Grade+8

8.1 Narrowing Down a Large Topic - //Example// ||  || 8.4 Recognizes the effect of different perspectives and points of view on information. 8.5 Recognizes that own point of view influences the interpretation of information. || 8.3 Using Different Sources
 * **STANDARDS AND INDICATORS** || **BENCHMARKS** || **ASSESSMENTS** || **Lesson Plans** ||
 * STANDARD 1: USING INQUIRY TO BUILD UNDERSTANDING ||  ||
 * Inquiry Phase: Connect || 8.1 Revises the question or problem as needed to arrive at a manageable topic for inquiry. || 8.1 Narrowing Down a Large Topic
 * Inquiry Phase: Wonder || 8.2 Refines questions to guide the search for different types of information (e.g., overview, big-idea, specific detail, cause and effect, comparison). || 8.2 Refining Research Question to Search for Different Types of Information ||  ||
 * Inquiry Phase: Investigate || 8.3 Uses different formats (e.g. books, Websites, subscription databases, multimedia, graphs, charts, maps and diagrams) as sources of information.

8.4 The Effects of Different Perspectives on Issues/Topics

8.5 Point of View Influences Interpretation or Information ||  || 8.6 Drawing Conclusions from Information ||  ||
 * Inquiry Phase: Construct || 8.6 Draws conclusions based on explicit and implied information. || 8.6 CEI: Claim, Evidence and Interpretation
 * Inquiry Phase: Express || 8.7 Creates products for authentic reasons and audiences. || 8.7 My Research Project ||  ||
 * Inquiry Phase: Reflect || 8.8 Identifies own strengths and sets goals for improvement. || 8.8 Strengths and Goals ||  ||
 * STANDARD 2: PURSUING PERSONAL AND AESTHETIC GROWTH ||  ||
 * Reader/Viewer Response and Expression ||  ||   ||   ||
 * Personal Exploration ||  ||   ||   ||
 * Motivated, Independent Learning ||  ||   ||   ||
 * STANDARD 3: DEMONSTRATING SOCIAL RESPONSIBILITY ||  ||
 * Importance of Information to a Democratic Society ||  ||   ||   ||
 * Effective Social Interaction to Broaden Understanding ||  ||   ||   ||
 * Ethical Behavior in Use of Information ||  ||   ||   ||