Social Studies
Student-Facing Continua
Analyze Historical Events
Engage as a Citizen
Geographic Representations
Environment/Human Interactions
Pick and describe an event in history
Add detail to the description (who, what, when, where, why, mood)
Add detail to the description (who, what, when, where, why, mood)
Add detail about what else was going on around the event
Add detail to the description (who, what, when, where, why, mood)
Add detail about what else was going on around the event
Tell why the event happened
List some reasons for the event
Group some reasons of the event into long-term causes (something that happened years before the event) and triggers (the last straw)
Sum up the consequences from the event as on purpose or not
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SS.1 Analyze Historical Events
1.1 Evaluate historical outcomes in context
The Event
Cause and Impact
The Source(s)
Tell why the event happened
Add detail to the description (who, what, when, where, why, mood) and how the details impact the event
Add detail about what else was going on around the event
Group multiple reasons of the event into long-term causes (something that happened years before the event) and triggers (the last straw)
Sum up the consequences from the event as on purpose or not
Describe how it impacted people
Cite at least one source
Create a theory around an event, describing elements within the event and outside of it
List why this event is significant
Create a detailed argument of why the event happened and what the greater impact of the event was/will be
Cite 1+ source(s)
I can...
Explain the difference in how people in the past saw something vs. how people look at the same thing today
For one historical time period/event, describe 2+ different perspectives of individuals or groups
For one historical time period/event, describe 2+ diverse (gender, culture, national origin, religion, socio-economic status, era) groups/individuals perspectives
Explain why they had different perspectives
List several factors that influence the perspective of each individual or group (context, identity, experiences, biases, or interests)
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SS.1 Analyze Historical Events
1.2 Analyze multiple perspectives
Perspective
Influence
Sources
For one historical time period/event, describe 2+ different perspectives of individuals or groups
For one historical time period/event, describe 2+ different perspectives of individuals or groups
Using what I know and have learned, list several factors that influence the perspective of each individual or group
List several factors that influence the perspective of each individual or group (context, identity, experiences, biases, or interests)
List several factors that influence the perspective of each individual or group (context, identity, experiences, biases, or interests)
Decide which influence has the greatest impact
I can...
Cite 1+ sources to support my work
Cite multiple sources to support work
Summarize the text succinctly with citations of the most relevant and important evidence, while identifying and explaining the main point, idea or claim
Compare different versions of the same event
Compare different versions of the same event
Compare different versions of the same event
Identify the perspective of the writer(s) and the people they wanted to see their work
Identify the perspective of the writer(s) and the people they wanted to see their work
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SS.1 Analyze Historical Events
1.3 Analyze historical sources
Versions of History
Perspectives
Compare different versions of the same event
Identify the perspective of the writer(s) and the people they wanted to see their work
Make a conclusion about the event from the sources
I can...
Purpose
Limitations
Describe how perspective shapes the sources they create
Identify why the author(s) created the source
Compare different versions of the same event
Compare different versions of the same event
Identify why the author(s) created the source
Identify why the author(s) created the source
Identify why the author(s) created the source
Identify where the source is missing an element because of origin, content, or purpose
Identify where the source is missing an element because of origin, content, or purpose
Check sources are diverse (gender, culture, religion, )
Identify the perspective of the writer(s) and the people they wanted to see their work
Make a conclusion about the event from the sources
Identify where the source is missing an element because of origin, content, or purpose
Check sources are diverse (gender, culture, religion, )
Determine if the source is useful and reliable
Pick out the important people and/or groups in an event
Pick out the important people and/or groups in an event
Pick out the important people and/or groups in an event
Pick out the important people and/or groups in an event
Pick out the most important person who shaped an event and explain why I think this
Use details to explain why each individual or group was important to the event
Use details to explain why each individual or group was important to the event
Explain how their actions impacted the outcome of the event
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SS.1 Analyze Historical Events
1.4 Evaluate the importance of people’s actions in shaping outcomes
People
Influence and Impact
Pick out the important people and/or groups in an event
Pick out the important people and/or groups in an event
Explain how their actions impacted the outcome of the event
Add detail of any obstacle they faced leading to historical outcomes
Explain how their actions impacted the outcome of the event
Add detail of any obstacle they faced leading to historical outcomes
Discuss the impact of systems on either limiting or privileging individuals or groups in their ability to influence outcomes
I can...
