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Build Community
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Advocate for myself and others
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- I can recognize when I need help and ask for the specific help I need.
- With guidance, I can ask others what they need so they can fully engage in an experience with a sense of belonging.
- I can participate in and/or support a group and/or event focused on taking action to positively impact community.
Project-specific:- I can recognize when I need help and ask for the specific help I need during a civics discussion (e.g., clarifying a rule about standing/silence/participation) in a way that supports belonging
- With guidance, I can share what I need to be heard and participate respectfully, and I can contribute to the group’s action plan for positive change.
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- I can ask for help when I need it.
- With guidance, I can recognize when other people may need or want help, and I can learn and practice ways to offer help.
- With guidance, I can participate in an event focused on taking action to positively impact community.
Project-specific:- I can ask for help when I need it during a civics scenario, using clear language about my needs or questions (e.g., what I’m allowed to do and why)
- With guidance, I can recognize when others may need or want support and practice ways to offer help, so the group can participate productively and plan an action focused on improving classroom climate.
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- I can recognize when I need help or my needs or rights are not being met, find support, and advocate for myself by clearly expressing my needs and upholding my boundaries even in challenging or unfamiliar situations.
- I can advocate for others when I perceive that their needs, values, and/or rights are not being respected, ensuring that their voices are heard.
- I can participate in collective action for positive impact and co-create and/or lead initiatives with cross-sector partners (e.g., nonprofits, government, etc.) that address injustices and inequities.
Project-specific:- I can recognize when my needs or rights are not being met and advocate for myself by clearly stating what I need and where I set respectful boundaries, even when opinions differ about civic rituals
- I can advocate for others by respectfully elevating their perspectives in discussion and collective action, using evidence of civic values (liberty, justice, equality, tolerance, due process) to support why respectful participation matters.
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- With guidance, I can ask for help when I need it.
- With guidance, I can recognize when other people may need or want help.
- With guidance, I can participate in an event focused on taking action to positively impact community.
Project-specific:- With guidance, I can ask for help when I need it during collaborative discussions about civic expectations, and I can explain my choice using respectful, clear communication
- With guidance, I can recognize when others may need or want support, and I can participate in taking action to improve how the class handles standing/silence/disagreement during the school day.
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- I can recognize when I need help or my needs or rights are not being met, identify potential barriers, and choose an appropriate source of support, including one beyond my immediate circle.
- I can use observation, reflection, and listening to identify others’ needs and support their sense of belonging, either by leading advocacy measures or by supporting their lead.
- I can participate in collective action for positive impact on community and co-create or lead in one or more of these spaces.
Project-specific:- I can recognize when my needs or rights are not being met, identify possible barriers (e.g., unclear norms or peer pressure), and choose an appropriate source of support—including someone beyond my immediate circle—using respectful, specific requests
- I can use observation, reflection, and listening to identify others’ needs and support their belonging by helping them speak up or by leading a specific advocacy step within our class plan.
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- I can recognize when I need help or when my needs are not being met, identify multiple options for getting the support I need, and choose an option that best fits the situation.
- I can use observation, reflection, and listening to identify others’ needs and to take a step to support their sense of belonging.
- I can participate in, support, and contribute to a group and/or event focused on taking action to positively impact community.
Project-specific:- I can recognize when I need support and identify multiple options for getting it (e.g., teacher-led clarification, peer agreement, administrator guidance), then choose the one that best fits the situation while protecting my rights
- I can use observation, reflection, and listening to identify others’ needs and take concrete action to strengthen belonging, contributing to a group that improves respectful routines for participation and disagreement during the Pledge.
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Design Solutions
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Test, act, iterate
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- With guidance, I can test a prototype/model or take steps in a plan to see how it works. With guidance, I can come up with ideas about how to improve my model design or plan.
Project-specific:- With guidance, I can test a draft classroom routine/prototype (e.g., a short script or signal idea) to see how it works in a small try-out and I can name at least one improvement idea I want to try next.
