MS SocStud Criteria Bank.xlsx

	A	B	C	D	E	F	G
1	7/22/2016	Taxonomy Level	4	3 Student knows... and is able to do...	2	1
2	Graduation Standard 1 (Social Studies): APPLICATIONS OF SOCIAL STUDIES PROCESSES, KNOWLEDGE AND SKILLS Collaboratively and independently, research, present and defend discipline-based methods and knowledge from civics/government, economics, geography and history in authentic contexts. (MLR, A1; CCSS)
3	A. Research, select, and present a position on a social studies topic by proposing and revising research questions, and locating and selecting information from multiple and varied sources, using appropriate social studies tools and methods. (MLR A1 a-d, f-g, i-k; CCSS WH 8.7-9)		I have created well thought out research questions that are relevant and specific to the topic. These questions follow a general theme that flows through my presentation. I can describe in detail how my topic affected this period of continuity or change in the history of the world and analyze how that event impacted our lives today.	I can select a topic appropriate to the Performance Indicator and create relevant research questions in order to meet the standard. I can explain how my topic effected this period of continuity or change in the history of the world.	I have at least relevant and clear research questions.I can explain with little detail how how my topic affected this period of continuity or change in the history of the world.	I have less than relevant and clear research questions.I have not explained how my topic affected this period of continuity or change in the history of the world.
4	B. Determine the central ideas or information and key steps in a process from a primary or secondary source; including digital texts; provide an accurate summary of the source distinct from prior knowledge or opinions. (MLR A1 e, h, l; CCSS RH 8.2-5, 8.9-10)		Students will read a historical document (primary or secondary) and determine its central idea and provide an accurate summary. Students will aslo predict how history may have changed if the document had never been written.	Students will read a historical document (primary or secondary) and determine its central idea and provide an accurate summary.	Students will be able to summarize or determine a central idea of a historical document	Students will be able to state a central idea of a historical document	(i.e. Declaration of Independence, A portion of the Constitution, Emanicpation Proclamation etc.)
5	C. Distinguish among fact, opinion and reasoned judgment in a text and cite specific textual evidence to support analysis. (MLR A1 b-c, f;CCSS RH 8.1, 8.8)		Using the authors statements, I can predict whether or not their outcome would be reasonable and I can use evidence to support my analysis.	I can distinguish among fact, opinion and reasoned judgment in a text and cite specific textual evidence to support analysis.	I can describe the differences between fact and opinion and show evidence to support analysis.	I can state what fact and opinion are	(propaganda -colonies/civil war)
6	D. Develop and present informative/explanatory pieces as well as arguments, on social studies topics orally and/or in writing, in which claims are introduced and distinguished from alternate or opposing claims and main claims are supported with logical reasoning, relevant data, and evidence using credible sources and a concluding statement that follows from and supports the argument presented. (MLR A1 i-l; CCSS WH 8.1-2, 8.4-6, 8.10, CCSS SL 8.4-6)		Students will develop and present an informative/explanatory pieces as well as arguments, on social studies topics orally and/or in writing, in which claims are introduced and distinguished from alternate or opposing claims and main claims are supported with logical reasoning, relevant data, and evidence using credible sources and a concluding statement that follows from and supports the argument presented. Student will also create an alternative outcome that could have unfolded if different descions had been made.	Students will develop and present an informative/explanatory pieces as well as arguments, on social studies topics orally and/or in writing, in which claims are introduced and distinguished from alternate or opposing claims and main claims are supported with logical reasoning, relevant data, and evidence using credible sources and a concluding statement that follows from and supports the argument presented.	Student can describe two opposing perspectives from informative/explanatory arguments, on social studies topics orally and/or in writing supported with logical reasoning and relevant data.	Student can recognize two opposing perspectives from either informative or explanatory pieces.	Cold War
7	Graduation Standard 2 (Social Studies): CIVIC KNOWLEDGE AND ENGAGEMENT Understand the rights and responsibilities of an American citizen and apply those attributes as a citizen to affect a real world issue. (MLR, A2 + A3)
8	A. Make and present a real or simulated decision related to the classroom, school, community, civic organization, Maine, or beyond by identifying needs and applying appropriate and relevant social studies knowledge and skills, including research skills, and other relevant information. (MLR A2 b, A3)		Using a dilemma I can hypothesize an outcome and make and present a real or simulated decision related to the classroom, school, community, civic organization, Maine, or beyond by identifying needs and applying appropriate and relevant social studies knowledge and skills, including research skills, and other relevant information.	I can make and present a real or simulated decision related to the classroom, school, community, civic organization, Maine, or beyond by identifying needs and applying appropriate and relevant social studies knowledge and skills, including research skills, and other relevant information.	I can make and present a real or simulated decision related to the classroom, school, community, civic organization, Maine, or beyond by using needs given to me and applying appropriate and relevant social studies knowledge and skills, including research skills, and other relevant information.	I can understand a real or simulated decision related to the classroom, school, community, civic organization, Maine, or beyond.
