standards-based rubrics for common performance tasks history-general.pdf · as chronology,...

. Standards-Based Rubrics for Common Performance Tasks

BOE Approved: 8/26/13 Trenton Public Schools: Dept. of Social Studies 1

Name: _______________________

Standards-Based HS Rubric for Projects Using Narrative/Explanatory/Argumentative Writing

Framework for 21st Century Learning: Life and Career Skills &

NJ Core Curriculum Content Standard: 21st Century Life & Careers

Total Score

P21 Framework: Life and Career Skills

NJCCCS 9.1.F: Accountability, Productivity, and Ethics:

“The nature of the 21st-century workplace has shifted, demanding greater individual accountability, productivity, and collaboration.”

____/13

NJ Core Curriculum Content Standard: Social Studies

Total Score

NJCCCS 6. .12. Content Statement :

_______________________________________________________________________________:

“____________________________________________________________________________________

___________________________________________________________________________________.”

_____/60

CCSS for ELA & Literacy in History/Social Studies Total Score

CCSS.ELA-Literacy.WHST.9-12.1 Write arguments focused on discipline-specific content.

Or

CCSS.ELA-Literacy.WHST.9-12.2 Write informative/explanatory texts, including the narration of historical

events, scientific procedures/ experiments, or technical processes.

Or

CCSS.ELA.Literacy.W.9-12.3: Write narratives to develop real or imagined experiences or events using

effective technique, well-chosen details, and well-structured event sequences.

_______

÷ 4 =

_____/27

Overall Score: _______/100

Teacher Comments:


Universal Grading Scales for All Projects:

P21 Framework: Life & Career Skills & NJCCCS: 21st Century Life and Career Skills

Follow directions accordingly

Monitor, define, prioritize and complete tasks without direct oversight

Demonstrate an ability to multi-task

Incorporate feedback effectively

Exceeds Standards

Described (13)

Proficient in Standards

Described (11)

Basic in Standards

Described (10)

Novice in Standards

Described (8)

Score NJCCCS: Social Studies

Advanced

(10)

Numerous specific examples demonstrate detailed knowledge of relevant history

Outstanding grasp of general historical issues raised by the topic

Proficient

(8)

Several specific examples demonstrate detailed knowledge of relevant history

Proficient grasp of general historical issues raised by the topic

Basic

(7)

Some specific examples demonstrate knowledge of relevant history while others are omitted

Basic grasp of general historical issues raised by the topic, though some are omitted

Novice

(6)

Few and/or erroneous specific examples demonstrate little knowledge of relevant history

Little grasp of historical issues raised by the topic


Projects Using Narratives: Grading Checklist

NJCCCS

Category

Narrative 1 Narrative 2 Narrative 3 Narrative 4 Narrative 5 Narrative 6

Social Studies

Content Score

______/10

______/10

______/10

______/10

______/10

______/10

CCSS

Category

Narrative 1

Narrative 2

Narrative 3

Narrative 4

Narrative 5

Narrative 6

Exposition:

______/3

______/3

______/3

______/3

______/3

______/3

Techniques &

Development:

______/3

______/3

______/3

______/3

______/3

______/3

Organization

& Cohesion:

______/3

______/3

______/3

______/3

______/3

______/3

Language &

Style:

______/3

______/3

______/3

______/3

______/3

______/3

Conclusion:

______/3

______/3

______/3

______/3

______/3

______/3

Conventions:

______/3

______/3

______/3

______/3

______/3

______/3

Totals:

______/18

______/18

______/18

______/18

______/18

______/18


Score CCSS: Narrative - Exposition Description Advanced (3) Text creatively engages reader by setting up well-developed conflict, situation or observation,

establishes one or multiple points of view and introduces a narrator and/or complex characters Proficient (2) Text orients reader by setting up conflict, situation or observation, establishes a point of view

and introduces a narrator and/or developing characters Basic (1) Text provides setting that is unclear with a vague conflict, situation or observation, has an

unclear point of view and underdeveloped narrator and/or characters

Score CCSS: Narrative - Techniques & Development Description Advanced (3) Text demonstrates sophisticated narrative techniques such as engaging dialogue, artistic

pacing, vivid description, complex reflection, and multiple plot lines to develop experiences, events and/or characters

Proficient (2) Text uses narrative techniques such as dialogue, description and reflection that illustrate events and/or characters

Basic (1) Text lacks narrative techniques and merely retells events and/or events

Score CCSS: Narrative – Organization & Cohesion Description Advanced (3) Text creates a seamless progression of experiences or events using multiple techniques such

as chronology, flashback, foreshadowing, suspense, etc. – to sequence events so that they build on one another to create a coherent whole

Proficient (2) Text creates a progression of experiences or events using some techniques – such as chronology, flashback, foreshadowing, suspense, etc. – to sequence events so that they build upon one another to create a coherent whole

Basic (1) Text lacks a sequence or progression of experiences or events or presents an illogical sequence of events

Score CCSS: Narrative - Language & Style Description Advanced (3) The text uses eloquent words and phrases, showing details and rich sensory language and

mood to convey a realistic picture of the experiences, events, setting, and/or characters Proficient (2) The text uses words and phrases, showing details to convey experiences, events, setting,

and/or characters Basic (1) The text merely tells about experiences, events, settings and/or characters

Score CCSS: Narrative - Conclusion Description Advanced (3) The text moves to a conclusion that artfully follows from and thoughtfully reflects on what is

experienced, observed, or resolved Proficient (2) The text provides a conclusion that follows from what is experienced, observed or resolved

Basic (1) The text may fail to offer a conclusion or may provide an inadequate conclusion to the events

Score CCSS: Narrative - Conventions Description Advanced (3) The text intentionally uses standard English conventions of usage and mechanics Proficient (2) The text demonstrates standard English conventions of usage and mechanics

Basic (1) The text illustrates inaccuracy in standard English conventions of usage and mechanics


Projects Using Informative/Explanatory: Grading Checklist

NJCCCS

Category

Entry 1 Entry 2 Entry 3 Entry 4 Entry 5 Entry 6

Social Studies

Content Score

______/10

______/10

______/10

______/10

______/10

______/10

CCSS

Category

Explanatory 1

Explanatory 2

Explanatory 3

Explanatory 4

Explanatory 5

Explanatory 6

Focus:

______/3

______/3

______/3

______/3

______/3

______/3

Development:

______/3

______/3

______/3

______/3

______/3

______/3

Cohesion:

______/3

______/3

______/3

______/3

______/3

______/3

Language &

Style:

______/3

______/3

______/3

______/3

______/3

______/3

Conclusion:

______/3

______/3

______/3

______/3

______/3

______/3

Conventions:

______/3

______/3

______/3

______/3

______/3

______/3

Totals:

______/18

______/18

______/18

______/18

______/18

______/18


Score CCSS: Explanatory - Focus Description Advanced (3) Introduces the topic in a clear and compelling manner

Has carefully crafted structure and organization of ideas and information to make connections and distinctions

Proficient (2) Introduces the topic clearly Has structure and organization of ideas and information to make connections and distinctions

Basic (1) Contains vague topic introduction Has limited structure and organization of ideas, concepts and information

