your completed Personal Statement and Issues Article are due on March ___Xth  
 
WHY am I doing this? 
To demonstrate the skills from the Civics and Government standards.  
 
WHO am I doing it with? 
You must write your own statement individually, but you are welcome to collaborate with other students 
for ideas.  
 
HOW am I doing it? 
You will use key ideas and terms from our Core Democratic Values, Constitutional Principles, and an 
understanding of your rights as a U.S citizen to answer the writing prompt, and use images to help you 
tell your message.  
 
PROMPT​:  
Personal Statement: ​What does being a U.S citizen mean to you? What are your values? What 
are a citizen’s rights and responsibilities, and how do you know?  
 
To help you meet ​standard A​ (political power), think about: 
❏ How is citizenship a form of political power? What powers/rights do citizens get?  
❏ What political power do citizens have? 
❏ What constitutional rights give citizens political power? 
❏ How does having, or not having, citizenship affect people in the U.S? Give examples. 
 
To help you meet ​standard B ​(rights, responsibilities, constitutional principles, democratic 
ideals), think about:  
❏ What democratic ideals are most important to you, and why? 
❏ What constitutional principles are most important to you, and why?  
❏ What rights are most important to you, and why? 
❏ How do you know you have rights? What constitutional principles protect them?  
❏ What responsibilities do citizens have? What makes a “good” citizen? 
 
   
Personal Statement Rubric 
Does your Personal Statement:  
❏ Analyze vocabulary from our “Core Democratic Values?” 
❏ Analyze vocabulary from our “Constitutional Principles?” 
❏ Explain key rights and responsibilities of U.S Citizenship? 
❏ Discuss the political power of U.S citizenship? 

Learning Target  4  3  2  1 
Indicator  “Evaluate”  “Analyze/Explain”  “Identify”  “List” 

Civics and    ❏ Explain​ the how  ❏ Identify​ different   

Government A  political power  forms of political 
  determines the  power. 
  success or 
failure of groups. 

Civics and  ❏ Use  ❏ Analyze  ❏ Identify​ with  ❏ List 

Government B  constitutional  constitutional  examples  constitutional 
  principles and  principles and  constitutional  principles or 
  democratic  democratic  principles and  democratic 
  ideals ​to  ideals in the  democratic  ideals. 
evaluate​ the  United States  ideals.   
rights and      ❏ List​ rights and 
responsibilities  ❏ Explain​ the  ❏ Identify​ rights  responsibilities 
of citizenship in  rights and  and  expected of 
the United  responsibilities  responsibilities  American 
States.   of citizenship in  expected of  citizens.  
the United  American 
States.   citizens.  
 
   
 World Studies I: Citizenship Issue Research Project 
Product Descriptor 
WHAT am I doing? 
First, you will choose a historical issue or a topic from current events. involving citizenship in the U.S, 
Then, you will research this issue, recording your research in a “Research Notes” document. Then, you 
will create a magazine article with text and images presenting your research into different sides of the 
issue.   
 
WHEN is this due? 
❏ Your research notes are due by end of class on March ___th.  
❏ Your Issues Article is due by the end of class on March ___th  
 
WHY am I doing this? 
To learn more about citizenship and our government through a topic that interests you, and to practice 
the skills from the Application and Civics and Government standards. 
 
WHO am I doing it with? 
You must write your own article independently, although you are welcome to collaborate with other 
students during research. 
 
HOW am I doing it? 
You will work in class to use the internet and library resources to research an issue, and take ongoing 
notes in a google document about your research.  
 
PROMPT​:  
What is an issue involving U.S citizenship that interests you? What are the different opinions of 
people involved? How can this issue help us understand rights of U.S citizens and democratic 
ideals? How do democratic ideals, rights of citizens, and constitutional principles help us 
understand this issue? 
 
To help you meet Civics ​standard A​ (political power), think about: 
❏ How is political power involved? Who wants what, and why? 
❏ What happened in this issue? How did political power affect people? 
 
