This is an example scale;
contact the Social Studies
Office if something is
unclear.
Example: Middle School Civics Learning Goal and Scale
Middle School – Civics
Grade 7
Unit of Study; refer to the
content appropriate FUOS
for pacing. Topic: The Constitution
This is an
example scale; it
is derived from
the more overarching standard.
Contact the
Social Studies
Office if
something is
unclear.
SS.7.C.1: Demonstrate an understanding of the origins and purposes of government, law, and the American
political system.
Standard aligned learning goal: Demonstrate an understanding of the origins and purposes of the
Constitution.
Benchmarks support the standard and
will be used to create Learning Targets.
Related benchmarks:
The scale may include multiple benchmarks
related to the standard-aligned learning goal
and may take a few weeks to teach.
SS.7.C.1.5: Identify how the weaknesses of the Articles of Confederation led to the writing of the
Constitution.
SS.7.C.1.6: Interpret the intentions of the Preamble of the Constitution.
SS.7.C.1.7: Describe how the Constitution limits the powers of government through separation of powers
and checks and balances.
SS.7.C.1.8: Explain the viewpoints of the Federalists and the Anti-Federalists regarding the ratification of the
Constitution and inclusion of a bill of rights.
The 1.0 to 4.0
levels on the
scale do not
refer to DOK
levels,
however,
Learning
Targets and
Progress
Scale
Learning Targets
Monitoring
(Benchmarks)
Tasks should
4.0 In addition to level 3, students will be able to:
become
increasingly
The most
more
cognitively
Analyze the degree to which the Constitution
cognitively
complex
has been successful in limiting the power of
complex.
Learning
government and making the intentions of the
Target(s) and
Preamble reality.
Progress
Instruction
and
Interventions:
Literacy
Department-Social Studies 120915
Monitoring
MS Civics Scale Explanation
Task(s)
go at
the 4.0 level.
Approach this
level as an
enrichment of
Student Evidence
Progress Monitoring Task(s)
Students will conduct a short research project to
develop a claim that argues the degree to which
the Constitution has achieved the goals and
intentions of the Founding Fathers.
These are
assignments
aligned to the
Learning Targets
and are used to
measure student
proficiency at each
level.
Note that not
every classroom
activity or
assignment is
placed on the
scale. Student
evidence must
directly measure
one or multiple
Learning
•
•
•
3.0
Students will be able to (target learning goal):
Identify how the weaknesses of the Articles of
Confederation led to the writing of the
Constitution.
Interpret the intentions of the Preamble to the
Constitution.
Describe how the Constitution limits the power
of government through separation of powers
and checks and balances.
Level 3.0
Learning
Target(s) and
Progress
Monitoring
Task(s) are at
the
benchmark
mastery level.
Describe and distinguish between the
concepts of separation of powers and checks
and balances.
Explain and compare the viewpoints of the
Federalists and Anti-Federalists regarding
ratification of the Constitution and inclusion of a
bill of rights.
Learning
Targets at
level 3.0 are
written
verbatim from
the
benchmark(s).
2.0
(The student will understand/perform basic
processes…)
Instruction and Interventions: Literacy Department-Social Studies 120915
MS Civics Target(s)
Scale Explanation
Learning
at level 2.0 should
be less cognitively
complex version(s)
of the mastery
Include at least 5 sources
The claim is supported with accurate and
appropriate evidence
FSA argumentative rubric is used
Students will complete a cause and effect chart
illustrating the relationship between the
weaknesses of the Articles of Confederation, the
intentions of the Preamble to the Constitution, and
how the Constitution limits government.
Students will create scenarios illustrating how
separation of powers and checks and balances
limits government.
Students will participate in a Socratic seminar
between the Federalists and Anti-Federalists
regarding ratification of the Constitution.
• Students will approach the discussion from
their assigned perspectives
• Students will cite relevant text-based
evidence to support their claims
• Students will follow accountable talk
protocols
• Students will write a letter to the editor of a
local paper supporting or opposing
ratification citing relevant text-based
evidence and talking points presented
during the seminar
Learning Target(s)
at level 2.0 should
be less cognitively
complex version(s)
of the mastery
level used at 3.0.
Approach this as
a foundational
level for what
students need to
know, understand,
and do in order to
master the level
3.0 Learning
Target(s).
Students will be able to:
Identify weaknesses of the Articles of
Confederation.
Identify the goals and purposes of government
as set forth in the Preamble to the Constitution.
Explain the concept of limited government.
Recognize examples of separation of powers
and checks and balances.
Identify viewpoints of the Federalists and the
Anti-Federalists regarding ratification of the
Constitution.
(The student will recognize or recall specific
vocabulary, such as…)
Identify, define, and categorize the following
terms as they relate to the Constitution:
Shays’ Rebellion, debt, Constitutional
Convention, Articles of Confederation,
preamble, ordain, domestic tranquility, general
welfare, posterity, constitutional government,
separation of powers, checks and balances,
ratification, Federalist, Anti-Federalist, James
Madison, Federalist Papers, Anti-Federalist
Papers, bill of rights.
1.0
Students will be able to:
Accomplish the level 2.0 tasks with help.
Instruction and Interventions: Literacy Department-Social Studies 120915
MS Civics Scale Explanation
Students will complete a graphic organizer listing
the weaknesses of the Articles of Confederation.
Students will explain in their own words the goals
and intentions of the Constitution as presented in
the Preamble.
Students will cite evidence from the Constitution
illustrating how it limits government through
separation of powers and checks and balances..
Students will complete a graphic organizer listing
reasons for supporting ratification of the
Constitution (Federalists) and reasons for
opposing it. (Anti-Federalists).
Students will complete an open word sort during
which they will categorize the words and justify
their categorizations.
Utilize one or
more Progress
Monitoring
Tasks that
directly assess
each Learning
Target. It is
acceptable to
use one
Progress
Monitoring Task
to assess
multiple
benchmarks.
On all Social
Studies scales
the Learning
Target at level
1.0 is stated as
it appears here.
Additional comments:
•
The Progress Monitoring Tasks are not necessarily linear. In other words, it is not necessary to be proficient in all level two tasks
prior to moving to level three. It is possible for students to move back and forth between levels as they progress toward mastery
of the Learning Goal.
•
Proficiency levels are determined at the school level.
Instruction and Interventions: Literacy Department-Social Studies 120915
MS Civics Scale Explanation