HS SocStud Criteria Bank.xlsx

	A	B	C	D	E	F
1		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.		*applications need to be linked to every SS course
3	A. The student will present, and defend positions on current social studies issues		Students can present and defend a position on a current social studies issue by analyzing varied sources on a selected topic while also including opposing viewpoints to strengthen one's own argument.	Students can present and defend a position on a current social studies issue by analyzing varied sources on a selected topic	Students can present a position on a current social studies issue by analyzing varied sources on a selected topic	Students can present a position on a current social studies issue
4	B. The student will develop and modify research questions, and locate, select, evaluate, and synthesize information from multiple and varied sources.		Students can develop, modify, and defend a research question from multiple points of view, and locate, select, evaluate, and synthesize information from multiple and varied sources.	Students can develop and modify a research question, and locate, select, evaluate, and synthesize information from multiple and varied sources.	Students can develop a research question, and locate and evaluate information from a few different sources.	Students are able to develop a research question and locate information from a few different sources.
5	C. The student will make individual decisions on matters related to social studies using relevant information and research, discussion, and ethical reasoning skills.		Students can make and defend individual decisions on matters related to social studies using relevant information and research, discussion, and ethical reasoning skills.	Students can make individual decisions on matters related to social studies using relevant information and research, discussion, and ethical reasoning skills.	The student can describe matters related to social studies using relevant information, research and discussion.	The student can recognize matters related to social studies using relevant information and research.
6	D. The student will make collaborative decisions on matters related to social studies using relevant information and research, discussion, and ethical reasoning skills.		The student can collaborate and disseminate on matters related to social studies using relevant information through research, discussion, and ethical reasoning skills to develop a final product that can predict possible outcomes.	The student can collaborate on matters related to social studies using relevant information through research, discussion, and ethical reasoning skills to develop a final product.	The student can describe matters related to social studies using relevant information, research and discussion.	The student can recognize matters related to social studies using relevant information and research.
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.
8	A. The student will understand the constitutional and legal rights in a constitutional democracy i.e. the United States political system		The student will analyze the constitutional and legal rights in a constitutional democracy i.e. the United States political system and evaluate under what conditions these rights apply.	The student will analyze the constitutional and legal rights in a constitutional democracy i.e. the United States political system.	The student will describe the constitutional and legal rights in a constitutional democracy i.e. the United States political system.	The student will name the constitutional and legal rights in a constitutional democracy i.e. the United States political system.
9	B. The student will understand the civic duties, and responsibilities, and roles of citizens in a constitutional democracy. i.e. the United States political system.		The student will evaluate the theory and practice of citizens in regards to civic duties, and responsibilities in a constitutional democracy. i.e. the United States political system.	The student will analyze the civic duties, and responsibilities, and roles of citizens in a constitutional democracy. i.e. the United States political system.	The student will describe the civic duties, and responsibilities, and roles of citizens in a constitutional democracy. i.e. the United States political system.	The student will list the civic duties, and responsibilities, and roles of citizens in a constitutional democracy. i.e. the United States political system.
10	C. Evaluate how people influence government and work for the common good including voting, writing to legislators, performing community service, and engaging in civil disobedience.		Evaluate and assess how people influence government and work for the common good including voting, writing to legislators, performing community service, and engaging in civil disobedience.	Evaluate how people influence government and work for the common good including voting, writing to legislators, performing community service, and engaging in civil disobedience.	Describe how people influence government and work for the common good including voting, writing to legislators, performing community service, and engaging in civil disobedience.	Identify how people influence government and work for the common good including voting, writing to legislators, performing community service, and engaging in civil disobedience.
11	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.
12	A. The student will understand the role of (effect on) citizens living under other forms of government in the world.		The student will evaluate the effect that various government ideologies have on citizens around the world.	The student will analyze the effect that various government ideologies have on citizens around the world.	The student will explain how various government ideologies treat citizens around the world.	The student will be able to identify different forms of government that exist around the world.
13	B. The student will analyze various theories of government.		The student will analyze various theories of government and make judgements on which government system works best in a variety of situations. .	The student will analyze various theories of government.	The student will explain various theories of government.	The student will define various theories of government.
14	C. The student will analyze changes in Americans’ participation over time.		The student will analyze changes in America's political paritipation over specific time periods and examine why the changes occured.	The student will analyze changes in America's political paritipation over specific time periods.	The student will summarize changes in America's political paritipation over specific time periods.	The student will describe changes in America's political paritipation over specific time periods.
