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Social Studies
Grades Four (4), Eight (8), and Eleven (11)
Grade 4
Step 1
Students identify symbols of the United States. Students
show some limited understanding of community services and local
government, how needs are met by organizations such as businesses or
schools; the need for and use of money, and the basic rights and
responsibilities of U.S. citizens. Students know some basic landforms
and bodies of water. Students are learning to locate information about
topics in U.S. history and are beginning to read simple visual
material such as maps or pictures.
Progressing
Students
can match U.S. symbols with their meanings, identify some key U.S.
documents, the three branches of government, and the basic elements of
the electoral process. Students have some knowledge about major
changes in U.S. history such as the Louisiana Purchase and the impact
of pioneers. Students compare aspects, such as education, of past and
present life in the United States. Students show some knowledge of
basic concepts such as natural resources. Students recognize most
information on graphs, charts, maps, photos, illustrations, and other
simple visual materials. Students show some ability to use map skills,
including finding locations relative to Missouri and finding specific
locations.
Nearing
Proficiency
Students identify and describe basic elements in key U.S. documents.
Students know the basic rights and responsibilities of U.S. citizens,
the purposes of the branches of government, elements of the democratic
process, and some government services. Students identify the causes
and effects of historical events and changes, such as those in
transportation, as they relate primarily to Missouri history. Students
recognize supply and demand. Students identify regions, physical or
climatic features, life forms of regions, and show knowledge of
Missouri’s geography. Students recognize contributions made by U.S.
and Missouri historical figures. Students use tools such as timelines,
charts, graphs, and maps to make comparisons, find information, show
understanding of chronological order, and find locations.
Proficient
Students interpret symbols of the U.S. and identify the basic purpose
of key U.S. documents. Students make connections between basic rights
or responsibilities of U.S. citizens, government services or
processes, and real-life situations. Students follow multi-step
directions, and make inferences or draw conclusions about documents,
events, or geographical elements. Students apply basic economic
concepts, such as barter or human resources, to past and present
situations. Students use knowledge of institutions or groups in the
U.S. to identify problems and changes. Students interpret visual
materials such as maps or primary sources, draw and justify
conclusions, make decisions, compare and contrast and use multiple
resources to solve problems. Students know-how to use library
resources such as atlases.
Advanced
Students understand democratic principles, such as majority rule.
Students make multiple inferences and evaluate, summarize and
categorize events, changes and contributions of people in U.S. history
as it relates to Missouri. Students analyze concepts, such as
equality, and events involving particular groups from different
perspectives. Students analyze, evaluate, and support answers
involving simple geographic information and understand how geographic
elements such as landforms affect movement and communication. Students
analyze advantages and disadvantages of solutions to problems,
evaluate visual material, and make multiple inferences.
Grade 8
Step 1
Students comprehend and interpret historical documents and demonstrate
knowledge of the principles and processes of government at the local,
state, and national levels. Students know simple economic concepts
such as the reason for the costs of items. Students gather information
from written and visual sources. Students use geographic tools such as
graphs, maps or illustrations to solve problems, identify major world
sites and regions, and identify environmental consequences of the use
of resources.
Progressing
Students provide one-step responses that apply basic knowledge of
government at local, state, and national levels, and identify
principles and processes of government. Students read and comprehend
primary sources, distinguish between what is true and untrue, and
identify some major events of U.S. up to 1880 and world history up to
1450. Students show knowledge of economic terms such as taxes.
Students can distinguish broad geographic regions. students draw
conclusions, identify and apply information from given sources, such
as written and visual material, and identify and recognize fundamental
social studies concepts and vocabulary.
Nearing
Proficiency
Students recognize rights and responsibilities of citizens, identify
purposes of government documents, and the functions, similarities, and
differences in the processes, principles and ideas of government
systems. students identify cause-and-effect relationships and apply
knowledge of local, state, and national government. Students have
knowledge of and use primary sources such as diary entries and
photographs to begin to infer, interpret, compare time periods, and
determine cause-and-effect relationships in U.S. history up to 1880
and world history up to 1450. Students understand and apply knowledge
of economic concepts, such as market economy, to personal, current,
and historical situations. Students determine the relationship of one
location to another and determine cause-and-effect relationships
concerning environmental issues. Students develop explanations using a
variety of sources, such as historical documents, narratives, visual
sources, and detailed maps.
