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Presidential Gallery

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Summary

Students will identify the three branches of the federal government and their roles. Students will identify important events, issues and accomplishments in the term of one president, and an event that showed checks and balances at work.

Coin Type(s)

  • Dollar

Coin Program(s)

  • Presidential $1 Coin

Objectives

  • Students will identify the three branches of the federal government and their role in our government.
  • Students will identify important events and accomplishments in the life of one president of the United States.
  • Students will identify the major national issues and events faced by the president and evaluate an event in the president’ s administration that showed the system of checks and balances at work.

Major Subject Area Connections

  • Social Studies

Minor/supporting Subject Area Connections

  • Language Arts
  • Technology

Grades

  • Fourth grade
  • Fifth grade
  • Sixth grade

Class Time

Sessions: Three
Session Length: 45-60 minutes
Total Length: 121-150 minutes

Groupings

  • Whole group
  • Pairs
  • Individual work

Background Knowledge

Students should have a basic knowledge of:

  • President of the United States
  • Government
  • Constitution
  • Duties and responsibilities

Terms and Concepts

  • Obverse (front)
  • Checks and balances
  • Executive Branch
  • Legislative Branch
  • Judicial Branch
  • Ambassador
  • Separation of powers
  • Term
  • Commander-in-Chief
  • Treaty
  • Veto
  •  Cabinet

Materials

  • Copies of the worksheets attached to this lesson plan (see “Preparations”)
  • An image of a presidential $1 obverse from the Presidential $1 Coin Lesson Plan Resource Center at www.usmint.gov/kids/pres$1coin/LP/resources (see “Preparations”).
  • 1 overhead projector
  • 1 overhead transparency of the selected coin
  • 1 copy of an age-appropriate text that provides basic historical information about the branches of the government. For example:
    • Branches of the Government (Government in Action) by John Hamilton
    • The Story of the Constitution by Marilyn Prolman
    • The President and the Executive Branch by Tracie Egan
    • Shh! We’re Writing the Constitution by Jean Fritz
  • Copies of texts that provide basic historical information about the nation s ’presidents. For example:
    • First Facts About the Presidents by Elaine Pascoe
    • Mr. President: A Book of U.S. Presidents by George Sullivan
    • New Big Book of U.S. Presidents—A Young Reader’s Guide to the Presidency by
  • Todd Davis
  • Computers with Internet access and word processing
  • Card stock (81/2 X 11)
  • Scissors
  • Glue
  • Highlighters
  • Chart paper
  • Markers
  • Electronic or hard copy blanks for making trading cards, if used

Preparations

  • Make copies of the following:
    • “Presidential Information” worksheet (1 per student)
    • “Branches of US Government” worksheet (1 per student)
    • “Presidential Poster Rubric” sheet (1 per student)
  • Make an overhead transparency of one coin obverse from the Presidentail $1 Coin Lesson Plan Resource Center. If you choose to have the whole class research one president, this image should be of that president. If the class will research multiple presidents, choose one to model or use a president not in the selected group.
  • Decide which president or presidents to use for the lesson. If the whole class researches the same president, you might not want to make the posters at the end of the lesson. The focus for the early presidents (Washington through Monroe) may be the establishment of the new government and the defining of the roles of the different branches. The focus for the presidential terms occurring during the expansion of the country (John Q. Adams through Theodore Roosevelt) would be any changes in the role of the executive branch and the use of presidential powers. The selection of more modern presidents (William H. Taft through Barak Obama) may focus more on international concerns.
  • Locate an age-appropriate text that provides basic historical information about the branches of our government (see examples under “Materials”).
  • Locate age-appropriate texts that provide basic information about the nation’s presidents (see examples under “Materials”).
  • Arrange to use the school computer lab for two consecutive days.
  • Bookmark Internet sites that contain biographical information about the presidents selected.

Worksheets and Files

Lesson plan, worksheet(s), and rubric (if any) at www.usmint.gov/kids/teachers/lessonPlans/pdf/135.pdf.

