Grades 7-8: Learning Objectives

Knowledge: Grades 7 and 8 students should be able to-
- Define terms such as constitutional democracy, republic, political system, civil rights, democratic values, government, citizenship, constitution, ratification, political party, justice, equality, human dignity, judicial decisions, human rights, and diversity
- Discuss the nature of the Iroquois (Haudenosaunee) Confederacy and how it functioned
- Describe the European roots for colonial governments
- Explain the significance of the Mayflower Compact http://www.plimoth.org/learn/history/colonists/MayfowerCompact.asp)
- Explain the political causes for the American Revolution, including the influence of European Enlightenment thinkers
- Explain the fundamental values, beliefs, and ideas expressed in the Declaration of Independence, the New York State and United States constitutions, and the Bill of Rights
- Summarize the steps involved in the evolution of a constitutional democracy in the United States
- Explain the importance of a formal plan of union for the newly-created United States government
- Describe the strengths and weaknesses of the Articles of Confederation
- Explain the importance of the New York State Constitution of 1777 and describe its importance to the United States Constitution
- Describe the steps involved in the development and ratification of the United States Constitution and the Bill of Rights
- Define the concept of federalism and list the powers granted to the national and state governments under the United States Constitution
- Discuss the importance of the extension of suffrage during the Age of Jackson
- Explain how a person becomes a citizen of the United States
- List the responsibilities of citizenship
- Summarize important United States Supreme Court decisions related to civil rights
- Explain the importance of various amendments to the United States Constitution related to the extension of civil rights
- Identify the important milestones in the civil rights movement
- Define the meaning of the concept of human rights and tell about the United Nations role in protecting human rights
Skills: Grades 7 and 8 students will learn and practice social studies skills related to getting, organizing, and presenting information.
- Students should be able to get information by-
  - Locating sources of print and nonprint information about the different Enlightenment philosophers who influenced prominent colonial leaders’ thinking about how to govern the newly-independent colonies
  - Identifying different colonial viewpoints regarding separation and independence from England
  - Researching the writing, debates, and adoption of the United States Constitution including the major issues involved and the individuals who proposed the various compromises
  - Reading from textbooks, trade books, historical magazines, government documents, monographs, diaries, journals, transcripts of interviews with historians, historical novels, and newspapers to learn about life in the United States during the early national period
  - Viewing artwork, illustrations, broadsides, advertisements, and editorial cartoons related to abolition, the slavery debates, prison reform, and the women’s rights movement during the early 19th century
  - Identifying the constitutional basis for the Civil War Amendments (13th, 14th, and 15th)
  - Locating sources of print and nonprint information about the legal basis of citizenship and the responsibilities of citizenship
  - Researching the historical background of the civil rights movement by identifying the major United States Supreme Court decisions and individuals involved in protecting individual rights
  - Contacting the United Nations or visiting the UN website (www.un.org/rights) to collect information about the creation of the UN, its goals, and how its different agencies have advanced civil and human rights around the world
- Students should be able to organize information by-
  - Outlining the critical events leading up to the American Revolution
  - Designing charts that present the concepts and ideas included in the Mayflower Compact, Declaration of Independence, and the Albany Plan of Union along with definitions and explanations
  - Preparing timelines that identify the major events related to the creation and adoption of the United States Constitution and Bill of Rights
  - Classifying the powers granted to the national and state governments under the United States Constitution
  - Categorizing the powers granted to the executive, judicial and legislative branches of government by the United States Constitution
  - Completing charts that list the major reform movements of the early 19th century, including their leaders, goals, activities, and accomplishments
  - Outlining the historical steps in the abolition of slavery and the passage of the Civil War amendments
  - Preparing timelines that mark the important milestones in the civil rights movement including federal legislation, Constitutional amendments, and United States Supreme Court decisions
  - Outlining the human rights violations that took place during World War II in Europe and the United States responses to the Nazi Holocaust
  - Developing charts that show the major accomplishments of the United Nations in promoting peace and protecting human rights around the world
- Students should be able to present information by-
  - Performing a classroom skit reenacting the writing and signing of the Mayflower Compact (visit: http://www.plimoth.org/learn/history/colonists/MayfowerCompact.asp)
  - Preparing a glossary of terms related to the adoption of the United States Constitution including definitions for terms such as: constitutional democracy, suffrage, republic, democracy, citizenship, justice, equality, civil rights, liberty, federalism, the pursuit of happiness, diversity, truth, and common or public good
  - Publishing a classroom newspaper that highlights the causes for the American Revolution and includes interviews with the colonial revolutionary leaders, loyalists, British soldiers, colonial representatives and governors, and people on the streets
  - Developing graphic organizers that compare the United States Constitution with the New York State Constitution including information about he structures and functions of the different levels of government
  - Participating in classroom debates related to the adoption of the United States Constitution focusing on the need for a stronger central government, the rights of the various state governments, and the need for a bill of rights
  - Preparing timelines that show the steps involved in the adoption of the United States Constitution and the Bill of Rights
  - Preparing oral reports about how democracy was extended during the Age of Jackson
  - Developing charts that illustrate how individuals become citizens of the United States
  - Writing short summaries of landmark Supreme Court decisions related to civil rights issues including: Brown v. Board of Education of Topeka (1954) and Miranda v. Arizona (1966)
  - Designing posters that illustrate the human rights included in the United Nations Declaration of Human Rights (visit: http://www.un.org/publications and see: Universal Declaration of Human Rights: An Adaptation for Children (ages 7-10) and Universal Declaration of Human Rights)
- Civic Dispositions*: Students should learn and demonstrate the following civic values and attitudes-
  - Willing to listen to others points of view or positions on issues even if one strongly disagrees (i.e., civility and civil conversation)
  - Willing to view and assess a problem or issue from different points of view or perspectives (i.e., perspective taking)
  - Willing to put oneself into another’s shoes
  - Willing to allow others to express their opinions, without interruption, after expressing one’s own opinion
  - Willing to participate in open-ended and respectful discussions, without using name calling or verbal attacks on those who disagree with one’s own position or arguments
  - Willing to show respect for the rule of law
  - Willing to consider other points of view or arguments before forming conclusions or making judgments
  - Willing to tolerate ambiguity and resist simplistic solutions to complex issues and problems
  - Willing to respect the civil rights of others
  - Willing to participate in classroom, school, and community activities
  - Willing to respect others’ space and property
  - Willing to demonstrate personal responsibility
- Civic dispositions or traits of private and public character important to the preservation and improvement of American constitutional democracy: **
  - Becoming an independent member of society
  - Respecting individual worth and human dignity
  - Assuming the personal, political, and economic responsibilities of a citizen
  - Participating in civic affairs in an informed, thoughtful, and effective manner
  - Promoting the healthy functioning of American constitutional democracy

(*Adapted from: Judith Torney-Purta and Susan Vermeer, Developing Citizenship Competencies from Kindergarten through Grade 12: A Background Paper for Policymakers and Educators (Education Commission of the States, 2004), p. 21. and Dialogue on Brown v. Board of Education (American Bar Association - Division for Public Education, 2003), p. 7.)

(**Taken from: NAEP (National Assessment of Educational Progress) Civics Assessment, Civic Dispositions, p. 73. For more information see: http://nces.ed.gov/nationsreportcard)