Score CCSS: Explanatory - Development Description Advanced (3) Provides numerous and significant facts, definitions, concrete details and quotations that fully

develop and explain the topic Proficient (2) Provides relevant facts, definitions, details, quotations and examples that develop and explain

the topic Basic (1) Contains limited data & evidence related to claims & counterclaims or lacks counterclaims

Score CCSS: Explanatory - Cohesion Description Advanced (3) Strategically uses words, phrases, and clauses to link the major sections of the text

Thoroughly explains the relationships between the topic and the examples and/or facts Proficient (2) Uses words, phrases, and clauses to link the major sections of the text

Connects the topic and the examples and/or facts Basic (1) Contains few, if any, words, phrases and clauses to link the major sections of the text

Does not connect the topic and the examples and/or facts

Score CCSS: Explanatory - Language & Style Description

Advanced (3) The text presents an engaging, formal and objective tone and uses highly sophisticated language and topic-specific vocabulary to manage the complexity of the topic

Proficient (2) The text presents a formal objective tone and uses precise language and topic-specific vocabulary to manage the complexity of the topic

Basic (1) The text illustrates a limited or inconsistent tone and awareness of topic-specific vocabulary

Score CCSS: Explanatory - Conclusion Description

Advanced (3) Conclusion provides meaningful insight to the implications, thoroughly explains the

significance of the topic and thoughtfully projects to the future

Proficient (2) The conclusion ties to and supports the information/explanation

Basic (1) The text may fail to offer a conclusion

Score CCSS: Explanatory - Conventions Description

Advanced (3) The text intentionally uses standard English conventions of usage and mechanics

Proficient (2) The text demonstrates standard English conventions of usage and mechanics

Basic (1) The text illustrates inaccuracy in standard English conventions of usage and mechanics BOE Approved: 8/26/13 Trenton Public Schools: Dept. of Social Studies 22

Projects Using Argumentative: Grading Checklist

NJCCCS

Category

Entry 1 Entry 2 Entry 3 Entry 4 Entry 5 Entry 6

Social Studies

Content Score

______/10

______/10

______/10

______/10

______/10

______/10

CCSS

Category

Explanatory 1

Explanatory 2

Explanatory 3

Explanatory 4

Explanatory 5

Explanatory 6

Claim:

______/3

______/3

______/3

______/3

______/3

______/3

Development:

______/3

______/3

______/3

______/3

______/3

______/3

Cohesion:

______/3

______/3

______/3

______/3

______/3

______/3

Style:

______/3

______/3

______/3

______/3

______/3

______/3

Conclusion:

______/3

______/3

______/3

______/3

______/3

______/3

Conventions:

______/3

______/3

______/3

______/3

______/3

______/3

Totals:

______/18

______/18

______/18

______/18

______/18

______/18


Score CCSS: Argumentative - Claim Description Advanced (3) Introduces compelling claim clearly arguable & takes a purposeful position on an issue

Has structure and organization carefully crafted to support the claim Proficient (2) Introduces a claim that is arguable and takes a position

Has structure and organization that is aligned with the claim Basic (1) Contains an unidentifiable claim or vague position

Has limited structure and organization

Score CCSS: Argumentative - Development Description Advanced (3) Provides convincing & relevant data & evidence to back up claims & effectively address

counterclaims Proficient (2) Provides sufficient data & evidence to back up claims & address counterclaims

Basic (1) Contains limited data & evidence related to claims & counterclaims or lacks counterclaims

Score CCSS: Argumentative - Cohesion Description Advanced (3) Strategically uses words, phrases, and clauses to link the major sections of the text

Explains the relationships between the claim and reasons as well as the evidence Strategically links the counterclaims to the claim

Proficient (2) Uses words, phrases, and clauses to link the major sections of the text Connects the claim and reasons Links the counterclaims to the claim

Basic (1) Contains few, if any, words, phrases and clauses to link the major sections of the text Does not connect the claims and reasons

Score CCSS: Argumentative - Style Description

Advanced (3) The text presents an engaging, formal and objective tone

Proficient (2) The text presents a formal objective tone

Basic (1) The text illustrates a limited awareness or inconsistent tone

Score CCSS: Argumentative - Conclusion Description

Advanced (3) Conclusion strengthens the claim and evidence

Proficient (2) The conclusion ties to the claim and evidence

Basic (1) The text may fail to conclude the argument or position

Score CCSS: Argumentative - Conventions Description

Advanced (3) The text intentionally uses standard English conventions of usage and mechanics

Proficient (2) The text demonstrates standard English conventions of usage and mechanics

Basic (1) The text illustrates inaccuracy in standard English conventions of usage and mechanics


New Jersey Core Curriculum Content Standards for

Social Studies

INTRODUCTION

Social Studies Education in the 21st Century

The digital age has transformed social studies education, allowing 21st-century learners to transcend the limits of time and place and experience historic events virtually. By expanding their learning networks through online collaboration with experts and other students from around the world, New Jersey social studies students develop an increased depth of understanding of our global society. At the same time, their understanding of the fundamental principles and values of American democracy and citizenship provides the conceptual framework that allows them to make informed decisions about local, national, and international issues and challenges.

Mission: Social studies education provides learners with the knowledge, skills, and perspectives needed to become active, informed citizens and contributing members of local, state, national, and global communities in the digital age.

Vision: An education in social studies fosters a population that:

• Is civic minded, globally aware, and socially responsible.

• Exemplifies fundamental values of American citizenship through active participation in local andglobal communities.

• Makes informed decisions about local, state, national, and global events based on inquiry andanalysis.

• Considers multiple perspectives, values diversity, and promotes cultural understanding.

• Recognizes the implications of an interconnected global economy.

• Appreciates the global dynamics between people, places, and resources.

• Utilizes emerging technologies to communicate and collaborate on career and personal matters withcitizens of other world regions.

Intent and Spirit of the Social Studies Standards

All students receive social studies instruction from Preschool through grade 12. The challenges of the 21st century are complex, have global implications, and are connected to people, places, and events of the past. The study of social studies focuses on deep understanding of concepts that enable students to think critically and systematically about local, regional, national, and global issues.

Authentic learning experiences that enable students to apply content knowledge, develop citizenship skills, and collaborate with students from around the world prepare New Jersey students for the 21st-century workplace. The natural integration of technology in social studies education allows students to overcome geographic borders, apply scientific and mathematical analysis to historical questions and contemporary issues, appreciate cultural diversity, and experience events through the examination of primary sources.

The New Jersey social studies standards and indicators reflect national and state standards and other documents published by the National Center for History Education, National Council for Social Studies, National Council for Geographic Education, Center for Civic Education, National Council on Economic Education, Mid-Continent Research on Education and Learning, National Assessment of Educational Progress, and the Partnership for 21st Century Skills.


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Social studies instruction occurs throughout the P-12 spectrum: • At the Preschool level, students participate in interdisciplinary activities that promote cultural awareness,

sensitivity to individual differences, and respect for diversity.

• In grades K-4, students learn fundamental concepts about government, citizenship, geography, economics, and history. The focus of instruction is on developing an understanding of core democratic values, the rights and responsibilities of American citizens, and how key people and events contributed to the development of the American heritage. Exploration of cultural universals enables students to realize how the availability of resources, the changing environment, and innovation impact everyday life.