Sources
Use evidence from sources to explain why each individual or group was important to the event
Cite 1+ sources
Use evidence from sources to explain why each individual or group was important to the event
Cite multiple sources
Compare life in the past to today
Classify major events as change and/or continuity (themes that stay the same over time-- rich vs. poor)
Classify major events as change and/or continuity (themes that stay the same over time-- rich vs. poor)
Classify major events as change and/or continuity (themes that stay the same over time-- rich vs. poor)
Explain reasoning using details from the event
Explain reasoning using specific details from the event and context of the world around the event
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SS.1 Analyze Historical Events
1.5 Analyze outcomes as either change, continuity, or both
Major Events
Reasoning / Impact
Classify major events as change and/or continuity (themes that stay the same over time-- rich vs. poor)
Classify major events as change and/or continuity (themes that stay the same over time-- rich vs. poor)
Explain reasoning using specific details from the event and context of the world around the event
Explain reasoning using specific details from the event and context of the world around the event
Compare the outcome of major events to one another from different time periods/areas
Explain any patterns
Use insights from a discipline (economics, government, art etc.)
I can...
Sources
Cite 1+ sources
Cite multiple sources
Treat others kindly and fairly
Follow the rules
Treat others kindly and fairly, making everyone feel comfortable and safe
Help create and follow the rules
Treat others kindly and fairly, making everyone feel comfortable and safe, including everyone
Help create and follow the rules that are fair and just
Address concerns in the community
Learn or participate in service projects in the community
Learn, participate in, or plan service projects in the community, activism or community building
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SS.2 Engage as a Citizen
2.1 Participate in community
Community
Service
Treat others kindly and fairly, making everyone feel comfortable and safe
Help create and follow the rules that are fair and just
Learn, participate in, or plan service projects in the community, activism or community building on a regular basis
I can...
Treat others kindly and fairly, making everyone feel comfortable and safe, including everyone
Evaluate rules to make sure they are fair and just for all in our community and help change them if they are not
Address concerns in the community
Through community activism and political participation, I can help influence the socio-cultural norms and laws that govern my community.
I can exhibit and advocate for kindness and fairness toward individuals of all backgrounds, actively contribute to safe and inclusive communities, and purposefully build positive relationships with people who are different from me.
I can plan and lead service projects in the community, activism or community building on a regular basis
Notice when someone is being treated unfairly
Look for possible reasons why
Think of a way to help
Identify a problem in my community that impacts my family that I can help with
Identify a problem in my community that has lasted for years and that I can help with
Come up with thick (why/how) and thin questions (who, what, when where) to explore about the problem
Come up with thick (why/how) and thin questions (who, what, when where) to explore about the problem
Decide on the most important questions
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SS.2 Engage as a Citizen
2.2 Examine enduring problems
Problems
Questions
Identify a problem in my community that impacts many people that I can help with
Come up with thick (why/how) and thin questions (who, what, when where) to explore about the problem
Decide on the most important questions
I can...
Involvement
Challenges
Come up with questions to explore about the problem
Identify all people involved in the problem and their roles in the problem (decision makers, influencers, those impacted) and their perspectives
Identify an ethical community problem that exists even though people have tried to solve it
Identify an ethical, social, political, or environmental issue that has existed for years
Identify all people involved and make conclusions about their role, perspective, and interest in solving the problem or keeping the problem ($, health, rights)
Identify all people involved (current and historical) and make conclusions about their role, perspective, and interest in solving the problem or keeping the problem ($, health, rights, beliefs, values)
Identify all people involved and make conclusions about their role, perspective, and interest in solving the problem or keeping the problem ($, health, rights, beliefs, values)
Explain where others have tried to solve the problem and where they have faced challenges and what impact they have and on the problem
Explain where others have tried to solve the problem and where they have faced challenges and what impact they have and on the problem
Come up with thick (why/how) and thin questions (who, what, when where) to explore about the problem
Decide on the most important questions
Explain where others have tried to solve the problem and where they have faced challenges and what impact they have and on the problem
Identify all people involved in the problem
Identify possible causes of the issue
Learn about ways to solve a problem
Identify who could help solve a problem in different ways because of their roles
Learn about ways to solve a problem
Identify who could help solve a problem in different ways because of their roles
Learn about how the government is structured and functions to solve problems
Examine the power of these roles (gov, businesses, community)
Evaluate how the government, businesses, and citizens function
Examine the power of these roles in creating or letting the problem continue
Examine how they talk about the issue
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SS.2 Engage as a Citizen
2.3 Build Civic Knowledge
Problems
Roles
Evaluate how the government, businesses, and citizens function
Examine the power of these roles in creating or letting the problem continue
Examine how they talk about the issue
I can...
Change Efforts
Learn about roles in the government and community that could impact the problem
Learn about solutions to the problem
Conclude how solutions would impact those involved
Learn about solutions others have tried before to the problem to see what has worked and what did not
I can evaluate efforts from multiple different contexts (historical and contemporary, local, state, tribal, national, and/or international) to address this issue, or an issue like it, to help me identify viable solutions and effective strategies for facilitating change.
Evaluate efforts from different groups to address the problem
Identify solutions and strategies for change
I can evaluate the historical, contemporary, and emerging roles of government, private sector, and citizen sector in creating or enabling the problem, shaping narratives related to the issue, and I can evaluate their different levers of current power and interest (e.g., political, economic, personal, religious) as it relates to resolving the issue.
