Printer-friendly version

ALL

Page: (Previous)   1  2  3  4  5  (Next)
  ALL

S

SST-HS.3.02

High School SST Targeted Benchmarks
Standard 3: Economic Concepts
Students understand economic concepts and the characteristics of various economic systems.
Structures and Functions

SST-HS.3.02 Explain the role of money and the role of financial institutions in a market economy (e.g., basic functions of money, composition of money supply, role of banks and other financial institutions, federal reserve, credit savings).

 Student Learning Targets:

Knowledge Targets

  • I can understand the role of financial institutions.
  • I can understand the evolution of money in the United States.
  • I can understand the structure of the Federal Reserve System.
  • I can recognize the advantages and disadvantages of using credit.
  • I can explain a credit report.

Reasoning Targets

  • I can explain the functions of money in our economy.
  • I can analyze the role money plays in the economic system.(ie. functions and characteristics of money)
  • I can analyze the different types of financial institutions. (ie. both bank and non-bank financial institutions)
  • I can explain the role of credit in economic decision making.
  • I can analyze the features of credit cards.

Proficiency Scale

Score   Description Sample Activity
Advanced Proficient  In addition to expectations of proficiency, the student provides consistent evidence of in-depth inferences and applications that go beyond what was taught and expected. -
  3.5 In addition to score 3.0 performance, in-depth inferences, and applications with partial success.

Proficient

 

“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.

Unit 5 Money Banking & the Federal Reserve

The student can:

  • describe the role money plays in the economic system (i.e. functions and characteristics of money).

  • describe the evolution of money in the United States.

  • explain the function of financial institutions. (ie. banks, credit unions, life  insurance companies)

  • explain the function of the Federal Reserve System on businesses and individuals

Unit 6 Investing and Saving

The student can:

  • Explain the options available for developing a savings and investing plan for themselves    

  • Compare/Contrast different investment and savings opportunities

  • Analyze financial information

Unit 7 Credit and Personal Finance

The student can:

  • Explain the role of credit in economic decision making.

  • Recognize advantages and disadvantages of using credit.  

  • Analyze the features of credit cards.

  • Explain a credit report

  • Evaluate the options for making large purchases.

  • Understand how to responsibly manage a checking account.

The student exhibits no major errors or omissions.

 -
  2.5 The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
Progressing 

The student demonstrates 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).

Unit 5 Money Banking & the Federal Reserve

The student can:

  • recognizes or recalls specific terminology, such as:

    • money, functions of money ( medium of exchange, measure of value (unit of account), store of value), characteristics of money ( portable, durable, divisible, acceptable, scarce,  stable in value), commodity money, State/Local bank notes, Continental Dollars, Demand Notes/Greenbacks, National Bank Notes, National Banking System, Silver Certificates, Gold Certificates, Gold Standard, Inconvertible Fiat Money Standard, Federal Reserve Notes, Federal Reserve System (FED), Federal Deposit Insurance Corporation (FDIC)

Unit 6 Investing and Saving

The student can:

  • Recognize the difference between savings and investing

  • Recognizes or recalls specific terminology, such as:

    • stocks, bonds, certificates of deposit, IRA’s, Roth IRA’s, pension, 401 K plan, DOW, NYSE, NASDAQ, bull market, bear market, etc...

Unit 7 Credit and Personal Finance

The student can:

  •    performs basic processes, such as:

    • Recognize the features of credit cards.

    • Define a credit report.

However, the student exhibits major errors or omissions regarding the more complex ideas and processes.

 -
  1.5 The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
Novice With help, the student demonstrates 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). -
  0.5 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).

Resources

Websites

Vocabulary

SST-HS.3.03

High School SST Targeted Benchmarks
Standard 3: Economic Concepts
Students understand economic concepts and the characteristics of various economic systems.
Structures and Function

SST-HS.3.03 Describe the difference between the structure and operation of market economies and centrally planned or command economies (e.g., security, freedom, equity, efficiency, stability, growth).

 Student Learning Targets:

Reasoning Targets

  • I can analyze economic and social goals
  • I can compare and contrast economic systems (ie. Advantages and disadvantages of Socialism, Capitalism, Communism)

Proficiency Scale

Score   Description Sample Activity
Advanced Proficient In addition to expectations of proficiency, the student provides consistent evidence of in-depth inferences and applications that go beyond what was taught and expected. -
  3.5 In addition to score 3.0 performance, in-depth inferences, and applications with partial success.

Proficient

 

“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.

Unit 9 Comparative Economics

The student can:

  • Explain the similarities and differences between the 3 Economic systems; Capitalism, Socialism, and Communism.

 

The student exhibits no major errors or omissions.

 

 -
  2.5 The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
Progressing

The student demonstrates 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).

Unit 9 Comparative Economics

The student can:

  • recognizes or recalls specific terminology, such as:

 

    • Capitalism, Socialism, Communism

 

However, the student exhibits major errors or omissions regarding the more complex ideas and processes.

 -
  1.5 The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
Novice With help, the student demonstrates 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). -
  0.5 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).