• In grades 5-8, students build upon K-4 foundational content. Through instruction in U.S. History and World History/Global Studies, they begin to analyze the implications of government structures and economic policies for individuals, communities, nations, and global relationships. The study of migratory patterns and belief systems that in the past led to cooperation and conflict among groups of people enable students to realize the significance of cultural transmission in today’s global society. Relevant activities that help students connect content knowledge to current issues and that promote service learning empower students to become civic-minded and socially active.

• In grades 9-12, students continue to study U.S. History and World History/Global Studies. They consider historical viewpoints in order to analyze the role of the individual in society and the significance of fundamental documents to basic human rights. Socratic discussion groups and debate activities enable students to develop sound reasoning and effective communication skills. Opportunities to collaborate with students from around the world and experts in the field, and to develop innovative solutions to real world problems on the local, national, and global levels, mirror the 21st-century workplace and allow students to practice important career skills. By the end of grade 12, students have a heightened understanding of the cause-and-effect relationship between past and present events, recognize patterns of interactions, and understand the impact of events in an interconnected world.

Revised Standards The revised social studies standards provide the foundation for creating local curricula and developing meaningful assessments. The revised standards are as follows:

• Standard 6.1 U.S. History: America in the World. All students will acquire the knowledge and skills to think analytically about how past and present interactions of people, cultures, and the environment shape the American heritage. Such knowledge and skills enable students to make informed decisions that reflect fundamental rights and core democratic values as productive citizens in local, national, and global communities.

• Standard 6.2 World History/Global Studies. All students will acquire the knowledge and skills to think analytically and systematically about how past interactions of people, cultures, and the environment affect issues across time and cultures. Such knowledge and skills enable students to make informed decisions as socially and ethically responsible world citizens in the 21st century.

• Standard 6.3 Active Citizenship in the 21st Century. All students will acquire the skills needed to be active, informed citizens who value diversity and promote cultural understanding by working collaboratively to address challenges that are inherent in living in an interconnected world.

Four strands frame the content within each standard: (A) Civics, Government, and Human Rights; (B) Geography, People, and the Environment; (C) Economics, Innovation, and Technology; and (D) History, Culture, and Perspectives.


The Role of Essential Questions

Key essential questions recur throughout the study of history. They provoke inquiry and lead to deeper understanding of the big ideas that enable students to better comprehend how the past connects to the present. The essential questions created for this project, which follow, were used to frame content goals and to inform the development of the cumulative progress indicators. A. Civics, Government, and Human Rights

• How do citizens, civic ideals, and government institutions interact to balance the needs of individuals and the common good?

• How have economic, political, and cultural decisions promoted or prevented the growth of personal freedom, individual responsibility, equality, and respect for human dignity?

B. Geography, People, and the Environment

• How do physical geography, human geography, and the human environment interact to influence or determine the development of cultures, societies, and nations?

C. Economics, Innovation, and Technology

• How can individuals, groups, and societies apply economic reasoning to make difficult choices about scarce resources? What are the possible consequences of these decisions for individuals, groups, and societies?

• How have scientific and technological developments over the course of history changed the way people live and economies and governments function?

D. History, Culture, and Perspectives

• How do our interpretations of past events inform our understanding of cause and effect, and continuity and change, and how do they influence our beliefs and decisions about current public policy issues?

• How can the study of multiple perspectives, beliefs systems, and cultures provide a context for understanding and challenging public actions and decisions in a diverse and interdependent world?

Organization of the Standards

The organization and content of the 2009 social studies standards reflects N.J.A.C. 6A:8-5.1(a)1.iv., which requires at least 15 credits in social studies, including satisfaction of N.J.S.A. 18A:35-1 and 2; five credits in world history; and the integration of civics, economics, geography, and global studies content in all courses.

• Standard 6.1 U.S. History: America in the World applies to grades P-12; at the P and K-4 levels, content is organized by strand only; at the 5-8 and 9-12 levels, content organized by era and strand.

• Standard 6.2 World History/Global Studies applies only to grades 5-12; at both the 5-8 and 9-12 levels, content organized by era and strand.

• Standard 6.3 Active Citizenship in the 21st Century applies to grades P-12; at all levels (P, K-4, 5-8, and 9-12) content is organized by strand only.

Standard Grade Level Organization 6.1 U.S. History: America in the World P-4 By strand only

5-8 By era and strand 9-12 By era and strand

6.2 World History/Global Studies 5-8 By era and strand 8-12 By era and strand

6.3 Active Citizenship in the 21st Century P-4 By strand only 5-8 By strand only

9-12 By strand only


The organizational scheme of the social studies standards highlights the interrelationship among government/civics, economics, and geography during each time period throughout history. (For a full listing of the eras studied, see the Social Studies Timeframe Table.) In addition, the integration of social studies content and skills is essential for understanding and for developing habits of mind that are necessary for students to become informed citizens and contributing members of society. Thus, four key social studies skills (chronological thinking, spatial thinking, critical thinking, and presentational skills) have been identified and elaborated for the three K-12 grade clusters (K-4, 5-8, 9-12). These skills should be systematically integrated into instruction and assessed in conjunction with content. (See the Social Studies Skills Table). Coding of Cumulative Progress Indicators

For standards 6.1, grades P-4, and for standard 6.3, all grades, each Cumulative Progress Indicator code should be interpreted as follows:

6.1. 4. A. 1

standard number grade strand indicator For standards 6.1 and 6.2, grades 5-12, the inclusion of the era (see the Social Studies Timeframe Table) impacts the coding of each Cumulative Progress Indicator as follows:

6.1. 8. A. 1. a

standard number grade strand era indicator Resources

Achieve, Inc. (2004). Measuring Up 2004: A Report on Social Studies Standards for New Jersey. Washington, DC: Author. Online: http://www.achieve.org/files/NJSSreport1-05_0.pdf

Asia Society. (2008). Going global: Preparing U.S. students for an interconnected world. New York: Author.

Center for Civic Education. (1994). National standards for civics and government. Calabasas, CA: Author. Online: http://www.civiced.org/index.php?page=stds

Checkley, K. (2008). Priorities in practice: The essentials of social studies, Grades K-8. Alexandria, Virginia: Association for Supervision and Curriculum Development.

Lee, J., & Weiss, A. R. (2007). The Nation’s report card: U.S. history 2006 (NCES 2007–474). Washington, DC: U.S. Department of Education, National Center for Education Statistics. Online: http://nces.ed.gov/nationsreportcard/pdf/main2006/2007474.pdf

Kendall, J. S., & Marzano, R. J. (2004). (1993). Content knowledge: A compendium of standards and benchmarks for K-12 education: Grades K-4, history (4th ed.). Denver, CO: Mid-Continent Research for Education and Learning. Online: http://www.mcrel.org/compendium/SubjectTopics.asp?SubjectID=4

Kendall, J. S., & Marzano, R. J. (2004). Content knowledge: A compendium of standards and benchmarks for K-12 education: U.S. history (4th ed.). Denver, CO: Mid-Continent Research for Education and Learning. Online: http://www.mcrel.org/compendium/SubjectTopics.asp?SubjectID=5

Kendall, J. S., & Marzano, R. J. (2004). Content knowledge: A compendium of standards and benchmarks for K-12 education: World history (4th ed.). Denver, CO: Mid-Continent Research for Education and Learning. Online: http://www.mcrel.org/compendium/SubjectTopics.asp?SubjectID=6


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Michigan Dept. of Education. (2007). Grade level expectations: Social Studies, Grades K-8. Lansing, MI: Author. Online: http://michigan.gov/documents/mde/SSGLCE_218368_7.pdf

Michigan Dept. of Education. (2007). High school content expectations: Social studies. Lansing, MI: Author. Online: http://michigan.gov/documents/mde/SS_HSCE_210739_7.pdf

National Council for Economic Education. (2000). National content standards in economics. New York: Author. Online: http://www.councilforeconed.org/ea/standards/

National Council for Geographic Education. (1994). National geography standards. Washington, DC: Author. Online: http://www.ncge.org/i4a/pages/index.cfm?pageid=3314

National Center for History in the Schools. (1996). National history standards. Los Angeles: Author. Online: http://nchs.ucla.edu/standards/

National Council for the Social Studies. (1994). Expectations of excellence: Curriculum standards for social studies. Washington, DC: Author.