Session 1

  1. Display the transparency of any presidential $1 coin obverse.
  2. Ask the students to examine it and tell you what they know about this picture. The students should be able to identify this as the obverse of a coin and that it depicts the particular president. T ell the students that the Presidential $1 Coin Program began in 2007 to commemorate each of our nation’s presidents. The program calls for four new coin designs to be released per year in the order the presidents served the country. Point out to the students that each obverse in the series depicts a different president and shows the years the president served in of f ice and the number of that presidency.
  3. Ask the students to identify what the president of the United States does and what type of jobs and responsibilities the president has. Ask the students to recall the three branches of the government and which branch encompasses the office of the president. List the student responses on chart paper or the board.
  4. Distribute a “Branches of the US Government” worksheet. Tell the students to take notes during the reading on these worksheets, but only in the chart section. The essay section will be used on another day.
  5. Tell the students that the class will read a text about the branches of the federal government. Ask the students to listen for:
    • the name of each branch
    • the head of each branch
    • the duties and responsibilities of each branch
    • other important information
  6. Introduce the students to the selected text about the branches of the government. A s a group, preview the text. Read the text aloud to the students. Attend to unfamiliar vocabulary and concepts.
  7. During the reading, give the students time to make notes on their worksheets.
  8. After concluding the selected text, review the worksheet information and the following terms:
    • Ambassador—person who represents the U.S. in dealings with another country
    • Commander-in-chief—official head of the U.S. Military
    • Veto—to disapprove or reject a law
    • Treaty—formal agreement between countries
    • Cabinet—a group of persons who have been appointed by the president to head the executive departments of the government; they act as his official advisers
    • Checks and balances—the interaction of the branches of the federal government to ensure the balance of power between them.
    • Term—the period during which the person is in office.
  9. Collect the worksheets.

Session 2

  1. Review with the students the three branches of the federal government and the duties and responsibilities of each branch. Focus especially on the Executive Branch and the fact that the president is the head of this branch.
  2. Display the transparency of the coin obverse. Review the name of the president pictured on the coin. Ask the students to recall any other information they may know about this president. List their responses on chart paper.
  3. Tell the students whether they will be researching this particular president or different presidents. Distribute the “Presidential Information” worksheet.
  4. Tell the students that they are to fill in the information on the sheet from available texts or bookmarked Internet resources. In their research, the students should look for ways the president carried out the responsibilities of the Executive Branch and interacted with the other branches.
  5. Review with the students the meaning of the word “term.” Depending on the president(s) chosen, lead the students to look for activities that relate to the particular time period.
  6. Allow the students time to do their research.
  7. When they have finished their research, have the students work in pairs who researched the same president and share the information they found in their research. Have them decide which pieces of information are the most important. Have them choose one important event or accomplishment from the president’s childhood, three from during his presidency, and at least one that entails the duties and responsibilities of the presidency or the relationship between the Executive Branch and the other branches. Have them write their choices on their worksheet.
  8. Have the students highlight the items on the sheet that they think are the most important.
  9. Collect the sheets.

Session 3

  1. Distribute the “Presidential Information” and “Branches of the US Government” worksheets from the previous two sessions.
  2. Discuss the items that the students selected as most important on their worksheets. List the presidents on chart paper and write the students’ responses in the chart.
  3. Discuss which events show the president(s) carrying out the duties or responsibilities of the office. Emphasize any events that involved the relationships between the different branches, the separation of powers, or the use of checks and balances. These could include any important vetoes, impeachment proceedings, or appointments that affected any other branch. Circle these events or accomplishments on the chart.
  4. If necessary, allow students time to add any events on their “Presidential Information” sheets.
  5. Have the students write an essay on their “Branches of the US Government” worksheet. The essay should use an example from the administration of the president they researched and discussed in class to illustrate the system of checks and balances as shown by the interaction of the branches.
  6. If the class researched one president and they won’t be making the posters, collect the worksheets. Otherwise, continue with the next step.
  7. Explain to the students that they will be making a poster with the information from their worksheets on the president they researched.
  8. Distribute the “Presidential Poster Rubric.”
  9. If using computers, take the students to the computer lab. Allow the students time to complete their posters and print them on card stock. For extra credit, students who finish their posters early can make an additional poster for one branch of the government.
  10. Have the students complete the rubric.
  11. Collect the worksheets. Display the posters in a “Presidential Gallery” in your classroom. Invite other classes to tour the gallery, having students serve as guides.

