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Content knowledge
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Students will be able to assess the effects of major civil rights laws and court cases on the daily lives and political participation of different groups in the United States using credible evidence and explicit reasoning. - assess
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- I can identify a civil rights law or court case and describe one way it affects daily life or participation for a group of people using information from class sources.
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- I can explain how a civil rights law or court case changed rights, opportunities, or responsibilities for citizens or noncitizens, using evidence from class sources to support my ideas.
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- I can assess the effects of a civil rights law or court case on daily life and political participation by connecting evidence to citizenship, government action, or political parties with clear reasoning.
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- I can evaluate the long-term effects of a civil rights law or court case on different groups in the United States and justify how it continues to shape equal rights, access, or fair elections today using strong, specific evidence.
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Content knowledge
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Students will be able to compare the rights, protections, responsibilities, and legal limits experienced by citizens and noncitizen residents through cases such as Plyler v. Doe and Nielsen v. Preap. - compare
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- I can identify basic rights, protections, responsibilities, and legal limits that apply to citizens and noncitizen residents, using examples from class cases such as Plyler v
- Doe and Nielsen v
- Preap.
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- I can compare how citizens and noncitizen residents are treated in at least one case, explaining one protection and one limit with some support from class evidence.
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- I can explain how citizen and noncitizen rights differ across cases and connect those differences to civic responsibilities, public policy, or daily life for specific groups of people.
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- I can compare citizens’ and noncitizens’ rights, protections, responsibilities, and legal limits across cases such as Plyler v
- Doe and Nielsen v
- Preap, and I can justify how the comparisons show changes over time and real impacts on daily life using accurate evidence from class sources.
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Skill
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Students will be able to construct an evidence-based explanation of how public policy, geography, demographics, and state and federal law have changed United States citizenship and civil rights over time. - construct
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- I can identify a change in U.S
- citizenship or civil rights and name at least one public policy, law, place, or demographic group connected to it using class sources.
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- I can explain how a civil rights law, court case, or policy changed citizenship or civil rights for specific people, and I can connect that change to geography, demographics, or state and federal law.
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- I can construct an evidence-based explanation of how public policy, geography, demographics, and state and federal law worked together to change citizenship or civil rights over time, using accurate examples from class sources.
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- I can build a clear, nuanced explanation that compares multiple changes in citizenship and civil rights over time, showing how public policy, geography, demographics, and state and federal law shaped different outcomes for different groups, and I can support my claims with specific evidence from class sources.
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Skill
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Students will be able to critique the roles of political parties in elections by substantiating a claim about how party actions can protect or restrict equal rights, voting access, and political voice. - critique
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- I can identify a political party action or position related to elections and describe one way it may affect voting, equal rights, or political voice.
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- I can explain how a political party action or message can protect or limit access to voting and participation by using an example from class sources.
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- I can critique the roles of political parties in elections by comparing at least two party actions or positions and describing their effects on equal rights, voting access, and political voice.
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- I can substantiate a clear claim about how political parties influence elections by using relevant evidence to evaluate whether their actions strengthen or restrict equal rights, voting access, and political voice for different groups over time.
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Disposition
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Students will be able to defend a realistic civic action that young Arkansans can take to influence citizens, government, or political parties to advance equal rights and fair elections. - defend
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- I can name a simple civic action young Arkansans can take to support equal rights or fair elections, and I can give one basic reason why it could help
- My defense may include limited evidence and may need teacher support to connect the action to citizens, government, or political parties.
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- I can defend a realistic civic action by explaining how it could help protect equal rights or fair elections, using at least one example from class learning about civil rights laws, court cases, citizenship, or political parties
- I can show a clear connection between my action and its likely effect on people’s daily lives.
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- I can defend a realistic civic action by using specific evidence from class sources to explain why it is effective, appropriate, and connected to the needs of different groups of people
- I can explain how young Arkansans could influence citizens, government, or political parties through this action and how it supports equal rights and fair elections.
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- I can defend a realistic civic action with a well-reasoned argument that weighs its impact, feasibility, and audience, showing how it responds to civil rights issues in daily life and to changes in citizenship and political participation over time
- I can use strong, relevant evidence to explain why this action is the most effective choice for young Arkansans to influence citizens, government, or political parties.
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