|
Social Studies
|
Take Action
|
- With guidance, I can take steps to solve the problem.
- I can reflect on how well it worked out.
Project-specific:- With guidance, I can take specific steps to respond to the micro-venture challenge and reduce harms while still pursuing growth, using my team’s plan and the simulation constraints
- I can reflect on how my choices affected profits and human costs and what I would change next time.
|
- I can come up with a plan for how I can help solve the problem or improve the issue.
- I can reflect on what I learned through implementation of my plan, and how my actions impacted the situation.
Project-specific:- I can create a basic plan for how my team will address the problem in the simulation (e.g., balancing rapid growth with labor and public backlash) and explain why that plan should help
- I can reflect on what I learned from carrying out the plan and how my actions changed outcomes for different stakeholders.
|
- Drawing on insights from my investigation, I can come up with a plan for solving the problem or improving the situation for specific community members.
- My actions taken are positive and constructive.
- I can reflect on what I learned through implementation, how my actions impacted the situation, and what next steps I could take.
Project-specific:- Drawing on what I investigated in sources and team results, I can revise a plan for solving the problem for specific groups affected (workers, consumers, the public) and set clear choices we will test in the next round
- I can evaluate which actions produced positive results and reflect on impacts, including what ethical trade-offs we made and what to adjust next.
|
- Drawing on insights from my investigation, I can come up with a plan that engages other stakeholders in solving the problem or improving the situation.
- My actions taken are positive, constructive, and demonstrate my civic knowledge.
- I can reflect on what I learned through implementation as well as what I could have done differently, how my actions impacted the situation, and what next steps I or others could take.
Project-specific:- I can develop a plan that engages other stakeholders in solving or improving the problem by building trade-offs into our strategy (e.g., when to reduce price, consolidate, or change supply tactics) and justifying it with civic knowledge
- I can reflect on how effective the plan was, what I would do differently, and next steps for both my team and other stakeholders.
|
- Drawing on insights from my investigation, I can come up with a plan that engages multiple stakeholder groups, including government officials, in solving the problem or improving the situation.
- My actions taken are positive, constructive, demonstrate my civic knowledge, and my understanding of the values of my community.
- I can reflect on key learnings through implementation, and evaluate the impact of my actions on the issue, the effectiveness of my strategy, and what next steps I or others could take.
Project-specific:- Using insights from my investigation, I can propose a solution that coordinates multiple stakeholder groups and includes government regulation as a realistic factor shaping outcomes
- I can reflect on key learnings by evaluating the overall impact of our actions on the issue, judging the effectiveness of our strategy, and recommending specific next steps for different stakeholders.
|
- Drawing on insights from my investigation, I can come up with a plan that engages multiple stakeholder groups, including government officials and private sector entities, in solving the problem or improving the situation.
- My actions taken are positive, constructive, demonstrate my civic knowledge, and advance the values of my community.
- I can reflect on key learnings through implementation, and evaluate the impact of my actions on the issue, the effectiveness of my strategy, and the steps that different stakeholders should take to continue to impact or resolve the issue.
Project-specific:- I can design and advocate for a solution that involves multiple stakeholder groups—including government officials and private sector partners—while advancing the values of my community and addressing the enduring problem of growth with responsibility
- I can reflect on implementation by evaluating impacts and effectiveness, and I can clearly explain the steps different stakeholders should take to sustain change over time.
|
|
Social Studies
|
Evaluate the importance of people's actions in shaping outcomes
|
- I can identify important individuals and/or groups in the context of an important historical event.
Project-specific:- I can identify key individuals and/or groups whose actions helped shape outcomes in the Gilded Age context we studied.
|
- I can identify important individuals and/or groups in the context of an important historical event.
- I can explain who I think was most important in shaping the outcome of the event.
Project-specific:- I can identify key individuals and/or groups and explain who I think was most important in shaping the outcomes, using a basic cause-and-effect statement.
|
- I can identify important individuals and/or groups in the context of an important historical event.
- I can use details to explain why I think each individual and/or group was important in shaping the event.
Project-specific:- I can identify important individuals and/or groups and use specific details from the project or sources to explain why each one mattered in shaping the outcomes.
|
- I can identify important individuals and/or groups in the context of an important historical event.
- I can use details to explain how and why each individual and/or group was important in shaping the event.
- I can make reasoned connections between their actions and the outcome/s.
Project-specific:- I can identify important individuals and/or groups, explain how and why their actions affected outcomes, and connect those actions to what happened in the event or simulation.
|
- I can identify individuals and/or groups that were important in shaping a historical outcomes.
- I can make evidence-based claims about the impact of their actions on the outcome of the event/s.
- I can identify obstacles faced by individuals and/or groups in contributing to historical outcomes.
- I can cite one or more trustworthy primary or secondary sources to support my analysis, according to specific guidelines for the task.
