2017 Social Studies Review
Social Studies Evaluation Tool – US History I Grade
Publisher Name: / Click here to enter text. /Title: / Click here to enter text. /
ISBN # / Click here to enter text. /
Author: / Click here to enter text. /
Copyright / Click here to enter text. /
Reviewer ID: / Click here to enter text. /
Instructions
Publishing Company:
- Complete the course evaluation form below. Please provide written explanation as to how the material meets the standard along with location references.
- Please use information and attachments to complete the course evaluation form.
- Explain any discrepancies between your findings and those provided information. Explanations and comments should directly reflect the rubric.
- Further explain any findings.
Standards Alignment Evaluation Rubric
0 = No Alignment– Not Evident:content as described in the Standards is not evident.
.5 = Partial Alignment- Partially Evident: content as described in the Standards is partially evident and there are few gaps.
1 =High Alignment– Clearly Evident: content is fully aligned as described in the Standards and repeatedly included to guarantee extensive opportunities for students to work with the
content. Alignment is clearly evident.
N/A = Not applicable for standard.
Idaho Content Standards: Social Studies- US History I
Standard 1: History
Students in U.S. History I build an understanding of the cultural and social development of the United States, trace the role of migration and immigration of people in the development of the United States, identify the role of American Indians in the development of the United States, analyze the political, social, and economic responses to industrialization and technological innovations in the development of the United States, and trace the role of exploration and expansion in the development of the United States.
Goal / Objective - The student will: / List units with specific examples of where standards are Introduced/Taught/Assessed.
Include a narrative explanation. / Point Value
0/.5/1
(Reviewer)
Goal 1.1: Build an understanding of the cultural and social development of the United States. / 6-12.USH1.1.1.1 Compare and contrast early cultures and settlements that existed in North America prior to European contact. / Click here to enter text. / Choose an item. /
6-12.USH1.1.1.2 Compare and contrast the different cultural, religious, and social influences that emerged in the North American colonies. / Click here to enter text. / Choose an item. /
6-12.USH1.1.1.3 Describe the experiences of culturally, ethnically, and racially different groups existing as part of American society prior to the Civil War. / Click here to enter text. / Choose an item. /
6-12.USH1.1.1.4 Analyze the common traits, beliefs, and characteristics that unite the United States as a nation and a society. / Click here to enter text. / Choose an item. /
6-12.USH1.1.1.5 Discuss the causes and effects of various compromises and conflicts in American history such as the American Revolution, Civil War and Reconstruction. / Click here to enter text. / Choose an item. /
Goal 1.2: Trace the role of migration and immigration of people in the development of the United States. / 6-12.USH1.1.2.1 Analyze the religious, political, and economic motives of immigrants who came to North America. / Click here to enter text. / Choose an item. /
6-12.USH1.1.2.2 Explain the motives for and the consequences of slavery and other forms of involuntary immigration to North America. / Click here to enter text. / Choose an item. /
6-12.USH1.1.2.3 Analyze the concept of Manifest Destiny and its impact in the development of the United States. / Click here to enter text. / Choose an item. /
Goal 1.3: Identify the role of American Indians in the development of the United States. / 6-12.USH1.1.3.1 Trace federal policies and treaties such as removal, reservations, and allotment throughout history that have impacted contemporary American Indians. / Click here to enter text. / Choose an item. /
6-12.USH1.1.3.2 Explain how and why events may be interpreted differently according to the points of view of participants and observers. / Click here to enter text. / Choose an item. /
6-12.USH1.1.3.3 Discuss the resistance of American Indians to assimilation. / Click here to enter text. / Choose an item. /
Goal 1.4: Analyze the political, social, and economic responses to industrialization and technological innovations in the development of the United States. / 6-12.USH1.1.4.1 Explain the effects of scientific and technological inventions and changes on the social and economic lives of the people in the development of the United States. / Click here to enter text. / Choose an item. /
6-12.USH1.1.4.2 Explain how the development of various modes of transportation increased economic prosperity and promoted national unity. / Click here to enter text. / Choose an item. /
Goal 1.5: Trace the role of exploration and expansion in the development of the United States. / 6-12.USH1.1.5.1 Examine the development of diverse cultures in what is now the United States. / Click here to enter text. / Choose an item. /
6-12.USH1.1.5.2 Identify significant countries and their roles and motives in the European exploration of the Americas. / Click here to enter text. / Choose an item. /
6-12.USH1.1.5.3 Describe and analyze the interactions between native peoples and the European explorers. / Click here to enter text. / Choose an item. /
6-12.USH1.1.5.4 Summarize the major events in the European settlement of North America from Jamestown to the end of the 18th century. / Click here to enter text. / Choose an item. /
6-12.USH1.1.5.5 Identify the United States territorial expansion between 1801 and 1861 and explain internal and external conflicts. / Click here to enter text. / Choose an item. /
Standard 2: Geography
Students in U.S. History I analyze the spatial organizations of people, places, and environment on the earth’s surface, explain how human actions modify the physical environment and how physical systems affect human activity and living conditions, and trace the migration and settlement of human populations on the earth’s surface.