National Council for the Social Studies. (2008). Expectations of Excellence: Curriculum standards for social studies (draft). Silver Spring, MD: Author. Online: http://www.socialstudies.org/system/files/StandardsDraft10_08.pdf

New Jersey State Department of Education. (1996). New Jersey core curriculum content standards. Trenton, NJ: Author.

New Jersey State Department of Education. (2004). Core curriculum content standards. Trenton, NJ: Author.

New Jersey State Department of Education. (2008). Standards clarification project. Trenton, NJ: Author. Online: http://www.nj.gov/education/aps/njscp

Partnership for 21st Century Skills. (2007). The intellectual and policy foundations of the 21st Century Skills Framework. Tucson, AZ: Author. Online: http://www.21stcenturyskills.org/route21/images/stories/epapers/skills_foundations_final.pdf

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Woyshner, C. A. (2003). Social studies. Alexandria, Virginia: Association for Supervision and Curriculum Development.


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Content Area Social Studies Standard 6.2 World History: Global Studies: All students will acquire the knowledge and skills to think analytically and systematically about how past

interactions of people, cultures, and the environment affect issues across time and cultures. Such knowledge and skills enable students to make informed decisions as socially and ethically responsible world citizens in the 21st century.

Era The Emergence of the First Global Age (1350-1770) Grade Level By the end of grade 12

Content Statement Strand CPI # Cumulative Progress Indicator (CPI) 1. The Emergence of the First Global Age: Global Interactions and Colonialism The methods of and motivations for exploration and conquest resulted in increased global interactions, differing patterns of trade, colonization, and conflict among nations. Colonization was inspired by the desire to have access to resources and markets, often at the expense of the indigenous culture, population, and environment.

A. Civics, Government, and Human Rights

6.2.12.A.1.a Compare and contrast the motivations for and methods by which various empires (e.g., Ming, Qing, Spanish, Mughal, or Ottoman) expanded, and assess why some were more effective than others in maintaining control of their empires.


6.2.12.B.1.a Explain major changes in world political boundaries between 1450 and 1770, and assess the extent of European political and military control in Africa, Asia, and the Americas by the mid-18th century.

6.2.12.B.1.b Determine the role of natural resources, climate, and topography in European exploration, colonization, and settlement patterns.


6.2.12.C.1.a Compare and contrast the economic policies of China and Japan, and determine the impact these policies had on growth, the desire for colonies, and the relative positions of China and Japan within the emerging global economy.

6.2.12.C.1.b Trace the movement of essential commodities (e.g., sugar, cotton) from Asia to Europe to America, and determine the impact trade on the New World’s economy and society.

6.2.12.C.1.c Assess the role of mercantilism in stimulating European expansion through trade, conquest, and colonization.

6.2.12.C.1.d Determine the effects of increased global trade and the importation of gold and silver from the New World on inflation in Europe, Southwest Asia, and Africa.

6.2.12.C.1.e Determine the extent to which various technologies, (e.g., printing, the marine compass, cannonry, Arabic numerals) derived from Europe’s interactions with Islam and Asia provided the necessary tools for European exploration and conquest.

D. History, Culture, and Perspectives 6.2.12.D.1.a Assess the political, social, and economic impact of the Columbian Exchange of plants, animals, ideas, and pathogens on Europeans and Native Americans.

6.2.12.D.1.b Compare slavery practices and other forms of coerced labor or social bondage common in East Africa, West Africa, Southwest Asia, Europe, and the Americas.

6.2.12.D.1.c Analyze various motivations for the Atlantic slave trade and the impact on Europeans, Africans, and Americans.

6.2.12.D.1.d Explain how the new social stratification created by voluntary and coerced interactions among Native Americans, Africans, and Europeans in Spanish colonies laid the foundation for conflict.

6.2.12.D.1.e Assess the impact of economic, political, and social policies and practices regarding African slaves, indigenous peoples, and Europeans in the Spanish and Portuguese colonies.

6.2.12.D.1.f Analyze the political, cultural, and moral role of Catholic and Protestant Christianity in the European colonies.




Era Renaissance, Reformation, Scientific Revolution, and Enlightenment (1350-1700) Grade Level By the end of grade 12

Content Statement Strand CPI # Cumulative Progress Indicator (CPI) 2. Renaissance, Reformation, Scientific Revolution, and Enlightenment Ideas developed during the Renaissance, Scientific Revolution, Reformation, and Enlightenment led to political, economic, and cultural changes that have had a lasting impact.


6.2.12.A.2.a Determine how the principle ideas of the Enlightenment (e.g., rationalism, secularism, tolerance, empiricism, natural rights, contractual government, laissez-faire economics, promotion by merit, and new theories of education) altered political thought in Europe, and trace the impact of these ideas over time.

6.2.12.A.2.b Explain the paradox between the ideology of the Enlightenment and the treatment of women and non-Europeans in European society.

6.2.12.A.2.c Determine the reasons for, and the consequences of, the rise of powerful, centralized nation states in Europe (i.e., the French absolute monarchy and the English limited monarchy).


6.2.12.B.2.a Relate the geographic location of Italian city-states to the fact that Italy was the center of the Renaissance.

6.2.12.B.2.b Relate the division of European regions during this time period into those that remained Catholic and those that became Protestant to the practice of religion in the New World.


6.2.12.C.2.a Relate the development of more modern banking and financial systems to European economic influence in the world.


6.2.12.D.2.a Determine the factors that led to the Renaissance and the impact on the arts. 6.2.12.D.2.b Determine the factors that led to the Reformation and the impact on European

politics. 6.2.12.D.2.c Justify how innovations from Asian and Islamic civilizations, as well as from ancient

Greek and Roman culture, laid the foundation for the Renaissance. 6.2.12.D.2.d Analyze the impact of new intellectual, philosophical, and scientific ideas on how

humans viewed themselves and how they viewed their physical and spiritual worlds. 6.2.12.D.2.e Assess the impact of the printing press and other technologies developed on the

dissemination of ideas.




Era Age of Revolutions (1750-1914) Grade Level By the end of grade 12

Content Statement Strand CPI # Cumulative Progress Indicator (CPI) 3. Age of Revolutions: Political and Industrial Revolutions, Imperialism, Reform, and Global Impact

Discontent with prevailing economic, political, and social conditions was the impetus for change, which resulted in revolution or reform. The Industrial Revolution was a consequence of technological innovation and expanding economic activity and markets, resulting in massive population movement, urbanization, and the development of complex economic systems.

