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Dimension 1: Devoloping Questions and Planning Inquiries
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Constructing COMPELLING Questions
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DQPI 1 Explain why the compelling question is important to the student.Explain why compelling questions are important to others (e.g., peers, adults).Explain how a question represents key ideas in the field.
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DQPI 2 Identify disciplinary ideas associated with a compelling question.Identify disciplinary concepts and ideas associated with a compelling question that are open to different interpretations.Explain points of agreement experts have about interpretations and applications of disciplinary concepts and ideas associated with a compelling question.Add points of disagreement
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Constructing SUPPORTING Questions
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DQPI 3 Identify facts and concepts associated with a supporting question.Identify the disciplinary concepts and ideas associated with a supporting question that are open to interpretation.Explain points of agreement experts have about interpretations and applications of disciplinary concepts and ideas associated with a supporting question.Add points of disagreement
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DQPI 4Make connections between supporting questions and compelling questions.Explain how supporting questions help answer compelling questions in an inquiry.Explain how the relationship between supporting questions and compelling questions is mutually reinforcing.Explain how supporting questions contribute to an inquiry and how, through engaging source work, new compelling and supporting questions emerge.
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Determining Helpful sources
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DQPI 5Determine the kinds of sources that will be helpful in answering compelling and supporting questions.Determine the kinds of sources that will be helpful in answering compelling and supporting questions, taking into consideration the different opinions people have about how to answer the questions.Determine the kinds of sources that will be helpful in answering compelling and supporting questions, taking into consideration multiple points of views represented in the sources.Add the types of sources available and the potential uses of the sources.
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Dimension 2: Applying Disciplinary Concepts and Tools
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CIVICS
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Civic and Political Institutions
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Civ 1Describe roles and responsibilities of people in authority. Distinguish the responsibilities and powers of government officials at various levels and branches of government and in different times and places.Distinguish the powers and responsibilities of citizens, political parties, interest groups, and the media in a variety of governmental and nongovernmental contexts.
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Civ 2Explain how all people, not just official leaders, play important roles in a community.Explain how a democracy relies on people’s responsible participation, and draw implications for how individuals should participate. Explain specific roles played by citizens (such as voters, jurors, taxpay- ers, members of the armed forces, petitioners, protesters, and office-holders).
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Civ 3Explain the need for and purposes of rules in various settings inside and outside of school.Examine the origins and purposes of rules, laws, and key U.s. constitutional provisions.Examine the origins, purposes, and impact of constitutions, laws, treaties, and international agreements.
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Civ 4N/AExplain how groups of people make rules to create responsibilities and protect freedoms.Explain the powers and limits of the three branches of government, public officials, and bureau- cracies at different levels in the United states and in other countries.
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Civ 5Explain what governments are and some of their functions.Explain the origins, functions, and structure of different systems of government, including those created by the U.S. and state constitutions.Explain the origins, functions, and structure of government with reference to the U.s. Constitution, state constitutions, and selected other systems of government.
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Civ 6Describe how communities work to accomplish common tasks, establish responsibilities, and fulfill roles of authority.Describe ways in which people benefit from and are challenged by working together, including through government, workplaces, voluntary organizations, and families.Describe the roles of political, civil, and economic organizations in shaping people’s lives.
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Participation and Deliberation
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Civ 7Apply civic virtues when participating in school settings.Apply civic virtues and democratic principles in school settings.Apply civic virtues and democratic principles in school and community settings.
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Civ 8Describe democratic principles such as equality, fairness, and respect for legitimate authority and rules. Identify core civic virtues and democratic principles that guide government, society, and communities.Analyze ideas and principles contained in the founding documents of the United states, and explain how they influence the social and political system.
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Civ 9Follow agreed-upon rules for discussions while responding attentively to others when addressing ideas and making decisions as a group.Use deliberative processes when making decisions or reaching judgments as a group. Compare deliberative processes used by a wide variety of groups in various settings.
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Civ 10Compare their own point of view with others’ perspectives.Identify the beliefs, experiences, perspectives, and values that underlie their own and others’ points of view about civic issues.Explain the relevance of personal interests and perspectives, civic virtues, and democratic principles when people address issues and problems in government and civil society.
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Processes, Rules, and Laws
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Civ 11Explain how people can work together to make decisions in the classroom.Compare procedures for making deci- sions in a variety of settings, including classroom, school, government, and/or society.Differentiate among procedures for making decisions in the class- room, school, civil society, and local, state, and national government in terms of how civic purposes are intended.
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Civ 12 Identify and explain how rules function in public (classroom and school) settings.Explain how rules and laws change society and how people change rules and laws.Assess specific rules and laws (both actual and proposed) as means of addressing public problems.
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Civ 13N/AExplain how policies are developed to address public problems.Analyze the purposes, implementation, and consequences of public policies in multiple settings.
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Civ 14Describe how people have tried to improve their communities over time.Illustrate historical and contemporary means of changing society.Compare historical and contemporary means of changing societies, and promoting the common good.