To help you meet Civics ​standard B ​(rights and responsibilities, constitutional principles, 
democratic ideals), think about:  
❏ Explain the rights of citizens involved in this issue 
❏ Evaluate this issue using democratic ideals 
❏ Explain which constitutional principles are involved. 
 
To help you meet Application ​Standard A ​(evaluating and using sources), think about:  
❏ What are different opinions and perspectives on this issue?  
❏ How can democratic ideals help us evaluate their perspectives? 
 
 
Issues Article and Research Notes Rubric 
Does your Issues Article:  Do your Research Notes: 
❏ Use information from ​multiple sources?  ❏ Evaluate multiple sources for 
❏ Explain an issue about U.S citizenship or the rights of U.S  credibility and bias? 
citizens?  ❏ Include a complete reflection of each 
❏ Discuss political power?  source used? 
❏ Present​ two different points of view​ using ​specific evidence? 
❏ Evaluate​ the issue using vocabulary from our “Core 
Democratic Values” and “Constitutional Principles” list? 

Learning Target  4  3  2  1 
Indicator  “Evaluate”  “Analyze/Explain”  “Identify”  “List” 

Civics and    ❏ Explain​ the role  ❏ Identify   

Government A  that political  different forms 
power plays in  of political 
determining the  power. 
success or 
failure of various 
groups. 

Civics and  ❏ Use  ❏ Analyze  ❏ Identify​ with  ❏ List 

Government B  constitutional  constitutional  examples  constitutional 
  principles and  principles and  constitutional  principles or 
democratic  democratic  principles and  democratic 
ideals ​to  ideals in the  democratic  ideals. 
evaluate​ the  United States  ideals.   
rights and      ❏ List​ rights and 
responsibilities  ❏ Explain​ the  ❏ Identify​ rights  responsibilities 
of citizenship in  rights and  and  expected of 
the United  responsibilities  responsibilities  American 
States.   of citizenship in  expected of  citizens.  
the United  American 
States.   citizens.  

Application of  ❏ Critique​ the  ❏ Analyze​ primary  ❏ Display  ❏ List​ multiple 

Social Studies A:  credibility,  and secondary  evidence ​from  source 
causes of bias  sources  multiple 
and differing    sources. 
points of view of  ❏ Evaluate 
multiple  credibility, bias 
sources.  and point of 
view of the 
authors 
 
❏ Cite specific 
evidence​ that 
supports the 
author’s point of 
view. 
Assessment Map
Essential Questions
● What is “citizenship?”
● What rights do citizens have today, and how has that changed over time?
● How do I gather and use reliable information?

Pre-Assessment Performance Indicators Long Term Targets Methods of Assessment

8-question survey Students can give Students understand the Selected/Written

(January 2019) examples of rights of U.S citizens and Response
constitutional rights and constitutional principles
history

Formative Assessments Performance Indicators Long Term Targets Methods of Assessment

Constitution and Students identify Students can use Selected/Written

Amendments Quiz examples of rights from constitutional principles Response
the Constitution and democratic ideals to
evaluate the rights and
responsibilities of
citizenship in the United
States and/or across
cultures.

Personal Statement Draft Students describe Students can use Written Response
democratic ideals and democratic ideals and
constitutional principles constitutional principles
that are meaningful to to evaluate the rights and
them responsibilities of
citizenship in the United
States

Research Notes Students document Written Response

relevant, reliable sources
in note form

Summative Assessments Performance Indicators Long Term Targets Methods of Assessment

Personal Statement Students can describe Students can use Written Response
democratic ideals and democratic ideals and
constitutional principles constitutional principles
that are meaningful to to evaluate the rights and
them responsibilities of
citizenship in the United
States

“Issues” Article Students use information Students can critique the Product/Performance
gathered from credible credibility, causes of bias
sources to critique an and differing points of
issue about citizenship in view of multiple sources.
the U.S
Explain the role that
Students use information political power plays in
gathered from credible determining the success
sources to discuss the or failure of various
effects groups.