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Continue with this Power Point to receive an explanation of Grading System.

Understand: I Do Not GIVE Grades – You EARN Them

Grading: American History

Standards Based Grading System

Grades Are Based on How Well You Understand a Concept

• The National, State, and Local Departments of Education set “standards”, or goals on what each student should learn from a class.

• That student either gets the idea, or not.• If the student “gets” it, the standard is “Mastered.”• If not “Mastered” the student is given several opportunities to

relearn or redo a task until it is “Mastered.”• Grade cards may show that the student almost understands the

concept (Almost Mastered), Is making progress (Developing) or has not achieved progress yet (Not Mastered). “No Evidence” shows that the teacher has not covered the subject enough or has not assigned enough projects to evaluate the student yet.

A Student who does not do the assigned work

will NOT receive a “No Evidence.” He or she will

receive a “Not Mastered.”(unless there has not been

sufficient time for completion, as in the case

of absence, etc.)Reluctance to do the work may also appear on the grade card in the separate notes on work habits, that is not part of the grade.

Standard in this Class are Written

as “I Can Statements. Each “I Can”

Statement has a few goals to

reach to show mastery.

“I Can…”

FIND & EVALUATE the QUALITY of NEEDED INFORMATION by:• A. creating questions to guide my

searches.• B. seeking information from various sources,

online & offline. • C. determining accuracy of information.• D. identifying a source's point-of-view & bias.

“I Can…”

MAKE SENSE of the INFORMATION I COLLECT by:• A. reading & interpreting information, with

particular attention to maps, pictures/diagrams, political cartoons, primary sources, & audiovisual information.

• B. determining the central idea from primary and secondary sources & providing

• C. determining meanings of special vocabulary from text.

“I Can…”

• SHARE MY INFORMATION by:• A. logically organizing information for

specific audiences.• B. supporting presentations with

appropriate visuals, including images, charts, graphs or maps.

• C. giving credit to sources, following a standard citation format (MLA).

“I Can…”• DRAW CONCLUSIONS, MAKE PREDICTIONS and DEBATE by:• A. identifying trends & patterns in data.• B. analyzing & interpreting data from various sources.• C. citing specific evidence from text or media to

support conclusions or predictions.• D. developing a claim or thesis.• E. providing relevant evidence from text or other

media to support claim.• F. considering counter-claims & either refute or

support them.

“I Can…”

• UNDERSTAND CAUSE & EFFECT RELATIONSHIPS by:

• A. making and using effective timelines.• B. tracing multiple cause/effect

relationships.• C. making predictions based on

cause/effect patterns

“I Can…”

• . IDENTIFY & EXPLAIN the PRINCIPLES of DEMOCRACY by:

• A. Describing origins of democratic government.

• B. Identifying & explaining principles listed in the Declaration of Independence.

“I Can…”

• EXPLAIN the SEVEN PRINCIPLES of our CONSTITUTIONAL GOVERNMENT by:

• Explaining the workings of our government as detailed in the Constitution

“I Can…”

• DEMONSTRATE GOOD CITIZENSHIP by:• A. Identifying our rights, limits and

responsibilities.• B. Describing and showing how

individuals can participate in and influence their government.

“I Can…”

• RELATE THE STORY OF OUR MULTICULTURAL HERITAGE by:

• A. Describing how America's various cultures and identities (such as religious beliefs, history, etc.) formed this country.

• B. Examining the impact of cultural identity and influences on people’s behavior and perception.

• C. Recognizing cultural biases and their impacts on cultural interaction.

“I Can…”

• CONSIDER CONFLICT RESOLUTION:• A. Recognizing sources of conflict among

individuals and cultures.• B. Proposing solutions to conflicts among

individuals and cultures.• C. Analyzing effectiveness of proposed

solutions.

“I Can…”• EXPLAIN HOW ECONOMIC DECISIONS AFFECT US ALL by.• A. Evaluating opportunity costs.• B. Describing sources of value and wealth in a market and

command economy.• C. Describing the impacts of trade relationships and barriers.• D. Analyzing the impact of government involvement in

economics.• E. Evaluating the impact of historical monetary and fiscal

policies.• F. Explaining how the Industrial Revolution increased

productivity and economic growth & how it affected standards of living.

“I Can…”• 12. DESCRIBE HOW THE FIVE THEMES OF GEOGRAPHY

IMPACTED AMERICANS YESTERDAY AND TODAY by;• A. Identifying and describing various physical,

political, and cultural regions. • B. Explaining how people adapt to, or change their

environment to meet their needs.• C. Analyzing push/pull factors of migration and their effects

on a particular location, especially in American history• D. Explaining how various regions relate to and

change over time.