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Engage In Inquiry
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Frame a question
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- I can pose a question I feel excited to explore about something I observe, experience, or wonder. I can share why it excites me and/or describe how it connects to my life, interests, or experiences.
Project-specific:- I can ask a question about something I observe or wonder about related to government, and I can share why the question excites me.
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- I can share something I feel curious about. With guidance, I can pose a question to help me learn more about it.
Project-specific:- With guidance, I can share what I feel curious about and pose a question to help me learn more about how power or rules work in government.
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- I can pose a focused question or testable hypothesis that relates to a passion/interest, issue, or phenomenon that I am exploring. I can share what excites me about the question or topic and why it matters to me.
Project-specific:- I can pose a focused question about a civic issue (like rights or voting) that connects to a thinker’s ideas, and I can explain why I care about that question.
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- I can pose a focused question or testable hypothesis that relates to a passion/interest, issue, or phenomenon I am investigating for a defined purpose or outcome (e.g., compose a text, prepare for an experience or event, conduct an experiment). I can explore sources to build my understanding of the context for my inquiry (e.g., Who else has explored it? Why might others care about it? What related issues, events, or big ideas are important to my question?).
Project-specific:- I can pose a focused research question for a clear purpose and explore sources to understand the background (e.g., how Enlightenment thinkers viewed rights and government).
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- I can pose a focused question or testable hypothesis that relates to a passion/interest, issue, or phenomenon I am investigating for a defined purpose or outcome. I can frame my question to reflect the type of inquiry that aligns to my purpose (e.g., exploratory, causal, descriptive, qualitative, predictive). I can cite one or more relevant sources from my initial exploration of the issue or topic and provide a rationale for the importance or relevance of my inquiry.
Project-specific:- I can frame my question for a specific type of inquiry (like explanatory or descriptive) and cite at least one source I used to decide what to investigate and why it matters.
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- I can formulate a focused question or testable hypothesis that addresses an enduring issue in a community or discipline and/or that builds on, challenges, or advances current thinking on the topic. I can frame my question to reflect the type of inquiry that aligns to my purpose. I can cite relevant sources and important concepts (e.g., theories, models, frameworks) to contextualize and/or justify my inquiry.
Project-specific:- I can formulate a question that addresses an enduring community or discipline issue, build on or challenge ideas I’ve learned from sources, and justify my question using relevant concepts (like natural rights, social contract, and consent of the governed).
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Engage In Inquiry
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Synthesize sources or findings
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- With guidance, I can identify the main idea from the source(s).
Project-specific:- With guidance, I can identify the main idea of the sources I read about Enlightenment thinkers (such as their views on power, rights, or government).
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- I can identify the main idea (e.g., theme, position, outcome, result) from each source. I can share something I learned from my sources that I didn’t know before.
Project-specific:- I can identify the main idea from each Enlightenment source and share at least one new fact or idea I learned that connects to my question.
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- I can compare the main ideas from each source. I can describe a new understanding or perspective I have about my research question based on what I’ve learned from my inquiry.
Project-specific:- I can compare the main ideas from multiple sources and describe how my understanding of my research question changes based on what I learned.
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- I can determine the important ideas and information from my sources and how they connect to one another and/or my research question. I can form a working thesis or answer to my question using supporting details from my inquiry. I can cite my sources.
Project-specific:- I can determine key ideas and details from the sources and explain how they connect to each other and to my research question, using evidence and citing my sources.
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- I can determine the important ideas and information from my sources and generate new understandings or insights related to my question and/or its broader context (e.g., the discipline or field, prevailing traditions). I can form a working thesis or answer to my question citing key ideas or concepts, supporting details, and evidence from among my sources. I can cite my sources using formatting consistent with the discipline.
Project-specific:- I can synthesize key ideas into a clear thesis or answer, explaining what the ideas mean for the broader context of the American Revolution and government framework, and I can cite sources using appropriate formatting.