Industrialized nations embarked on a competitive race for global resources and markets, resulting in the establishment of political and economic control over large regions of the world that had a lasting


6.2.12.A.3.a Explain how and why various ideals (e.g., liberty, popular sovereignty, natural rights, democracy, and nationalism) became driving forces for reforms and revolutions.

6.2.12.A.3.b Determine the extent to which the American, French, and Haitian revolutions influenced independence movements in Latin America.

6.2.12.A.3.c Relate the responses of various governments to pressure for self-government or self-determination to subsequent reform or revolution.

6.2.12.A.3.d Assess the extent to which revolutions during this time period resulted in the expansion of political, social, and economic rights and opportunities.

6.2.12.A.3.e Analyze the relationship between industrialization and the rise of democratic and social reforms, including the expansion of parliamentary government.

6.2.12.A.3.f Compare and contrast the struggles for women’s suffrage and workers’ rights in Europe and North America, and evaluate the degree to which each movement achieved its goals.

6.2.12.A.3.g Analyze the motives for and methods by which European nations, Japan, and the United States expanded their imperialistic practices in Africa and Asia during this era, and evaluate the impact of these actions on their relations.


6.2.12.B.3.a Assess the impact of imperialism by comparing and contrasting the political boundaries of the world in 1815 and 1914.

6.2.12.B.3.b Relate the Industrial Revolution to population growth, new migration patterns, urbanization, and the environment.

6.2.12.B.3.c Relate the role of geography to the spread of independence movements in Latin America.


6.2.12.C.3.a Analyze interrelationships among the “agricultural revolution,” population growth, industrialization, specialization of labor, and patterns of land-holding.

6.2.12.C.3.b Analyze interrelationships among the Industrial Revolution, nationalism, competition for global markets, imperialism, and natural resources.

6.2.12.C.3.c Compare the characteristics of capitalism, communism, and socialism to determine why each system emerged in different world regions.

6.2.12.C.3.d Determine how, and the extent to which, scientific and technological changes, transportation, and new forms of energy brought about massive social, economic, and cultural changes.

6.2.12.C.3.e Assess the impact of imperialism on economic development in Africa and Asia. 6.2.12.C.3.f Determine the extent to which Latin American political independence also brought

about economic independence in the region.


impact. D. History, Culture, and Perspectives

6.2.12.D.3.a Explain how individuals and groups promoted revolutionary actions and brought about change during this time period.

6.2.12.D.3.b Explain how industrialization and urbanization affected class structure, family life, and the daily lives of men, women, and children.

6.2.12.D.3.c Compare and contrast China’s and Japan’s views of and responses to imperialism, and determine the effects of imperialism on the development and prosperity of each country in the 20th century.

6.2.12.D.3.d Analyze the extent to which racism was both a cause and consequence of imperialism, and evaluate the impact of imperialism from multiple perspectives.

6.2.12.D.3.e Analyze the impact of the policies of different European colonizers on indigenous societies, and explain the responses of these societies to imperialistic rule.




Era A Half-Century of Crisis and Achievement (1900-1945) Grade Level By the end of grade 12

Content Statement Strand CPI # Cumulative Progress Indicator (CPI)

4. A Half-Century of Crisis and Achievement: The Era of the Great Wars Nationalism, imperialism, industrialization, and militarism contributed to an increase in economic and military competition among European nations, the Ottoman Empire, and Japan, and led to World War I. The failure of the Treaty of Versailles, the impact of the global depression, and the expansionist policies and actions of Axis nations are viewed as major factors that resulted in World War II. World Wars I and II were “total wars” in which nations mobilized entire populations and economies and employed new military tactics that resulted in unprecedented death and destruction, as well as drastic changes in political boundaries.


6.2.12.A.4.a Explain the rise of fascism and spread of communism in Europe and Asia. 6.2.12.A.4.b Compare the rise of nationalism in China, Turkey, and India. 6.2.12.A.4.c Analyze the motivations, causes, and consequences of the genocides of Armenians,

Roma (gypsies), and Jews, as well as the mass exterminations of Ukrainians and Chinese.

6.2.12.A.4.d Assess government responses to incidents of ethnic cleansing and genocide. B. Geography, People, and the Environment

6.2.12.B.4.a Determine the geographic impact of World War I by comparing and contrasting the political boundaries of the world in 1914 and 1939.

6.2.12.B.4.b Determine how geography impacted military strategies and major turning points during World War II.

6.2.12.B.4.c Explain how the disintegration of the Ottoman empire and the mandate system led to the creation of new nations in the Middle East.

6.2.12.B.4.d Explain the intended and unintended consequences of new national boundaries established by the treaties that ended World War II.


6.2.12.C.4.a Analyze government responses to the Great Depression and their consequences, including the growth of fascist, socialist, and communist movements and the effects on capitalist economic theory and practice.

6.2.12.C.4.b Compare and contrast World Wars I and II in terms of technological innovations (i.e., industrial production, scientific research, war tactics) and social impact (i.e., national mobilization, loss of life, and destruction of property).

6.2.12.C.4.c Assess the short- and long-term demographic, social, economic, and environmental consequences of the violence and destruction of the two World Wars.

6.2.12.C.4.d Analyze the ways in which new forms of communication, transportation, and weaponry affected relationships between governments and their citizens and bolstered the power of new authoritarian regimes during this period.


6.2.12.D.4.a Analyze the extent to which nationalism, industrialization, territory disputes, imperialism, militarism, and alliances led to World War I.

6.2.12.D.4.b Analyze the Treaty of Versailles and the League of Nations from the perspectives of different nations.

6.2.12.D.4.c Assess the causes of revolution in the 20th century (i.e., in Russia, China, India, and Cuba), and determine the impact on global politics.

6.2.12.D.4.d Analyze the extent to which the legacy of World War I, the global depression, ethnic and ideological conflicts, imperialism, and traditional political or economic rivalries caused World War II.

6.2.12.D.4.e Compare how Allied countries responded to the expansionist actions of Germany and


World Wars I and II challenged economic and political power structures and gave rise to a new balance of power in the world. Economic, technological, and military power and bureaucracies have been used by nations to deliberately and systematically destroy ethnic/racial, political, and cultural groups.

Italy. 6.2.12.D.4.f Explain the role of colonial peoples in the war efforts of the Allies and the

Central/Axis Powers in both World Wars. 6.2.12.D.4.g Analyze the role of nationalism and propaganda in mobilizing civilian populations in

support of “total war” 6.2.12.D.4.h Assess the extent to which world war, depression, nationalist ideology, communism,

and liberal democratic ideals contributed to the emergence of movements for national self-rule or sovereignty in Africa and Asia.

6.2.12.D.4.i Compare and contrast the actions of individuals as perpetrators, bystanders, and rescuers during events of persecution or genocide, and describe the long-term consequences of genocide for all involved.

6.2.12.D.4.j Analyze how the social, economic, and political roles of women were transformed during this time period.

6.2.12.D.4.k Analyze how the arts represent the changing values and ideals of society. 6.2.12.D.4.l Assess the cultural impact of World War I, the Great Depression, and World War II.