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- I can test my prototype/model or take steps in my action plan and record and share my results. I can identify one important change that would improve my design based on what I learned through testing or acting.
Project-specific:- I can run a test of my routine in a real or simulated Pledge setting and record what happened (e.g., student responses, confusion points, or disruptions)
- I can identify one specific change to improve the routine based on what I learned from testing.
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- I can test my prototype/model or take steps in my action plan, record data and results, and share my findings. I can engage in an improvement cycle to improve one aspect of my design.
Project-specific:- I can test my routine through at least one additional use case aligned to my design criteria (standing/silence/disagreement choices) and collect more detailed evidence (notes, tally marks, or feedback)
- I can share findings and make an improvement to one aspect of the design based on that evidence.
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- I can test my prototype/model or implement my action plan through various use cases relevant to my design criteria, record detailed data and results, and share my findings. I can engage in an improvement cycle that includes user feedback to eliminate one or more significant flaws and/or limitations in my design. If applicable, I can give credit to the thinkers and activists whose work I draw upon, past and/or present.
Project-specific:- I can pilot my routine across multiple relevant use cases, record detailed data and results, and explain how user feedback exposed significant flaws or limitations
- I can revise the routine to address those flaws, and I can cite at least one source or idea from civic/political principles that informed my approach.
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- I can test my prototype/model or implement my action plan through various use cases relevant to my design criteria and record and share detailed data, results, and key insights. I can engage in multiple improvement cycles that include user feedback to enhance the design and/or eliminate significant flaws or limitations. I can discuss the viability of my prototype, model, or action plan and its potential for further development, considering design criteria and constraints. If applicable, I can amplify the voices of those most impacted and give credit to the thinkers and activists whose work I draw upon, past and/or present.
Project-specific:- I can complete multiple improvement cycles of my routine using user feedback from classmates and other stakeholders, capturing detailed results and key insights each time
- I can discuss the viability of my plan for wider adoption by connecting it to relevant constraints (time, classroom norms, rights and respect) and proposing next steps for further development.
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- I can test my prototype/model or implement my action plan through various use cases relevant to my design criteria and record and share detailed data, results, and key insights. I can engage in multiple improvement cycles that include user feedback to enhance the design and/or eliminate significant flaws or limitations, gathering input from key stakeholders and/or experts with relevant specialized knowledge or skills. I can discuss the viability of my prototype, model, or action plan and its potential for further development, considering design criteria and constraints and insights derived from testing, iteration, and user feedback. If applicable, I can amplify the voices of those most impacted and give credit to the thinkers and activists whose work I draw upon, past and/or present.
Project-specific:- I can implement and test the routine across varied classrooms or stakeholder contexts, then gather input from key stakeholders (e.g., teacher/client, administrators, or experts) to refine the design further
- I can explain how the final version mitigates conflict and protects respectful participation/disagreement, and I can credit thinkers/activists or civic sources that influenced my design.
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Engage In Inquiry
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Develop an inquiry plan
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- With guidance, I can plan a set of steps to explore my question.
Project-specific:- With guidance, I can plan a set of steps to explore my question by listing what I need to find out about students’ respectful options during the Pledge (e.g., standing, silence, nonparticipation) and who I can ask or what I can read.
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- With guidance, I can choose an approach for exploring my question (e.g., online search, experiment, community member interviews) and explain why I chose that approach. With guidance, I can create a plan that includes how I will gather and record important information.
Project-specific:- With guidance, I can choose an approach (such as reading a short text, searching for school rule examples, or conducting quick interviews/polls) and explain why it fits my question
- I can create a simple plan that shows how I will gather and record evidence I collect from my sources or classmates.
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- I can choose primary or secondary research methods for my inquiry plan that will help me explore my question. I can create a plan that includes how I will collect and analyze important information related to my question. With guidance, I can identify plan constraints (e.g., time, resources, etc.). If applicable, with guidance, I can get participant consent and practice confidentiality.
