8th Grade Standards


Civics

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SST-08.C

BPSS-SST-logo

 6-8 Social Studies

 Civics Domain

BPS-s SST Civics logo

Standards

  • SST-08.C.01 Explain the historical and philosophical foundations of government.
  • SST-08.C.02 Analyze the structures and functions of governments.
  • SST-08.C.03 Describe the rights and liberties of individuals.
  • SST-08.C.04 Investigate the role and responsibilities of citizenship in society.

Description

These standards band grades 6-12 in civics & government. It should be noted that some topics will overlap while others will exclusively appear in either middle or high school. Throughout the grade band, a basic knowledge of the foundation, role, and impact of government is emphasized. Students will begin examining the changes in government over time and the continual balance between individual rights and the common good. The goal is that students will learn the skills necessary to understand the role of government in their daily lives and be able to engage in government at all levels. These standards help students become thoughtful citizens who are informed, engaged, and committed to the ideas and values of a democratic republic. The knowledge of names and definitions is essential in/for acquiring knowledge; however, high-quality teaching and learning demands more than merely mastering facts and terms. Therefore, in teaching these standards, an inquiry approach is encouraged. Activities and assessments that require students to think, analyze, synthesize, evaluate, compare, contrast, and argue using a civic engagement lens should be emphasized.

Calculation Method for Domains

Domains are larger groups of related Standards with benchmarks. So the Domain is a calculation of all the related standards that calculate to the benchmarks. So click on the benchmark identifier below each Standards to access the learning targets and proficiency scales for each standard.


SST-08.C.01

BPS-s SST Civics logo
8th Grade (SST) Social Studies
Civics Standard

SST-08.C.01 Explain the historical and philosophical foundations of government.


Benchmarks

  • SST-08.C.01.1 Evaluate the thoughts of major political philosophers.
  • SST-08.C.01.2 Explain the influence of British and colonial history on early America.
  • SST-08.C.01.3 Evaluate the creation and impact of primary sources on political thought in the United States.

Guiding Practice

The guiding topics for each benchmark includes various subject matter that can be used to help students reach the standard.

Calculation Method for Standards

Standards are larger groups of related benchmarks. So the Standard is a calculation of all the related benchmarks. So click on the benchmark identifier below each Standards to access the learning targets and proficiency scales for each standard.


SST-08.C.01.1

  8th Grade (SST) Civics Domain:
   Benchmark for Standard: SST-08.C.01 Explain the historical and philosophical foundations of government.

SST-08.C.01.1 Evaluate the thoughts of major political philosophers.

Guiding Topics: Cicero, Socrates, Plato, Aristotle, Iroquois Confederation, Locke, Hobbes, Montesquieu, Rousseau, Marx, Natural Rights Philosophy, Classical Republicanism


Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The Student can ...
1 Beginning
... with help, demonstrate a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
  • descriptors
2 Developing
... demonstrate no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
  • descriptors
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window

SST-08.C.01.2

  8th Grade (SST) Civics Domain:
   Benchmark for Standard: SST-08.C.01 Explain the historical and philosophical foundations of government.

SST-08.C.01.2 Explain the influence of British and colonial history on early United States.

Guiding Topics: Magna Carta, English Bill of Rights, Petition of Right, Mayflower Compact, formation of colonial governments, deterioration of relations with Great Britain


Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The Student can ...
1 Beginning
... with help, demonstrate a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
  • descriptors
2 Developing
... demonstrate no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
  • descriptors
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window

SST-08.C.01.3

  8th Grade (SST) Civics Domain:
   Benchmark for Standard: SST-08.C.01 Explain the historical and philosophical foundations of government.

SST-08.C.01.3 Evaluate the creation and impact of primary sources on political thought in the United States.

Guiding Topics: Magna Carta, English Bill of Rights, Petition of Right, Mayflower Compact, Declaration of Independence, Articles of Confederation, Federalist Papers, AntiFederalist Papers, Virginia and New Jersey Plans, the Great Compromise, Constitution, the Bill of Rights


Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The Student can ...
1 Beginning
... with help, demonstrate a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
  • descriptors
2 Developing
... demonstrate no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
  • descriptors
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window

SST-08.C.02

BPS-s SST Civics logo
8th Grade (SST) Social Studies
Civics Standard

SST-08.C.02 Analyze the structures and functions of governments.


Benchmarks

  • SST-08.C.02.1 Analyze the structures and functions of governments.
  • SST-08.C.02.2 Examine the role and purposes of government.
  • SST-08.C.02.3 Analyze the structure, principles, and interpretation of the Constitution of the United States.
  • SST-08.C.02.4 Explain the relationship among federal, state, tribal, and local governmental powers.
  • SST-08.C.02.5 Explain the purposes, organization, powers, and processes of tribal and local governments.