Proficient
Students compare key documents of the U.S., give examples of the
rights and duties of all levels of government and of individuals in a
federal system, and apply their knowledge of rights to real-life
situations. Students apply the knowledge of the principles and
processes of government in a democracy and of historical documents to
given scenarios. Students know the chronology of major events and
inventions in U.S. history up to 1880 and in world history up to 1450,
including the Middle Ages. Students understand economic concepts and
relationships and can explain, interpret, and draw conclusions about
topics such as the business cycle and investment. Students interpret,
analyze, and create multi-dimensional geographical sources such as
maps and illustrations. Students use knowledge of cultural and
governmental interactions, and of changes and their impact on society.
Students infer, interpret, apply, and draw conclusions using a variety
of sources, primary and secondary, such as historical documents,
narratives, visual sources or maps, and communicate clearly, give
two-step responses, and have knowledge of the research process.
Advanced
Students
analyze the principles and processes of local, state, and national
governments, synthesize information from a combination of sources, and
discriminate between fact and opinion. Students demonstrate knowledge
of historical events of the U.S. history up to 1880 and world history
up to 1450 and can place them in context. Students analyze economic
concepts related to history, geography, and personal and public
decisions, and predict outcomes related to these decisions. Students
use geographic tools to interpret the past, explain the present, or
make predictions. students support their conclusions with information
from resources such as government documents and detailed maps, do
multiple-step tasks, integrate content, justify application of
principles to specific situations, communicate points of view, and
evaluate source material.
Grade 11
Step
1
Students show some limited understanding of basic economic terms and
ideas. Students identify basic features of major world cultures and
identify basic ideas about historical events in Post-Reconstruction
U.S. and in world history after 1450. Students identify basic economic
principles. Students identify basic information on charts, maps,
graphs, and other visual materials.
Progressing
Students recognize the basic principles of governmental systems.
Students can interpret the roles of individuals in the work place, in
the political process, and demonstrate partial understanding of
influencing the political process. Students identify central issues
and recognize contributions of various groups in the development of
post-Reconstruction U.S. history and after 1450 in world history after
1450. Students identify economic consequences of principles such as
the business cycle, surplus, and distribution. Students understand and
use specific information from charts, graphs, and maps to identify
characteristics of major geographic regions.
Nearing
Proficiency
Students understand and apply previously learned principles of
government within specific situations. Students recognize the
influence of literature and the arts and their impact on or reflection
of political and social change. Students distinguish between fact and
opinion and recognize the different viewpoints in Post-Reconstruction
U.S. history and in world history after 1450. Students identify
economic concepts such as surplus, apply basic economic principles
such as surplus distribution, production, and the business cycle, and
identify the consequences of the application of these principles.
Students recognize and identify geographical regions, patterns and
trends using maps, charts, and graphs.
Proficient
Students are able to interpret principles of U.S. government. Students
use charts, graphs, maps, written materials, and political cartoons to
explain various political systems. Students demonstrate the influence
of active participation in social institutions and an understanding of
other cultures and religions. Students draw conclusions and predict
consequences about events, people, places, and actions associated with
Post-Reconstruction U.S. history and the world history after 1450.
Students apply knowledge of economics, major economic concepts, and
the interdependence of the global economy, and predict the
consequences of the business cycle. Students interpret information
from geographic sources such as maps, charts, and graphs.
Advanced
Students analyze and evaluate principles of various governmental
systems, such as democracies and autocracies, and key documents
contributing to U.S. political systems. Students recognize the roles
and functions of international institutions. Students identify the
basis for positions on a given social, cultural, or political issue.
Students identify and define relevant information and make connections
between events, people, places, and actions associated with
Post-Reconstruction U.S. history and world history after 1450.
Students compare and contrast the effects of economic decisions on the
global economy. Students analyze and evaluate geographic regions’
weather and demographic patterns and trends, using maps, charts, and
graphs. |
