Grade 8 Science Massachusetts standards Standards

Topic 1: The philosophical foundations of the United States political system

Explain why the Founders of the United States considered the government of ancient Athens to be the beginning of democracy and explain how the democratic political concepts developed in ancient Greece influenced modern democracy (e.g., civic participation, voting rights, trial by jury, legislative bodies, constitution writing, rule of law).

Describe the government of the Roman Republic and the aspects of republican principles that are evident in modern democratic governments (e.g., separation of powers, rule of law, representative government, and the notion of civic duty/common good).

Explain the influence of Enlightenment thinkers on the American Revolution and framework of the American government (e.g., John Locke, Charles de Montesquieu).

Explain how British ideas about and practices of government (e.g., the Magna Carta, the concept of habeas corpus, the Mayflower Compact, self-government, town meetings, the importance of education and literacy, the House of Burgesses, colonial legislatures, the Albany Plan of Union) influenced American colonists and the political institutions that developed in colonial America.

Analyze the evidence for arguments that the principles of government of the United States were influence by the governments of Native Peoples (e.g. the Iroquois Confederacy).

Topic 2: The development of the United States government

Apply knowledge of the history of the American Revolutionary period to determine the experiences and events that led the colonists to declare independence; explain the key ideas about equality, representative government, limited government, rule of law, natural rights, common good, and the purpose of government in the Declaration of Independence.

Analyze the weaknesses of the national government under the Articles of Confederation; and describe the crucial events (e.g., Shays’ Rebellion) leading to the Constitutional Convention.

Identify the various leaders of the Constitutional Convention and analyze the major issues (e.g., distribution of political power, rights of individuals, representation and rights of states, slavery) they debated and how the issues were resolved.

Compare and contrast key ideas debated between the Federalists and Anti-Federalists over ratification of the Constitution (e.g., federalism, factions, checks and balances, independent judiciary, republicanism, limited government).44 Note: Important topics of individual Federalist Papers: Federalist 10-factions; Federalist 9- strong union; Federalist 39-republican government; Federalist 51-three branches of government independent of each other to ensure liberty; Federalist 78 -importance of an independent judicial branch and judicial review.

Summarize the Preamble and each article in the Constitution, and the rights enumerated in the Bill of Rights; explain the reasons for the addition of the Bill of Rights to the Constitution in 1791.

Topic 3: The institutions of United States government

Distinguish the three branches of government (separation of powers): the Supreme Court and other federal inferior courts as the judicial branch

Congress as the legislative branch

the Presidency and the executive agencies as the executive branch

the Supreme Court and other federal inferior courts as the judicial branch

Examine the interrelationship of the three branches (the checks and balance system).  Congress: enumerated powers, general powers, limits on power, checks on other two branches; roles of political parties in the organization of Congress; roles within the legislative branch, such as the Speaker of the House, the President of the Senate, minority party leaders; the system for accomplishing legislation, including committees, hearings and legislative procedures 44  Massachusetts Curriculum Framework for History and Social Science 107  the Presidency: roles, powers and limits, checks on other two branches, role of the Cabinet, such as the Vice President, Attorney General and Secretaries of State, Defense, Health and Human Services, Homeland Security; executive departments and agencies (such as the Department of Education, the Federal Bureau of Investigation, or the Food and Drug Administration), and branches of the military  the Supreme Court: role and powers, checks on other two branches, lower courts

Describe the respective roles of each of the branches of government.

Explain the process of elections in the legislative and executive branches and the process of nomination/confirmation of individuals in the judicial and executive branches.  Elections: running for legislative office (U.S. Representative – unlimited two-year terms, U.S. Senator – unlimited six-year terms), or executive office (President – two four-year terms and Vice President –unlimited four-year terms) and the function of the Electoral College in Presidential elections  Nomination by the President and confirmation by Congress: Supreme Court Justices and Secretaries/agency heads in the executive branch)

Describe the role of political parties in elections at the state and national levels.

Topic 4: Rights and responsibilities of citizens

Explain the different ways one becomes a citizen of the United States.

Analyze issues involving liberty in conflict with equality or authority, individual rights in conflict with the common good, or majority rule in conflict with minority rights.

Examine the varied understandings of the role of elected representatives and discuss those who have demonstrated political courage or those whose actions have failed to live up to the ideals of the Constitution.

Examine the role of political protest in a democracy.

Examine the influence of public and private interest groups in a democracy, including policy research organizations (e.g. Pew Research Center, Brookings Institute, Heritage Foundation) in shaping debate about public policy.

Describe the rights and responsibilities of citizens (e.g., voting, serving as a juror, paying taxes, serving in the military, running for and holding elected office) as compared to non-citizens.

Distinguish among civic, political, and private life.

Define and provide examples of fundamental principles and values of American political and civic life (e.g., liberty, the common good, justice, equality, tolerance, law and order, due process, rights of individuals, diversity, civic unity, patriotism, constitutionalism, popular sovereignty, and representative democracy).