15	D. The student will analyze alternative models of government from other countries, past and present.		The student will compare, contrast, and critque alternative models of government from other countries, past and present.	The student will analyze alternative models of government from other countries, past and present.	The student will classify alternative models of government from other countries, past and present.	The student will list alternative models of government from other countries, past and present.
16	E. The student will describe the historic and philosophical foundations of the United States republican system of government.		The student will describe the historic and philosophical foundations and origins of the United States republican system, and and explain their effects on the United States Constitution.	The student will trace the development of historic and philosophical foundations of the United States republican system of government and explain their effects on the United States government.	The student will describe the historic and philosophical foundations of the United States republican system of government.	The student will list the historic and philosophical foundations of the United States republican system of government.
17	F. The student will analyze the fundamental principles of the American system of government.		The student will evaluate the fundamental principles (natural rights, checks and balances, soverignty, federalism, limited government) of the American system of government in terms of their meaning at the founding and the present time.	The student will analyze and apply how the fundamental principles (natural rights, checks and balances, soverignty, federalism, limited government) of the American system of government work.	The student will summarize how the fundamental principles (natural rights, checks and balances, soverignty, federalism, limited government) of the American system of government work.	The student will describe how the fundamental principles (natural rights, checks and balances, soverignty, federalism, limited government) of the American system of government work.
18	G. The student will examine the United States Constitution by comparing the legislative, executive,and judicial branches of government.		The student will examine the United States Constitution by comparing and contrasting the legislative, executive,and judicial branches of government and measure the effectiveness of the branches in every day government.	The student will examine the United States Constitution by comparing and contrasting the legislative, executive,and judicial branches of government.	The student will distinguish differences between the legislative, executive,and judicial branches of government.	The student will explain the differences between the legislative, executive,and judicial branches of government.
19	H. The student will anaylze how the legislative, executive,and judicial branches of government have shaped American society.		The student will make judgements on how the legislative, executive,and judicial branches of government have shaped American society by using evidence to support their positions.	The student will anaylze how the legislative, executive,and judicial branches of government have shaped American society.	The student will give examples of how the legislative, executive,and judicial branches of government have shaped American society.	The student will describe how the legislative, executive,and judicial branches of government have shaped American society.
20	I.The student will evaluate public policies in terms of intended and unintended outcomes, and related consequences.		The student will evaluate public policies in terms of intended and unintended outcomes, and related consequences.	The student will evaluate public policies by explaining the policies and their intended outcomes.	The student will explain various public policies.	The student can identify major public policies.
21	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.
22	A. Analyze why nations adopt economic systems and the consequences for different groups of people.		The student will justify why nations adopt economic systems and evaluate the consequences of the decisions for the people.	The student will analyze why nations adopt economic systems and the consequences for different groups of people.	The student will explain why nations adopt economic systems and the consequences for different groups of people.	Students will explain why nations adopt economic systems.
23	B. Describe the consequences of competition in specific markets.		The student will interpret and predict the consequences of competition in specific markets.	The student will interpret consequences of competition in specific markets.	The student will describe the consequences of competition in specific markets.	The student will state the consequences of competition in specific markets.
24	C. Describe the ways in which incentives influence what is produced and distributed in a market system.		The student will predict the ways in which incentives influence what is produced and distributed in a market system.	The student will explain the ways in which incentives influence what is produced and distributed in a market system. (supply and demand)	The student will describe the ways in which incentives influence what is produced and distributed in a market system.	The student will list the ways in which incentives influence what is produced and distributed in a market system.
25	D. Evaluate the effectiveness of government policies to improve market outcomes.		The student will design government policies to improve market outcomes.	The student will evaluate the effectiveness of government policies to improve market outcomes.	The student will discuss the effectiveness of government policies to improve market outcomes.	The student will recognzize government policies that improve market outcomes.
26	E. Evaluate possible explanations for a government role in markets when market inefficiencies exist		The student will design government policies to combat market inefficiencies	The student will evaluate possible explanations for a government role in markets when market inefficiencies exist	The student will indentify possible explanations for a government role in markets when market inefficiencies exist	The student will identify the role of the government in fighting market inefficiencies
27	F. Analyze the role of comparative advantage in international trade		The student will analyze and evaluate the role of comparative advantage in international trade.	The student will analyze the role of comparative advantage in international trade.	The student will describe the role of comparative advantage in international trade.	The student will list ways in which comparative advantage plays a role in international trade.
