GOAL 14: Understand political systems, with an emphasis on the United States.
Late Elementary
| Learning Standards | Late Elementary | Project Citizen Correlation |
| A. Understand and explain basic principles of the United States government. | 14.A.2 Explain the importance of fundamental concepts expressed and implied in major documents including the Declaration of Independence, the United States Constitution and the Illinois Constitution. |
Step IV:
Constitutional Opinion Form (p.30-31) |
| B. Understand the structures and functions of the political systems of Illinois, the United States and other nations. | 14.B.2 Explain what government does at local, state and national levels. |
Step I:
Examples of public policies and the agencies responsible for carrying them out (p.7) |
| C. Understand election processes and responsibilities of citizens. | 14.C.2 Describe and evaluate why rights and responsibilities are important to the individual, family, community, workplace, state and nation (e.g., voting, protection under the law). |
Step I:
Identify and discuss problems involving Civil Liberties (p.10) |
| D. Understand the roles and influences of individuals and interest groups in the political systems of Illinois, the United States and other nations. | 14.D.2 Explain ways that individuals and groups influence and shape public policy. |
Step III:
Identifying sources of Information: Community Organizations and Interest Groups (p. 18) Step V: Take part in a simulated legislative hearing (p.33) Teacher’s Guide: Defining public policy making process and citizens and the policy making process (pp.7-8) |
| E. Understand United States foreign policy as it relates to other nations and international issues. | 14.E.2 Determine and explain the leadership role of the United States in international settings. | |
| F. Understand the development of United States political ideas and traditions. | 14.F.2 Identify consistencies and inconsistencies between expressed United States political traditions and ideas and actual practices (e.g., freedom of speech, right to bear arms, slavery, voting rights). |
Middle/Junior High School
| Learning Standards | Middle/Junior High School | Project Citizen Correlation |
| A. Understand and explain basic principles of the United States government. | 14.A.3 Describe how responsibilities are shared and limited by the United States and Illinois Constitutions and significant court decisions. |
Step IV:
Constitutional Opinion Form (p.30-31) |
| B. Understand the structures and functions of the political systems of Illinois, the United States and other nations. | 14.B.3 Identify and compare the basic political systems of Illinois and the United States as prescribed in their constitutions. |
Step I:
Examples of public policies and the agencies responsible for carrying them out (p.7) |
| C. Understand election processes and responsibilities of citizens. | 14.C.3 Compare historical issues involving rights, roles and status of individuals in relation to municipalities, states and the nation. |
Step I:
Identify and discuss problems involving Civil Liberties (p.10) |
| D. Understand the roles and influences of individuals and interest groups in the political systems of Illinois, the United States and other nations. | 14.D.3 Describe roles and influences of individuals, groups and media in shaping current Illinois and United States public policy (e.g., general public opinion, special interest groups, formal parties, media). |
Step III:
Identifying sources of Information: Community Organizations and Interest Groups, Legislative Offices, and Administrative Offices (p. 18) Step V: Take part in a simulated legislative hearing (p.33) |
| E. Understand United States foreign policy as it relates to other nations and international issues. | 14.E.3 Compare the basic principles of the United States and its international interests (e.g., territory, environment, trade, use of technology). | |
| F. Understand the development of United States political ideas and traditions. |
14.F.3a
Analyze historical influences on the development of political ideas and
practices as enumerated in the Declaration of Independence, the United States
Constitution, the Bill of Rights and the Illinois Constitution.
14.F.3b Describe how United States political ideas and traditions were instituted in the Constitution and the Bill of Rights. |
Step IV:
Constitutional Opinion Form (p.30-31) |
GOAL 1: Read with understanding and fluency.
Late Elementary
| Learning Standards | Late Elementary | Project Citizen Correlation |
| A. Apply analysis and vocabulary skills to comprehend selections. |
1.A.2a
Read and comprehend unfamiliar words using root words, synonyms, antonyms,
word origins and derivations.
