RHS Graduation Competencies 24-25


1	GC - ENGAGING AS A GLOBAL CITIZEN						2023-2024
2	I can demonstrate my awareness and understanding of the history, geography, and environmental factor in the wider world and my active role in it.
3		In order to meet the criteria in a specific level, the student must continue to meet the criteria of all previous levels.			Career Ready	College/Career Ready	College/Career Performing
4	Skill	LEVEL 1	LEVEL 2	LEVEL 3	LEVEL 4	LEVEL 5	LEVEL 6

5	GC.1 I can demonstrate my understanding of how historical outcomes can be used in today's society	I can identify and describe a major historical or contemporary event. I can come up with possible reasons for why an event occurred.	I can identify and describe a major event, including the setting of the event (e.g., time, geography, culture). I can explain the main causes and/or effects of the event.	I can identify and describe important details about the setting of a major event that are relevant to the outcomes. I can describe the main causes and/or main effects of a major event. I can compare and contrast multiple events, identifying similarities and differences between the causes and/or effects. I can describe how the immediate consequences impacted different people at the time.	I can identify and describe important details about the setting and circumstances surrounding a major event (e.g. time, geography, culture, politics, economics, and/or religion) that are relevant to the outcomes. I can describe the main causes and/or main effects of a major event. I can classify the major event/s as an example of either change and/or continuity in history.	I can identify and describe important details about the setting and circumstances surrounding a major event (e.g. time, geography, culture, politics, economics, and/or religion) within the broader regional, national, or global context. I can analyze multiple causes of a historical event, differentiating between short and long-term causes. I can analyze the main effects or consequences of the event. I can explain my reasoning using specific details about the developments, event/s, and the context surrounding the event/s.	I can identify and explain how the outcome/s of the major event/s is an example of either change, continuity, or both. I can explain my reasoning using specific details about the developments, event/s, and the context surrounding the event. I can analyze multiple causes of a historical event, differentiating between long-term causes and triggers. I can analyze the main effects or consequences of the event, including both intended and unintended outcomes.
6	GC.2 I can examine economic, political, social and natural issues	I can identify an economic, social, political and/or natural issue.	I can identify an economic, social, political and/or natural issue. I can identify all the people involved in the problem and possible causes for the issue.	I can identify all the parties directly and indirectly involved (e.g., decision makers, influences, those impacted), and I can analyze their different perspectives on the issue.	I can analyze an economic, social, political and/or natural issue. I can identify all the parties directly and indirectly involved, and I can analyze their different roles, perspectives, and interests as they relate to the issue (e.g., financial interests, health impacts, rights to participate). I can generate supporting questions to explore the issue in more detail (e.g., causes, outcomes, possible solutions, obstacles).	I can analyze an economic, social, political and/or natural issue. I can identify all the parties directly and indirectly involved, and I can analyze their different roles, perspectives, and interests as they relate to the issue. I can generate a driving question and supporting questions to explore the issue in more detail, including its contemporary or historical context. I can explain the challenges people have faced and opportunities they have created, in addressing this issue in the past.	I can analyze an economic, social, political and/or natural issue. I can identify all the parties directly and indirectly involved currently and historically, and I can analyze the different roles, perspectives, underlying values/beliefs, and interests as they relate to the issue. I can generate a driving question and probing questions to explore the issue in more detail, including its contemporary or historical context. I can explain the challenges people have faced and opportunities they have created, in addressing this issue in the past and in the present. I can create an action plan to solve this problem.
7	GC.3 I can analyze multimedia messages	I can identify the topic or subject of a piece of multimedia (e.g. artistic work, political cartoon, maps, satellite image, meme, graphic, photograph, social media post, other representations, etc.)	I can explain the key message behind a piece of multimedia, using specific details to justify my explanation.	I can explain the purpose and intended audience of a piece of multimedia, using specific details to justify my explanation. I can include specific information about the time and place it was created, in order to justify my answer.	I can analyze the purpose and intended audience of a piece of multimedia, using specific details to justify my explanation. I can include relevant and insightful details about the time, place, and historical context (political, economic, social, cultural) of the piece of multimedia as supporting evidence for my interpretation of its purpose.	I can analyze the purpose and intended audience of a piece of multimedia, using specific details to justify my explanation. I can include relevant and insightful details about the time, place, and historical context of the piece of multimedia as supporting evidence for my interpretation of its purpose. In my analysis, I can hypothesize about the specific role that it played in its time and culture (represent an idea, group or viewpoint; address a social issue).	I can analyze the purpose and intended audience of a piece of multimedia, using specific details to justify my explanation. I can include relevant and insightful details about the time, place, and historical context of the piece as supporting evidence for my interpretation of its purpose. In my analysis, I can evaluate how the piece of multimedia is used to represent, reinforce, and/or reflect a specific group identity or worldview.
8	GC.4 I can evaluate the impacts of human activity on regions and/or social systems	I can describe ways in which individuals impact their local regions and/or social systems (e.g., political, cultural, environmental, institutional, and/or economic systems).	I can describe in detail the ways in which individuals and/or groups impact the characteristics of their local regions and/or social systems.	I can describe in detail the ways in which individuals and groups impact the characteristics of global regions and/or social systems. I can identify how various decisions (e.g., political, economic, environmental, cultural, religious) affect regions and/or social systems.	I can describe in detail the ways in which individuals and groups impact the characteristics of regions and/or social systems. I can explain how various decisions (e.g., political, economic, environmental, cultural, religious) affect regions and/or social systems.	I can evaluate how various decisions (e.g., political, economic, environmental, cultural, religious) affect regions and/or social systems. I can explain how these decisions impact the social systems of various groups of people. I can describe and explain the impact of human decisions on social systems over time.	I can evaluate how various decisions (e.g., political, economic, environmental, cultural, religious) affect regions and/or social systems. I can predict the impact of human decisions on social systems in the future. I can identify diverse human systems (e.g., gender, culture, national origin, religion, social economic status, etc.) and their impact on social systems.