Using Revised Blooms Taxonomy For Social Studies Courses

When writing an essential standard or a clarifying objective, remember to use only ONE (1) verb.
CATEGORY VERB (*These verbs, listed below, should always be used when writing an Essential Standard for NC Social Studies courses.)

*Remember- Asks individuals to retrieve relevant knowledge from long-term memory.

THE COGNITIVE PROCESS (These should be used in the crafting of Clarifying Objectives. These should not be used to write the Essential Standards when in the development of the NC Social Studies standards. Examples are not all inclusive. Recognize-the person is identifying information Example: Recognize the dates of important events in U.S. History. Example: Identify places on a map. Recall-the person would be retrieving information Example: Recall the dates of important events in U.S. History. Interpret- clarifying, paraphrasing, representing, and translating information Example: Paraphrase important speeches and documents. Exemplify-Illustrating, providing examples of concepts or information Example: Give examples of a concept or principle. Example: Give examples of various types of civil court cases. Classify-putting information in categories or subsets Example: Classify observed or described cases of mental disorders. Summarize-generalizing or summarizing information obtained from a source Example: Writer a summary of the event portrayed on a videotape. Infer-concluding, extrapolating, predicting outcomes based on information presented Example: Draw a logical conclusion from the information printed in the newspaper headline article in the New York Times on December 8, 1941. Compare-contrasting, mapping, matching two or more pieces of information, ideas, etc. Example: Compare historical events to contemporary situations. Explain-constructing cause and effect models Example: Explain the causes of important 18th Century events in France. Execute-carrying out procedures, methods of doing things or practices Example: Divide the percent change in quantity demanded by the percent change in price to find the price elasticity of demand. Implement-using procedures or methods to do something Example: Use glittering generalities in a given situation seeking to influence the opinions of the masses. Differentiate-discriminating, distinguishing or selecting relevant from irrelevant parts or important from unimportant parts Example: Distinguish between the procedures of civil and criminal cases. Organize-outlining, structuring, finding coherence in determining how parts/pieces fit or function as a whole or within a structure Example: Outline the immediate causes of the Civil War. Example: Outline the process of a bill becoming a law. Attribute-deconstructing, giving criteria to Example: Determine the authors theme(s) about nature in The Last of the Mohicans. Check-testing, coordinating, monitoring, detecting inconsistencies in processes, products or information Example: Determine if Upton Sinclairs conclusion about the meat packing industry follow from observable data. Critique-judging, rating, assessing inconsistencies between criteria, situations, events, products Example: Judge which of the two Doctrines was most effective in achieving the desired outcomes outlined by the U.S. Generate-hypothesizing, coming up with theories or statements based on criteria Example: Generate alternative hypotheses for the failure to pass the Equal Rights amendment (ERA). Example: Generate alternative hypotheses for the national economic recession of 2009. Plan-designing a procedure or something to get a task done Example: Plan a research paper on an approved historical topic. Example: Design a new alternative system of transportation between urban, suburban and rural communities. Produce-constructing or inventing a new product

*Understand-Asks individuals to construct meaning from instructional messages, including oral, written and graphic communication.

*Apply-Asks individuals to carry out or use a procedure in a given situation.

*Analyze-Asks individuals to break material into its constituent parts and determine how the parts relate to one another and to an overall structure or purpose. The analysis is of the whole thing. Going from the whole to the parts. How do the pieces fit?

*Evaluate-Asks individuals to make judgments based on criteria and standards of the whole.

*Create-Asks individuals to put elements together to form a coherent or functional whole; reorganize elements into new pattern or structure. Something totally new must be the end result. Creating a college would not be what is meant with using create in RBT.


NCDPI-SS Doc

Example: Build a model of how you envision a green community 30 years into the future.
4/2010