Differentiated Learning Options

  • Have poster templates made up with illustrations or graphics already done.
  • Allow students to write instead of using computer.
  • Allow students to work in pairs.
  • Choose texts or Internet sites at different levels.
  • Provide a word bank (vocabulary list) on a wall chart so students can select words to fill in their “Branches of the US Government” chart.

Enrichments/Extensions

  • Have students create a multimedia presentation on their president using the information they researched.
  • Have students visit the home, museum, or library of their president. They can do this virtually or in person if it is accessible to the students.
  • Compare this coin with other coins that feature this president, if any. Make a timeline showing when these coins were first introduced. Research the backgrounds of these different coins at www.usmint.gov/kids and search on the name of the president.
  • Allow students to play the “Branches of Power” game in the Games area of www.usmint.gov/kids.
  • Use the South Dakota lesson plan from the 2006 50 State Quarters lesson plans at www.usmint.gov/kids/index.cfm?fileContents=teachers/lessonPlans/lesson_select.cfm&grade=3, one of its goals being to understand the accomplishments of various US presidents in history.
  • Use the “Presidential Poster Rubric” and the essay on the “Branches of the US Government” worksheet to evaluate whether the students have met the lesson objectives.
  • Use the “Presidential Information” sheet to evaluate the accuracy of the students’ research.

Discipline: Language Arts
Domain: W.6 Writing
Grade(s): Grade 6
Cluster: Text Types and Purposes
Standards:

  • W.6.1. Write arguments to support claims with clear reasons and relevant evidence.
    • Introduce claim(s) and organize the reasons and evidence clearly.
    • Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text.
    • Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons.
    • Establish and maintain a formal style.
    • Provide a concluding statement or section that follows from the argument presented.
  • W.6.2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
    • Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
    • Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.
    • Use appropriate transitions to clarify the relationships among ideas and concepts.
    • Use precise language and domain-specific vocabulary to inform about or explain the topic.
    • Establish and maintain a formal style.
    • Provide a concluding statement or section that follows from the information or explanation presented.
  • W.6.3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
    • Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.
    • Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.
    • Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.
    • Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events.
    • Provide a conclusion that follows from the narrated experiences or events.

Discipline: Language Arts
Domain: W.4 Writing
Grade(s): Grade 6
Cluster: Text Types and Purposes
Standards:

  • W.4.1. Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
    • Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer’s purpose.
    • Provide reasons that are supported by facts and details.
    • Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition).
    • Provide a concluding statement or section related to the opinion presented.
  • W.4.2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
    • Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.
    • Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
    • Link ideas within categories of information using words and phrases (e.g., another, for example, also, because).
    • Use precise language and domain-specific vocabulary to inform about or explain the topic.
    • Provide a concluding statement or section related to the information or explanation presented.
  • W.4.3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
    • Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.
    • Use dialogue and description to develop experiences and events or show the responses of characters to situations.
    • Use a variety of transitional words and phrases to manage the sequence of events.
    • Use concrete words and phrases and sensory details to convey experiences and events precisely.
    • Provide a conclusion that follows from the narrated experiences or events.

Discipline: Language Arts
Domain: W.5 Writing
Grade(s): Grade 6
Cluster: Production and Distribution of Writing
Standards:

  • W.5.4. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3.)
  • W.5.5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 5 here.)
  • W.5.6. With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting.