Project-specific:- I can identify individuals and/or groups that were important in shaping outcomes, make evidence-based claims about how their actions influenced results, and cite one trustworthy primary or secondary source to support my analysis (following task guidelines).
|
- I can identify individuals and/or groups that were important in shaping historical outcomes.
- I can make evidence-based claims about the impact of their actions on the outcome of the event/s.
- I can discuss the impact of systems (political, legal, economic), social identity factors, networks, and other key factors on either limiting or privileging individuals and/or groups in their ability to influence outcomes.
- I can cite multiple trustworthy primary and/or secondary sources to support my analysis.
Project-specific:- I can identify individuals and/or groups that were important in shaping historical outcomes and make evidence-based claims about the impact of their actions while explaining how systems (like economic, legal, or political conditions) and social identity factors limited or enabled their influence, supported by multiple trustworthy primary and/or secondary sources.
|
|
Social Studies
|
Analyze multiple perspectives
|
- I can compare perspectives of people in the past to those of people in the present.
Project-specific:- I can compare how people in the past and people today might view the same issue, and I can describe at least one similarity and one difference in perspective.
|
- I can identify and describe the different perspectives that two or more different individuals/groups from the same historical period have about a particular issue or event.
- I can explain why individuals and groups during the same historical period had different perspectives.
Project-specific:- I can identify and describe the perspectives of two or more groups from the same historical period about an issue, and I can explain why their viewpoints differ.
|
- I can identify and describe the different perspectives that two or more different individuals/groups from the same historical period have about a particular issue or event.
- I can make inferences about several factors that influence the perspective of each individual/group.
Project-specific:- I can identify and describe multiple perspectives from the same historical period about an issue, and I can make inferences about several factors (such as goals, risks, or interests) that likely shaped each perspective.
|
- I can identify and describe the different perspectives that two or more different individuals/groups from the same historical period have about a
- particular issue or event. I can use details about the context, identity, experiences, biases, or interests of the individuals/groups to make inferences about the factors that influenced their perspectives.
Project-specific:- I can identify and describe multiple perspectives and use details about context, identity, experiences, or likely biases to make inferences about what influenced each group’s perspective.
|
- I can identify and describe the different perspectives that two or more different individuals/groups from the same historical period have about a particular issue or event. I can use evidence about the context, identity, experiences, biases, or interests of the individuals/groups to make inferences about the factors that influenced their perspectives.
- I can seek out and describe the perspectives held by diverse individuals/groups, (gender, culture, national origin, religion, socio-economic status, era, etc.)
- I can cite one or more trustworthy primary or secondary sources to support my analysis, according to specific guidelines for the task.
Project-specific:- I can identify and describe multiple perspectives from the same historical period using evidence about context, identity, experiences, or biases to infer influences, and I can seek out and describe how diverse people (e.g., by gender, culture, national origin, religion, socio-economic status) would view the issue.
|
- I can identify and describe the different perspectives that multiple different individuals/groups from the same historical period have about a particular issue or event. I can use evidence about the context, identity, experiences, biases, or interests of the individuals/groups to make inferences about the influences and rationale behind their perspectives.
- I can analyze how current interpretations of the past are limited by the extent to which available historical sources represent perspectives of people at the time.
- I can seek out and describe the perspectives held by diverse individuals/groups, (gender, culture, national origin, religion, socio-economic status, era, etc.)
- I can cite multiple trustworthy primary or secondary sources to support my analysis, according to specific guidelines for the task.
Project-specific:- I can analyze perspectives of multiple groups from the same historical period using evidence and inferences about influences and rationale, and I can evaluate how missing or biased historical sources limit our understanding of those perspectives while citing multiple trustworthy sources.
|
|
Social Studies
|
Analyze historical sources
|
- I can compare different versions of the same historical event.
Project-specific:- I can compare different versions of the same historical event by describing what stays the same and what changes across sources
- I can make a simple statement about how those differences might affect what the sources suggest.
|
- I can describe how people's perspectives shaped the historical sources they created.
Project-specific:- I can describe how people’s perspectives shaped the historical sources they created by pointing to wording, emphasis, or omissions
- I can explain how those perspective choices may influence readers’ understanding of the event.
|
- I can identify the purpose, perspective, and intended audience of one or more primary and secondary source documents.
Project-specific:- I can identify the purpose, perspective, and intended audience of one or more primary and secondary sources
- I can use that information to describe what each source is trying to communicate about the event.
|
- I can identify the purpose, perspective, and intended audience of one or more primary and secondary source documents.
- I can identify one or more limitations of the sources by analyzing origin, content, and/or purpose.
Project-specific:- I can identify the purpose, perspective, and intended audience of one or more primary and secondary sources and explain one limitation for each
- I can support my limitation claim by analyzing origin, content, and/or purpose.
|
- I can identify the purpose, perspective, intended audience, format, and/or context of primary and secondary sources.
- I can analyze diverse perspectives represented in primary and secondary sources in order to draw evidence-based conclusions about one or more historical events.