Describe how a democracy provides opportunities for citizens to participate in the political process through elections, political parties, and interest groups.

Evaluate information related to elections (e.g., policy positions and debates among candidates, campaign financing, campaign advertising, influence of news media and social media, and data relating to voter turnout in elections).

Apply knowledge of the meaning of leadership and the qualities of good leaders to evaluate political leaders at the community, the state and national levels.

Explain the importance of individuals working cooperatively with their elected leaders.

Explain the importance of public service, and identify career and other opportunities in public service at the local, state, and national levels

Topic 5: The Constitution, Amendments, and Supreme Court decisions

Explain why the “necessary and proper” clause46 and why it is often referred to as the “elastic clause.”

Explain the historical context and significance of changes in the Constitution, including key amendments. Examples of amendments include the:

14th Amendment (1868): citizenship rights, equal protection of laws

19th Amendment (1920): women’s right to vote in federal and state elections

26th Amendment (1971): lowering the voting age from 21 to 18 in federal elections

Analyze the Constitutional issues that caused the Civil War and led to the eventual expansion of the power of the Federal government and individual civil rights.

Explain the historical context and significance of laws enacted by Congress that have expanded the civil rights and equal protection for race, gender, disability (e.g., the 1964 Civil Rights Act, 1965 Voting Rights Act, 1990 Americans with Disabilities Act, 1990 Individuals with Disabilities Education Act), and explain how the evolving understanding of human rights has affected the movement for civil rights for all

Explain the principle of judicial review established in Marbury v. Madison (1803) and explain how cases come before the Supreme Court, how cases are argued, and how the Court issues decisions and dissents.

Research, analyze, and report orally or in writing on one area (a, b, or c, below) in which Supreme Court decisions have made significant changes over time in citizens’ lives.

Interpretations of freedoms of religion, assembly, press, petition, and speech under the First Amendment; for example, Tinker v. Des Moines Independent Community School District (1969) The Court held, 7-2, that students’ right to protest is protected in schools.   Bethel School District v. Fraser (1986) The Court held, 7-2, that students’ right to use vulgar language is not protected in schools. Hazelwood School District v. Kuhlmeier (1988) The Court ruled, 5-3, that students’ right to school-sponsored student speech in a school newspaper may be restricted with educational justification. Citizens United vs. Federal Election Commission (2010) The Court ruled, 5-4, that contributions by corporations and organizations such as unions to political campaigns are protected as free speech.

Interpretations of the due process clause and the equal protection clause of the 14th Amendment, for example, Dred Scott v. Sandford (1857) The Court dismissed the case brought by Dred Scott, an African American, to obtain his freedom from slavery, 7-2, on the grounds that African Americans were not citizens, that the Congress could not ban slavery in federal territories, and that the due process clause prohibited the government from freeing slaves brought into territories. Plessy v. Ferguson (1896) The Court upheld, 7-1, the ruling that racial segregation was constitutional under the “separate but equal” doctrine. Brown v. Board of Education of Topeka (1954)47 The Court unanimously overturned the “separate but equal” doctrine, ruling that state laws establishing separate schools for white and black students were unconstitutional. Mapp v. Ohio (1961) The Court, redefined, 6-3, the implementation of the exclusionary rule (evidence collected in violation of an individual’s Fourth Amendment rights is inadmissible for a criminal prosecution in a court of law) to apply to states. Loving v. Virginia (1967) The Court unanimously recognized the right to interracial marriage and declared race-based restrictions on marriage unconstitutional. Romer v. Evans (1996) The Court determined, 6-3, that the Equal Protection Clause prevents states from denying civil rights protections to sexual minorities, including lesbian, gay, and bisexual people. Obergefell v. Hodges (2015) The Court held, 5-4, that same sex marriage is protected under the 14th Amendment.

Interpretations in cases where individual rights and perceived community or national interests were in conflict, for example, The United States Flag and the Pledge of Allegiance Minersville School District v. Gobitis (1940) The Court held, 8-1, that the state’s interest in national unity allowed school boards to require students to salute the flag. West Virginia State Board of Education v. Barnette (1943) Court held, 6-3, that students are protected from having to salute the flag or recite the Pledge of Allegiance through the free exercise clause of the First Amendment. Texas v. Johnson (1989) The Court held, 5-4, that an individual has a right to burn the flag under the First Amendment free expression clause. School Prayer Engel v. Vitale (1962) The Court held, 6-2, that requiring school prayer in public schools was a violation of the First Amendment establishment clause. National Security Korematsu v. United States (1944) The Court held, 6-3, that a government order during World War II sending Japanese-Americans to internment camps, rather than allowing them to remain in their homes, was constitutional. Clapper v. Amnesty International (2012) The Court, 5-4, dismissed a challenge to the government’s power to conduct surveillance on international phone calls and emails under the Foreign Intelligence Surveillance Courts. Gun Control District of Columbia v. Heller (2008) The Court, 5-4, upheld the right of individuals to own guns under the Second Amendment and found the District of Columbia’s ban on owning handguns to be unconstitutional.

