Sociology Standards
BPS District Social Studies Standards Book
"I can ... statements" Prioritized Standards
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DOMAIN 3: SOCIAL RELATIONSHIPS |
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SST-HS.SOC.D3.3HS Sociology (SST) Social Studies Benchmark
Domain 3: Social RelationshipsSST-HS.SOC.D3.3 Explain the social construction of groups and their role in society.Guiding Topics: Reference groups, in-groups, out-groups, primary and secondary groups Student Learning Targets:Knowledge Targets
Reasoning Targets
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Proficiency ScaleThe Student ...1 Beginning... with help, 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).
2 Developing... 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).
3 Proficient“The Standard.”... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
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DOMAIN 4: SOCIAL STRATIFICATION AND INEQUALITY |
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SST-HS.SOC.D4HS (SST) Social Studies StandardSociology Domain 4
SST-HS.SOC.D4 Social Stratification and InequalityBenchmarks
Calculation Method for DomainsDomains are larger groups of related benchmarks. So the domain is a calculation of all the related benchmarks. So click on the benchmark identifier below each domain to access the learning targets and proficiency scales for each domain. | |
SST-HS.SOC.D4.1HS Sociology (SST) Social Studies Benchmark
Domain 4: Social Stratification and InequalitySST-HS.SOC.D4.1 Explain common patterns of social inequality and the impact on groups.Guiding Topics: Privilege, power, racial and ethnic inequality, gender inequality, class inequality, life chances, social problems, inter- and intra- group conflict Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency ScaleThe Student ...1 Beginning... with help, 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).
2 Developing... 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).
3 Proficient“The Standard.”... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
ResourcesVocabulary
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SST-HS.SOC.D4.2HS Sociology (SST) Social Studies Benchmark
Domain 4: Social Stratification and InequalitySST-HS.SOC.D4.2 Explain how racism, sexism, and ageism have evolved over time.Guiding Topics: Glass ceiling, glass escalator, mandatory retirement Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency ScaleThe Student ...1 Beginning... with help, 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).
2 Developing... 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).
3 Proficient“The Standard.”... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
ResourcesVocabulary
Websites
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SST-HS.SOC.D4.3HS Sociology (SST) Social Studies Benchmark
Domain 4: Social Stratification and InequalitySST-HS.SOC.D4.3 Explain the relationship between social institutions and inequality.Guiding Topics: Distribution of power, counter-inequality efforts Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency ScaleThe Student ...1 Beginning... with help, 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).
2 Developing... 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).
3 Proficient“The Standard.”... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
ResourcesVocabulary
Websites
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SST-HS.SOC.D4.4HS Sociology (SST) Social Studies Benchmark
Domain 4: Social Stratification and InequalitySST-HS.SOC.D4.4 Explain individual, group, and social responses to inequality.Guiding Topics: Meals on Wheels, food pantries, welfare, Red Cross Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency ScaleThe Student ...1 Beginning... with help, 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).
2 Developing... 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).
3 Proficient“The Standard.”... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
ResourcesVocabulary
Websites
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