Correlation to cognitive levels evident. All learning goals are assessed in and post-test, align with NCSS Thematic Standard indicated, and levels of mastery are evident and fully described. the learning goals; are assessed in and align with NCSS Thematic Standard indicated, and levels of mastery are described. learning goals; are assessed in pre-test and post-test, align with NCSS Thematic Standard indicated, and passing scores are indicated. learning goals. Less than 70% are assessed in the pre-test and post-test and do not align with NCSS Thematic Standard indicated, passing scores are not indicated. in objectives & Standards USA- Nat. Council for Social Studies: Nat. Standards for Social Studies Teachers Standard A3: Thematic Standard: People, Places, and Environments Social studies teachers should possess the knowledge, capabilities, and dispositions to organize and provide instruction at the appropriate school for the study of People, Places, and Environments. Type of Expectation: Teacher Expectations Expectation: enable learners to construct, use, and refine mental maps of locales, regions, and the world that demonstrate their understanding of relative location, direction, size, and shape; Description of Learning - Individual Development and Identity All of the objectives are stated in measurable terms and match the learning goals. Correlation to cognitive levels evident. All learning goals are assessed in and post-test, align with NCSS Thematic Standard 80-99% of the objectives are stated in measurable and match the learning goals; are assessed in pre-test and post-test, align with NCSS Thematic Standard indicated, and 70-79% of the objectives are stated in measurable terms and match the learning goals; are assessed in and align with NCSS Thematic Standard indicated, and Less than 70% of objectives are stated in measurable terms or do not match learning goals. Less than 70% are assessed in the pre-test and post-test and do not align with NCSS Thematic Standard NCSS Thematic Standard 4 not indicated in objectives & goals.
indicated, and levels of mastery are evident and fully described. levels of mastery are described. passing scores are indicated. indicated, passing scores are not indicated. Standards USA- Nat. Council for Social Studies: Nat. Standards for Social Studies Teachers Standard A4: Thematic Standard: Individual Development and Identity Social studies teachers should possess the knowledge, capabilities, and dispositions to organize and provide instruction at the appropriate school level for the study of Individual Development and Identity. Type of Expectation: Teacher Expectations Expectation: assist learners in articulating personal connections to time, place, and social/cultural systems; Description of Learning Goals - Individuals, Groups, and Institutions All of the objectives are stated in measurable terms and match the learning goals. Correlation to cognitive levels evident. All learning goals are assessed in and post-test, align with NCSS Thematic Standard indicated, and levels of mastery are evident and fully described. 80-99% of the objectives are stated in measurable terms and match the learning goals; are assessed in and align with NCSS Thematic Standard indicated, and levels of mastery are described. 70-79% of the objectives are stated in measurable terms and match the learning goals; are assessed in and align with NCSS Thematic Standard indicated, and passing scores are indicated. Less than 70% of objectives are stated in measurable terms or do not match learning goals. Less than 70% are assessed in the pre-test and post-test and do not align with NCSS Thematic Standard indicated, passing scores are not indicated. NCSS Thematic Standard 5 not indicated in objectives & goals. Standards USA- Nat. Council for Social Studies: Nat. Standards for Social Studies Teachers Standard A5: Thematic Standard: Individuals, Groups, and Institutions Social studies teachers should possess the knowledge, capabilities, and dispositions to organize and provide instruction
at the appropriate school level for the study of interactions among Individuals, Groups, and Institutions. Type of Expectation: Teacher Expectations Expectation: help learners understand the concepts of role, status, and social class and use them in describing the connections and interactions of individuals, groups, and institutions in society; Description of Learning Goals - Power, Authority, and Governance All of the objectives are stated in measurable terms and match the learning goals. Correlation to cognitive levels evident. All learning goals are assessed in and post-test, align with NCSS Thematic Standard indicated, and levels of mastery are evident and fully described. 80-99% of the objectives are stated in measurable and match the learning goals; are assessed in pre-test and post-test, align with NCSS Thematic Standard indicated, and levels of mastery are described. 70-79% of the objectives are stated in measurable terms and match the learning goals; are assessed in and align with NCSS Thematic Standard indicated, and passing scores are indicated. Less than 70% of objectives are stated in measurable terms or do not match learning goals. Less than 70% are assessed in the pre-test and post-test and do not align with NCSS Thematic Standard indicated, passing scores are not indicated. NCSS Thematic Standard 6 not indicated in objectives & goals. Standards USA- Nat. Council for Social Studies: Nat. Standards for Social Studies Teachers Standard A6: Thematic Standard: Power, Authority, and Governance Social studies teachers should possess the knowledge, capabilities, and dispositions to organize and provide instruction at the appropriate school level for the study of Power, Authority, and Governance. Type of Expectation: Teacher Expectations Expectation: help learners to analyze and explain governmental mechanisms to meet the needs and wants of citizens, regulate territory, manage conflict, and establish order and security Description of Learning Goals - All of the objectives are stated in 80-99% of the objectives are 70-79% of the objectives are Less than 70% of objectives are NCSS Thematic
Production, Distribution, and Consumption measurable terms and match the learning goals. Correlation to cognitive levels evident. All learning goals are assessed in and post-test, align with NCSS Thematic Standard indicated, and levels of mastery are evident and fully described. stated in measurable terms and match the learning goals; are assessed in and align with NCSS Thematic Standard indicated, and levels of mastery are described. stated in measurable terms and match the learning goals; are assessed in and align with NCSS Thematic Standard indicated, and passing scores are indicated. stated in measurable terms or do not match learning goals. Less than 70% are assessed in the pre-test and post-test and do not align with NCSS Thematic Standard indicated, passing scores are not indicated. Standard 7 not indicated in objectives & goals. Standards USA- Nat. Council for Social Studies: Nat. Standards for Social Studies Teachers Standard A7: Thematic Standard: Production, Distribution, and Consumption Social studies teachers should possess the knowledge, capabilities, and dispositions to organize and provide instruction at the appropriate school level for the study of how people organize for the Production, Distribution, and Consumption of Goods and Services. Type of Expectation: Teacher Expectations Expectation: enable learners to explain how the scarcity of productive resources (human, capital, technological, and natural) requires the development of economic systems to make decisions about how goods and services are to be produced and distributed Description of Learning Goals - Science, Technology, and Society All of the objectives are stated in measurable and match the learning goals. Correlation to cognitive levels evident. All 80-99% of the objectives are stated in measurable and match the learning goals; are assessed in pre-test and 70-79% of the objectives are stated in measurable terms and match the learning goals; are assessed in Less than 70% of objectives are stated in measurable terms or do not match learning goals. Less than 70% are assessed in NCSS Thematic Standard 8 not indicated in objectives & goals.