Resources

Websites

Vocabulary

SST-HS.3.04

High School SST Targeted Benchmarks
Standard 3: Economic Concepts
Students understand economic concepts and the characteristics of various economic systems.
Structures and Function

SST-HS.3.04 Analyze the role government plays in an economy (e.g., provision of public goods and services, taxes, protection of property rights, resolution of market failures).

 Student Learning Targets:

Knowledge Targets

  • I can identify the four responsibilities of Government.

Reasoning Targets

  • I can evaluate the role of government in taxation, spending, and budgeting.
  • I can distinguish between debt and deficit.

Proficiency Scale

Score   Description Sample Activity
Advanced Proficient

In addition to expectations of proficiency, the student provides consistent evidence of in-depth inferences and applications that go beyond what was taught and expected.

Unit 8 Taxes and Government Spending

The student can:

  • Generate ideas for reducing the national debt.   
 -
  3.5 In addition to score 3.0 performance, in-depth inferences, and applications with partial success.

Proficient

 

“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.

Unit 8 Taxes and Government Spending

The student can:

  • Evaluate the types of taxes instituted by the government. (ie. sales, income, property, excise)
    • Compare the benefit principle (user taxes) and the ability to pay principle (progressive tax).
  • Evaluate the role of Government in spending.
  • Interpret the causes of the mounting national debt

The student exhibits no major errors or omissions.

 -
  2.5 The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
Progressing

The student demonstrates 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).

Unit 8 Taxes and Government Spending

The student can:

  • recognizes or recalls specific terminology, such as:          

    • Revenue, tax, benefit principle, ability to pay principle, progressive tax, regressive tax, proportional tax, income tax, FICA, estate tax, gift tax, excise tax, fiscal year, debt, deficit, W-4, W-2, 1040EZ, 1099INT, Social Security.

  • performs a basic process, such as:

    • Define the benefit principle and the ability to pay principle.

    • Distinguish between deficit and debt.

However, the student exhibits major errors or omissions regarding the more complex ideas and processes.

 -
  1.5 The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
Novice With help, the student demonstrates 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). -
  0.5 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).

Resources

Websites

Vocabulary

SST-HS.3.05

High School SST Targeted Benchmarks
Standard 3: Economic Concepts
Students understand economic concepts and the characteristics of various economic systems.
Impact

SST-HS.3.05 Interpret the concepts of exchange and trade and the impacts and implications of a global economy for individuals and nations.

 Student Learning Targets:

Reasoning Targets

  • I can analyze the global impact of multinational corporations.
  • I can compare and contrast Communism, Socialism, and Capitalism.

Proficiency Scale

Score   Description Sample Activity
Advanced Proficient In addition to expectations of proficiency, the student provides consistent evidence of in-depth inferences and applications that go beyond what was taught and expected. -
  3.5 In addition to score 3.0 performance, in-depth inferences, and applications with partial success.

Proficient

 

“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.

Unit 4 Business Organizations

The student can:

  • describe the global impact of a multinational corporation on individuals and nations

Unit 9 Comparative Economic Systems

  • Explain the similarities and differences in trade practices between the 3 Economic systems; Capitalism, Socialism, and Communism.

The student exhibits no major errors or omissions.

 -
  2.5 The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
Progressing

The student demonstrates 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).

Unit 4 Business Organizations

The student can:

  • recognizes or recalls specific terminology, such as:

    • corporations, conglomerates, multinationals, labor union

  • performs basic processes, such as:

    • identifying other types of business activities (conglomerates, multinationals, labor union)

    • define a multinational corporation.

Unit 9 Comparative Economic Systems

The student can:

  • recognizes or recalls specific terminology, such as:

    • Capitalism, Socialism, Communism

However, the student exhibits major errors or omissions regarding the more complex ideas and processes.

 -
  1.5 The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
Novice With help, the student demonstrates 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). -
  0.5 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).

Resources

Websites

Vocabulary

SST-HS.4

BPSS-SST logoStandard 4:

Government and Citizenship

Students understand the development, functions, and forms of various political institutions and the role of the citizen in government and society.

Narrative for the Government and Citizenship

In the future this will contain narratives and other information about the Standard.

Calculation Method for Standards

Standards are larger groups of related benchmarks. The Standard Grade is a calculation of all the related benchmarks. Click on the benchmark name below each Standard to access the learning targets and proficiency rubrics for each standard's related benchmarks.

SST-HS.4.01

High School SST Targeted Benchmarks
Standard 4: Government and Citizenship
Students understand the development, functions, and forms of various political systems and the role of the citizen in government and society.
Tribal Sovereignty

SST-HS.4.01 Explain how political and economic forces have affected the sovereignty of tribal nations (e.g., constitutional provisions; Supreme Court cases; laws used in forming the basis of the federal-tribal relationship; political and economic forces affecting sovereignty of tribal nations).

Student Learning Targets:

Knowledge Targets

  • I can
  • I can

Reasoning Targets

  • I can
  • I can

Skills (Performance) Targets

  • I can
  • I can

Product Targets

  • I can
  • I can
Rubric - Resources

PASTE

Proficiency Scale

Score   Description Sample Activity
4.0 In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. -
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 “The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. -
  2.5 The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0 The student demonstrates 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). -
  1.5 The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 With help, the student demonstrates 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). -
  0.5 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).