9	B. Analyze how people influence government and work for the common good. (MLR B2 d)		Using a dilemma I can hypothesize an outcome about how people influence government and work for the common good.	I can analyze how people influence government and work for the common good.	I can describe how people influence government and work for the common good.	I can recognize how people influence government and work for the common good.
10	Graduation Standard 3 (Social Studies): CIVICS AND GOVERNMENT Apply understanding of the ideals and purposes of founding documents, the principles and structures of the constitutional government in the United States, and the American political system to analyze interrelationships among civics, government and politics in the past and the present, in Maine, the United States and the world. (MLR, B)
11	A. Analyze examples of democratic ideals and constitutional principles that include the rule of law, legitimate power, common good, and the rights, duties and responsibilities of citizens. (MLR B1 a-b; B2 a)		Using a dilemma I can hypothesize an outcome of a democratic ideal and constitutional principle that includes the rule of law, legitimate power, common good, and the rights, duties and responsibilities of citizens.	I can analyze examples of democratic ideals and constitutional principles that include the rule of law, legitimate power, common good, and the rights, duties and responsibilities of citizens.	I can describe examples of democratic ideals and constitutional principles that include the rule of law, legitimate power, common good, and the rights, duties and responsibilities of citizens.	I can describe examples of democratic ideals and constitutional principles that include the rule of law, legitimate power, common good, and the rights, duties and responsibilities of citizens.
12	B. Explain the concepts of federalism and checks and balances and the role these concepts play in the governments and law making of the United States and Maine as framed by the United States Constitution, the Maine Constitution and other primary sources. (MLR B1 c-e)		Using a dilemma I can hypothesize an outcome on the concepts of federalism and checks and balances and the role these concepts play in the governments and law making of the United States and Maine as framed by the United States Constitution, the Maine Constitution and other primary sources.	I can explain the concepts of federalism and checks and balances and the role these concepts play in the governments and law making of the United States and Maine as framed by the United States Constitution, the Maine Constitution and other primary sources	I can recognize the concepts of federalism and checks and balances and the role these concepts play in the governments and law making of the United States and Maine as framed by the United States Constitution, the Maine Constitution and other primary sources	From a list I can recognize the concepts of federalism and checks and balances and the role these concepts play in the governments and law making of the United States and Maine as framed by the United States Constitution, the Maine Constitution and other primary sources
13	C. Describe the protection of individual and minority rights as described in the United States Constitution and Bill of Rights and analyze examples of the protection of rights in court cases or from current events. (MLR B2 b-c)		Using a dilemma I can hypothesize an outcome on the concepts of federalism and checks and balances and the role these concepts play in the governments and law making of the United States and Maine as framed by the United States Constitution, the Maine Constitution and other primary sources.	I can describe the protection of individual and minority rights as described in the United States Constitution and Bill of Rights and analyze examples of the protection of rights in court cases or from current events.	I can describe the protection of individual and minority rights as described in the United States Constitution and Bill of Rights and list examples of the protection of rights in court cases or from current events.	I can describe the protection of individual and minority rights as described in the United States Constitution and Bill of Rights and from a list give examples of the protection of rights in court cases or from current events.
14	D. Using examples of historical or current issues, describe the governmental structures and civic responsibilities within diverse cultures, including Maine Native Americans, various historical and recent immigrant groups in Maine and the United States, and various cultures in the world. (MLR B3 A, B)		Using a dilemma I can hypothesize an outcome describing the governmental structures and civic responsibilities within diverse cultures, including Maine Native Americans, various historical and recent immigrant groups in Maine and the United States, and various cultures in the world.	I can using examples of historical or current issues, describe the governmental structures and civic responsibilities within diverse cultures, including Maine Native Americans, various historical and recent immigrant groups in Maine and the United States, and various cultures in the world.	I can using examples of historical or current issues, recognize the governmental structures and civic responsibilities within diverse cultures, including Maine Native Americans, various historical and recent immigrant groups in Maine and the United States, and various cultures in the world.	I can using examples of historical or current issues, list the governmental structures and civic responsibilities within diverse cultures, including Maine Native Americans, various historical and recent immigrant groups in Maine and the United States, and various cultures in the world.