Guiding Practice

The guiding topics for each benchmark includes various subject matter that can be used to help students reach the standard.

Calculation Method for Standards

Standards are larger groups of related benchmarks. So the Standard is a calculation of all the related benchmarks. So click on the benchmark identifier below each Standards to access the learning targets and proficiency scales for each standard.


SST-08.C.02.1

  8th Grade (SST) Civics Domain:
   Benchmark for Standard: SST-08.C.02 Analyze the structures and functions of governments.

SST-08.C.02.1 Differentiate/compare forms and origins of governments.

Guiding Topics: Democracy, monarchy, oligarchy, tyranny, fascism, communism, theocracy, constitutional republic, parliamentary democracy, presidential democracy, and other forms of governments


Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The Student can ...
1 Beginning
... with help, demonstrate a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
  • descriptors
2 Developing
... demonstrate no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
  • descriptors
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window

SST-08.C.02.2

  8th Grade (SST) Civics Domain:
   Benchmark for Standard: SST-08.C.02 Analyze the structures and functions of governments.

SST-08.C.02.2 Examine the role and purposes of government.

Guiding Topics: Purpose of founding governments in River Valley, Asian, Greek, Roman, African, Mesoamerican civilizations and the purpose of current government systems (i.e., to maintain law and order, authority, legitimacy, sovereignty)


Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The Student can ...
1 Beginning
... with help, demonstrate a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
  • descriptors
2 Developing
... demonstrate no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
  • descriptors
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window

SST-08.C.02.3

  8th Grade (SST) Civics Domain:
   Benchmark for Standard: SST-08.C.02 Analyze the structures and functions of governments.

SST-08.C.02.3 Analyze the structure, principles, and interpretation of the Constitution of the United States.

Guiding Topics: Preamble, articles, amendments, separation of powers, checks and balances, power of the purse, impeachment, advise and consent, veto power, judicial review, bicameralism, etc.


Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The Student can ...
1 Beginning
... with help, demonstrate a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
  • descriptors
2 Developing
... demonstrate no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
  • descriptors
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window

SST-08.C.02.4

  8th Grade (SST) Civics Domain:
   Benchmark for Standard: SST-08.C.02 Analyze the structures and functions of governments.

SST-08.C.02.4 Explain the relationship among federal, state, tribal, and local governmental powers.

Guiding Topics: Necessary and proper clause, the commerce clause, Tenth Amendment, enumerated powers vs. reserved powers, amendment process, separation of powers, revenue sources, coining money, treaty powers, interstate commerce, treaty rights and tribal sovereignty, etc.
Suggested Supreme Court Cases: Marbury v. Madison, Gibbons v. Ogden, McCulloch v. Maryland, Brown v. Board of Education, etc.


Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The Student can ...
1 Beginning
... with help, demonstrate a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
  • descriptors
2 Developing
... demonstrate no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
  • descriptors
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window

SST-08.C.02.5

  8th Grade (SST) Civics Domain:
   Benchmark for Standard: SST-08.C.02 Analyze the structures and functions of governments.

SST-08.C.02.5 Explain the purposes, organization, powers, and processes of tribal and local governments.

Guiding Topics: Elections, revenue sources, tribal sovereignty


Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The Student can ...
1 Beginning
... with help, demonstrate a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
  • descriptors
2 Developing
... demonstrate no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
  • descriptors
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window

SST-08.C.03

BPS-s SST Civics logo
8th Grade (SST) Social Studies
Civics Standard

SST-08.C.03 Describe the rights and liberties of individuals.


Benchmarks

  • SST-08.C.03.1 Describe and examine the amendments to the US Constitution and their application in the United States.
  • SST-08.C.03.2 Describe the impact of court cases on rights and liberties of individuals.

Guiding Practice

The guiding topics for each benchmark includes various subject matter that can be used to help students reach the standard.

Calculation Method for Standards

Standards are larger groups of related benchmarks. So the Standard is a calculation of all the related benchmarks. So click on the benchmark identifier below each Standards to access the learning targets and proficiency scales for each standard.


SST-08.C.03.1

  8th Grade (SST) Civics Domain:
   Benchmark for Standard: SST-08.C.03 Describe the rights and liberties of individuals.

SST-08.C.03.1 Describe and examine the amendments to the United States Constitution and their application in the United States.

Guiding Topics: Bill of Rights, amendments, relevant court cases


Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The Student can ...
1 Beginning
... with help, demonstrate a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
  • descriptors
2 Developing
... demonstrate no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
  • descriptors
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window

SST-08.C.03.2

  8th Grade (SST) Civics Domain:
   Benchmark for Standard: SST-08.C.03 Describe the rights and liberties of individuals.