Discipline: Language Arts
Domain: W.5 Writing
Grade(s): Grade 6
Cluster: Text Types and Purposes
Standards:

  • W.5.1. Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
    • Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer’s purpose.
    • Provide logically ordered reasons that are supported by facts and details.
    • Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically).
    • Provide a concluding statement or section related to the opinion presented.
  • W.5.2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
    • Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.
    • Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
    • Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially).
    • Use precise language and domain-specific vocabulary to inform about or explain the topic.
    • Provide a concluding statement or section related to the information or explanation presented.
  • W.5.3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
    • Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.
    • Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations.
    • Use a variety of transitional words, phrases, and clauses to manage the sequence of events.
    • Use concrete words and phrases and sensory details to convey experiences and events precisely.
    • Provide a conclusion that follows from the narrated experiences or events.

Discipline: Language Arts
Domain: W.6 Writing
Grade(s): Grade 6
Cluster: Production and Distribution of Writing
Standards:

  • W.6.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
  • W.6.5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 6.)
  • W.6.6. Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting.

Discipline: Language Arts
Domain: L.4 Language
Grade(s): Grade 6
Cluster: Conventions of Standard English
Standards:

  • L.4.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
    • Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why).
    • Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses.
    • Use modal auxiliaries (e.g., can, may, must) to convey various conditions.
    • Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag).
    • Form and use prepositional phrases.
    • Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.
    • Correctly use frequently confused words (e.g., to, too, two; there, their).
  • L.4.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
    • Use correct capitalization.
    • Use commas and quotation marks to mark direct speech and quotations from a text.
    • Use a comma before a coordinating conjunction in a compound sentence.
    • Spell grade-appropriate words correctly, consulting references as needed.

Discipline: Language Arts
Domain: L.5 Language
Grade(s): Grade 6
Cluster: Conventions of Standard English
Standards:

  • L.5.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
    • Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences.
    • Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses.
    • Use verb tense to convey various times, sequences, states, and conditions.
    • Recognize and correct inappropriate shifts in verb tense.
    • Use correlative conjunctions (e.g., either/or, neither/nor).
  • L.5.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
    • Use punctuation to separate items in a series.
    • Use a comma to separate an introductory element from the rest of the sentence.
    • Use a comma to set off the words yes and no (e.g., Yes, thank you), to set off a tag question from the rest of the sentence (e.g., It’s true, isn’t it?), and to indicate direct address (e.g., Is that you, Steve?).
    • Use underlining, quotation marks, or italics to indicate titles of works.
    • Spell grade-appropriate words correctly, consulting references as needed.

Discipline: Language Arts
Domain: L.6 Language
Grade(s): Grade 6
Cluster: Conventions of Standard English
Standards:

  • L.6.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
    • Ensure that pronouns are in the proper case (subjective, objective, possessive).
    • Use intensive pronouns (e.g., myself, ourselves).
    • Recognize and correct inappropriate shifts in pronoun number and person.
    • Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).
    • Recognize variations from standard English in their own and others' writing and speaking, and identify and use strategies to improve expression in conventional language.
  • L.6.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
    • Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.
    • Spell correctly.

Discipline: Language Arts
Domain: RL.4 Reading: Informational Text
Grade(s): Grade 6
Cluster: Craft and Structure
Standards:

  • RI.4.4. Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.
  • RI.4.5. Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.
  • RI.4.6. Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided.

Discipline: Language Arts
Domain: RL.4 Reading: Informational Text
Grade(s): Grade 6
Cluster: Integration of Knowledge and Ideas
Standards:

  • RI.4.7. Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.
  • RI.4.8. Explain how an author uses reasons and evidence to support particular points in a text.
  • RI.4.9. Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.

Discipline: Language Arts
Domain: RL.4 Reading: Informational Text
Grade(s): Grade 6
Cluster: Key Ideas and Details
Standards:

  • RI.4.1. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
  • RI.4.2. Determine the main idea of a text and explain how it is supported by key details; summarize the text.
  • RI.4.3. Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.