1.A.2b Clarify word meaning using context clues and a variety of resources including glossaries, dictionaries, and thesauruses. |
1.A.2a-b
Glossary : Each step I-VI reinforces vocabulary words found in glossary (pp.36-37) |
| B. Apply reading strategies to improve understanding and fluency. |
1.B.2a
Establish purposes for reading; survey materials; ask questions; make predictions; connect, clarify and extend ideas. 1.B.2b Identify structure (e.g., description, compare/contrast, cause and effect, sequence) of nonfiction texts to improve comprehension. 1.B.2c Continuously check and clarify for understanding (e.g., in addition to previous skills, clarify terminology, seek additional information). 1.B.2d Read age-appropriate material aloud with fluency and accuracy. |
1.B.2a
Steps I-VI : Lesson requiring use of surveys, questionnaires, formulation of predictions and conclusions. Relevant forms are found on pages12-15, 20-21 & 30-31. 1.B.2b Steps I-VI : Techniques are reflected in each step. |
| C. Comprehend a Broad Range of materials |
1.C.2a
Use information to form andrefine questions and predictions. 1.C.2b Make and support inferences and form interpretations about main themes and topics. 1.C.2c Compare and contrast the content and organization of selections. 1.C.2d Summarize and make generalizations from content and relate to purpose of material. 1.C.2e Explain how authors and illustrators use text and art to express their ideas (e.g., points of view, design hues, metaphor). 1.C.2f Connect information presented in tables, maps and charts to printed or electronic text. |
1.C.2a,b,d,f
Steps I-VI : Techniques found in all steps including the following lessons: p. 11 Printed Resource Assignment p. 12 Problem Identification and Analysis Form p. 17 Class Activity A: Identifying Sources of Information |
Middle/Junior High School
| Learning Standards | Middle/Junior High School | Project Citizen Correlation |
| A. Apply analysis and vocabulary skills to comprehend selections. |
1.A.3a
Apply knowledge of word origins and derivations to comprehend words used in specific content areas (e.g., scientific, political, literary, mathematical). 1.A.3b Analyze the meaning of words and phrases in their context. |
1.A.2a-b
Glossary : Each step I-VI reinforces vocabulary words found in glossary (pp. 36-37) |
| B. Apply reading strategies to improve understanding and fluency. |
1.B.3a
Preview reading materials, make predictions and relate reading to information from other sources. 1.B.3b Identify text structure and create a visual representation (e.g., graphic organizer, outline, drawing) to use while reading. 1.B.3c Continuously check and clarify for understanding (e.g., in addition to previous skills, draw comparisons to other readings). 1.B.3d Read age-appropriate material with fluency and accuracy. |
1.B.3a
Step III : Gathering Information on a Problem(pp. 17-18) 1.B.3b Steps I-VI : These techniques are reflected in each step. |
| C. Comprehend a Broad Range of materials |
1.C.3a
Use information to form, explain and support questions and predictions. 1.C.3b Interpret and analyze entire narrative text using story elements, point of view and theme. 1.C.3c Compare, contrast and evaluate ideas and information from various sources and genres. 1.C.3d Summarize and make generalizations from content and relate them to the purpose of the material. 1.C.3e Compare how authors and illustrators use text and art across materials to express their ideas (e.g., foreshadowing, flashbacks, color, strong verbs, language that inspires). 1.C.3f Interpret tables that display textual information and data in visual formats. |
1.C.3a& c
Step III : Gathering Information on the Problem(pp.17-18) 1.C.3b Steps I-V 1.C.3d Step IV : Documentation section of portfolios, Portfolio Groups 1-4 Selecting a Problem, Alternative Policies, Developing a Class Portfolio (pp. 27-32) 1.C.3f Step IV : Portfolio Groups 1-4, Graphic Presentations (pp 27-32) |
GOAL 2: Read and understand literature representative of a variety of societies, eras, and ideas.
