Common Core State Standard Rubric for History/Social Studies 11-12

For the past few weeks, my colleague Todd Whitten and I have been sharing some work that we have done with the Common Core State Standards for History/Social Studies. During this process, we created rubrics based upon the 9-10th Grade Standards and the 11-12th Grade Standards. This week, we will be sharing those documents.

Below is what we created based upon the Common Core State Standards for History/Social Studies for 11-12th Grades. (Todd will be launching the rubric for the 9-10th grade on his blog later this week.)

When we were aligning activities with the Common Core (links below), this was our guiding document.

Let us know what you think!

Key Ideas and Details (Green Circle)

RH.11-12.1. Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.

Needs Specific Improvement

Approaching

Meets Expectations

Exceeds

  • Lacks specific details from the text
  • Does not connect details to the text as a whole.
  • Contains some specific details from the text but omits the most important ones
  • Attempts to connect details to the text as a whole.
  • Cites specific evidence to support the analysis of the text-Connects insights from specific details to the text as a whole.
Meets expectations and performs one of the following:

  • Brings in outside information from prior knowledge/other sources
  • Demonstrates a connection between the historical context of the document and the modern day.


RH.11-12.2.
Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.

Needs Specific Improvement

Approaching

Meets Expectations

Exceeds

  • Does not identify the central idea.
  • Is a regurgitation of sections of the text.
  • Provides central ideas but adds superfluous details from the text
  • Is accurate summary is lacking; key points omitted.
  • Articulates the central idea and an accurate summary depicting the relationships among the key details and ideas.
Meets expectations and performs one of the following:

  • Makes connection to historical/modern events
  • Incorporates subtextual/metacognitive ideas/relationships.


RH.11-12.3.
Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.

Needs Specific Improvement

Approaching

Meets Expectations

Exceeds

  • Does not offer a hypothesis as to why the actions or events happened.
  • Does not identify areas of uncertainty or omission.
  • Offers a hypothesis, but it is not connected to events in the text.
  • Identifies that there are omissions, but can not specifically identify them.
  • Offers a valid hypothesis to explain why an action or event occurred based on the text.
  • Points to areas of uncertainty based on what the text omits or leaves vague.
Meets expectations and performs one of the following:

  • Hypothesizes why the author included or excluded information.
  • Makes a strong connection to historical/modern events.


Craft and Structure [Blue Square]


RH.11-12.4.
Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison defines faction in Federalist No. 10).

Needs Specific Improvement

Approaching

Meets Expectations 

Exceeds

  • Does not  define the specific terms within the document.
  • Does not explain why the author chose to use that particular word in that particular way in the text.
  • Identifies specific terms or phrases and offers a vague or rote definition.
  • Offers a vague explanation as to why the author chose to use that particular word but cannot explain the textual relevance of the word.
  • Defines specific terms within the context of the document
  • Explains why the author chose to use that particular word in that particular way in the text.
  • Offers alternative terms for use as a replacement in the text.
  • Connects the use of these particular terms to other documents/ instances in history.


RH.11-12.5.
Analyze in detail how a complex primary source is structured, including how key sentences, paragraphs, and larger portions of the text contribute to the whole.

Needs Specific Improvement

Approaching

Meets Expectations

Exceeds

  • Does not break down the structure of the document.
  • Does not explain how different sections add to the text as a whole.
  • Identifies key points of structure, but cannot relate that to the overall meaning
  • Explains the relevance and importance of the structure that the author used to the meaning of the document
  • Identifies the sentence, paragraph and larger portions’ importance AND connect them to the historical context of the time.


RH.11-12.6.
Evaluate authors’ differing points of view on the same historical event or issue by assessing the authors’ claims, reasoning, and evidence.

Needs Specific Improvement

Approaching

Meets Expectations

Exceeds

  • Does not hypothesize why authors’ would have differing points of view on the same historical event.
  • Does not assess the author’s reasoning and use of evidence.
  • Recognizes different points of view when they are presented, but does not determine them without prompting
  • Vaguely articulates the author’s claims, can imperfectly discuss the reasoning and evidence used and why there may or may not be a bias present.
  • Presents opposing points of view on the same event/issue.
  • Discusses the relative validity of author’s points of view based on his/her statements, thoughts and evidence used in the document.
  • Articulates his or her own point of view on the event/issue and incorporate other author’s claims reasoning and evidence to support their point of view.