Topic 6: The structure of Massachusetts state and local government

Compare and contrast the functions of state government and national government.

Explain the major components of local government in Massachusetts, including the roles and functions of mayors, city councils, and school committees in cities; town managers, select boards, representative and open town meetings and school committees, in towns, and courts and sheriff’s departments in counties. (Key Primary Source in Appendix D: The Massachusetts Constitution (1780))

Describe provisions of the United States Constitution and the Massachusetts Constitution that define and distribute powers and authority of the federal or state government.

Distinguish among the enumerated and implied powers in the United States Constitution and the Massachusetts Constitution.

Compare core documents associated with the protection of individual rights, including the Bill of Rights, the 14th Amendment to the United States Constitution, and Article I of the Massachusetts Constitution.

Explain why the Tenth Amendment to the United States Constitution is important to state government and identify the powers granted to states by the Tenth Amendment and the limits to state government outlined in it

Identify additional protections provided by the Massachusetts Constitution that are not provided by the U.S. Constitution.

Contrast the responsibilities of government at the federal, state, and local levels (e.g., protection of individual rights and the provision of services such as law enforcement, welfare payments, and the building and funding of schools).

Explain the leadership structure of the government of the Commonwealth of Massachusetts and the function of each branch

the executive branch (governor and agencies)

the legislative branch (state representatives and state senators)

courts of law (Supreme Judicial Court, lower court system)

Give examples of tax-supported facilities and services provided by the Massachusetts state government and by local governments.

Topic 7: Freedom of the Press and News/Media Literacy

Explain why freedom of the press was included as a right in the First Amendment to the United States Constitution and in Article 16 of the Massachusetts Constitution; explain that freedom of the press means the right to express and publish views on politics and other topics without government sponsorship, oversight, control, or censorship.

Give examples of how a free press can provide competing information and views about government and politics.

Explain the different functions of news articles, editorials, editorial cartoons, and “op-ed” commentaries.

Evaluate the benefits and challenges of digital news and social media to a democratic society.

Explain methods for evaluating information and opinion in print and online media (e.g., determining the credibility of news articles; analyzing the messages of editorials and op-ed commentaries; assessing the validity of claims and sufficiency of evidence).

Analyze the point of view and evaluate the claims of an editorial, editorial cartoon, or op-ed commentary on a public policy issue at the local, state, or national level (e.g., a mayoral or school committee decision, an action by a state legislature or Governor, a vote in Congress or an action by the President).

Technology/Engineering

Physical Science

Life Science

Earth and Space Sciences

Freedom of the Press and News/Media Literacy

The structure of Massachusetts state and local government

The Constitution, Amendments, and Supreme Court decisions

Rights and responsibilities of citizens

The institutions of United States government

The development of the United States government

The philosophical foundations of the United States political system

Grade 8: United States and Massachusetts Government and Civic Life

Presentation of Knowledge and Ideas

Comprehension and Collaboration

Speaking and Listening Standards

Range of Writing

Research to Build and Present Knowledge

Production and Distribution of Writing

Text Types and Purposes

Writing Standards

Range of Reading and Level of Text Complexity

Integration of Knowledge and Ideas

Craft and Structure

Key Ideas and Details

Reading Standards for Literacy

History and Social Science and the Standards for Literacy (Grades 6-8)

Standards for History and Social Science Practice

Cite specific textual evidence to support analysis of primary and secondary sources, quoting or paraphrasing as appropriate.

Independently and proficiently read and comprehend history/social studies texts exhibiting complexity appropriate for the grade/course.

Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.

Identify key steps in a text's description of a process related to history/social studies (e.g., how a bill becomes law, how interest rates are raised or lowered).

Determine the meaning of general academic and domain-specific words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.

Describe how a text presents information (e.g., sequentially, comparatively, causally), including how written texts incorporate features such as headings.

Identify aspects of a text that reveal an author's point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts).

Integrate visual information (e.g., charts, graphs, photographs, videos, or maps) with other information in print and digital texts.

Distinguish among fact, opinion, and reasoned judgment in a text.

Analyze the relationship between a primary and secondary source on the same topic.

Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on discipline-specific topics, texts, and issues, building on others' ideas and expressing their own clearly.

Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. (See grades 6–8 Reading Standard 1 for more on the use of textual evidence.)

Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed.

Pose questions that connect the ideas of several speakers and respond to others' questions and comments with relevant evidence, observations, and ideas.

Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented.

Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation.

Delineate a speaker's argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced.

Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate vocabulary, eye contact, volume, and pronunciation.

Integrate multimedia components and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.

Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

Write arguments focused on discipline-specific content.

Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims/critiques, and organize the reasons and evidence logically in paragraphs and sections.

Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources.

Use words, phrases, and clauses with precision to create cohesion and clarify the relationships among claim(s), counterclaims/critiques, reasons, and evidence.

Establish and maintain a style appropriate to audience and purpose (e.g., formal for academic writing).

Provide a concluding statement or section that follows from and supports the argument presented.

Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.

Introduce a topic clearly, previewing what is to follow; use paragraphs and sections to organize ideas, concepts, and information into broader categories as appropriate to achieving purpose; include text features (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.

Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.

Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas, concepts, or procedures.

Use precise language and domain-specific vocabulary to inform about or explain the topic.

Establish and maintain a style appropriate to audience and purpose (e.g., formal for academic writing).

Provide a concluding statement or section that follows from and supports the information or explanation presented.

Not applicable

Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.

Use technology, including current web-based communication platforms, to produce and publish writing and present the relationships between information and ideas clearly and efficiently.

Conduct short as well as more sustained research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.

When conducting research, gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

Draw evidence from informational texts to support analysis, interpretation, reflection, and research. (See grades 6–8 Reading Standard 1 for more on the use of textual evidence.)

Develop and use a model of the Earth-sun system to explain the cyclical pattern of seasons, which includes the Earth's tilt and differential intensity of sunlight on different areas of Earth across the year.

Explain the role of gravity in ocean tides, the orbital motions of planets, their moons, and asteroids in the solar system.

Use a model to illustrate that energy from the Earth's interior drives convection which cycles Earth's crust leading to melting, crystallization, weathering, and deformation of large rock formations, including generation of ocean sea floor at ridges, submergence of ocean sea floor at trenches, mountain building, and active volcanic chains.

Interpret basic weather data to identify patterns in air mass interactions and the relationship of those patterns to local weather.

Describe how interactions involving the ocean affect weather and climate on a regional scale, including the influence of the ocean temperature as mediated by energy input from the sun and energy loss due to evaporation or redistribution via ocean currents.

Analyze and interpret data to explain that the Earth's mineral and fossil fuel resources are unevenly distributed as a result of geologic processes.

Examine and interpret data to describe the role that human activities have played in causing the rise in global temperatures over the past century.

Use informational text to illustrate that materials maintain their composition under various kinds of physical processing; however, some material properties may change if a process changes the particulate structure of a material.

Present information that illustrates how a product can be created using basic processes in manufacturing systems, including forming, separating, conditioning, assembling, finishing, quality control, and safety. Compare the advantages and disadvantages of human vs. computer control of these processes.

Construct an argument based on evidence for how environmental and genetic factors influence the growth of organisms.

Use informational text to describe that food molecules, including carbohydrates, proteins, and fats, are broken down and rearranged through chemical reactions forming new molecules that support cell growth and/or release of energy.

Develop and use a model to describe that structural changes to genes (mutations) may or may not result in changes to proteins, and if there are changes to proteins there may be harmful, beneficial, or neutral changes to traits.

Construct an argument based on evidence for how asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation. Compare and contrast advantages and disadvantages of asexual and sexual reproduction.

Communicate through writing and in diagrams that chromosomes contain many distinct genes and that each gene holds the instructions for the production of specific proteins, which in turn affects the traits of an individual.

Develop and use a model to show that sexually reproducing organisms have two of each chromosome in their nucleus, and hence two variants (alleles) of each gene that can be the same or different from each other, with one random assortment of each chromosome passed down to offspring from both parents.

Use a model to describe the process of natural selection, in which genetic variations of some traits in a population increase some individuals' likelihood of surviving and reproducing in a changing environment. Provide evidence that natural selection occurs over many generations.

Synthesize and communicate information about artificial selection, or the ways in which humans have changed the inheritance of desired traits in organisms.

Develop a model to describe that (a) atoms combine in a multitude of ways to produce pure substances which make up all of the living and nonliving things that we encounter, (b) atoms form molecules and compounds that range in size from two to thousands of atoms, and (c) mixtures are composed of different proportions of pure substances.

Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred.

Develop a model that describes and predicts changes in particle motion, relative spatial arrangement, temperature, and state of a pure substance when thermal energy is added or removed.

Use a model to explain that atoms are rearranged during a chemical reaction to form new substances with new properties. Explain that the atoms present in the reactants are all present in the products and thus the total number of atoms is conserved.

Develop a model that demonstrates Newton's third law involving the motion of two colliding objects.

Provide evidence that the change in an object's speed depends on the sum of the forces on the object (the net force) and the mass of the object.

Explain why the Founders of the United States considered the government of ancient Athens to be the beginning of democracy and explain how the democratic political concepts developed in ancient Greece influenced modern democracy (e.g., civic participation, voting rights, trial by jury, legislative bodies, constitution writing, rule of law).