Late Elementary
| Learning Standards | Late Elementary | Project Citizen Correlation |
| A. Understand how literary elements and techniques are used to convey meaning. |
2.A.2a
Identify literary elements and literary techniques (e.g., characterization, use of narration, use of dialogue) in a variety of literary works. 2.A.2b Describe how literary elements (e.g., theme, character, setting, plot, tone, conflict) are used in literature to create meaning. 2.A.2c Identify definitive features of literary forms (e.g., realistic fiction, historical fiction, fantasy, narrative, nonfiction, biography, plays, electronic literary forms). |
|
| B. Read and interpret a variety of literary works. |
2.B.2a
Respond to literary material by making inferences, drawing conclusions and comparing it to their own experience, prior knowledge and other texts. 2.B.2b Identify and explain themes that have been explored in literature from different societies and eras. 2.B.2c Relate literary works and their characters, settings and plots to current and historical events, people and perspectives. |
2.B.2a
Step I : “Printed Source Assignment” (p.11) |
Middle/Junior High School
| Learning Standards | Middle/Junior High School | Project Citizen Correlation |
| A. Understand how literary elements and techniques are used to convey meaning. |
2.A.3a
Identify and analyze a variety of literary techniques (e.g., figurative language, allusion, dialogue, description, word choice, dialect) within classical and contemporary works representing a variety of genres. 2.A.3b Describe how the development of theme, character, plot and setting contribute to the overall impact of a piece of literature. 2.A.3c Identify characteristics and authors of various literary forms (e.g., short stories, novels, drama, fables, biographies, documentaries, poetry, science fiction). 2.A.3d Identify ways that an author uses language structure, word choice and style to convey the author's viewpoint. |
|
| B. Read and interpret a variety of literary works. |
2.B.3a
Respond to literary material from personal, creative and critical points of view. 2.B.3b Compare and contrast common literary themes across various societies and eras. 2.B.3c Analyze how characters in literature deal with conflict, solve problems and relate to real-life situations. |
2.B.3a
Step I : “Printed Source Assignment” (p.11) |
GOAL 3: Write to communicate for a variety of purposes.
Late Elementary
| Learning Standards | Late Elementary | Project Citizen Correlation |
| A. Use correct grammar, spelling, punctuation, capitalization and structure. |
3.A.2
Write paragraphs that include a variety of sentence types; appropriate use of the eight parts of speech; and accurate spelling, capitalization and punctuation. |
3.A.2a
Step IV : Documentation section of the Portfolio 1-4 Written summary of alternative policies (p.28), Explanation and justification for your suggested policy (p. 29) and a written explanation of how to develop government support (p.32) |
| B. Compose well-organized and coherent writing for specific purposes and audiences. |
3.B.2a
Generate and organize ideas using a variety of planning strategies (e.g., mapping, outlining, drafting). 3.B.2b Establish central idea, organization, elaboration and unity in relation to purpose and audience. 3.B.2c Expand ideas by using modifiers, subordination and standard paragraph organization. 3.B.2d Edit documents for clarity, subjectivity, pronoun-antecedent agreement, adverb and adjective agreement and verb tense; proofread for spelling, capitalization and punctuation; and ensure that documents are formatted in final form for submission and/or publication. |
3.B.2a-d
Step IV : Documentation section of the Portfolio 1-4 Written summary of alternative policies (p.28), Explanation and justification for your suggested policy (p. 29) and a written explanation of how to develop government support (p.32) |
| C. Communicate ideas in writing to accomplish a variety of purposes. |
3.C.2a
Write for a variety of purposes and for specified audiences in a variety of forms including narrative (e.g., fiction, autobiography), expository (e.g., reports, essays) and persuasive writings (e.g., editorials, advertisements). 3.C.2b Produce and format compositions for specified audiences using available technology. |
3.C.2a& b
Step III : Writing and Requesting Information (p.19) |
Middle/Junior High School
| Learning Standards | Middle/Junior High School | Project Citizen Correlation |
| A. Use correct grammar, spelling, punctuation, capitalization and structure. |
3.A.3
Write compositions that contain complete sentences and effective paragraphs using English conventions. |
3.A.3
3.B.2a-d
Step IV : Documentation section of the Portfolio 1-4 Written summary of alternative policies (p.28), Explanation and justification for your suggested policy (p. 29) and a written explanation of how to develop government support (p.32) |
