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Tuesday, September 4, 2012

Common Core Rubric for History/Social Studies 9-10


For the past few weeks, my colleage Mike Milton (michaelkmilton.com) and I have been sharing some work we have done with the Common Core State Standards for History/Social Studies.  During that work, we created some rubrics to help guide us based on the 9-10 standards and the 11-12 standards.

Below is what we created for the Reading Standards for History Social Studies for the 9th and 10th grades. (Mike posted the 11-12 standards on his blog earlier this weekend.)

Take a look and let us know what you think!

Key Ideas and Details (Green Circle)


RH.9-10.1. Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.

Needs Specific Improvement
Approaching
Meets
Exceeds
- Student does not cite any evidence from the text.-student cites some specific evidence, but omits the important ones.
-attempts to connect details to the text as a whole
- Cites specific evidence to support analysis of text
Student brings in outside information from prior knowledge/other sources


RH.9-10.2. 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.

Needs Specific Improvement
Approaching
Meets
Exceeds
-does not identify the central idea.

-summary is a regurgitation of sections of the text
-accurate summary is lacking; key points omitted
provides central ideas but adds superfluous details from the text

Clearly and succinctly identifies the central ideas of the text AND makes a connection to historical/modern events.


RH.9-10.3. Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.

Needs Specific Improvement
Approaching
Meets
Exceeds
-Students are unable to see connections between events.

-Students are unable to articulate the difference between an event that simply happens and an event that causes another to occur.
-Student can identify that there is a connection between events, but cannot explain the connection

-Students struggle to differentiate between “preceeding” and “causing” events
-Student provides an analysis of the series of events, showing causality.
-Student offers a valid hypothesis to explain why an action or event occurred based on the text.

-Student points to areas of uncertainty based on what the text omits or leaves vague.

Craft and Structure (Blue Square)


RH.9-10.4. 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 science.

Needs Specific Improvement
Approaching
Meets
Exceeds
-Student is unable to determine the meaning of words and phrases or the meaning of words and phrases comes directly is a regurgitation of a website definition.-Student can vaguely define the words and phrases in the context of the source text.

-Student can use political, social, economic vocabulary appropriately and in the context of the time period being studied.
-Student can accurately define the words and phrases as they are used in the text.

-Student attempts to integrate the vocabulary into work outside of the confines of the source text.
-Student can regularly make use of the words and phrases in non-textual situations.

-Student can offer alternative terms to replace vocabulary used in the text.




RH.9-10.5. Analyze how a text uses structure to emphasize key points or advance an explanation or analysis.

Needs Specific Improvement
Approaching
Meets
Exceeds
-Student cannot explain how different sections add to the text as a whole.
Student can vaguely identify how the text uses structure to emphasize key points.
-Student can explain the importance of the structure that the author used to the meaning of the document
-Student can identify the’ importance of structure AND connect them to the historical context of the time.


RH.9-10.6. 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.

Needs Specific Improvement
Approaching
Meets
Exceeds
-Students are not able to identify a point of view in any of the documents.-Students are able to identify a point of view, but not multiple.

-points of view are identified but details are mis-aligned or ignored.
-Students are able to identify the difference between multiple points of view and can hypothesize why different authors might have different perspectives.-Students can articulate the points of view of more than one author and can imagine the points of view of other people not present and hypothesize how they would treat the subject.

Integration of Knowledge and Ideas (Black Diamond)

RH.9-10.7. Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text.

Needs Specific Improvement
Approaching
Meets
Exceeds
-Students are not able to integrate quantitative or technical analysis with qualitative analysis.-Student can identify methodologies of data presentation (i.e.: charts vs. graphs) but can not integrate them with qualitative analysis-Student can identify methodologies of data presentation (i.e.: charts vs. graphs) and can integrate them with qualitative analysis.-Student can create his or her own quantitative analysis based on qualitative analysis.


RH.9-10.8. Assess the extent to which the reasoning and evidence in a text support the author’s claims.

Needs Specific Improvement
Approaching
Meets
Exceeds
-Student is unable to identify reasoning or evidence the author is using.-Student can identify the evidence that the author uses but cannot evaluate it.-Student can assess the validity of an author’s claims based upon evidence gathered.-Students are able to identify gaps in evidence, or offer additional evidence to support the author’s claims.


RH.9-10.9. Compare and contrast treatments of the same topic in several primary and secondary sources.

Needs Specific Improvement
Approaching
Meets
Exceeds
-Students can neither compare nor contrast how the same topic is treated in different sources.-Students can either compare or contrast (but not both) the same topic in several primary and secondary sources.-Students can compare and contrast different treatments of the same topic in several primary and secondary sources.
-Student can evaluate diverse texts to create an explanation of an idea or source, noting discrepancies among the sources.