Describe the government of the Roman Republic and the aspects of republican principles that are evident in modern democratic governments (e.g., separation of powers, rule of law, representative government, and the notion of civic duty/common good).

Explain the influence of Enlightenment thinkers on the American Revolution and framework of the American government (e.g., John Locke, Charles de Montesquieu).

Explain how British ideas about and practices of government (e.g., the Magna Carta, the concept of habeas corpus, the Mayflower Compact, self-government, town meetings, the importance of education and literacy, the House of Burgesses, colonial legislatures, the Albany Plan of Union) influenced American colonists and the political institutions that developed in colonial America.

Analyze the evidence for arguments that the principles of government of the United States were influence by the governments of Native Peoples (e.g. the Iroquois Confederacy).

Apply knowledge of the history of the American Revolutionary period to determine the experiences and events that led the colonists to declare independence; explain the key ideas about equality, representative government, limited government, rule of law, natural rights, common good, and the purpose of government in the Declaration of Independence.

Analyze the weaknesses of the national government under the Articles of Confederation; and describe the crucial events (e.g., Shays' Rebellion) leading to the Constitutional Convention.

Identify the various leaders of the Constitutional Convention and analyze the major issues (e.g., distribution of political power, rights of individuals, representation and rights of states, slavery) they debated and how the issues were resolved.

Compare and contrast key ideas debated between the Federalists and Anti-Federalists over ratification of the Constitution (e.g., federalism, factions, checks and balances, independent judiciary, republicanism, limited government).

Summarize the Preamble and each article in the Constitution, and the rights enumerated in the Bill of Rights; explain the reasons for the addition of the Bill of Rights to the Constitution in 1791.

Distinguish the three branches of government (separation of powers):<ul><li>Congress as the legislative branch</li><li>the Presidency and the executive agencies as the executive branch and</li><li>the Supreme Court and other federal inferior courts as the judicial branch</li></ul>

Examine the interrelationship of the three branches (the checks and balance system).<ul><li>Congress: enumerated powers, general powers, limits on power, checks on other two branches; roles of political parties in the organization of Congress; roles within the legislative branch, such as the Speaker of the House, the President of the Senate, minority party leaders; the system for accomplishing legislation, including committees, hearings and legislative procedures</li><li>the Presidency: roles, powers and limits, checks on other two branches, role of the Cabinet, such as the Vice President, Attorney General and Secretaries of State, Defense, Health and Human Services, Homeland Security; executive departments and agencies (such as the Department of Education, the Federal Bureau of Investigation, or the Food and Drug Administration), and branches of the military</li><li>the Supreme Court: role and powers, checks on other two branches, lower courts</li></ul>

Describe the respective roles of each of the branches of government.

Explain the process of elections in the legislative and executive branches and the process of nomination/confirmation of individuals in the judicial and executive branches.<ul><li>Elections: running for legislative office (U.S. Representative – unlimited two-year terms, U.S. Senator – unlimited six-year terms), or executive office (President – two four-year terms and Vice President –unlimited four-year terms) and the function of the Electoral College in Presidential elections</li><li>Nomination by the President and confirmation by Congress: Supreme Court Justices and Secretaries/agency heads in the executive branch)</li></ul>

Describe the role of political parties in elections at the state and national levels.

Explain the different ways one becomes a citizen of the United States.

Analyze issues involving liberty in conflict with equality or authority, individual rights in conflict with the common good, or majority rule in conflict with minority rights.

Examine the varied understandings of the role of elected representatives and discuss those who have demonstrated political courage or those whose actions have failed to live up to the ideals of the Constitution.

Examine the role of political protest in a democracy.

Examine the influence of public and private interest groups in a democracy, including policy research organizations (e.g. Pew Research Center, Brookings Institute, Heritage Foundation) in shaping debate about public policy.

Describe the rights and responsibilities of citizens (e.g., voting, serving as a juror, paying taxes, serving in the military, running for and holding elected office) as compared to non-citizens.

Distinguish among civic, political, and private life.

Define and provide examples of fundamental principles and values of American political and civic life (e.g., liberty, the common good, justice, equality, tolerance, law and order, due process, rights of individuals, diversity, civic unity, patriotism, constitutionalism, popular sovereignty, and representative democracy).

Describe how a democracy provides opportunities for citizens to participate in the political process through elections, political parties, and interest groups.

Evaluate information related to elections (e.g., policy positions and debates among candidates, campaign financing, campaign advertising, influence of news media and social media, and data relating to voter turnout in elections).

Apply knowledge of the meaning of leadership and the qualities of good leaders to evaluate political leaders at the community, the state and national levels.

Explain the importance of individuals working cooperatively with their elected leaders.

Explain the importance of public service, and identify career and other opportunities in public service at the local, state, and national levels.

Explain why the "necessary and proper" clause and why it is often referred to as the "elastic clause."