- I can identify the limitations and reliability of the sources by analyzing key characteristics of each record.
- I can seek out sources representing diverse perspectives, (gender, culture, national origin, religion, SES, etc.)
Project-specific:- I can identify the purpose, perspective, intended audience, and relevant format/context of primary and secondary sources
- I can analyze how diverse perspectives in multiple sources support evidence-based conclusions about one or more historical events, while also identifying limitations and reliability by using key characteristics of each record and seeking sources that represent different lived experiences.
|
- I can identify the purpose, perspective, intended audience, format, and/or context of primary and secondary sources.
- I can analyze diverse perspectives represented in primary and secondary sources in order to draw evidence-based conclusions about one or more historical events.
- I can identify the limitations, reliability, and usefulness of each of the historical sources by analyzing key characteristics of each record.
- I can seek out sources representing diverse perspectives, (gender, culture, national origin, religion, SES, etc.)
Project-specific:- I can identify the purpose, perspective, intended audience, and format/context of each historical source and determine how useful it is for investigating a specific historical question
- I can use evidence to draw conclusions that incorporate diverse perspectives and I can explain how limitations and reliability affect the strength of my conclusions.
|
|
Social Studies
|
Examine Enduring Problems
|
- I can notice when someone or something is being treated unfairly.
- I can look for a possible reason this is happening. I can think of a way to help.
Project-specific:- I can notice when a situation in my community (like how people are treated during strikes or public backlash in the simulation) seems unfair or harmful, and I can suggest a possible reason why it is happening
- I can describe a simple way I might help based on what I observe.
|
- With guidance, I can identify a problem in my community that affects me or my family, and that I could help address.
- I can come up with questions to explore about the issue that frames the problem.
- I can identify all the people involved in the problem, and possible causes for the issue.
Project-specific:- With guidance, I can identify a specific problem in my community that affects people like me or my family and that could be addressed through actions similar to the “choices” teams make in the venture
- I can ask questions to explore the issue and name the people involved and likely causes.
|
- On my own or with others, I can identify a problem that affects many people in my community, and that I could help address. I can come up with a range of both thick and thin questions to explore about the issue that frames the problem.
- I can identify all the parties and roles involved (e.g., decision-makers, influencers, those impacted), and I can analyze their different perspectives on the issue.
Project-specific:- On my own or with others, I can identify an enduring problem that affects many people in my community that I could help address through a plan
- I can create thick and thin questions to guide my investigation and identify the parties involved, explaining how their perspectives shape what is seen as “best” or “fair.”
|
- I can identify a specific problem in my community that has persisted for many years, and that I could help address.
- I can come up with a range of both thick and thin questions to explore the issue that frames the problem, and prioritize the most important questions to investigate.
- I can identify all the parties directly and indirectly involved, and I can analyze their different roles, perspectives, and interests as it relates to the issue (e.g., financial interests, health impacts, rights to participate).
- I can explain the challenges people have faced and opportunities they have created, in addressing the issue at various times and places.
Project-specific:- I can identify a specific enduring problem in my community and explain why it continues over time
- I can generate and prioritize the most important questions to investigate, identify parties directly and indirectly involved, and analyze their roles, perspectives, and interests; I can also explain key challenges and opportunities people faced and created while trying to address it.
|
- I can identify a specific problem in my local, national, or global community that has persisted for many years despite efforts to address it, and that has an ethical dimension to it.
- I can generate and prioritize a range of both thick and thin questions to explore about the issue that frames the problem, including its contemporary or historical context.
- I can identify all the parties directly and indirectly involved, and I can analyze their different roles, perspectives, underlying values/beliefs, and interests as they relate to the issue.
- I can explain the challenges faced and/or opportunities created by those of diverse background in addressing the issue at various times and places.
Project-specific:- I can identify a specific local, national, or global enduring problem that has persisted for many years and has an ethical dimension (for example, balancing profit and labor rights)
- I can generate and prioritize thick and thin questions that connect the issue to contemporary or historical context, identify relevant parties directly and indirectly involved, and analyze how their underlying values/beliefs drive different actions; I can explain challenges and/or opportunities experienced by people from diverse backgrounds in different time periods and places.
|
- I can identify a specific problem with ethical, social, political, and/or environmental dimensions in the local, national, or global system that has persisted for many years.
- I can generate and prioritize a range of both thick and thin questions to explore about the issue that frames the problem, including its contemporary or historical context.
- 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 explain the challenges faced and opportunities created by those of diverse background in addressing the issue at various times and places.
Project-specific:- I can identify a specific enduring system-level problem with ethical, social, political, and/or environmental dimensions that persists in my local, national, or global context
- I can generate and prioritize a range of thick and thin questions framed with contemporary or historical context, identify parties directly and indirectly involved currently and historically, and analyze how their roles, perspectives, values, and interests shape outcomes; I can explain the challenges and opportunities people from diverse backgrounds have faced when trying to address it.
|