Era The 20th Century Since 1945 (1945-Today) Grade Level By the end of grade 12

Content Statement Strand CPI # Cumulative Progress Indicator (CPI) 5. The 20th Century Since 1945: Challenges for the Modern World Decolonization, the emergence of new independent nations, and competing ideologies changed the political landscape and national identities of those involved, and sometimes included military confrontations and violations of human rights. International migration and scientific and technological improvements in the second half of the 20th century resulted in an increasingly global economy and society that are challenged by limited natural resources.


6.2.12.A.5.a Explain how and why differences in ideologies and policies between the United States and the USSR resulted in a cold war, the formation of new alliances, and periodic military clashes.

6.2.12.A.5.b Analyze the structure and goals of the United Nations and evaluate the organization’s ability to solve or mediate international conflicts.

6.2.12.A.5.c Explain how World War II led to aspirations for self-determination, and compare and contrast the methods used by African and Asian countries to achieve independence.

6.2.12.A.5.d Analyze the causes and consequences of mass killings (e.g., Cambodia, Rwanda, Bosnia-Herzegovina, Somalia, and Sudan), and evaluate the responsibilities of the world community in response to such events.

6.2.12.A.5.e Assess the progress of human and civil rights around the world since the 1948 U.N. Declaration of Human Rights.


6.2.12.B.5.a Determine the impact of geography on decisions made by the Soviet Union and the United States to expand and protect their spheres of influence.

6.2.12.B.5.b Analyze the reasons for the Cold War and the collapse of the Soviet Union, and evaluate the impact of these events on changing national boundaries in Eastern Europe and Asia.

6.2.12.B.5.c Determine the impact of migration on way of life (e.g., social, economic, and political structures) in countries of origin and in adopted countries.

6.2.12.B.5.d Analyze post-independence struggles in South Asia, including the struggle over the partitioning of the subcontinent into India and Pakistan, as well as later tensions over Kashmir.

6.2.12.B.5.e Assess the role of boundary disputes and limited natural resources as sources of conflict.


6.2.12.C.5.a Explain how and why Western European countries and Japan achieved rapid economic recovery after World War II.

6.2.12.C.5.b Compare and contrast free market capitalism, Western European democratic socialism, and Soviet communism.

6.2.12.C.5.c Assess the impact of the international arms race, the space race, and nuclear proliferation on international politics from multiple perspectives.

6.2.12.C.5.d Determine the challenges faced by developing nations in their efforts to compete in a global economy.

6.2.12.C.5.e Assess the reasons for and consequences of the growth of communism and shift toward a market economy in China.


6.2.12.C.5.f Assess the impact of the European Union on member nations and other nations. 6.2.12.C.5.g Evaluate the role of the petroleum industry in world politics, the global economy, and

the environment. D. History, Culture, and Perspectives

6.2.12.D.5.a Relate the lingering effects of colonialism to the efforts of Latin American, African, and Asian nations to build stable economies and national identities.

6.2.12.D.5.b Assess the impact of Gandhi’s methods of civil disobedience and passive resistance in India, and determine how his methods were later used by people from other countries.

6.2.12.D.5.c Assess the influence of television, the Internet, and other forms of electronic communication on the creation and diffusion of cultural and political information, worldwide.

6.2.12.D.5.d Analyze how feminist movements and social conditions have affected the lives of women in different parts of the world, and evaluate women’s progress toward social equality, economic equality, and political equality in various countries.




Era Contemporary Issues Grade Level By the end of grade 12

Content Statement Strand CPI # Cumulative Progress Indicator (CPI) 6. Contemporary Issues Technological innovation, economic interdependence, changes in population growth, migratory patterns, and the development, distribution, and use of natural resources offer challenges and opportunities that transcend regional and national borders.


6.2.12.A.6.a Evaluate the role of international cooperation and multinational organizations in attempting to solve global issues.

6.2.12.A.6.b Analyze the relationships and tensions between national sovereignty and global interest in matters such as territory, economic development, use of natural resources, and human rights.

6.2.12.A.6.c Analyze why terrorist movements have proliferated, and evaluate their impact on governments, individuals, and societies.

6.2.12.A.6.d Assess the effectiveness of responses by governments and international organizations to tensions resulting from ethnic, territorial, religious, and/or nationalist differences.


6.2.12.B.6.a Determine the global impact of increased population growth, migration, and changes in urban-rural populations on natural resources and land use.


6.2.12.C.6.a Evaluate efforts of governmental, nongovernmental, and international organizations to address economic imbalances and social inequalities.

6.2.12.C.6.b Compare and contrast demographic trends in industrialized and developing nations, and evaluate the potential impact of these trends on the economy, political stability, and use of resources.

6.2.12.C.6.c Assess the role government monetary policies, central banks, international investment, and exchange rates play in maintaining stable regional and global economies.

6.2.12.C.6.d Determine how the availability of scientific, technological, and medical advances impacts the quality of life in different countries.


6.2.12.D.6.a Assess the role of increased personal and business electronic communications in creating a “global” culture, and evaluate the impact on traditional cultures and values.


Content Area Social Studies Standard 6.3 Active Citizenship in the 21st Century. All students will acquire the skills needed to be active, informed citizens who value diversity and

promote cultural understanding by working collaboratively to address the challenges that are inherent in living in an interconnected world. Grade Level By the end of grade 12

Content Statement Strand CPI # Cumulative Progress Indicator (CPI)

Active citizens in the 21st century: • Determine the

credibility and value of information, while also considering context, point of view, and multiple perspectives.

• Analyze sources of prejudice and discrimination and propose solutions to eliminate them.

• Collaboratively evaluate possible solutions to problems and conflicts that arise in an interconnected world.

• Critically analyze information, make ethical judgments, and responsibly address controversial issues.

• Communicate through rational and persuasive written and oral arguments to present solutions to controversial issues.

• Make informed and reasoned decisions and accept responsibility for the consequences of their actions and/or


6.3.12.A.1 Develop a plan for public accountability and transparency in government related to a particular issue(s) and share the plan with appropriate government officials.

6.3.12.A.2 Compare current case studies involving slavery, child labor, or other unfair labor practices in the United States with those of other nations, and evaluate the extent to which such problems are universal.

B. Geography, People and the Environment

6.3.12.B.1 Collaborate with students from other countries to develop possible solutions to an issue of environmental justice, and present those solutions to relevant national and international governmental and/or nongovernmental organizations.


6.3.12.C.1 Participate in a real or simulated hearing about a social issue with a related economic impact (e.g., growing health care costs, immigration), and justify conclusions after weighing evidence from multiple experts and stakeholders.

D. History, Culture, and Perspectives 6.3.12.D.1 Analyze current laws involving individual rights and national security, and evaluate how the laws might be applied to a current case study that cites a violation of an individual's constitutional rights.