Explain the historical context and significance of changes in the Constitution, including key amendments. Examples of amendments include the:

14th Amendment (1868): citizenship rights, equal protection of laws

19th Amendment (1920): women's right to vote in federal and state elections

26th Amendment (1971): lowering the voting age from 21 to 18 in federal elections

Analyze the Constitutional issues that caused the Civil War and led to the eventual expansion of the power of the Federal government and individual civil rights.

Explain the historical context and significance of laws enacted by Congress that have expanded the civil rights and equal protection for race, gender, disability (e.g., the 1964 Civil Rights Act, 1965 Voting Rights Act, 1990 Americans with Disabilities Act, 1990 Individuals with Disabilities Education Act), and explain how the evolving understanding of human rights has affected the movement for civil rights for all.

Explain the principle of judicial review established in Marbury v. Madison (1803) and explain how cases come before the Supreme Court, how cases are argued, and how the Court issues decisions and dissents.

Research, analyze, and report orally or in writing on one area (a, b, or c, below) in which Supreme Court decisions have made significant changes over time in citizens' lives.

Interpretations of freedoms of religion, assembly, press, petition, and speech under the First Amendment; for example,<ul><li>Tinker v. Des Moines Independent Community School District (1969): The Court held, 7-2, that students' right to protest is protected in schools.</li><li>Bethel School District v. Fraser (1986): The Court held, 7-2, that students' right to use vulgar language is not protected in schools.</li><li>Hazelwood School District v. Kuhlmeier (1988): The Court ruled, 5-3, that students' right to school-sponsored student speech in a school newspaper may be restricted with educational justification.</li><li>Citizens United vs. Federal Election Commission (2010): The Court ruled, 5-4, that contributions by corporations and organizations such as unions to political campaigns are protected as free speech.</li></ul>

Interpretations of the due process clause and the equal protection clause of the 14th Amendment, for example,<ul><li>Dred Scott v. Sandford (1857): The Court dismissed the case brought by Dred Scott, an African American, to obtain his freedom from slavery, 7-2, on the grounds that African Americans were not citizens, that the Congress could not ban slavery in federal territories, and that the due process clause prohibited the government from freeing slaves brought into territories.</li><li>Plessy v. Ferguson (1896): The Court upheld, 7-1, the ruling that racial segregation was constitutional under the "separate but equal" doctrine.</li><li>Brown v. Board of Education of Topeka (1954)47: The Court unanimously overturned the "separate but equal" doctrine, ruling that state laws establishing separate schools for white and black students were unconstitutional.</li><li>Mapp v. Ohio (1961): The Court, redefined, 6-3, the implementation of the exclusionary rule (evidence collected in violation of an individual's Fourth Amendment rights is inadmissible for a criminal prosecution in a court of law) to apply to states.</li><li>Loving v. Virginia (1967): The Court unanimously recognized the right to interracial marriage and declared race-based restrictions on marriage unconstitutional.</li><li>Romer v. Evans (1996): The Court determined, 6-3, that the Equal Protection Clause prevents states from denying civil rights protections to sexual minorities, including lesbian, gay, and bisexual people.</li><li>Obergefell v. Hodges (2015): The Court held, 5-4, that same sex marriage is protected under the 14th Amendment.</li></ul>

Interpretations in cases where individual rights and perceived community or national interests were in conflict, for example,<ul><li>The United States Flag and the Pledge of Allegiance<ul><li>Minersville School District v. Gobitis (1940): The Court held, 8-1, that the state's interest in national unity allowed school boards to require students to salute the flag.</li><li>West Virginia State Board of Education v. Barnette (1943): Court held, 6-3, that students are protected from having to salute the flag or recite the Pledge of Allegiance through the free exercise clause of the First Amendment.</li><li>Texas v. Johnson (1989): The Court held, 5-4, that an individual has a right to burn the flag under the First Amendment free expression clause.</li></ul></li><li>School Prayer<ul><li>Engel v. Vitale (1962): The Court held, 6-2, that requiring school prayer in public schools was a violation of the First Amendment establishment clause.</li></ul></li><li>National Security<ul><li>Korematsu v. United States (1944): The Court held, 6-3, that a government order during World War II sending Japanese-Americans to internment camps, rather than allowing them to remain in their homes, was constitutional.</li><li>Clapper v. Amnesty International (2012): The Court, 5-4, dismissed a challenge to the government's power to conduct surveillance on international phone calls and emails under the Foreign Intelligence Surveillance Courts.</li></ul></li><li>Gun Control<ul><li>District of Columbia v. Heller (2008): The Court, 5-4, upheld the right of individuals to own guns under the Second Amendment and found the District of Columbia's ban on owning handguns to be unconstitutional.</li></ul></li></ul>

Compare and contrast the functions of state government and national government.

Explain the major components of local government in Massachusetts, including the roles and functions of mayors, city councils, and school committees in cities; town managers, select boards, representative and open town meetings and school committees, in towns, and courts and sheriff's departments in counties.