Discipline: Language Arts
Domain: RL.5 Reading: Informational Text
Grade(s): Grade 6
Cluster: Craft and Structure
Standards:

  • RI.5.4. Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.
  • RI.5.5. Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts.
  • RI.5.6. Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.

Discipline: Language Arts
Domain: RL.5 Reading: Informational Text
Grade(s): Grade 6
Cluster: Integration of Knowledge and Ideas
Standards:

  • RI.5.7. Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.
  • RI.5.8. Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).
  • RI.5.9. Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.

Discipline: Language Arts
Domain: RL.5 Reading: Informational Text
Grade(s): Grade 6
Cluster: Key Ideas and Details
Standards:

  • RI.5.1. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
  • RI.5.2. Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.
  • RI.5.3. Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.

Discipline: Language Arts
Domain: RL.6 Reading: Informational Text
Grade(s): Grade 6
Cluster: Craft and Structure
Standards:

  • RI.6.4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.
  • RI.6.5. Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas.
  • RI.6.6. Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text.

Discipline: Language Arts
Domain: RL.6 Reading: Informational Text
Grade(s): Grade 6
Cluster: Integration of Knowledge and Ideas
Standards:

  • RI.6.7. Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.
  • RI.6.8. Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not.
  • RI.6.9. Compare and contrast one author’s presentation of events with that of another (e.g., a memoir written by and a biography on the same person).

Discipline: Language Arts
Domain: RL.6 Reading: Informational Text
Grade(s): Grade 6
Cluster: Key Ideas and Details
Standards:

  • RI.6.1. Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
  • RI.6.2. Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
  • RI.6.3. Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).

Discipline: Language Arts
Domain: W.4 Writing
Grade(s): Grade 6
Cluster: Research to Build and Present Knowledge
Standards:

  • W.4.7. Conduct short research projects that build knowledge through investigation of different aspects of a topic.
  • W.4.8. Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources.
  • W.4.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
    • Apply grade 4 Reading standards to literature (e.g., “Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text [e.g., a character’s thoughts, words, or actions].”).
    • Apply grade 4 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text”).

Discipline: Language Arts
Domain: W.5 Writing
Grade(s): Grade 6
Cluster: Research to Build and Present Knowledge
Standards:

  • W.5.7. Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.
  • W.5.8. Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.
  • W.5.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
    • Apply grade 5 Reading standards to literature (e.g., “Compare and contrast two or more characters, settings, or events in a story or a drama, drawing on specific details in the text [e.g., how characters interact]”).
    • Apply grade 5 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point[s]”).

Discipline: Language Arts
Domain: W.6 Writing
Grade(s): Grade 6
Cluster: Research to Build and Present Knowledge
Standards:

  • W.6.7. Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.
  • W.6.8. Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.
  • W.6.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
    • Apply grade 6 Reading standards to literature (e.g., “Compare and contrast texts in different forms or genres [e.g., stories and poems; historical novels and fantasy stories] in terms of their approaches to similar themes and topics”).
    • Apply grade 6 Reading standards to literary nonfiction (e.g., “Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not”).

Discipline: Language Arts
Domain: SL.4 Speaking and Listening
Grade(s): Grade 6
Cluster: Comprehension and Collaboration
Standards:

  • SL.4.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly.
    • Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
    • Follow agreed-upon rules for discussions and carry out assigned roles.
    • Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others.
    • Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.
  • SL.4.2. Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
  • SL.4.3. Identify the reasons and evidence a speaker provides to support particular points. 

Discipline: Language Arts
Domain: SL.4 Speaking and Listening
Grade(s): Grade 6
Cluster: Presentation of Knowledge and Ideas
Standards:

  • SL.4.4. Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.
  • SL.4.5. Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.
  • SL.4.6. Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task and situation. (See grade 4 Language standards 1 for specific expectations.)

Discipline: Language Arts
Domain: SL.5 Speaking and Listening
Grade(s): Grade 6
Cluster: Comprehension and Collaboration
Standards:

  • SL.5.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.
    • Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
    • Follow agreed-upon rules for discussions and carry out assigned roles.
    • Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.
    • Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.
  • SL.5.2. Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
  • SL.5.3. Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence.