Resources

Websites

Vocabulary

SST-HS.4.02

High School SST Targeted Benchmarks
Standard 4: Government and Citizenship
Students understand the development, functions, and forms of various political systems and the role of the citizen in government and society.
Historical and Philosophical Foundations

SST-HS.4.02 Compare the nature and source of various types of political entities past and present throughout the world (e.g., ancient Greek and Roman political thought; classical republicans; philosophy of natural rights; limited and unlimited governments; constitutional governments; representative democracy; con-federal, federal, unitary systems of government, and international organizations).

Student Learning Targets:

Knowledge Targets

  • I can identify the four responsibilities of Government.
  • I can

Reasoning Targets

  • I can compare/contrast different forms of government.
  • I can explain the purposes of government.
  • I can explain the basic features of a state.

Skills (Performance) Targets

  • I can evaluate available resources.
  • I can compare economic systems and relate them to different forms of government.

Product Targets

  • I can create visual representations of different forms of government. (eg. create my own nation)
  • I can
Rubric - Resources

PASTE

Proficiency Scale

Score   Description Sample Activity
4.0 In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. -
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 “The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. -
  2.5 The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0 The student demonstrates 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). -
  1.5 The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 With help, the student demonstrates 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). -
  0.5 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).

Resources

Websites

Vocabulary

SST-HS.4.03

High School SST Targeted Benchmarks
Standard 4: Government and Citizenship
Students understand the development, functions, and forms of various political systems and the role of the citizen in government and society.
Historical and Philosophical Foundations

SST-HS.4.03 Analyze the content and context of documents, events, and organizations that influenced and established the United States (e.g., Magna Carta; English common law; Petition of Right; English Bill of Rights; 1 st and 2 nd Continental Congresses; Common Sense; Declaration of Independence, American Revolution Articles of Confederation; Constitutional Convention; Federalist Papers, AntiFederalist Papers; U.S. Constitution, Bill of Rights).

Student Learning Targets:

Knowledge Targets

  • I can list the events leading to independence.
  • I can

Reasoning Targets

  • I can analyze documents of British heritage that influenced the founding fathers.
  • I can analyze the Declaration of Independence and evaluate its impact.

Skills (Performance) Targets

  • I can compare/contrast the strengths and weakness of the Articles of Confederation
  • I can explain and analyze the conflict and compromise of the Constitutional convention.
  • I can debate the issues surrounding the ratification of the constitution.

Product Targets

  • I can
  • I can
Rubric - Resources

PASTE

Proficiency Scale

Score   Description Sample Activity
4.0 In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. -
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 “The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. -
  2.5 The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0 The student demonstrates 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). -
  1.5 The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 With help, the student demonstrates 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). -
  0.5 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).

Resources

Websites

Vocabulary

SST-HS.4.04

High School SST Targeted Benchmarks
Standard 4: Government and Citizenship
Students understand the development, functions, and forms of various political systems and the role of the citizen in government and society.
Historical and Contemporary Political Processes

SST-HS.4.04 Evaluate the effectiveness of structures, operations, and influences of political systems and constitutional governments (e.g., federalism; separation of powers; checks and balances; media and special interest groups).

Student Learning Targets:

Knowledge Targets

  • I can
  • I can

Reasoning Targets

  • I can analyze the Constitution of the United States.
  • I can explain the three branches of government.

Skills (Performance) Targets

  • I can demonstrate citizen involvement in the process of governing (eg. write a letter to a member of Congress, Create a bill)
  • I can

Product Targets

  • I can create a visual representation of the system of checks and balances.
  • I can create a visual representation of separation of powers.
Rubric - Resources

PASTE

Proficiency Scale

Score   Description Sample Activity
4.0 In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. -
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 “The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. -
  2.5 The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0 The student demonstrates 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). -
  1.5 The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 With help, the student demonstrates 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). -
  0.5 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).

Resources

Websites

Vocabulary

SST-HS.4.05

High School SST Targeted Benchmarks
Standard 4: Government and Citizenship
Students understand the development, functions, and forms of various political systems and the role of the citizen in government and society.
Historical and Contemporary Political Processes

SST-HS.4.05 Analyze historical and contemporary examples of civil liberties and civil rights in the U.S. (e.g., incorporation of the Bill of Rights, amendments, key legislation, and landmark Supreme Court cases).

Student Learning Targets:

Knowledge Targets

  • I can
  • I can

Reasoning Targets

  • I can debate issues surrounding the Bill of Rights.
  • I can analyze the impact the Supreme Court has had on Civil Rights and Civil liberties.

Skills (Performance) Targets

  • I can
  • I can

Product Targets

  • I can
  • I can
Rubric - Resources

PASTE

Proficiency Scale

Score   Description Sample Activity
4.0 In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. -
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 “The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. -
  2.5 The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0 The student demonstrates 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). -
  1.5 The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 With help, the student demonstrates 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). -
  0.5 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).

Resources

Websites

Vocabulary

Page: (Previous)   1  2  3  4  5  (Next)
  ALL