Describe provisions of the United States Constitution and the Massachusetts Constitution that define and distribute powers and authority of the federal or state government.

Distinguish among the enumerated and implied powers in the United States Constitution and the Massachusetts Constitution.

Compare core documents associated with the protection of individual rights, including the Bill of Rights, the 14th Amendment to the United States Constitution, and Article I of the Massachusetts Constitution.

Explain why the Tenth Amendment to the United States Constitution is important to state government and identify the powers granted to states by the Tenth Amendment and the limits to state government outlined in it.

Identify additional protections provided by the Massachusetts Constitution that are not provided by the U.S. Constitution.

Contrast the responsibilities of government at the federal, state, and local levels (e.g., protection of individual rights and the provision of services such as law enforcement, welfare payments, and the building and funding of schools).

Explain the leadership structure of the government of the Commonwealth of Massachusetts and the function of each branch

the executive branch (governor and agencies)

the legislative branch (state representatives and state senators)

courts of law (Supreme Judicial Court, lower court system)

Give examples of tax-supported facilities and services provided by the Massachusetts state government and by local governments.

Explain why freedom of the press was included as a right in the First Amendment to the United States Constitution and in Article 16 of the Massachusetts Constitution; explain that freedom of the press means the right to express and publish views on politics and other topics without government sponsorship, oversight, control, or censorship.

Give examples of how a free press can provide competing information and views about government and politics.

Explain the different functions of news articles, editorials, editorial cartoons, and "op-ed" commentaries.

Evaluate the benefits and challenges of digital news and social media to a democratic society.

Explain methods for evaluating information and opinion in print and online media (e.g., determining the credibility of news articles; analyzing the messages of editorials and op-ed commentaries; assessing the validity of claims and sufficiency of evidence).

Analyze the point of view and evaluate the claims of an editorial, editorial cartoon, or op-ed commentary on a public policy issue at the local, state, or national level (e.g., a mayoral or school committee decision, an action by a state legislature or Governor, a vote in Congress or an action by the President).

Earth's Place in the Universe

Earth's Systems

Earth and Human Activity

Materials, Tools, and Manufacturing

Demonstrate civic knowledge, skills, and dispositions.

Develop focused questions or problem statements and conduct inquiries.

Organize information and data from multiple primary and secondary sources.

Analyze the purpose and point of view of each source; distinguish opinion from fact.

Evaluate the credibility, accuracy, and relevance of each source.

Argue or explain conclusions, using valid reasoning and evidence.

Determine next steps and take informed action, as appropriate.

From Molecules to Organisms: Structures and Processes

Heredity: Inheritance and Variation of Traits

Biological Evolution: Unity and Diversity

Matter and Its Interactions

Motion and Stability: Forces and Interactions

Computational Thinking

Computing Systems

Digital Tools and Collaboration

Computing and Society

Safety and Security

Identify threats and actively protect devices and networks from viruses, intrusion, vandalism, and other malicious activities.

Describe how cyberbullying can be prevented and managed.

Explain the connection between the persistence of data on the Internet, personal online identity, and personal privacy.

Describe and use safe, appropriate, and responsible practices (netiquette) when participating in online communities (e.g., discussion groups, blogs, social networking sites).

Differentiate between appropriate and inappropriate content on the Internet.

Ethics and Laws

Explain how copyright law and licensing protect the owner of intellectual property.

Explain possible consequences of violating intellectual property law and plagiarism.

Apply fair use for using copyrighted materials (e.g., images, music, video, text).

Identify the legal consequences of sending or receiving inappropriate content (e.g., cyberbullying, harassment, sexting).

Differentiate among open source and proprietary software licenses and their applicability to different types of software and media.

Demonstrate compliance with the school's Acceptable Use Policy [AUP].

Identify software license agreements and application permissions.

Explain positive and malicious purposes of hacking.

License original content and extend license for sharing in the public domain (e.g., creative commons).

Interpersonal and Societal Impact

Describe current events and emerging technologies in computing and the effects they may have on education, the workplace, individuals, communities, and global society.

Identify and discuss the technology proficiencies needed in the classroom and the workplace, and how to meet the needs.

Relate the distribution of computing resources in a global society to issues of equity, access, and power.

Evaluate how media and technology can be used to distort, exaggerate, and misrepresent information.

Evaluate the bias of digital information sources, including websites.

Computing Devices

Describe the main functions of an operating system.

Recognize that there is a wide range of application software.

Identify and describe the function of the main internal parts of a basic computing device (e.g., motherboard, hard drive, Central Processing Unit [CPU]).

Identify and describe the use of sensors, actuators, and control systems in an embodied system (e.g., a robot, an e-textile, installation art, smart room).

Individually and collaboratively design and demonstrate the use of a device (e.g., robot, e-textile) to accomplish a task.