| B. Compose well-organized and coherent writing for specific purposes and audiences. |
3.B.3a
Produce documents that convey a clear understanding and interpretation of ideas and information and display focus, organization, elaboration and coherence. 3.B.3b Edit and revise for word choice, organization, consistent point of view and transitions among paragraphs using contemporary technology and formats suitable for submission and/or publication. |
3.B.3a & b
3.B.2a-d
Step IV : Documentation section of the Portfolio 1-4 Written summary of alternative policies (p.28), Explanation and justification for your suggested policy (p. 29) and a written explanation of how to develop government support (p.32) |
| C. Communicate ideas in writing to accomplish a variety of purposes. |
3.C.3a
Compose narrative, informative, and persuasive writings (e.g., in addition to previous writings, literature reviews, instructions, news articles, correspondence) for a specified audience. 3.C.3b Using available technology, produce compositions and multimedia works for specified audiences. |
3.C.3a
Step III : Writing and Requesting Information(p. 19) 3.C.3 Step I : “Radio/TV Assignment” (p.11)Step III:Electronic Information Networks (p.18) |
GOAL 4: Listen and speak effectively in a variety of situations.
Late Elementary
| Learning Standards | Late Elementary | Project Citizen Correlation |
| A. Listen effectively in formal and informal situations. |
4.A.2a
Demonstrate understanding of the listening process (e.g., sender, receiver, message) by summarizing and paraphrasing spoken messages orally and in writing in formal and informal situations. 4.A.2b Ask and respond to questions related to oral presentations and messages in small and large group settings. 4.A.2c Restate and carry out a variety of oral instructions. |
4.A.2.a, b & c
Step : “Interview Assignment” (p.11) Step III : Gather information from lawyers or judges, legislative offices, community members, and administrative offices (pp.17-18) |
| B. Speak effectively using language appropriate to the situation and audience. |
4.B.2a
Present oral reports to an audience using correct language and nonverbal expressions for the intended purpose and message within a suggested organizational format. 4.B.2b Use speaking skills and procedures to participate in group discussions. 4.B.2c Identify methods to manage or overcome communication anxiety and apprehension (e.g., topic outlines, repetitive practice). 4.B.2d Identify main verbal and nonverbal communication elements and strategies to maintain communications and to resolve conflict. |
4.B.2a
Step V : Presenting portfolio to classmates and at legislative hearings (pp.33-34) 4.B.2b Step II : Class Discussion (p. 16) 4.B.2c Step III : Presenting your Portfolio Preparation, Making appointments and introducing yourself and calling sources on the phone (p.19) |
Middle/Junior High School
| Learning Standards | Middle/Junior High School | Project Citizen Correlation |
| A. Listen effectively in formal and informal situations. |
4.A.3a
Demonstrate ways (e.g., ask probing questions, provide feedback to a speaker, summarize and paraphrase complex spoken messages) that listening attentively can improve comprehension. 4.A.3b Compare a speaker's verbal and nonverbal messages. 4.A.3c Restate and carry out multistep oral instructions. 4.A.3d Demonstrate the ability to identify and manage barriers to listening (e.g., noise, speaker credibility, environmental distractions). |
4.A.3.a, b & c
Step I : “Interview Assignment” (p.11) Step III : Gather information from lawyers or judges, legislative offices, community members, and administrative offices (pp.17-18) |
| B. Speak effectively using language appropriate to the situation and audience. |
4.B.3a
Deliver planned oral presentations, using language and vocabulary appropriate to the purpose, message and audience; provide details and supporting information that clarify main ideas; and use visual aids and contemporary technology as support. 4.B.3b Design and produce reports and multi-media compositions that represent group projects.4.B.3c Develop strategies to manage or overcome communication anxiety and apprehension (e.g., sentence outlining, note cards). 4.B.3d Use verbal and nonverbal communication strategies to maintain communications and to resolve conflict. |
4.B.3a
Step V : Presenting the portfolio to classmates and at legislative hearings (pp.33-34) 4.B.2b Step I : Class Discussion (p. 16) 4.B.2c Step V : Presenting your Portfolio Preparation, Making appointments and introducing yourself and calling sources on the phone (p.19) |
GOAL 5: Use the language arts to acquire, assess and communicate information.