Project-specific:- I can select primary or secondary research methods to answer my question and create a plan that explains how I will collect and organize information and how I will use it to make meaning
- With guidance, I can identify constraints (time/resources) and practice ethical participation by getting consent as needed and keeping shared information confidential.
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- I can choose primary or secondary research methods that are most aligned to the purpose of my inquiry. I can create a feasible plan that defines the objectives and scope of my inquiry as well as identifies my data collection and analysis methods, stating how research ethics were considered.
Project-specific:- I can choose primary or secondary research methods that best match my inquiry purpose and create a feasible plan with clear objectives and boundaries (what I will and won’t investigate)
- I can specify my data collection and analysis steps and state how I considered research ethics (e.g., respectful treatment of student perspectives and confidentiality).
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- I can choose or combine research methods that are most aligned to the purpose of my inquiry and demonstrate how my approach is informed by others’ similar inquiries. I can create a feasible plan that defines the objectives and scope of my inquiry as well as identifies my data collection and analysis methods, stating how research ethics were considered. I can articulate known limitations of the inquiry plan and develop strategies for addressing or mitigating them.
Project-specific:- I can choose or combine research methods that strongly fit my inquiry purpose and show that my plan is informed by others’ similar inquiries (such as comparing multiple perspectives on rights and school expectations)
- I can create a feasible plan with objectives, scope, and clear data collection/analysis methods, and I can explain research ethics
- I can also name limitations of my plan (e.g., bias in interviews or limited sample) and develop strategies to address them.
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- I can choose or combine research methods to fulfill the purpose of my inquiry and discuss how my inquiry fits within a broader disciplinary, professional, or community context or tradition and how it contributes to existing knowledge. I can create a feasible plan that defines the objectives and scope of my advanced or complex inquiry, attends to advanced research ethics (e.g., avoiding conflicts of interest, epistemic responsibility and research integrity, reflexivity and positionality, etc.), and explains data collection and analysis methods and procedures. I can articulate known limitations of the inquiry plan and develop strategies for addressing or mitigating them.
Project-specific:- I can choose and combine research methods for an advanced, complex inquiry that connects my question to broader disciplinary and civic contexts (such as students’ rights, constitutional values like liberty and due process, and how classroom norms shape participation)
- I can create a feasible plan with specific objectives/scope, detailed procedures, and advanced research ethics (including research integrity, avoiding conflicts of interest, and reflexive awareness of my own stance)
- I can explain how I will analyze evidence, articulate limitations, and develop realistic mitigation strategies.
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Express Ideas
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Select and develop my message
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- I can choose the main thing I want to share about. With guidance, I can choose some details I want to share. With guidance, I can put the details in an order that makes sense to me.
Project-specific:- I can choose the main thing I want to share in my civic message about respectful Pledge routines
- With guidance, I can pick a few details that match my message and share them in a basic order (first, next, last).
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- I can choose the main thing I want to share about and some details that illustrate or support it. I can arrange the supporting details in an order that is interesting or logical to me.
Project-specific:- I can choose the main thing I want to share and include details that illustrate or support it about standing, silence, or disagreement
- I can arrange my supporting details in an order that helps my audience follow my thinking.
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- I can choose a central message for my product/performance and discuss how it connects to my purpose (e.g., inform, persuade, entertain). I can choose relevant details and information to help me share my central message and achieve my purpose. I can organize my work in a way that I think will be interesting and/or logical for my audience.
Project-specific:- I can choose and explain a central message (claim or proposal) for my audience and purpose about how students and teachers can use a respectful routine
- I can develop my message with relevant details (e.g., examples from classroom expectations and peer perspectives) and organize them in a logical, audience-friendly way.
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- I can choose and articulate a central message (e.g., thesis, claim, story, idea, artistic stance, proposal) for my product/performance that suits my audience and purpose. I can develop my main message through the use of supporting details and/or evidence (e.g., subclaims, illustrative examples, counterpoints, visual elements). I can organize my work in a way that I think will be interesting, logical, and/or aesthetically pleasing for my audience.