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ECONOMICS
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Economic decision making
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Eco 1Explain how scarcity necessitates decision making.Compare the benefits and costs of individual choices.Explain how economic decisions affect the well-being of individuals, businesses, and society.
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Eco 2 Identify the benefits and costs of making various personal decisions.Identify positive and negative incentives that influence the decisions people make.Evaluate alternative approaches or solutions to current economic issues in terms of benefits and costs for different groups and society as a whole.
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Exchange and Markets
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Eco 3Describe the skills and knowledge required to produce certain goods and services.Identify examples of the variety of resources (human capital, physical capital, and natural resources) that are used to produce goods and services.Explain the roles of buyers and sellers in product, labor, and financial markets.
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Eco 4Describe the goods and services that people in the local community produce and those that are produced in other communities.Explain why individuals and businesses specialize and trade.Describe the role of competition in the determination of prices and wages in a market economy.
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Eco 5 Identify prices of products in a local market.Explain the role of money in making exchange easier.Explain ways in which money facilitates exchange by reducing transactional costs.
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Eco 6Explain how people earn income.Explain the relationship between investment in human capital, productivity, and future incomes.Explain how changes in supply and demand cause changes in prices and quantities of goods and services, labor, credit, and foreign currencies.
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Eco 7Describe examples of costs of production.Explain how profits influence sellers in markets.Analyze the role of innovation and entrepreneurship in a market economy.
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Eco 8N/AIdentify examples of external benefits and costs.Explain how external benefits and costs influence market outcomes.
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Eco 9Describe the role of banks in an economy.Describe the role of other financial institutions in an economy.Describe the roles of institutions such as corporations, non-profits, and labor unions in a market economy.
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The National Economy
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Eco 10Explain why people save.Explain what interest rates are.Explain the influence of changes in interest rates on borrowing and investing.
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Eco 11N/AExplain the meaning of inflation, deflation, and unemployment.Use appropriate data to evaluate the state of employment, unemployment, inflation, total production, income, and economic growth in the economy.
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Eco 12Describe examples of the goods and services that governments provide.Explain the ways in which the government pays for the goods and services it provides.Explain how inflation, deflation, and un- employment affect different groups.
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Eco 13Describe examples of capital goods and human capital.Describe ways people can increase pro- ductivity by using improved capital goods and improving their human capital.Explain why standards of living increase as productivity improves.
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The Global Economy
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Eco 14Describe why people in one country trade goods and services with people in other countries.Explain how trade leads to increasing economic interdependence among nations.Explain barriers to trade and how those barriers influence trade among nations.
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Eco 15Describe products that are produced abroad and sold domestically and products that are produced domestically and sold abroad.Explain the effects of increasing economic interdependence on different groups within participating nations.Explain the benefits and the costs of trade policies to individuals, businesses, and society.
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Geography
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Geographic Representations: Spatial Views of the World
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Geo 1Construct maps, graphs, and other representations of familiar places.Construct maps and other graphic representations of both familiar and unfamiliar places.Construct maps to represent and explain the spatial patterns of cultural and environmental characteristics.
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Geo 2Use maps, graphs, photographs, and other representations to describe places and the relationships and interactions that shape them. Use maps, satellite images, photographs, and other representations to explain relationships between the locations of places and regions and their environmen- tal characteristics.Construct maps to represent and explain the spatial patterns of cultural and environmental characteristics.
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Geo 3Use maps, globes, and other simple geographic models to identify cultural and environmental characteristics of places.Use maps of different scales to describe the locations of cultural and environmental characteristics.Use paper based and electronic map- ping and graphing techniques to represent and analyze spatial patterns of different environmental and cultural characteristics.
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Human-Environment Interaction: place, regions, and culture
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Geo 4Explain how weather, climate, and other environmental characteristics affect people’s lives in a place or region.Explain how culture influences the way people modify and adapt to their environments.Explain how cultural patterns and economic decisions influence environments and the daily lives of people in both nearby and distant places.
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Geo 5Describe how human activities affect the cultural and environmental characteristics of places or regions.Explain how the cultural and environmen- tal characteristics of places change over time.Analyze the combinations of cultural and environmental characteristics that make places both similar to and different from other places.
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Geo 6Identify some cultural and environmental characteristics of specific places.Describe how environmental and cul- tural characteristics influence population distribution in specific places or regions.Explain how the physical and human characteristics of places and regions are connected to hu- man identities and cultures.
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Human Population: Spatial Patterns and Movements
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Geo 7Explain why and how people, goods, and ideas move from place to place.Explain how cultural and environmental characteristics affect the distribution and movement of people, goods, and ideas.Explain how changes in transportation and communication tech- nology influence the spatial connections among human settlements and affect the diffusion of ideas and cultural practices.
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Geo 8Compare how people in different types of communities use local and distant environments to meet their daily needs.Explain how human settlements and movements relate to the locations and use of various natural resources.Analyze how relationships between humans and environments extend or contract spatial patterns of settlement and movement.
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Geo 9Describe the connections between the physical environment of a place and the economic activities found there.Analyze the effects of catastrophic envi- ronmental and technological events on human settlements and migration.evaluate the influences of long-term human-induced environmental change on spatial patterns of conflict and cooperation.