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- I can determine the important ideas and information from my sources and generate new understandings or insights related to my question and/or its broader context. I can form an argument, solution, or expressive work citing key ideas or concepts, supporting details, and evidence while attending to ethical considerations and standards for intellectual integrity. I can discuss the limitations of my findings and/or methods and implications for future research. I can cite my sources using formatting consistent with the discipline.
Project-specific:- I can build an argument (for a podcast or written check-in) that integrates evidence from the sources, addresses limitations/what my evidence can and can’t prove, and cites sources accurately while following intellectual integrity.
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Learn with Purpose
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Engage in discussion
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- When it’s my turn, I can share an idea or respond to the question or prompt.
Project-specific:- When it’s my turn, I can join the discussion by sharing what I noticed or understood from our Enlightenment reading about rights and government
- I can respond to classmates’ comments by referring to a specific idea (like natural rights, social contract, consent of the governed, or republicanism) and keeping the discussion on topic.
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- When it’s my turn, I can share my ideas or respond to the question or prompt. I can ask a question about the topic.
Project-specific:- When it’s my turn, I can respond to a prompt about Enlightenment ideas and how they connect to government (such as how a social contract works)
- I can also ask a question about a classmate’s thinking to show I’m listening and to learn more about their understanding.
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- I can respond to a question or prompt in a way that shows my knowledge of and/or curiosity about the topic. I can pose a specific question related to the topic and demonstrate active listening (e.g., verbal and nonverbal affirmations, paraphrasing to show understanding, asking for clarification).
Project-specific:- When it’s my turn, I can respond with knowledge from the sources by explaining how a specific Enlightenment concept (e.g., natural rights or consent of the governed) connects to government
- I can pose a specific, relevant question and show active listening by paraphrasing a classmate’s point or asking for clarification.
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- I can respond to a question or prompt in a way that shows my knowledge of and/or curiosity about the topic. I can pose questions about the topic to learn more about other people’s ideas while demonstrating active listening. I can practice building on the ideas of others (e.g., elaborating on the idea, connecting to related ideas or evidence).
Project-specific:- When it’s my turn, I can build on others’ ideas by connecting Enlightenment thinkers to a modern civic question (like limits on power or the purpose of government)
- I can ask questions that help me learn what evidence classmates used and elaborate to connect the discussion back to the reading.
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- I can respond to a question, prompt, or comment in a way that shows my knowledge of and/or curiosity about the topic and that offers a new insight, perspective, or evidence-based connection. I can pose open-ended questions and use active listening to learn more about views/perspectives that differ from mine. I can build on the ideas of others and/or challenge them to enhance the discussion (e.g., asking probing questions, elevating minoritized perspectives, citing relevant evidence, addressing errors in data or logic). I can adjust my stance or opinion when presented with new information and/or perspectives and explain shifts in my thinking.
Project-specific:- When it’s my turn, I can offer an evidence-based insight that adds a new perspective or connection between Enlightenment ideas and American government (for example, linking consent of the governed or social contract ideas to why citizens should be able to influence or replace government)
- I can ask probing, open-ended questions, challenge reasoning respectfully, and adjust my thinking when classmates bring new information or viewpoints.
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- I can respond to questions, prompts, or comments in a way that exhibits deep knowledge and/or curiosity about the topic and that offers new insight, perspective, or evidence-based connections. I can monitor and adjust my engagement style to contribute to a balanced and inclusive discussion. I can pose questions to build my understanding or broaden my perspective (e.g., prompt elaboration, surface underlying issues or interests) while maintaining an affirming and inclusive tone. I can build on the ideas of others and/or challenge them to deepen the discussion or help move it forward. I can adjust my stance or opinion when presented with new information and/or perspectives, demonstrate humility with new understandings, and acknowledge and explain shifts in my thinking.