SST-08.C.03.2 Describe the impact of court cases on the rights and liberties of individuals.

Guiding Topics: Judicial review, incorporation doctrine
Suggested Supreme Court Cases: Schenck v. United States, Tinker v. Des Moines Independent Community School District, Texas v. Johnson, New York Times Co. v. United States, Village of Skokie v. National Socialist Party, Engel v. Vitale, Lemon v. Kurtzman, and other significant court cases


Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The Student can ...
1 Beginning
... with help, demonstrate a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
  • descriptors
2 Developing
... demonstrate no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
  • descriptors
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window

SST-08.C.04

BPS-s SST Civics logo
8th Grade (SST) Social Studies
Civics Standard

SST-08.C.04 Investigate the role and responsibilities of citizenship in society.


Benchmarks

  • SST-08.C.04.1 Explain how citizens can influence government.
  • SST-08.C.04.2 Describe and evaluate the criteria and process for naturalization in the United States.
  • SST-08.C.04.3 Explain how citizens’ personal and civic responsibilities are important to the preservation and improvement of United States constitutional republic.
  • SST-08.C.04.4 Identify bias and evaluate its role in media sources.
  • SST-08.C.04.5 Demonstrate active participation in civic life.

Guiding Practice

The guiding topics for each benchmark includes various subject matter that can be used to help students reach the standard.

Calculation Method for Standards

Standards are larger groups of related benchmarks. So the Standard is a calculation of all the related benchmarks. So click on the benchmark identifier below each Standards to access the learning targets and proficiency scales for each standard.


SST-08.C.04.1

  8th Grade (SST)Civics Domain:
   Benchmark for Standard: SST-08.C.04 Investigate the role and responsibilities of citizenship in society.

SST-08.C.04.1 Explain how citizens can influence government.

Guiding Topics: Interest groups, the media, political action committees, voluntary and civic associations, professional organizations, individuals, voting, running for office, petitioning the government, initiated measures, referendum, recall, peaceful protests, demonstrations


Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The Student can ...
1 Beginning
... with help, demonstrate a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
  • descriptors
2 Developing
... demonstrate no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
  • descriptors
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window

SST-08.C.04.2

  8th Grade (SST) Civics Domain:
   Benchmark for Standard: SST-08.C.04 Investigate the role and responsibilities of citizenship in society.

SST-08.C.04.2 Describe and evaluate the criteria and process for naturalization in the United States.

Guiding Topics: Citizenship test and pledge, historic and present restrictions and requirements for naturalization


Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The Student can ...
1 Beginning
... with help, demonstrate a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
  • descriptors
2 Developing
... demonstrate no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
  • descriptors
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window

SST-08.C.04.3

  8th Grade (SST) Civics Domain:
   Benchmark for Standard: SST-08.C.04 Investigate the role and responsibilities of citizenship in society.

SST-08.C.04.3 Explain how citizens’ personal and civic responsibilities are important to the preservation and improvement of United States constitutional republic.

Guiding Topics: Voting rights, running for public office, obeying the law, being informed and attentive to public issues, monitoring political leaders and governmental agencies, assuming leadership when appropriate, paying taxes, registering to vote and voting knowledgeably on candidates and issues, serving as a juror, serving in the armed forces, performing public service


Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The Student can ...
1 Beginning
... with help, demonstrate a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
  • descriptors
2 Developing
... demonstrate no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
  • descriptors
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window

SST-08.C.04.4

  8th Grade (SST) Civics Domain:
   Benchmark for Standard: SST-08.C.04 Investigate the role and responsibilities of citizenship in society.

SST-08.C.04.4 Identify bias and evaluate its role in media sources.

Guiding Topics: Broadcast news, print news, websites, social media, speeches, and other primary and secondary sources


Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The Student can ...
1 Beginning
... with help, demonstrate a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
  • descriptors
2 Developing
... demonstrate no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
  • descriptors
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window

SST-08.C.04.5

  8th Grade (SST) Civics Domain:
   Benchmark for Standard: SST-08.C.04 Investigate the role and responsibilities of citizenship in society.

SST-08.C.04.5 Demonstrate active participation in civic life.

Guiding Topics: Voting, attending political and governmental meetings, contacting public officials, working in campaigns, community organizing, demonstrating or picketing, mock trials, simulated congressional hearings, Socratic seminar, civil discourse, debate, boycotting, joining interest groups or political action committees, etc.


Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The Student can ...
1 Beginning
... with help, demonstrate a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
  • descriptors
2 Developing
... demonstrate no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
  • descriptors
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window


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