28	G. Analyze how current globalization trends and policies affect economic growth, labor markets, rights of citizens, the environment, and resource and income distribution in different nations.		The student will predict how international economic issues could be addressed by changing globalization trends/policies and the implications on economic growth, labor markets, rights of citizens, the environment, and resource and income distribution in different nations.	The student will analyze how changes in current globalization trends and policies affect economic growth, labor markets, rights of citizens, the environment, and resource and income distribution in different nations.	The student will describe how current globalization trends and policies affect economic growth, labor markets, rights of citizens, the environment, and resource and income distribution in different nations.	The student will recognize how current globalization trends and policies affect economic growth, labor markets, rights of citizens, the environment, and resource and income distribution in different nations.
29	H. Use economic indicators and data to explain the influence of changes in spending and production		The student will use multiple economic indicators and data to predict the magnitude of the changes in spending and production	The student use multiple economic indicators and data to explain the influence of changes in spending and production	The student will use economic indicators and data to explain the influence of changes in spending and production	The student will recognize that economic indicators and data can explain the influence of changes in spending and production
30	I. Analyze the current and future state of the economy and the selection of fiscal policies.		Students will design a plan based on the current and future state of the economy that justifies the implentation of fiscal policies.	Analyze the current and future state of the economy and the selection of fiscal policies.	Explain the current and future state of the economy and the selection of fiscal policies.	Describe the current and future state of the economy and the selection of fiscal policies.
31	J. Analyze the current and future state of the economy and the selection of monetary policies.		Students will design a plan based on the current and future state of the economy that justifies the implementation of monetary policies.	Analyze the current and future state of the economy and the selection of monetary policies.	Explain the current and future state of the economy and the selection of monetary policies.	Describe the current and future state of the economy and the selection of monetary policies.
32	K. Analyze the role of financial institutions and stock markets/investing in the economy		The student will evaluate the role of financial institutions and stock markets/investing in the economy.	The student will analyze the role of financial institutions and stock markets/investing in the economy.	The student will summarize the role of financial institutions and stock markets/investing in the economy.	The student will identify the role of financial institutions and stock markets/investing in the economy.
33	L. Analyze personal finance situations and make decisons regarding investing, saving and spending.		The student will access personal finance situations and make decisons regarding investing, saving and spending.	Analyze personal finance situations and make decisons regarding investing, saving and spending.	The student will describe the role of infancial institutions, investing, saving and spending, in personal finance.	The student will identify the role of infancial institutions, investing, saving and spending, in personal finance.
34	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.
35	A. Explain that geography includes the study of physical, environmental, and cultural features in order to help people better predict and evaluate consequences of geographic influences.		Students can analyze the physical, environmental, and cultural features of a region in order to generate a hypothesis that predicts and evaluates consequences of geographic influences.	Students can analyze the physical, environmental, and cultural features of a region in order to help people better predict and evaluate consequences of geographic influences.	Students understand the physical, environmental, and cultural features of a region.	Students can recall the physical, environmental, and cultural features of a region.
36	B. Describe a major region of the Earth and their major physical, environmental, and cultural features using a variety of geographic tools.		Students can describe a major region of the Earth and their major physical, environmental, and cultural features by creating a geographic tool.	Students can describe a major region of the Earth and their major physical, environmental, and cultural features using a variety of geographic tools.	Students can identify a major region of the Earth and their major physical, environmental, and cultural features using a variety of geographic tools.	Students can identify a major region of the Earth and their major physical, environmental, and cultural features using a geographic tool.
37	C. Analyze geographic data on physical, environmental, and cultural processes that shape and change places and regions.		Students can utilize geographic data on physical, environmental, and cultural processes that shape and change places and regions in order to propose solutions.	Students can analyze geographic data on physical, environmental, and cultural processes that shape and change places and regions.	Students understand geographic data on physical, environmental, and cultural processes that shape and change places and regions.	Students can identify geographic data on physical, environmental, and cultural processes that shape and change places and regions.
38	D. Evaluate the impact of change, including technological change, on the physical and cultural environment.		Students can evaluate the impact of change, including technological change, on the physical and cultural environment and predict hypothetical outcomes.	Students can evaluate the impact of change, including technological change, on the physical and cultural environment.	Students can describe the impact of change, including technological change, on the physical and cultural environment.	Students can recognize the impact of change, including technological change, on the physical and cultural environment.