Social Studies Timeframe Table Note: The numbering of time periods (in Content Statements and coded CPI numbers) sometimes reflects the overall era and

sometimes reflects a time period within an era, as indicated below. Standard Grades 5-8 Grades 9-12 Standard 6.1 U.S. History: America in the World

Three Worlds Meet (Beginnings to 1620) 1. Three Worlds Meet

Colonization and Settlement (1585-1763) 2. Colonization and Settlement

Revolution and the New Nation (1754-1820s) 3. Revolution and the New Nation

Expansion and Reform (1801-1861) 4. Expansion and Reform

Civil War and Reconstruction (1850-1877) 5. Civil War and Reconstruction

Colonization and Settlement (1585-1763)* 1. Colonization and Settlement

Revolution and the New Nation (1754-1820s) 2. Revolution and the New Nation

Expansion and Reform (1801-1861) 3. Expansion and Reform

Civil War and Reconstruction (1850-1877) 4. Civil War and Reconstruction

The Development of the Industrial United States (1870-1900) 5. The Development of the Industrial United States

The Emergence of Modern America (1890-1930) 6. Progressive Reforms 7. World War I 8. Roaring Twenties

The Great Depression and World War II (1929-1945) 9. The Great Depression 10. New Deal 11. World War II

Postwar United States (1945 to early 1970s) 12. Cold War 13. Civil Rights and Social Change

Contemporary United States (1970-Today) 14. Domestic Policies 15. International Policies 16. Interconnected Global Society

Standard 6.2 World History/ Global Studies

The Beginnings of Human Society 1. Paleolithic and Neolithic Ages

Early Civilizations and the Emergence of Pastoral Peoples (4000-1000 BCE) 2. Ancient River Valley Civilizations

The Classical Civilizations of the Mediterranean World, India, and China (1000 BCE-600 CE) 3. The Classical Civilizations of the

Mediterranean World, India, and China Expanding Exchanges and Encounters (500 CE-

1450 CE) 4. Expanding Exchanges and Encounters

The Emergence of the First Global Age (1350-1770) 1. Global Interactions and Colonialism

Renaissance, Reformation, Scientific Revolution, and Enlightenment (1350-1700) 2. Renaissance, Reformation, Scientific

Revolution, and Enlightenment Age of Revolutions (1750-1914)

3. Political and Industrial Revolutions, Imperialism, Reform, and Global Impact

A Half-Century of Crisis and Achievement (1900-1945) 4. The Era of the Great Wars

The 20th Century Since 1945 (1945-Today) 5. Challenges for the Modern World

Contemporary Issues 6. Contemporary Issues

* The earlier era, Three Worlds Meet (Beginnings to 1620), is not included at the high school level.


Social Studies Skills Table Essential Question: What are effective strategies for accessing various sources of information and historical evidence, determining their validity, and using

them to solve a problem or find a solution to a public policy question?

Social Studies Skill K-4 5-8 9-12

Chronological Thinking • Place key historical events and people in historical eras using timelines.

• Construct timelines of the events occurring during major eras.

• Compare present and past events to evaluate the consequences of past decisions and to apply lessons learned.

• Explain how the present is connected to the past.

• Explain how major events are related to one another in time.

• Analyze how change occurs through time due to shifting values and beliefs as well as technological advancements and changes in the political and economic landscape.

Spatial Thinking • Determine locations of places and interpret information available on maps and globes.

• Select and use various geographic representations to compare information about people, places, regions, and environments.

• Construct various forms of geographic representations to show the spatial patterns of physical and human phenomena.

• Use thematic maps and other geographic representations to obtain, describe, and compare spatial patterns and information about people, places, regions, and environments.

• Use maps and other documents to explain the historical migration of people, expansion and disintegration of empires, and growth of economic and political systems.

• Relate current events to the physical and human characteristics of places and regions.

Critical Thinking • Distinguish fact from fiction. • Compare and contrast differing interpretations of current and historical events.

• Distinguish valid arguments from false arguments when interpreting current and historical events.

• Identify and use a variety of primary and secondary sources for reconstructing the past (i.e., documents, letters, diaries, maps, photos, etc.).

• Assess the credibility of sources by identifying bias and prejudice in documents, media, and computer-generated information.

• Evaluate sources for validity and credibility and to detect propaganda, censorship, and bias.

Presentational Skills • Use evidence to support an idea in a written and/or oral format.

• Select and analyze information from a variety of sources to present a reasoned argument or position in a written and/or oral format.

• Take a position on a current public policy issue and support it with historical evidence, reasoning, and constitutional analysis in a written and/or oral format.


Common Core State StandardS for enGLISH LanGUaGe artS & LIteraCy In HIStory/SoCIaL StUdIeS, SCIenCe, and teCHnICaL SUbjeCtS

StandardS for

Literacy in History/Social Studies, Science, and technical Subjects

6–12



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College and Career readiness anchor Standards for reading The grades 6–12 standards on the following pages define what students should understand and be able to do by the end of each grade span. They correspond to the College and Career Readiness (CCR) anchor standards below by number. The CCR and grade-specific standards are necessary complements—the former providing broad standards, the latter providing additional specificity—that together define the skills and understandings that all students must demonstrate.

Key Ideas and details

1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textualevidence when writing or speaking to support conclusions drawn from the text.

2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting detailsand ideas.

3. Analyze how and why individuals, events, or ideas develop and interact over the course of a text.

Craft and Structure

4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurativemeanings, and analyze how specific word choices shape meaning or tone.

5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., asection, chapter, scene, or stanza) relate to each other and the whole.

6. Assess how point of view or purpose shapes the content and style of a text.

Integration of Knowledge and Ideas

7. Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, aswell as in words.*

8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well asthe relevance and sufficiency of the evidence.

9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare theapproaches the authors take.

range of reading and Level of text Complexity

10. Read and comprehend complex literary and informational texts independently and proficiently.

*Please see “Research to Build and Present Knowledge” in Writing for additional standards relevant to gath-ering, assessing, and applying information from print and digital sources.

Note on range and content of student reading

Reading is critical to building knowledge in history/social studies as well as in science and technical subjects. College and career ready reading in these fields requires an appreciation of the norms and conventions of each discipline, such as the kinds of evidence used in history and science; an understanding of domain-specific words and phrases; an attention to precise details; and the capacity to evaluate intricate arguments, synthesize complex information, and follow detailed descriptions of events and concepts. In history/social studies, for example, students need to be able to analyze, evaluate, and differentiate primary and secondary sources. When reading scientific and technical texts, students need to be able to gain knowledge from challenging texts that often make extensive use of elaborate diagrams and data to convey information and illustrate concepts. Students must be able to read complex informational texts in these fields with independence and confidence because the vast majority of reading in college and workforce training programs will be sophisticated nonfiction. It is important to note that these Reading standards are meant to complement the specific content demands of the disciplines, not replace them.


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RHReading Standards for Literacy in History/Social Studies 6–12 The standards below begin at grade 6; standards for K–5 reading in history/social studies, science, and technical subjects are integrated into the K–5 Reading standards. The CCR anchor standards and high school standards in literacy work in tandem to define college and career readiness expectations—the former providing broad standards, the latter providing additional specificity.

Grades 6–8 students: Grades 9–10 students: Grades 11–12 students:Key Ideas and details

1. Cite specific textual evidence to support analysis of primary and secondary sources.

1. Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.

1. Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.

2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.

2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.

2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.

3. Identify key steps in a text’s description of a process related to history/social studies (e.g., how a bill becomes law, how interest rates are raised or lowered).

3. Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.

3. Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.

Craft and Structure

4. Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.

4. Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social studies.

4. Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison defines faction in Federalist No. 10).

5. Describe how a text presents information (e.g., sequentially, comparatively, causally).

5. Analyze how a text uses structure to emphasize key points or advance an explanation or analysis.

5. Analyze in detail how a complex primary source is structured, including how key sentences, paragraphs, and larger portions of the text contribute to the whole.

6. Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts).

6. Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts.

6. Evaluate authors’ differing points of view on the same historical event or issue by assessing the authors’ claims, reasoning, and evidence.


7. Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.

7. Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text.

7. Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.

8. Distinguish among fact, opinion, and reasoned judgment in a text.

8. Assess the extent to which the reasoning and evidence in a text support the author’s claims.

8. Evaluate an author’s premises, claims, and evidence by corroborating or challenging them with other information.

9. Analyze the relationship between a primary and secondary source on the same topic.

9. Compare and contrast treatments of the same topic in several primary and secondary sources.

9. Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.


10. By the end of grade 8, read and comprehend history/social studies texts in the grades 6–8 text complexity band independently and proficiently.

10. By the end of grade 10, read and comprehend history/social studies texts in the grades 9–10 text complexity band independently and proficiently.

10. By the end of grade 12, read and comprehend history/social studies texts in the grades 11–CCR text complexity band independently and proficiently.BOE Approved: 8/26/13 Trenton Public Schools: Dept. of Social Studies 45


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RSTRSTReading Standards for Literacy in Science and Technical Subjects 6–12 Grades 6–8 students: Grades 9–10 students: Grades 11–12 students:

Key Ideas and details

1. Cite specific textual evidence to support analysis of science and technical texts.

1. Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.

1. Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account.

2. Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions.

2. Determine the central ideas or conclusions of a text; trace the text’s explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text.

2. Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms.

3. Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.

3. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.

3. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text.

Craft and Structure

4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6–8 texts and topics.



5. Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to an understanding of the topic.

5. Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy).

5. Analyze how the text structures information or ideas into categories or hierarchies, demonstrating understanding of the information or ideas.

6. Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text.

6. Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, defining the question the author seeks to address.

6. Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, identifying important issues that remain unresolved.


7. Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).

7. Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words.

7. Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem.

8. Distinguish among facts, reasoned judgment based on research findings, and speculation in a text.

8. Assess the extent to which the reasoning and evidence in a text support the author’s claim or a recommendation for solving a scientific or technical problem.

8. Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information.

9. Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic.

9. Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the findings support or contradict previous explanations or accounts.

9. Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible.


10. By the end of grade 8, read and comprehend science/technical texts in the grades 6–8 text complexity band independently and proficiently.

10. By the end of grade 10, read and comprehend science/technical texts in the grades 9–10 text complexity band independently and proficiently.

10. By the end of grade 12, read and comprehend science/technical texts in the grades 11–CCR text complexity band independently and proficiently.BOE Approved: 8/26/13 Trenton Public Schools: Dept. of Social Studies 46


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College and Career readiness anchor Standards for Writing The grades 6–12 standards on the following pages define what students should understand and be able to do by the end of each grade span. They correspond to the College and Career Readiness (CCR) anchor standards below by number. The CCR and grade-specific standards are necessary complements—the former providing broad standards, the latter providing additional specificity—that together define the skills and understandings that all students must demonstrate.

text types and Purposes*

1. Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence.

2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details and well-structured event sequences.

Production and distribution of Writing

4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

research to Build and Present Knowledge

7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.

8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

range of Writing

10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

*These broad types of writing include many subgenres. See Appendix A for definitions of key writing types.

Note on range and content of student writing

For students, writing is a key means of asserting and defending claims, showing what they know about a subject, and conveying what they have experienced, imagined, thought, and felt. To be college and career ready writers, students must take task, purpose, and audience into careful consideration, choosing words, information, structures, and formats deliberately. They need to be able to use technology strategically when creating, refining, and collaborating on writing. They have to become adept at gathering information, evaluating sources, and citing material accurately, reporting findings from their research and analysis of sources in a clear and cogent manner. They must have the flexibility, concentration, and fluency to produce high-quality first-draft text under a tight deadline and the capacity to revisit and make improvements to a piece of writing over multiple drafts when circumstances encourage or require it. To meet these goals, students must devote significant time and effort to writing, producing numerous pieces over short and long time frames throughout the year.


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Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects 6–12The standards below begin at grade 6; standards for K–5 writing in history/social studies, science, and technical subjects are integrated into the K–5 Writing standards. The CCR anchor standards and high school standards in literacy work in tandem to define college and career readiness expectations—the former providing broad standards, the latter providing additional specificity.

Grades 6–8 students: Grades 9–10 students: Grades 11–12 students:text types and Purposes

1. Write arguments focused on discipline-specific content.a. Introduce claim(s) about a topic or issue,

acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.

b. Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources.

c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.

d. Establish and maintain a formal style.e. Provide a concluding statement or section

that follows from and supports the argument presented.

1. Write arguments focused on discipline-specific content.a. Introduce precise claim(s), distinguish the

claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence.

b. Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a manner that anticipates the audience’s knowledge level and concerns.

c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.

d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

e. Provide a concluding statement or section that follows from or supports the argument presented.

1. Write arguments focused on discipline-specific content.a. Introduce precise, knowledgeable claim(s),

establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences the claim(s), counterclaims, reasons, and evidence.

b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form that anticipates the audience’s knowledge level, concerns, values, and possible biases.

c. Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.

d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

e. Provide a concluding statement or section that follows from or supports the argument presented.


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Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects 6–12

Grades 6–8 students: Grades 9–10 students: Grades 11–12 students:text types and Purposes (continued)

2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.a. Introduce a topic clearly, previewing what

is to follow; organize ideas, concepts, and information into broader categories as appropriate to achieving purpose; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.

b. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.

c. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.

d. Use precise language and domain-specific vocabulary to inform about or explain the topic.

e. Establish and maintain a formal style and objective tone.

f. Provide a concluding statement or section that follows from and supports the information or explanation presented.

2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.a. Introduce a topic and organize ideas,

concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.

c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts.

d. Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers.

e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).

2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.a. Introduce a topic and organize complex ideas,

concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.

c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.

d. Use precise language, domain-specific vocabulary and techniques such as metaphor, simile, and analogy to manage the complexity of the topic; convey a knowledgeable stance in a style that responds to the discipline and context as well as to the expertise of likely readers.

e. Provide a concluding statement or section that follows from and supports the information or explanation provided (e.g., articulating implications or the significance of the topic).

3. (See note; not applicable as a separate requirement)



Note: Students’ narrative skills continue to grow in these grades. The Standards require that students be able to incorporate narrative elements effectively into arguments and informative/explanatory texts. In history/social studies, students must be able to incorporate narrative accounts into their analyses of individuals or events of historical import. In science and technical subjects, students must be able to write precise enough descriptions of the step-by-step procedures they use in their investigations or technical work that others can replicate them and (possibly) reach the same results.


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Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects 6–12

Grades 6–8 students: Grades 9–10 students: Grades 11–12 students:Production and distribution of Writing




5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.

5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

6. Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently.

6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.

6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.

research to Build and Present Knowledge

7. Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.

7. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

7. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

8. Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.

8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.

9. Draw evidence from informational texts to support analysis reflection, and research.

9. Draw evidence from informational texts to support analysis, reflection, and research.

9. Draw evidence from informational texts to support analysis, reflection, and research.

range of Writing

10. Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.




standards-based rubrics for common performance tasks history-general.pdf · as chronology,...

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