Project-specific:- When it’s my turn, I can lead a deeper discussion by explaining multiple connections across thinkers and government ideas (e.g., natural rights + social contract + consent of the governed, and how those ideas influence structures or debates in the U.S.)
- I can monitor my participation to include others, ask thoughtful questions that surface underlying assumptions, and acknowledge shifts in my stance with a brief explanation grounded in the sources.
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Read The World
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Learn from the past
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- With guidance, I can share some traditions or stories that are special to me. With guidance, I can name something from the past and connect it to something today.
Project-specific:- I can connect a past idea from the Enlightenment to a modern civic issue when prompted
- I can name at least one natural-rights or social-contract idea and give a basic example of how it shows up today.
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- I can share traditions, stories, and/or cultural practices and explain why they are important to me, my family, and/or community. I can identify similarities and differences between aspects of life and/or events from the past and today. With guidance, I can compare different narratives of the same event and name some ways they differ. I can describe some ways that individuals or groups have tried to improve their communities over time.
Project-specific:- I can explain how an Enlightenment thinker’s idea (like natural rights, social contract, or consent of the governed) influenced American government in a way that links past to present
- I can compare the thinker’s view to a modern situation (such as rights or limits on power) using details from my packet.
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- I can share and explain my traditions, stories, and/or cultural practices and ask others about theirs, sharing what I learn. With guidance, I can identify ways that past events and people have informed/ influenced our lives today. I can compare different narratives of the same event and explain how they differ. I can investigate strategies used in the past to help address an issue or build strength, including the unique roles that individuals, community groups, and/or governments played that were most helpful.
Project-specific:- I can investigate and synthesize evidence from multiple thinker sources to explain how Enlightenment ideas influenced the American Revolution and/or the framework of U.S
- government
- I can make a claim about how those ideas connect to modern civic decisions and support it with specific examples from the texts.
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- I can research and share my cultural heritage and history and the cultural heritage and histories of others. I can connect historical events with current ones and identify some patterns. I can compare historical narratives, explain how they differ, and present possible reasons why. I can evaluate the effectiveness of strategies used in the past to address an issue or build upon strengths, including the unique roles that individuals, community groups, government, and/or other entities played.
Project-specific:- I can analyze how Enlightenment thinkers shaped competing ideas about power and liberty, and how those differences influenced American government decisions
- I can evaluate which evidence best supports my explanation and discuss how the ideas still matter in current debates about voting, rights, or representation.
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- I can research and share my cultural history and heritage, as well as the cultural histories and heritages of others, and take actions to preserve them (e.g., recording oral histories, participating in cultural preservation activities). I can connect and analyze historical events and perspectives with current ones, pointing out patterns between and across times, cultures, and other contexts. I can compare historical narratives, explain how they differ, and present possible reasons why. I can evaluate the strategies and roles of historical key players (e.g., government, private sector, citizen sector) in creating, improving, or enabling a current problem.
Project-specific:- I can independently integrate and contrast ideas across several Enlightenment thinkers to produce a historically accurate explanation of influence on the American Revolution and government framework
- I can evaluate the strength and limitations of my evidence and explain how those historical arguments apply to a modern civic issue while staying grounded in the sources.
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- I can research, share, and lead efforts to engage in and preserve cultural heritage (e.g., creating digital archives, organizing community heritage projects). I can hold broad and complex historical contexts and patterns as I connect and analyze historical events and perspectives across times, cultures, and other contexts, including current ones. I can critically analyze multiple historical narratives, incorporating an understanding of shifting historiography as I do so. I can evaluate the strategies and roles of key historical and contemporary players in creating, enabling, or improving a current problem or developing a current strength.
Project-specific:- I can lead a discussion by critically connecting past Enlightenment concepts to modern civic decisions, showing nuance about similarities and differences among thinkers’ views
- I can incorporate shifting perspectives (for example, different views on power, rights, or democracy) to explain influence with depth, using clear, source-based reasoning.
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