Integration of Knowledge and Ideas <Black Diamond>

RH.11-12.7. Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.

Needs Specific Improvement

Approaching

Meets Expectations

Exceeds

  • Incorporates only one or two media sources to offer a vague answer a question or problem.
  • Incorporates only one or two media sources to answer a question or solve a problem.
  • Incorporates multiple media sources to find an answer to a question or solve a problem.
  • Seeks out and create multiple media sources to create a new understanding of the problem or question.


RH.11-12.8.
Evaluate an author’s premises, claims, and evidence by corroborating or challenging them with other information.

Needs Specific Improvement

Approaching

Meets Expectations

Exceeds

  • Does not challenge an author’s claims, or is unable to evaluate the author’s premise.
  • Reaches a conclusion about an author’s claims, but cannot support or challenge their position with evidence.
  • Evaluates an author’s premises, claims, and evidence by corroborating or challenging them with other information provided.
  • Evaluates an author’s premises, claims, and evidence by corroborating or challenging them with other information sought out by the student.


RH.11-12.9.
Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.

Needs Specific Improvement

Approaching

Meets Expectations

Exceeds

  • Does not present a coherent understanding of an idea or event utilizing diverse sources.
  • Identifies discrepancies among diverse sources, but is does not articulate a coherent understanding of an idea or event.
  • Evaluates diverse texts to create an explanation of an idea or source, noting discrepancies among the sources.
  • Evaluate diverse texts to create an explanation of an idea or source, noting discrepancies among the sources and hypothesizes reasons for the discrepancies.


As always, feel free to add more ideas or add to the discussion below!


Our Common Core Series (so far):

Technology, Social Studies, and the Common Core: Part I
Technology, Social Studies, and the Common Core: Part II
Common Core Social Studies Activity for 11-12 (John Locke’s Second Treatise of Civil Government)
Primary Documents, Social Studies, and the Common Core: The Declaration of the Rights of Man and Citizen

For my other posts on the Common Core click here.


 

About Michael K. Milton

I teach students Social Studies at Burlington High School. When I became a teacher, I believed that students would frequently give me apples. This has not happened (not even a Red Delicious ~ a name which is a misnomer). However, my school has given me a MacBook Pro and an iPad in an effort to right this wrong (I assume). I'm very lucky to work in a 1:1 school.
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4 Responses to Common Core State Standard Rubric for History/Social Studies 11-12

  1. Troy says:

    Hi Michael,

    I teach US history (9th grade) at a high school in Michigan. I have found your rubrics extremely helpful in gauging proficiency levels in my students’ common core skills assessments. Can I use some of the material in your rubrics? Keep up the great work! Thanks

  2. Michael,

    Just found your Site this evening. Your passion for the profession is rather evident, so I believe I will be touching base with you as the year continues to march on. Getting late so here’s the skeleton situation. Public HS in Duval County FL, five blocks from the beach, and that is by far not the best part. I was in another school teaching in a program called AICE or CIE (Cambridge International Examinations) where we had 150 kids in the program in each of the four grades. I moved to a school that is in its third year of the same program, and we will have the seniors next year and only 75 kids in the three grades (in a school of about 2,300- 2,400).
    I will be teaching three sections of the following two courses: Modern Euro 1789-1939 and International History 1945-1991, next year ( I do have 3 sections of the tenth grade Modern Euro currently). I have a great pro-active, technology loving Principal who just purchased me a cart (storage and recharging, 25 I-pads, and a MacAir).
    These items are coming in as we speak, but I have not had a summer to rip apart my courses and align them with this shift in delivery style with the technology. Thus you can see why your site and Todd’s seem to be a gift from the gods of academia.To boot both of these courses at the end of the year take an international exam that is 100% Essay format, thus I spend a great deal of time on writing development, so with Common Core coming on-line the technology I am really excited. If you care to see what I have been doing with my 10 graders in Modern Euro you can go to my wiki at: aiceeuropeansas.wikispaces.com/Home. We will also be using Common Core’s “PARCC” assessment process in FL.
    I will be going through both of your sites to get ideas, and I really appreciate you putting the info out there. As I begin to develop materials, I too will be more than happy to share everything and anything.
    I look forward to reading your advice and thoughts as we move forward!
    Ciao,
    Kevin Sacerdote
    FHS
    Neptune Beach, Fl

  3. Pingback: Going Meta: Cataloguing My Past Two Years of Blogging | Michael K. Milton ~ @42ThinkDeep

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