learning goals are assessed in and post-test, align with NCSS Thematic Standard indicated, and levels of mastery are evident and fully described. post-test, align with NCSS Thematic Standard indicated, and levels of mastery are described. and align with NCSS Thematic Standard indicated, and passing scores are indicated. the pre-test and post-test and do not align with NCSS Thematic Standard indicated, passing scores are not indicated. Standards USA- Nat. Council for Social Studies: Nat. Standards for Social Studies Teachers Standard A8: Thematic Standard: Science, Technology, and Society Social Studies teachers should possess the knowledge, capabilities, and dispositions to organize and provide instruction at the appropriate school level for the study of science, technology, and society. Type of Expectation: Teacher Expectations Expectation: have learners analyze the way in which science and technology influence core societal values, beliefs, and attitudes and how societal attitudes shape scientific and technological change Description of Learning Goals - Global Connections All of the objectives are stated in measurable terms and match the learning goals. Correlation to cognitive levels evident. All learning goals are assessed in and post-test, align with NCSS Thematic Standard indicated, and levels of mastery 80-99% of the objectives are stated in measurable terms and match the learning goals; are assessed in and align with NCSS Thematic Standard indicated, and levels of mastery are described. 70-79% of the objectives are stated in measurable terms and match the learning goals; are assessed in and align with NCSS Thematic Standard indicated, and passing scores are indicated. Less than 70% of objectives are stated in measurable terms or do not match learning goals. Less than 70% are assessed in the pre-test and post-test and do not align with NCSS Thematic Standard indicated, passing NCSS Thematic Standard 9 not indicated in objectives & goals.
are evident and fully described. scores are not indicated. Standards USA- Nat. Council for Social Studies: Nat. Standards for Social Studies Teachers Standard A9: Thematic Standard: Global Connections Social Studies teachers should possess the knowledge, capabilities, and dispositions to provide instruction at the appropriate school for the study of Global Connections and Interdependence. Type of Expectation: Teacher Expectations Expectation: guide learner analysis of the relationships and tensions between national sovereignty and global interests in such matters as territorial disputes, economic development, nuclear and other weapons deployment, use of natural resources, and human rights concerns Description of Learning Goals - Civic Ideals and Practices All of the objectives are stated in measurable terms and match the learning goals. Correlation to cognitive levels evident. All learning goals are assessed in and post-test, align with NCSS Thematic Standard indicated, and levels of mastery are evident and fully described. 80-99% of the objectives are stated in measurable terms and match the learning goals; are assessed in and align with NCSS Thematic Standard indicated, and levels of mastery are described. 70-79% of the objectives are stated in measurable and match the learning goals; are assessed in pre-test and post-test, align with NCSS Thematic Standard indicated, and passing scores are indicated. Less than 70% of objectives are stated in measurable terms or do not match learning goals. Less than 70% are assessed in the pre-test and post-test and do not align with NCSS Thematic Standard indicated, passing scores are not indicated. NCSS Thematic Standard 10 not indicated in objectives & goals. Standards USA- Nat. Council for Social Studies: Nat. Standards for Social Studies Teachers Standard A10: Thematic Standard: Ideals and Practices Social studies teachers should possess the knowledge, capabilities, and dispositions to organize and provide instruction at the appropriate school level for the study of Civic Ideals and Practices.
provided on who achieved and made progress towards the learning goals for whole class, subgroup, and individual. provided on who achieved and made progress towards the learning goals for whole class, subgroup, and individual. learning goals for whole class, subgroup, and individual. provided on who achieved and made progress towards the learning goals for whole class, subgroup, and individual. Reflection Discussing Impact on Student Learning Uses data to provide detailed and well written description of specific ideas for redesigning instruction, teaching and assessing the content indicated; fully explains why each specific change would improve student achievement of each learning goal Uses data to provide a well written description of specific ideas for redesigning instruction, teaching and assessing the content indicated; explains why each change would improve student achievement of each learning goal Uses data to provide specific ideas for redesigning instruction, teaching and assessing the content indicated; provides an adequate explanation of why these changes in general would improve student achievement of each learning goal Uses data to provide inappropriate or no ideas for redesigning instruction, teaching and assessing the content indicated; provides an in adequate explanation of why these changes in general would improve student achievement of each learning goal **