Project-specific:- I can articulate a clear central message that fits my audience and purpose and connect it to a civic principle or value (such as liberty, justice, tolerance, rights, or due process)
- I can develop my central message using evidence and/or counterpoints and organize it in an engaging, coherent structure for my audience.
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- I can articulate a central message for my product/performance that suits my audience and purpose and that connects to a theme, idea, or issue in the world that is meaningful or important to me. I can develop and refine my main message through the use of supporting details and/or evidence that add depth, focus, and/or complexity to my ideas. I can organize my work in a way that I think will be interesting, logical, and/or aesthetically pleasing for my audience.
Project-specific:- I can articulate a central message that connects to an issue or theme about civic belonging, respect, and disagreement that matters to me and my community
- I can refine my message by selecting deeper evidence (from rules, legal ideas, and classroom discussion patterns) and organizing it in a thoughtful, compelling way.
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- I can articulate a central message for my product/performance that suits my audience and purpose and that connects to a theme, idea, or issue in the world that is meaningful or important to me. I can develop and refine my main message through the use of supporting details and/or evidence that add depth, focus, and/or complexity to my ideas, and/or by addressing conflicting or alternative ideas or perspectives when applicable. I can organize my work in a logical, compelling, and/or aesthetically pleasing way that suits my purpose, audience, and style.
Project-specific:- I can articulate a nuanced central message that fits my audience and purpose and clearly connects to civic values and constitutional expectations (e.g., rights of individuals and respectful participation)
- I can develop and refine my message by addressing alternative perspectives (such as different reasons for participation or silence) and organizing my message in a logical, persuasive, and well-crafted way.
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Navigate Conflict
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Recognize and respond to the feelings of others
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- With guidance, I can listen to the reasons another person is feeling upset. I can show that I am listening.
Project-specific:- With guidance, I can listen to the reasons another person is feeling upset
- I can show that I’m listening by using supportive body language and staying focused during the conversation.
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- I can listen to the reasons another person is feeling upset. With guidance, I can show my understanding of what they’ve said (e.g., restate, paraphrase).
Project-specific:- I can listen to the reasons another person is feeling upset
- With guidance, I can show my understanding by restating or paraphrasing what they said before responding.
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- I can listen and observe body language to identify how another person is feeling. I can express in my own words how the other person feels and why they feel that way.
Project-specific:- I can listen and observe body language to identify how another person is feeling
- I can express in my own words how they feel and why they feel that way based on what I observe and hear.
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- I can listen and observe body language to identify the feelings and perspectives of others. I can ask questions to better understand the other person’s views or feelings and to better understand the source of the conflict. I can express in my own words how the other person feels and why they feel that way.
Project-specific:- I can listen and observe verbal, physical, and situational cues to identify how others feel and what they believe is happening
- I can ask thoughtful questions to better understand their views and feelings, and I can explain in my own words how they feel and why they feel that way.
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- I can practice active listening and careful observation of verbal, physical, and/or situational cues to identify the feelings and perspectives of others. I can ask questions to better understand the other person’s views or feelings, the source of the conflict, and any cultural or social identity factors that might be at play (e.g., values, language, gender-related or racial power dynamics). I can demonstrate empathy by connecting to, and expressing understanding of, the feelings and perspectives of others involved.
Project-specific:- I can practice active listening and careful observation of verbal, physical, and/or situational cues to identify others’ feelings and perspectives
- I can ask questions to understand the source of the conflict and possible cultural or social identity factors, and I can demonstrate empathy by connecting my response to their feelings and perspective.
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- I can practice active listening and careful observation of verbal, physical, and/or situational cues to identify the feelings and perspectives of others. I can ask questions to better understand others’ views or feelings, the source of the conflict, and any cultural or social identity factors that might be at play. I can demonstrate empathy by connecting to, and expressing understanding of, the feelings and perspectives of others involved. I can work with others to fairly contextualize the conflict, differentiate intention from impact, and explain and/or validate the different experiences and/or perspectives among those involved.