15	E. Compare the structures and processes of the United States government with examples of other forms of government. (MLR B1 C, F)		Student will identify the differences and similarities in structures and processes of the United States government with examples of other forms of government.	Students will compare the structures and processes of the United States government with examples of other forms of government.	Students will identify the structures and processes of the United States government with examples of other forms of government.	With help, students will identify the structures and processes of the United States government with examples of other forms of government.
16	Graduation Standard 4 (Social Studies): ECONOMICS Understand and apply the concepts and processes from economics to understand decision-making, personal finance and issues of production, distribution and consumption in the community, Maine, the United States and the world. (MLR C)
17	A. Explain how the concept of scarcity requires choices about what, how, for whom and in what quantity to produce, and how scarcity relates to market economy, entrepreneurship, supply and demand and personal finance. (MLR C1 A)		Using a dilemma I can hypothesize an outcome explaining how the concept of scarcity requires choices about what, how, for whom and in what quantity to produce, and how scarcity relates to market economy, entrepreneurship, supply and demand and personal finance.	I can explain how the concept of scarcity requires choices about what, how, for whom and in what quantity to produce, and how scarcity relates to market economy, entrepreneurship, supply and demand and personal finance.	I can determine how the concept of scarcity requires choices about what, how, for whom and in what quantity to produce, and how scarcity relates to market economy, entrepreneurship, supply and demand and personal finance.	I can recognize how the concept of scarcity requires choices about what, how, for whom and in what quantity to produce, and how scarcity relates to market economy, entrepreneurship, supply and demand and personal finance.
18	B. Identify factors that contribute to personal spending and savings decisions including work, wages, income, expenses, and budgets as they relate to the study of personal financial choices. (MLR C1 C)		Using a dilemma I can hypothesize an outcome about factors that contribute to personal spending and savings decisions including work, wages, income, expenses, and budgets as they relate to the study of personal financial choices.	I can identify factors that contribute to personal spending and savings decisions including work, wages, income, expenses, and budgets as they relate to the study of personal financial choices.	I can identify factors, from a list, that contribute to personal spending and savings decisions including work, wages, income, expenses, and budgets as they relate to the study of personal financial choices.	With help, I can identify factors from a list that contribute to personal spending and savings decisions including work, wages, income, expenses, and budgets as they relate to the study of personal financial choices.
19	C. Describe the functions and roles of key economic structures and processes including government, taxes, businesses, trade, and financial institutions. (MLR C1 B)		Using a dilemma I can hypothesize an outcome about factors that contribute to personal spending and savings decisions including work, wages, income, expenses, and budgets as they relate to the study of personal financial choices.	Students will be able to describe factors that contribute to personal spending and savings decisions including work, wages, income, expenses, and budgets as they relate to the study of personal financial choices.	Students will be able to describe some of the functions and roles of key economic structures and processes including government, taxes, businesses, trade, and financial institutions.	Students will be able to list the some functions and roles of economic structures and processes including government, taxes, businesses, trade, and financial institutions.
20	D. Describe factors in economic development, and how states, regions, and nations, including Maine Native Americans, work together to promote economic unity and interdependence. (MLR C2 A-B)		Using a dilemma I can hypothesize an outcome	I can describe factors in economic development, and how states, regions, and nations, including Maine Native Americans, work together to promote economic unity and interdependence.	I can recognize factors in economic development, and how states, regions, and nations, including Maine Native Americans, work together to promote economic unity and interdependence.	With resources, I can recognize factors in economic development, and how states, regions, and nations, including Maine Native Americans, work together to promote economic unity and interdependence.
21	Graduation Standard 5 (Social Studies): GEOGRAPHY Analyze the physical, human and environmental geography of Maine, the United States and various regions of the world to evaluate the interdependent relationships and challenges facing human systems in the past, present and future. (MLR D)
22	A. Identify the major regions of the Earth and their major physical features and political boundaries using a variety of geographic tools and analyze the value of using different geographic representations. (MLR D1 a-c)		I can use a variety of geographic tools and analyze the importance of different geographic representation	I can identify the major regions of the Earth and their major physical features and political boundaries using a variety of geographic tools and analyze the value of using different geographic representations.	I can identify the major regions, political boundaries, and physical features of the earth	I can locate some of the major political and physical boundarie
23	B. Using geographical concepts, skills and tools, describe and explain current changes in the geographic characteristics and spatial ons of places, regions, and environments and predict how they may be different in the future. (MLR D1 a-b, d)			I can use geographical concepts, skills and tools, to describe and explain current changes in the geographic characteristics and spatial organizations of places, regions, and environments and predict how they may be different in the future.	I can use geographical concepts, skills and tools, to describe current changes in the geographic characteristics and spatial organizations of places, regions, and environments and predict how they may be different in the future.	With resources, I can use geographical concepts, skills and tools, to describe and explain current changes in the geographic characteristics and spatial organizations of places, regions, and environments and predict how they may be different in the future.