Late Elementary
| Learning Standards | Late Elementary | Project Citizen Correlation |
| A. Locate, organize, and use information from various sources to answer questions, solve problems and communicate ideas. |
5.A.2a
Formulate questions and construct a basic research plan. 5.A.2b Organize and integrate information from a variety of sources (e.g., books, interviews, library reference materials, web- sites, CD/ROMs). |
5.A.2a & b
Step III : Identifying Sources of Information using research teams (pp.17-18) |
| B. Analyze and evaluate information acquired from various sources. |
5.B.2a
Determine the accuracy, currency and reliability of materials from various sources 5.B.2 Cite sources used. |
5.B.2a
Step II : “Evaluating Information from Letters and Interviews” (p. 22-23) 5.B.2b Step IV:Documentation sections of Portfolio (pp.27-30) |
| C. Apply acquired information, concepts and ideas to communicate in a variety of formats. |
5.C.2a
Create a variety of print and nonprint documents to communicate acquired information for specific audiences and purposes. 5.C.2b Prepare and deliver oral presentations based on inquiry or research. |
5.C.2a
Step IV: Print - Written summary of alternative policies (p.28), Explanation and justification for your suggested policy (p. 29) and a written explanation of how to develop government support (p.32) Nonprint - Graphic presentation of the problem, policies, proposed policy, and action plan (pp.27-32) 5.C.2b Step V : Prepare and deliver Oral Presentation for simulated legislative hearing (pp.33-34) |
Middle/Junior High School
| Learning Standards | Middle/Junior High School | Project Citizen Correlation |
| A. Locate, organize, and use information from various sources to answer questions, solve problems and communicate ideas. |
5.A.3a
Identify appropriate resources to solve problems or answer questions through research. 5.A.3b Design a project related to contemporary issues (e.g., real-world math, career development, community service) using multiple sources. |
5.A.3a
“Identifying Sources of Information” using research teams (pp17-18) 5.A.3b Sharing what you know about problems in your community, schools, among young people, involving basic liberties and concerning the environment. (pp. 9-10) |
| B. Analyze and evaluate information acquired from various sources. |
5.B.3a
Choose and analyze information sources for individual, academic and functional purposes. 5.B.3b Identify, evaluate and cite primary sources. |
5.B.3a
“Evaluating Information from Letters and Interviews” (p. 22-23) 5.B.3b Documentation sections of Portfolio (pp.27-30) |
| C. Apply acquired information, concepts and ideas to communicate in a variety of formats. |
5.C.3a
Use information to form, explain and support questions and predictions. 5.C.3b Prepare and orally present original work (e.g., poems, monologues, reports, plays, stories) supported by research. 5.C.3c Take notes, conduct interviews, organize and report information in oral, visual and electronic formats. |
5.C.3a
Print : Written summary of alternative policies (p.28), Explanation and justification for your suggested policy (p. 29) and a written explanation of how to develop government support (p.32) Nonprint : Graphic presentation of the problem, policies, proposed policy, and action plan (pp.27-32) 5.C.3b Prepare and deliver Oral Presentation for Simulated Legislative Hearing (pp.33-34) |
Last updated: January 2, 2002
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