Tuesday, April 23, 2024, 11:24 AM
Site: Learnbps
Class: BPSS (SST) Social Studies Standards (S-SST)
Glossary: History Standards
SST-HS.US_e4.b5 High School (SST) Social StudiesUnited States History (1941-2001) Era 4: SST-HS.US_e4.b5 Compare and contrast how different groups competed for equality and the effectiveness of various movements.Guiding Topics: American Indian movement, Women’s Rights movement, Civil Rights movement, Mexican American Labor Movement Student Learning Targets:Knowledge Targets
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Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
2 Developing... demonstrate no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
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SST-HS.US_e4.b6High School (SST) Social StudiesUnited States History (1941-2001) Era 4: SST-HS.US_e4.b6 Identify and explain how domestic issues changed United States’ perceptions of government.Guiding Topics: 1960s assassinations, Pentagon papers, Watergate scandal, Clinton impeachment, Vietnam protest movement, conservative revolution Student Learning Targets:Knowledge Targets
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Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
2 Developing... demonstrate no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
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SST-HS.US_e5.bHigh School (SST) Social StudiesUnited States History Era 5: SST-HS.US_e5.b (2001-Present) Benchmarks
Guiding PracticeThe guiding topics for each benchmark includes various subject matter that can be used to help students reach the standard. Calculation Method for StandardsStandards are larger groups of related benchmarks. So the Standard is a calculation of all the related benchmarks. So click on the benchmark identifier below each Standards to access the learning targets and proficiency scales for each standard. |
SST-HS.US_e5.b1High School (SST) Social StudiesUnited States History (2001-Present) Era 5: SST-HS.US_e5.b1 Connect the changing political and social climate to United States’ involvement as a global superpower.Guiding Topics: Global topics: 9/11 attacks, United States conflict in Afghanistan, Iraq, and other Middle Eastern regions; the use of monetary, military, and diplomatic influence; involvement in international organizations (i.e., United Nations) Domestic topics: debate between domestic security and individual liberties, social and cultural impacts of domestic terrorist attacks Student Learning Targets:Knowledge Targets
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Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
2 Developing... demonstrate no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
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SST-HS.US_e5.b2High School (SST) Social StudiesUnited States History (2001-Present) Era 5: SST-HS.US_e5.b2 Explain the social, cultural, and economic impact of changes because of technology.Guiding Topics: Social media, medical advancements, career opportunities Student Learning Targets:Knowledge Targets
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Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
2 Developing... demonstrate no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
ResourcesVocabulary
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SST-HS.US_e5.b3High School (SST) Social StudiesUnited States History (2001-Present) Era 5: SST-HS.US_e5.b3 Explain the social, political, and cultural influences on government policies regarding global immigration.Guiding Topics: Congressional debates regarding immigration and differentiate between different residency statuses (immigrant, refugee, migrant worker, asylee) Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
2 Developing... demonstrate no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
ResourcesVocabulary
Websites
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