24	D. Explain how the interaction between human and physical systems can have positive and negative consequences on the cultural characteristics and the physical resources of places. (MLR D2 A)		I can analyze the positive and negative consequences and make a prediction, or persuasive argument for a real life situation	I understand human and environment interaction and can analyze the positive and negative consequences of the culture of an area and its physical systems.	I understand human and environment interaction and can identify the positive and negative consequences of the culture of an area and its physical systems	I can define human and environment interaction
25	E. Identify and explain how the forces of cooperation and conflict, have influenced the division and control of the Earth’s surface historically and in the present.		Using a dilemma I can hypothesize an outcome about the ways physical and human processes define and change people’s perceptions of places and regions.	I can identify and explain how the forces of cooperation and conflict, have influenced the division and control of the Earth’s surface historically and in the present.	I can identify how the forces of cooperation and conflict, have influenced the division and control of the Earth’s surface historically and in the present.	With resources, I can identify and explain how the forces of cooperation and conflict, have influenced the division and control of the Earth’s surface historically and in the present.
26	F. Identify and explain how the movement and interactions of various people groups have influenced the division and control of the Earth’s surface historically and in the present.		I can analyze how the movement and interactions of people has influenced the division and control of the Earth’s surface historically and in the present.	I can identify and explain how the movement and interactions of various people groups, including Native Americans in Maine, have influenced the division and control of the Earth’s surface historically and in the present.	I can identify examples of the movement of people.	I can define movement.
27	Graduation Standard 6 (Social Studies): HISTORY Apply and demonstrate knowledge of major eras, enduring themes, turning points and historic influences to analyze the forces of continuity and change in the community, the state, the United States and the world. (MLR E)
28	A. Describe major turning points and examples of continuity and change in the history of Maine, various historical and recent immigrant groups in Maine, the United States, and other cultures in the world. (MLR E1 b; E2)		Students will be able to describe major turning points and examples of continuity and change in the history of Maine Native Americans, including various historical and recent immigrant groups in Maine, the United States, and other cultures in the world. Students will also investigate/find out about how those groups are doing today.	Students will be able to describe major turning points and examples of continuity and change in the history of Maine Native Americans, including various historical and recent immigrant groups in Maine, the United States, and other cultures in the world .	Students will be able to describe at least one major turning point and one example of continuity and change in the history of Maine Native Americans, including some historical and recent immigrant groups in Maine, the United States, and other cultures in the world .	Students will be able to describe at least one major turning point and example of continuity and change in the history of Maine Native Americans.
29	B. Analyze interpretations of historical events that are based on different perspectives and evidence. (MLR E1 D)		Students will be able to analyze interpretations of historical events that are based on different perspectives and evidence. Student will also create an alternative outcome that could have unfolded if different decisions had been made.	Students will be able to analyze interpretations of historical events that are based on different perspectives and evidence.	Students will be able to describe historical events that are based on different perspectives and evidence.	Students will be able do describe historical events.
30	C. Trace and explain the history of democratic ideals and constitutional principles and their importance in the history of the United States and the world. (MLR E1 C)		Students will be able to trace and explain the history of democratic ideals and constitutional principles and their importance in the history of the United States and the world and apply that to a current event.	Students will be able to trace and explain the history of democratic ideals and constitutional principles and their importance in the history of the United States and the world.	Students will be able to explain the history of democratic ideals and constitutional principles and their importance in the history of the United States and the world.	Students will be able to list some of democratic ideals and constitutional principles of the United States and the world.
31	D. Analyze the factors that influenced the perspectives of people in history and led them to interpret the same events differently.(MLR E1 d; E2 a-c; CCSS RH 6)		Students will be able to analyze the factors that influenced the perspectives of people in history and led them to interpret the same events differently and make relevant connections to a current event.	Students will be able to analyze the factors that influenced the perspectives of people in history and led them to interpret the same events differently.	Students can describe the key components that influenced the perspectives of people in history and led them to interpret the same events differently.	Students, with resources, can describe the key components that influenced the perspectives of people in history and led them to interpret the same events differently.
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