Use a variety of computing devices (e.g., probes, sensors, handheld devices, Global Positioning System [GPS]) to individually and collaboratively collect, analyze, and present information for content-related problems.

Identify steps involved in diagnosing and solving routine hardware and software problems (e.g., power, connections, application window or toolbar, cables, ports, network resources, video, sound) that occur during everyday computer use.

Human and Computer Partnerships

Explain why some problems can be solved more easily by computers or humans based on a general understanding of types of tasks at which each excels.

Describe how humans and machines interact to solve problems that cannot be solved by either alone (e.g., "big data" experiments that involve drawing conclusions by analyzing vast amounts of data).

Networks

Explain the difference between physical (wired), local and wide area, wireless, and mobile networks.

Model the components of a network, including devices, routers, switches, cables, wires, and transponders.

Describe how information, both text and non-text, is translated and communicated between digital devices over a computer network.

Services

Identify capabilities of devices that are enabled through services (e.g., a wearable device that stores fitness data in the cloud, a mobile device that uses location services for navigation).

Abstraction

Describe how data is abstracted by listing attributes of everyday items to represent, order and compare those items (e.g., street address as an abstraction for locations; car make, model, and license plate number as an abstraction for cars).

Define a simple function that represents a more complex task/problem and can be reused to solve similar tasks/problems.

Use decomposition to define and apply a hierarchical classification scheme to a complex system, such as the human body, animal classification, or in computing.

Algorithms

Design solutions that use repetition and conditionals.

Use logical reasoning to predict outputs given varying inputs.

Individually and collaboratively decompose a problem and create a sub-solution for each of its parts (e.g., video game, robot obstacle course, making dinner).

Recognize that more than one algorithm can solve a given problem.

Recognize that boundaries need to be taken into account for an algorithm to produce correct results.

Data

Demonstrate that numbers can be represented in different base systems (e.g., binary, octal, and hexadecimal) and text can be represented in different ways (e.g., American Standard Code for Information Interchange [ASCII]).

Describe how computers store, manipulate, and transfer data types and files (e.g., integers, real numbers, Boolean Operators) in a binary system.

Create, modify, and use a database (e.g., define field formats, add new records, manipulate data), individually and collaboratively, to analyze data and propose solutions for a task/problem.

Perform a variety of operations such as sorting, filtering, and searching in a database to organize and display information in a variety of ways such as number formats (scientific notation and percentages), charts, tables, and graphs.

Select and use data-collection technology (e.g., probes, handheld devices, geographic mapping systems) to individually and collaboratively gather, view, organize, analyze, and report results for content-related problems.

Programming and Development

Individually and collaboratively compare algorithms to solve a problem, based on a given criteria (e.g., time, resource, accessibility).

Use functions to hide the detail in a program.

Create a program, individually and collaboratively, that implements an algorithm to achieve a given goal.

Implement problem solutions using a programming language, including all of the following: looping behavior, conditional statements, expressions, variables, and functions.

Trace programs step-by-step in order to predict their behavior.

Use an iterative approach to development and debugging to understand the dimensions of a problem clearly.

Modeling and Simulation

Create a model of a real-world system and explain why some details, features and behaviors were required in the model and why some could be ignored.

Use and modify simulations to analyze and illustrate a concept in depth (e.g., light rays/mechanical waves interaction with materials, genetic variation).

Select and use computer simulations, individually and collaboratively, to gather, view, analyze, and report results for content-related problems (e.g., migration, trade, cellular function).

Digital Tools

Identify and explain the strengths, weaknesses, and capabilities of a variety of digital tools.

Identify the kinds of content associated with different file types and why different file types exist (e.g., formats for word processing, images, music, three-dimensional drawings.).

Integrate information from multiple file formats into a single artifact.

Individually and collaboratively use advanced tools to design and create online content (e.g., digital portfolio, multimedia, blog, webpage).

Individually and collaboratively develop and conduct an online survey.

Collaboration and Communication

Communicate and publish key ideas and details individually or collaboratively in a way that informs, persuades, and/or entertains using a variety of digital tools and media-rich resources.

Collaborate synchronously and asynchronously through online digital tools.

Demonstrate ability to communicate appropriately through various online tools (e.g., e-mail, social media, texting, blog comments).

Research

Perform advanced searches to locate information using a variety of digital sources (e.g., Boolean Operators, limiters like reading level, subject, media type).

Evaluate quality of digital sources for reliability, including currency, relevancy, authority, accuracy, and purpose of digital information.

Gather, organize, and analyze information from digital sources by quoting, paraphrasing, and/or summarizing.

Create an artifact, individually and collaboratively, that answers a research question and communicates results and conclusions.

Use digital citation tools to cite sources using a school- or district-adopted format (e.g., Modern Language Association [MLA]), including proper citation for all text and non-text sources (e.g., images, audio, video).