Project-specific:- I can practice active listening and careful observation of verbal, physical, and/or situational cues to identify others’ feelings and perspectives
- I can ask questions to understand viewpoints, the source of the conflict, and identity-related factors, and I can work with others to fairly contextualize the conflict by differentiating intention from impact and validating multiple experiences.
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Reason Quantitatively
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Pose and solve problems
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- I can rephrase a problem in my own words and choose one way to solve it.
Project-specific:- I can rephrase the mixed reactions to the Pledge of Allegiance in my own words and identify one respectful way to respond during school (standing, silence, or disagreement).
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- I can rephrase a simple problem in my own words and break it down into phases, steps, or parts. With guidance, I can try out a problem-solving strategy (e.g., tinker, look for patterns, visualize and draw it) to come up with an approach. I can explain or show my approach in words and/or pictures.
Project-specific:- I can break the problem into parts (what students choose, what the school expects, and what respectful behavior looks like) and try out a simple strategy to propose a response
- With guidance, I can explain my approach in words and/or pictures.
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- I can organize important information about a problem (e.g., using a chart, table, or graph) to help me identify a starting point for solving it. I can try out at least one problem-solving strategy to begin testing an approach. With guidance, I can test whether my approach and/or solution is reasonable. I can explain or show my approach in words and/or pictures.
Project-specific:- I can organize key information about the problem (rules, student experiences, and civic principles) using a chart or table to find a starting point
- I can try at least one strategy to develop a first draft routine and, with guidance, check whether it seems reasonable.
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- I can organize important information about a problem, ask questions to better understand its context and parts, and identify a starting point for solving it. I can identify the facts, precedents, or assumptions that I am bringing to the problem or my approach. I can choose problem-solving strategies to build an approach, making changes to my approach if I get stuck (e.g., solve a simpler problem, work backward, guess and test, try numerical cases). I can test whether my approach and/or solution is reasonable and accurate. I can illustrate and/or explain my approach and how it led to my solution.
Project-specific:- I can gather and organize important facts, precedents, and assumptions about students’ rights and responsibilities, then ask questions to understand the context and parts of the problem
- I can choose and apply multiple problem-solving strategies, adjust my plan when I get stuck, and explain how my approach led to a solution.
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- I can organize important information about a problem, ask questions to better understand its context and parts, and identify a starting point for solving it. I can evaluate the relevance and validity of facts, precedents, or assumptions that I am bringing to the problem and/or my approach. I can choose strategies, tools, or methods to develop an approach, experimenting with ideas and/or lines of reasoning. I can test my or others’ solutions and make corrections to ensure they are reasonable and accurate (e.g., attendant to the meaning of quantities; free from computational errors). I can illustrate and/or explain my solution and rationale.
Project-specific:- I can evaluate how relevant and valid my facts, precedents, and assumptions are (including civic values like liberty and respect for individuals) when solving the problem
- I can test proposed routines (mine and others’) for clarity and fairness, correct what doesn’t match evidence, and explain my solution and reasoning.
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- I can use a range of tools, strategies, or methods to frame, create, and/or evaluate a problem and its context and determine essential resources for exploring or solving it. I can choose and apply relevant and credible facts, precedents, or assumptions to bring to the problem and/or my approach. I can choose strategies, tools, or methods to generate a novel approach, experimenting with ideas, theories, or lines of reasoning. I can test my or others’ solutions in multiple ways to confirm the validity and accuracy of an approach and a solution. I can illustrate and/or explain my solution and rationale.
Project-specific:- I can use a range of strategies and credible resources to frame the problem’s context (rights, school norms, and civic values) and determine what information I still need
- I can generate a novel, evidence-based solution, test it in multiple ways (e.g., feedback and scenarios), confirm accuracy and reasonableness, and explain my rationale clearly using discussion-based evidence.
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