Learn about solutions to the problem and list which roles could help with the solution
Synthesize
Sum up the main lessons you have learned from investigating the problem
List key insights from your investigation
List key insights and warnings or encouraging lessons you have learned
List key insights and warnings or encouraging lessons you have learned
Using what I learned, I can come up with a plan
I can take positive constructive action to solve the problem
Take positive constructive action to solve the problem
Actions demonstrate my civic knowledge in some way
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SS.2 Engage as a Citizen
2.4 Take Action to improve my community
Plan
Actions
I can...
Reflection
I can take steps to solve the problem
Reflect on what I learned, how my actions impacted the problem and what my next steps are
Reflect on what I learned, how my actions impacted the problem and what my next steps are
Reflect on what I could have done differently
Reflect on what I learned through my plan and how my actions impacted the problem
Reflect on how well my actions solved the problem
Come up with a plan to help solve the problem
Using what I learned, I can come up with a plan that includes others to help solve the problem
Using what I learned, I can come up with a plan that includes many people (government officials) to help solve the problem
Take positive constructive action to solve the problem
Actions demonstrate my civic knowledge in some way
Reflect on what I learned, how my actions impacted the problem and what my next steps are
Reflect on what I could have done differently
Reflect on the effectiveness of my strategy
Using what I learned, I can come up with a plan that includes many people (government officials, businesses, community members) to help solve the problem
Take positive constructive action to solve the problem
Actions demonstrate my deep civic knowledge in some way
Reflect on what I learned, how my actions impacted the problem and what my next steps are
Reflect on the effectiveness of my strategy
Reflect on the steps different people should continue to take
Create maps, graphs, drawing, charts of familiar places
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SS.3 Understand Geographic Representations
3.1 Display and explain spatial patterns
Mapping
Conventions
I can...
Create maps, graphs, drawing, charts of familiar and unfamiliar places
Create maps, graphs, drawing, charts of familiar and unfamiliar places
Use mapping elements (key, legend, compass)
Create maps that show cultural or environmental data
Use maps to explain patterns
Use mapping elements (key, legend, compass)
Use technology to create maps that show relationships between places and a characteristic (political, cultural, environmental, economic)
Use maps to explain patterns
Use mapping elements (key, legend, compass)
Use mapping elements (key, legend, compass)
Note on the map further explanations of patterns
Use technology to create maps that show relationships between places and a characteristic (political, cultural, environmental, economic)
Use maps to explain patterns
Understand maps, graphs, charts, images) of familiar places
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SS.3 Understand Geographic Representations
3.2 Apply geographic tools
Analyze Maps
Explain Maps
I can...
Understand maps, graphs, charts, images) of familiar and unfamiliar places
Make conclusions about maps of both familiar and unfamiliar places
Explain relationships between places and their characteristics
Make conclusions about maps, images, graphs, charts etc. and more than one element of their characteristics (political, cultural, environmental, economic)
Make conclusions about maps, images, graphs, charts etc.
Explain relationships between places and their characteristics
Make conclusions about several maps, images, graphs, charts etc. and more than one element of their characteristics (political, cultural, environmental, economic)
Explain relationships between places and their characteristics
SS 4 Analyze Human-Environmental Interactions
Describe physical and/or environmental things about a place
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SS.4 Analyze Human-Environmental Interactions
4.1 Analyze relationships between human and environmental systems
Description
Impact
I can...
Describe physical and/or environmental things about a place
Describe how physical and/or environmental things impact where people live
Identify ways people had to adapt because of the environment where they live(d)
Describe how physical and/or environmental things impact where people live
Describe the impact on how people live (culture, politics, economics) based on location
Describe how physical and/or environmental things impact where people live
Describe the impact on how people live (culture, politics, economics) based on location
Explain how environmental systems have changed or stayed the same over time and how that impacts human systems over time
Describe the impact on how people live (culture, politics, economics) based on location
Explain how environmental systems have changed or stayed the same over time and how that impacts human systems over time
I can predict how human systems will be impacted in the future
Compare and contrast the different responses of groups to environmental systems
Describe the impact on how people live based on location
Describe how physical and/or environmental things impact where people live
Describe ways people impact the environment where they live
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SS.4 Analyze Human-Environmental Interactions
4.2 Evaluate the impacts of human activity on environmental systems
Individual Impact
Larger Impact
I can...
Using detail, describe how people or groups impact the environment where they are
Using detail, describe how people or groups impact the environment where they are and their impact on distant places as well
Explain how culture, politics, and money impact environments
Explain how culture, politics, and money impact environments
Describe how human system impact environmental systems over time
Explain how culture, politics, and money impact environments
Describe how human system impact environmental systems over time
Make predictions on how humans will impact the environment in the future
Compare and contrast human systems and their impact on the environment