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Learning Goal: Cite evidence to support analysis and demonstrate ability to connect insights gained from specific details
- Literacy Objective: Students will be able to cite specific textual evidence to support analysis of primary and secondary sources
- Literacy Objective: Students will demonstrate ability to connect insights gained from specific details to an understanding of text as a whole
- National Common Core Standard: 12.1Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.
- State Standard: 12.1.1 Analyze the influence of ancient Greek, Roman, English, and leading European political thinkers such as John Locke, Charles-Louis Montesquieu, Niccolò Machiavelli, and William Blackstone on the development of American government.
- State Standard: 12.1.2 Discuss the character of American democracy and its promise and perils as articulated by Alexis de Tocqueville.
- State Standard: 12.1.3 Explain how the U.S. Constitution reflects a balance between the Classical republican concern with promotion of the public good and the classical liberal concern with protecting individual rights; and discuss how the basic premises of liberal constitutionalism and democracy are joined in the Declaration of Independence as “self-evident truths.”
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Performance: Students will write a position paper on a contemporary (current) issue (example: intervening in foreign affairs, immigration, police state, etc.) based on what an Enlightenment thinker would believe.
- Students must incorporate the philosopher’s stance (perspective) on limits of rights and obligations as democratic citizens; the relationships among them and how they are secured; the fundamental values and principles of civil society; their interdependence, and the meaning and importance of those values and principles for a free society.
- Student role of is the researcher, author, and debater of the philosophers’ position. The audience consists of the teacher and student peers, as students will be defending their position in a class discussion. The situation will be that the students must (1) research the Enlightenment philosopher and contemporary issue using academic sources; (2) write their position paper (1000 words); and (3)discuss their position using evidence with peers. The product will be the students paper and discussion evaluations from peers.
- The standards on which students will be graded on will be: (1) accurately researched; (2) evidence of critical thinking in writing; and (3) discussion; and (4) application of philosophy to contemporary issue
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Learning Goal: Students will become familiar with and learn how to apply the classroom social skill, “Following Instructions.
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REMEMBERING
- Define, memorize, name, recognize, relate, recall, repeat, reproduce, state the steps to demonstrating classroom social skill, "Following Instructions".
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UNDERSTANDING
- Describe, discuss, explain, identify, recognize,and review the steps required to follow instructions.
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APPLYING
- Apply, demonstrate, dramatize, employ, illustrate, interpret, practice, schedule, sketch, solve, use, write the steps to following instructions
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ANALYZING
- Analyze, compare, contrast, criticize, differentiate, distinguish, examine, question, test the skill of following instructions.
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EVALUATING
- Appraise, argue, assess, attach, choose compare, defend, judge, predict, rate, support, value, evaluate the social skill of following instructions
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CREATING
- Arrange, assemble, compose, construct, create, design, develop, formulate, manage, organize, plan, prepare, propose, set up, write examples or scenarios centered around following instructions, in which students use the proper steps to perform the associated skill
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Performance
- Introduce Skill, “Why should we follow instructions?” to students
- Describe Skill Steps. 1. Look at the person. 2. Say "Okay." 3. Do the task immediately. 4. Check back.
- Rationale: When you follow instructions properly, you may have more time/benefit for other things, and you may get extra privileges.
- Discuss Benefits and Negative Consequences
- Ask does this make sense? (Repeat the steps until it does.)
- In small group-role play a situation in which someone needs to follow instructions. Then have each group write the steps of How to Follow Instructions. Present steps to class.
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Rubric
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Thinking
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Makes and carries out a plan to solve problems, using a variety of strategies
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Level One
- makes and carries out a plan to solve problems, rarely resulting in an accurate solution
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Level Two
- makes and carries out a plan to problems that frequently result in an accurate solution
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Level Three
- makes and carries out a plan to solve problems that usually result in an accurate solution
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Level Four
- makes and carries out a plan to solve problems accurately; may offer an innovative approach
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Knowing & Understanding
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demonstrates, explains, and applies understanding of concepts relating to: -Sentence Types; Fragments; & Run-On Sentences
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Level One
- may be unable to demonstrate, explain, or use concepts of: Sentence Types; Fragments; & Run-On Sentences
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Level Two
- may only be partially able to demonstrate, explain, and use concepts of: Sentence Types; Fragments; & Run-On Sentences
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Level Three
- demonstrates, explains, and uses concepts
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Level Four
- in various contexts, demonstrates, explains, and uses concepts
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Application
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• accurately: reads, represents, compares Sentence Types; Fragments; & Run-On Sentences and makes connections within & between various contexts
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Level One
- with limited effectiveness reads, represents, compares Sentence Types, Fragments, & Run-On Sentences. makes comparison within and between various context
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Level Two
- with some effectiveness reads, represents, compares Sentence Types; Fragments; & Run-On Sentences. Makes comparison within and between various context
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Level Three
- with considerable effectiveness reads, represents, compares Sentence Types; Fragments; & Run-On Sentences. Makes comparison within and between various context
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Level Four
- with high degree of effectiveness reads, represents, compares Sentence Types; Fragments; & Run-On Sentences. Makes comparison within and between various context
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Communication
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(1) expresses & organizes ideas & critical thinking in literature & writing; (2) presents sentence structure clearly including appropriate conventions, vocabulary and symbols in oral, visual, and written forms
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Level One
- Rarely presents sentence structure clearly using appropriate conventions, vocabulary and symbols in oral, visual, and written forms clearly
- expresses and organizes ideas and critical thinking in literature and writing unclearly
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Level Two
- Sometimes presents sentence structure clearly using appropriate conventions, vocabulary and symbols in oral, visual, and written forms
- expresses and organizes ideas and critical thinking in literature and writing with some clarity
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Level Three
- expresses and organizes ideas and critical thinking in literature and writing clearly
- presents sentence structure clearly using appropriate conventions, vocabulary and symbols in oral, visual, and written forms
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Level Four
- expresses and organizes ideas and critical thinking in literature and writing clearly and precisely
- presents sentence structure clearly and precisely using a range of appropriate conventions, vocabulary and symbols in oral, visual, & written forms