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History Standards for IC and for SBLA Rubrics

Open Standards (Mean)

4. Social Studies Skills

Evaluate the relationship between historical sources and the secondary interpretations made
from them by writing arguments focused on historical content, determining the meaning of
words and phrases as they are used in content relevant text, and using maps.

Score Evidence of Depth of Knowledge

Cite evidence to support analysis of primary and secondary sources, connecting


insights gained from specific details to an understanding of the text as a whole.
Critique an argument of a historical source and synthesize multiple arguments
into one new coherent argument.
4 Determine the meaning of words and phrases as they are used in content
relevant text.
Using maps, synthesize the spatial patterns of physical, cultural, political,
economic, and environmental characteristics.

Evaluate the relationship between historical sources and the secondary


interpretations made from them.
Cite evidence from multiple sources to support claims and evaluate the credibility
of a source by its relevance and intended use.
3 Determine the meaning of words and phrases as they are used in content
relevant text.
Using maps, draw conclusions about spatial patterns of physical, cultural,
political, economic, and environmental characteristics.

Interpret the relationship between historical sources and the secondary


interpretations made from them.
Interpret a source and summarize its claims.
2 Determine the meaning of words and phrases as they are used in content
relevant text.
Using maps, interpret the spatial patterns of physical, cultural, political,
economic, and environmental characteristics.
Describe the relationship between historical sources and the secondary
interpretations made from them.
Identify the basic information about a source.
1 Determine the meaning of words and phrases as they are used in content
relevant text.
Using maps, identify the spatial patterns of physical, cultural, political, economic,
and environmental characteristics.

0 There is no, or insufficient, evidence of learning to assess the standard.

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