1. Learning Goal: Cite evidence to support analysis and demonstrate ability to connect insights gained from specific details
    1. Literacy Objective: Students will be able to cite specific textual evidence to support analysis of primary and secondary sources
    2. Literacy Objective: Students will demonstrate ability to connect insights gained from specific details to an understanding of text as a whole
    3. 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.
    4. 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.
    5. State Standard: 12.1.2 Discuss the character of American democracy and its promise and perils as articulated by Alexis de Tocqueville.
    6. 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.”
    7. 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.
      1. 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.
      2. 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.
      3. 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
  2. Learning Goal: Students will become familiar with and learn how to apply the classroom social skill, “Following Instructions.
    1. REMEMBERING
      1. Define, memorize, name, recognize, relate, recall, repeat, reproduce, state the steps to demonstrating classroom social skill, "Following Instructions".
    2. UNDERSTANDING
      1. Describe, discuss, explain, identify, recognize,and review the steps required to follow instructions.
    3. APPLYING
      1. Apply, demonstrate, dramatize, employ, illustrate, interpret, practice, schedule, sketch, solve, use, write the steps to following instructions
    4. ANALYZING
      1. Analyze, compare, contrast, criticize, differentiate, distinguish, examine, question, test the skill of following instructions.
    5. EVALUATING
      1. Appraise, argue, assess, attach, choose compare, defend, judge, predict, rate, support, value, evaluate the social skill of following instructions
    6. CREATING
      1. 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
    7. Performance
      1. Introduce Skill, “Why should we follow instructions?” to students
      2. Describe Skill Steps. 1. Look at the person. 2. Say "Okay." 3. Do the task immediately. 4. Check back.
      3. Rationale: When you follow instructions properly, you may have more time/benefit for other things, and you may get extra privileges.
      4. Discuss Benefits and Negative Consequences
      5. Ask does this make sense? (Repeat the steps until it does.)
      6. 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.
  3. Rubric
    1. Thinking
      1. Makes and carries out a plan to solve problems, using a variety of strategies
        1. Level One
          1. makes and carries out a plan to solve problems, rarely resulting in an accurate solution
        2. Level Two
          1. makes and carries out a plan to problems that frequently result in an accurate solution
        3. Level Three
          1. makes and carries out a plan to solve problems that usually result in an accurate solution
        4. Level Four
          1. makes and carries out a plan to solve problems accurately; may offer an innovative approach
    2. Knowing & Understanding
      1. demonstrates, explains, and applies understanding of concepts relating to: -Sentence Types; Fragments; & Run-On Sentences
        1. Level One
          1. may be unable to demonstrate, explain, or use concepts of: Sentence Types; Fragments; & Run-On Sentences
        2. Level Two
          1. may only be partially able to demonstrate, explain, and use concepts of: Sentence Types; Fragments; & Run-On Sentences
        3. Level Three
          1. demonstrates, explains, and uses concepts
        4. Level Four
          1. in various contexts, demonstrates, explains, and uses concepts
    3. Application
      1. • accurately: reads, represents, compares Sentence Types; Fragments; & Run-On Sentences and makes connections within & between various contexts
        1. Level One
          1. with limited effectiveness reads, represents, compares Sentence Types, Fragments, & Run-On Sentences. makes comparison within and between various context
        2. Level Two
          1. with some effectiveness reads, represents, compares Sentence Types; Fragments; & Run-On Sentences. Makes comparison within and between various context
        3. Level Three
          1. with considerable effectiveness reads, represents, compares Sentence Types; Fragments; & Run-On Sentences. Makes comparison within and between various context
        4. Level Four
          1. with high degree of effectiveness reads, represents, compares Sentence Types; Fragments; & Run-On Sentences. Makes comparison within and between various context
    4. Communication
      1. (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
        1. Level One
          1. Rarely presents sentence structure clearly using appropriate conventions, vocabulary and symbols in oral, visual, and written forms clearly
          2. expresses and organizes ideas and critical thinking in literature and writing unclearly
        2. Level Two
          1. Sometimes presents sentence structure clearly using appropriate conventions, vocabulary and symbols in oral, visual, and written forms
          2. expresses and organizes ideas and critical thinking in literature and writing with some clarity
        3. Level Three
          1. expresses and organizes ideas and critical thinking in literature and writing clearly
          2. presents sentence structure clearly using appropriate conventions, vocabulary and symbols in oral, visual, and written forms
        4. Level Four
          1. expresses and organizes ideas and critical thinking in literature and writing clearly and precisely
          2. presents sentence structure clearly and precisely using a range of appropriate conventions, vocabulary and symbols in oral, visual, & written forms