Discipline: Language Arts
Domain: SL.5 Speaking and Listening
Grade(s): Grade 6
Cluster: Presentation of Knowledge and Ideas
Standards:

  • SL.5.4. Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.
  • SL.5.5. Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.
  • SL.5.6. Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation. (See grade 5 Language standards 1 and 3 for specific expectations.)

Discipline: Language Arts
Domain: SL.6 Speaking and Listening
Grade(s): Grade 6
Cluster: Comprehension and Collaboration
Standards:

  • SL.6.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
    • Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
    • Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed.
    • Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.
    • Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.
  • SL.6.2. Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.
  • SL.6.3. Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not.

Discipline: Language Arts
Domain: SL.6 Speaking and Listening
Grade(s): Grade 6
Cluster: Presentation of Knowledge and Ideas
Standards:

  • SL.6.4. Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.
  • SL.6.5. Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.
  • SL.6.6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 6 Language standards 1 and 3 for specific expectations.)

Discipline: Language Arts
Domain: All Language Arts Standards
Cluster: Using Technological Information
Grade(s): Grades K–12
Standards:

  • Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge.

Discipline: Technology
Domain: All Research and Information Fluency
Cluster: Students apply digital tools to gather, evaluate, and use information.
Grade(s): Grades K–12
Standards:

  • Plan strategies to guide inquiry
  • Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media
  • Evaluate and select information sources and digital tools based on the appropriateness to specific tasks
  • Process data and report results

Discipline: Social Studies
Domain: All Thematic Standards
Cluster: Civic Ideals and Practices
Grade(s): Grades K–12
Standards:

Teachers should:

  • assist learners in understanding the origins and continuing influence of key ideals of the democratic republican form of government, such as individual human dignity, liberty, justice, equality, and the rule of law
  • guide learner efforts to identify, analyze, interpret, and evaluate sources and examples of citizens’ rights and responsibilities
  • facilitate learner efforts to locate, access, analyze, organize, synthesize, evaluate, and apply information about selected public issues—identifying, describing, and evaluating multiple points of view and taking reasoned positions on such issues
  • provide opportunities for learners to practice forms of civic discussion and participation consistent with the ideals of citizens in a democratic republic
  • help learners to analyze and evaluate the influence of various forms of citizen action on public policy
  • prepare learners to analyze a variety of public policies and issues from the perspective of formal and informal political actors
  • guide learners as they evaluate the effectiveness of public opinion in influencing and shaping public policy development and decision-making
  • encourage learner efforts to evaluate the degree to which public policies and citizen behaviors reflect or foster the stated ideals of a democratic republican form of government
  • support learner efforts to construct policy statements and action plans to achieve goals related to issues of public concern
  • create opportunities for learner participation in activities to strengthen the “common good,” based upon careful evaluation of possible options for citizen action

Discipline: Social Studies
Domain: All Disciplinary Standards
Cluster: Civics and Government
Grade(s): Grades K–12
Standards:

Teachers should:

  • assist learners in developing an understanding of civic life, politics, and government, so that the learners can explore the origins of governmental authority, recognize the need for government; identify the crucial functions of government, including laws and rules; evaluate rules and laws; differentiate between limited and unlimited government; and appreciate the importance of limitations on government power
  • guide learners as they explore American democracy, including the American idea of constitutional government, the impact of the distinctive characteristics of American society on our government, the nature of the American political culture, and the values and principles that are basic to American life and government
  • help learners understand how the government of the United States operates under the constitution and the purposes, values, and principles of American democracy, including the ideas of distributed, shared, and limited powers of government; how the national, state, and local governments are organized; and the place of law in the system
  • enable learners to understand the relationship of the United States to other nations and to world affairs
  • assist learners in developing an understanding of citizenship, its rights and responsibilities, and in developing their abilities and dispositions to participate effectively in civic life
  • insure that learners are made aware of the full range of opportunities to participate as citizens in the American democracy and of their responsibilities for doing so

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