Grade/Course
Standard
UNWRAPING THE COMMON CORE STANDARD TEMPLATE
TO DEVELOP LEARNING TARGET THAT GUIDE INSTRUCTIONAL PLANNING
Skills: Students should be able to do …..
Verbs
Concepts: Students should know ………
Nouns
Learning Target (s): The target phrase can begin with the verb, I can, or students will.
THE PLANNING IS CONNECTED TO THE ENDURING UNDERSTANDING AND ESSENTIAL QUESTION(S)
Big Ideas (Enduring Understanding) Essential Question/Focus Question

UNWRAPING THE COMMON CORE STANDARD TEMPLATE
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Grade/Course Grade 8 War of 1812
Standard: CCRH 8.1 Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.
CCRH 8.6 Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts.
CCRH 8.8 Assess the extent to which the reasoning and evidence in a text support the author’s claim
Skills: Students should be able to do …..
Verbs
Cite
Support analysis
Compare
Treat emphasize
Assess
Concepts: Students should know ………
Nouns
Secondary sources of information
Point of view of same topic
Details to emphasize the differing accounts
Evidence of author’s claim
Learning Target (s): The target phrase can begin with the verb, I can, or students will.
I can read secondary source text and pull out key points and cite the key points with evidence.
I can read multiple secondary source texts and from the key points and evidence compare the differing points of view.
I can summarize the various points of view and give my opinions related to the two focus questions of
Who won the war of 1812? Who was considered to lose the most?
THE PLANNING IS CONNECTED TO THE ENDURING UNDERSTANDING AND ESSENTIAL QUESTION(S)
Big Ideas (Enduring Understanding)
Resolving Conflict
Essential Question/Focus Question
Who won the war of 1812?
Who was considered to lose the
Most?

UNWRAPING THE COMMON CORE STANDARD TEMPLATE
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Grade/Course 7th
Standard: CC.7 RL.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Skills: Students should be able to do …..
Verbs
Concepts: Students should know ………
Nouns
Cite
Draw
Analyze
Support
Pieces of text
Evidence
Inferences
Message
Learning Target (s): The target phrase can begin with the verb, I can, or students will.
THE PLANNING IS CONNECTED TO THE ENDURING UNDERSTANDING AND ESSENTIAL QUESTION(S)
Big Ideas (Enduring Understanding)
Authors use a variety of approaches to
Develop the message of the text.
Essential Question/Focus Question
How can key ideas and details help develop the message the author conveys the reader?

UNWRAPING THE COMMON CORE STANDARD TEMPLATE
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Grade/Course 8 th Early US History
Standard: CC.8 RH.1 Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.
Skills: Students should be able to do …..
Verbs
Concepts: Students should know ………
Nouns
Cite
Support
Analyze
Attend
Specific Text Evidence
Primary & Secondary Sources
Features of Information
Learning Target (s): The target phrase can begin with the verb, I can, or students will.
I can read various sections of the Constitution (primary source) and cite information to give answers, conclusions, recommendations to questions/issues.
I can support my answers, conclusions and recommendations by citing the article and section (specific text evidence & features of information) of the Constitution.
THE PLANNING IS CONNECTED TO THE ENDURING UNDERSTANDING AND ESSENTIAL QUESTION(S)
Big Ideas (Enduring Understanding)
The concepts and principles developed in the
Constitution impact our lives today.
Government has responsibilities to its citizens and citizens have responsibilities to its government.
Essential Question/Focus Question
To what degree do the principles and how the Constitution is structured and organized make it work? Cause challenges?

UNWRAPING THE COMMON CORE STANDARD TEMPLATE
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Grade/Course 6 th World Geography and Cultures
Standard: A-1.6 Use a variety of geographic representations, such as political, physical, and topographic
maps, a globe, aerial photographs, and satellite images, to gather and compare information
about the continent of Africa.
Skills: Students should be able to do …..
Verbs
Use
Gather
Compare
Concepts: Students should know ………
Nouns
Variety of geographic representations
Information about Africa
Learning Target (s): The target phrase can begin with the verb, I can, or students will.
I can gather information about the location, relative and absolute, of Africa and places throughout the continent of
Africa.
I can gather information about the major landforms, rivers, lakes, regions, and climates of Africa.
THE PLANNING IS CONNECTED TO THE ENDURING UNDERSTANDING AND ESSENTIAL QUESTION(S)
Big Ideas (Enduring Understanding)
Understanding people, places, and environments helps us to define who we are and our relationship to the physical world.
Essential Question/Focus Question
Are people defined by geography?

UNWRAPING THE COMMON CORE STANDARD TEMPLATE
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Grade/Course AP Government and Politics
Standard: CC.11/12 RH.6 - Evaluate authors’ differing points of view on the same historical event or issue by assessing the authors’ claims, reasoning, and evidence.
Skills: Students should be able to do …..
Verbs
Evaluate
Differing
Assessing
Concepts: Students should know ………
Nouns
Points of view
Same historical event or issue
Claims, reasoning and evidence
Learning Target (s): The target phrase can begin with the verb, I can, or students will.
Students will assess the arguments for and against age-based rationing by evaluating primary and secondary sources.
Students will summarize and take a position for or against age-based rationing and defend their position
THE PLANNING IS CONNECTED TO THE ENDURING UNDERSTANDING AND ESSENTIAL QUESTION(S)
Big Ideas (Enduring Understanding)
Government has responsibilities to its citizens and citizens have responsibilities to
Its government.
Essential Question/Focus Question
With the United States running up massive deficit spending, should the government prioritize who gets resources and who doesn’t?