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Global Interconnections: Changing Spatial Patterns
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Geo 10Describe changes in the physical and cultural characteristics of various world regions.Explain why environmental characteristics vary among different world regions.Analyze the ways in which cultural and environmental characteristics vary among various regions of the world.
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Geo 11Explain how the consumption of products connects people to distant places.Describe how the spatial patterns of economic activities in a place change over time because of interactions with nearby and distant places.Explain how the relationship between the environmental characteristics of places and production of goods influences the spatial patterns of world trade.
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Geo 12Identify ways that a catastrophic disaster may affect people living in a place. Explain how natural and human-made catastrophic events in one place affect people living in other places.Explain how global changes in population distribution patterns affect changes in land use in partic- ular places.
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History
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Change, Continuity, and Context
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His 1Create a chronological sequence of multiple events.Create and use a chronological sequence of related events to compare developments that happened at the same time.Analyze connections among events and developments in broader historical contexts.
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His 2Compare life in the past to life today.Compare life in specific historical time periods to life today.Classify series of historical events and developments as examples of change and/or continuity.
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His 3Generate questions about individuals and groups who have shaped a significant historical change.Generate questions about individuals and groups who have shaped significant historical changes and continuities.Use questions generated about individuals and groups to analyze why they, and the developments they shaped, are seen as historically significant.
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Perspectives
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His 4Compare perspectives of people in the past to those of people in the present.Explain why individuals and groups during the same historical period differed in their perspectives.Analyze multiple factors that influenced the perspectives of people during different historical eras.
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His 5N/AExplain connections among historical contexts and people’s per- spectives at the time.Explain how and why perspectives of people have changed over time.
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His 6Compare different accounts of the same historical event.Describe how people’s perspectives shaped the historical sources they created.Analyze how people’s perspectives influenced what information is available in the historical sources they created.
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His 7N/AN/AN/AExplain how the perspectives of people in the present shape interpreta- tions of the past.
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His 8N/AN/AN/AAnalyze how current interpretations of the past are limited by the extent to which available historical sources represent perspectives of people at the time.
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Historical Sources and Evidence
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His 9Identify different kinds of historical sources.Summarize how different kinds of his- torical sources are used to explain events in the past.Classify the kinds of historical sources used in a secondary interpretation.
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His 10Explain how historical sources can be used to study the past.Compare information provided by dif- ferent historical sources about the past.Detect possible limitations in the historical record based on evidence collected from different kinds of historical sources.
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His 11Identify the maker, date, and place of origin for a historical source from information within the source itself. Infer the intended audience and purpose of a historical source from information within the source itself.Use other historical sources to infer a plausible maker, date, place of origin, and intended audience for historical sources where this information is not easily identified.
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His 12Generate questions about a particular historical source as it relates to a particular historical event or development.Generate questions about multiple historical sources and their relationships to particu- lar historical events and developments.Use questions generated about multiple historical sources to identify further areas of inquiry and additional sources.
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His 13N/AUse information about a historical source, including the maker, date, place of origin, intended audience, and purpose to judge the extent to which the source is useful for studying a particular topic.Evaluate the relevancy and utility of a historical source based on information such as maker, date, place of origin, intended audience, and purpose
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Causation and Argumentation
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His 14Generate possible reasons for an event or development in the past.Explain probable causes and effects of events and developments.Explain multiple causes and effects of events and developments in the past.ADD: analyze
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His 15N/AN/AEvaluate the relative influence of various causes of events and developments in the past.
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His 16Select which reasons might be more likely than others to explain a historical event or development.Use evidence to develop a claim about the past.Organize applicable evidence into a coherent argument about the past.ADD: Integrate evidence from multiple relevant historical sources and in- terpretations
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His 17N/ASummarize the central claim in a second- ary work of history.Compare the central arguments in secondary works of history on related topics in multiple media.
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Dimension 3: Evaluating Sources and Using Evidence
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Gathering and Evaluating Sources
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ESUE 1Gather relevant information from one or two sources while using the origin and structure to guide the selection.Gather relevant information from multiple sources while using the origin, structure, and context to guide the selection.Gather relevant information from multiple sources while using the origin, authority, structure, context, and corroborative value of the sources to guide the selection.ADD: ...representing a wide range of views
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ESUE 2Evaluate a source by distinguishing between fact and opinion.Use distinctions among fact and opinion to determine the credibility of multiple sources.Evaluate the credibility of a source by determining its relevance and intended use.ADD: ...how experts value the source.
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Developing Claims and Using Evidence
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ESUE 3N/AIdentify evidence that draws information from multiple sources in response to compelling questions.Identify evidence that draws information from multiple sources to support claims, noting evidentiary limitations. ADD: ... to detect inconsistencies in evidence in order to revise or strengthen claims.
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ESUE 4N/AUse evidence to develop claims in response to compelling questions.Develop claims and counterclaims while pointing out the strengths and limitations of both.ADD: Refine ... attending to precision, significance, and knowledge conveyed through the claim...
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