39	E. Analyze and summarize the impact of the elements of culture on the world, specifically including the five major religions, political and economic systems.		Students can evaluate the impact of the elements of culture on the world, specifically including the five major religions, political and economic systems.	Students can analyze the impact of the elements of culture on the world, specifically including the five major religions, political and economic systems.	Students can summarize the impact of the elements of culture on the world, specifically including the five major religions, political and economic systems.	Students can recognize the impact of the elements of culture on the world, specifically including the five major religions, political and economic systems.
40	F. Analyze migration, settlement patterns, and cultural diffusion caused by the competition for resources.		Students can analyze migration, settlement patterns, and cultural diffusion caused by the competition for resources and explain why these could occur.	Students can analyze migration, settlement patterns, and cultural diffusion caused by the competition for resources.	Students can describe migration, settlement patterns, and cultural diffusion caused by the competition for resources.	Students can identify migration, settlement patterns, and cultural diffusion caused by the competition for resources.
41	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)
42	A. The student will evaluate how historical events and developments were shaped by unique circumstances as well as broader historical contexts.		Student evaluated how historical events and developments were shaped by unique circumstances, successfully expressed the significance of these developments in broader historical contexts, and explained what would happen if these events would have been shaped by different circumstances or historical contexts	Student evaluated how historical events and developments were shaped by unique circumstances, and successfully expressed the significance of these developments in broader historical contexts.	Students summarized or described how historical events and developments were shaped by unique circumstances, and partially explained the significance of these developments in broader historical contexts.	Students recognized historical events and developments, but did not fully identify the significance of these developments in broader historical contexts.
43	B. Analyze and critique major historical eras, major enduring themes, turning points, events, consequences, and people in the history of the United States and world and the implications for the present and future.		Students analyzed and critiqued major historical eras, major enduring themes, turning points, events, consequences, and people in the history of the United States and world and the implications for the present and future.	Students analyzed and critiqued major historical eras, major enduring themes, turning points, events, consequences, and people in the history of the United States and the world.	Students describe or summarize historical eras, enduring themes, turning points, events, consequences and people in the history of the United States and the world.	Students recall major historical eras, enduring themes, turning points, events, consequences and people in the history of the United States and the world
44	C. Analyze and critique varying interpretations of historic people, issues, or events, and explain how evidence is used to support different interpretations.		Students analyzed, critiqued and investigated varying interpretations of historic people and situations and explained how their evidence supports different interpretations of the event. Students also give the reader alternative interpretations of the same event which connect to the global community.	Students analyzed and critiqued varying interpretations of historic people and situations and developed an argument for how their evidence supports different interpretations of the same event.	Students described the effects of varying interpretations of historic people and situations, but critiques and analysis are superficial or missing. Students described how and why their evidence supports different interpretations of the same event.	Students recognized but did not critique or analyze varying interpretations of historic people and situations. Students described how their evidence supports different interpretations of the same event, but they did not mention how or why.
45	D. Analyze change and continuity in historical eras and the complex and interacting factors that influenced the perspectives of people during those historical eras.		Students analyzed change and continuity in historical eras and the complex and interacting factors that influenced the perspectives of people during those historical eras. Students also will be able to explain how and why these factors were influential on the perspectives of the time as well as the degree to which these factor are impacting the perspectives of those living today.	Students analyzed change and continuity in historical eras and the complex and interacting factors that influenced the perspectives of people during those historical eras.	Students explained the ways in which change and continuity occurs in historical eras, and described the ways in which complex and interacting factors influenced the perspectives of people during those historical eras.	Students recognized change and continuity in historical eras but did not identify the complex and interacting factors that influenced the perspectives of people during those historical eras.
46	E. Analyze multiple and complex causes and effects of events in the past.		Students analyzed multiple and complex causes and effects of events in the past, and can articulate how and why these complex causes led to the effects of the events being investigated.	Students analyzed multiple and complex causes and effects of events in the past	Students explained and/or summarized multiple and complex causes and effects of events in the past.	Students recognized and/or identified multiple and complex causes and effects of events in the past.
47	F. Identify, critique and analyze issues characterized by unity and diversity with minority groups in the history of the United States.		Students identified, critiqued, and investigated issues of unity and diversity. Students were able to form conclusions on their effects on society and minority groups, and connect national issues to a global scale.	Students identified and critiqued issues of unity and diversity. Students were able to form conclusions on their effects on society and minority groups.	Students summarized and described key parts of unity and diversity issues, but did not critique them. Students were able to explain their effects on society and minority groups.	Students identified, but did not summarize or critique issues of unity and diversity. Students described their effects on society and minority groups.
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