Goal / Objective - The student will: / List units with specific examples of where standards are Introduced/Taught/Assessed.
Include a narrative explanation. / Point Value
0/.5/1
(Reviewer)
Goal 2.1: Analyze the spatial organizations of people, places, and environment on the earth’s surface. / 6-12.USH1.2.1.1 Develop and interpret different kinds of maps, globes, graphs, charts, databases and models. / Click here to enter text. / Choose an item. /
Goal / Objective - The student will: / Provider: List units with specific examples of where standards are Introduced/Taught/Assessed.
Include a narrative explanation. / Point Value
0/.5/1
(Reviewer)
Goal 2.2: Explain how human actions modify the physical environment and how physical systems affect human activity and living conditions. / 6-12.USH1.2.2.1 Analyze ways in which the physical environment affected political, social, and economic development. / Click here to enter text. / Choose an item. /
Goal 2.3: Trace the migration and settlement of human populations on the earth’s surface. / 6-12.USH1.2.3.1 Describe Pre-Columbian migration to the Americas. / Click here to enter text. / Choose an item. /
6-12.USH1.2.3.2 Analyze the impact of the Columbian exchange. / Click here to enter text. / Choose an item. /
6-12.USH1.2.3.3 Illustrate westward migration across North America. / Click here to enter text. / Choose an item. /
Standard 3: Economics
Students in U.S. History I explain basic economic concepts, identify different influences on economic systems, and analyze the different types of economic institutions.
Goal / Objective - The student will: / List units with specific examples of where standards are Introduced/Taught/Assessed.
Include a narrative explanation. / Point Value
0/.5/1
(Reviewer)
Goal 3.1: Explain basic economic concepts. / 6-12.USH1.3.1.1Describe the economic characteristics of mercantilism. / Click here to enter text. / Choose an item. /
6-12.USH1.3.1.2Compare the economic development of the North with the South. / Click here to enter text. / Choose an item. /
Goal 3.2: Identify different influences on economic systems. / 6-12.USH1.3.2.1Describe the emergence and evolution of a market economy. / Click here to enter text. / Choose an item. /
6-12.USH1.3.2.2Analyze the role of government policy in the early economic development of the United States. / Click here to enter text. / Choose an item. /
Goal / Objective - The student will: / List units with specific examples of where standards are Introduced/Taught/Assessed.
Include a narrative explanation. / Point Value
0/.5/1
(Reviewer)
Goal 3.3: Analyze the different types of economic institutions. / 6-12.USH1.3.3.1Evaluate the role of financial institutions in the economic development of the United States. / Click here to enter text. / Choose an item. /
Goal 3.4: Explain the concepts of personal finance. / 6-12.USH1.3.4.1 Analyze how economic conditions affect personal finance. / Click here to enter text. / Choose an item. /
Standard 4: Civics and Government
Students in U.S. History I build an understanding of the foundational principles of the American political system, the organization and formation of the American system of government, that all people in the United States have rights and assume responsibilities, and the evolution of democracy.
Goal 4.1: Build an understanding of the foundational principles of the American political system. / 6-12.USH1.4.1.1 Trace the development of constitutional democracy in the United States, such as the Mayflower Compact, colonial assemblies, and colonial rebellions. / Click here to enter text. / Choose an item. /
6-12.USH1.4.1.2 Identify fundamental values and principles as expressed in basic documents including the Declaration of Independence, Articles of Confederation, and the United States Constitution. / Click here to enter text. / Choose an item. /
6-12.USH1.4.1.3 Evaluate issues in which fundamental values and principles are in conflict, such as between liberty and equality, individual interests and the common good, and majority rule and minority protections. / Click here to enter text. / Choose an item. /
Goal 4.2: Build an understanding of the organization and formation of the American system of government. / 6-12.USH1.4.2.1Explain how the executive, legislative, and judicial powers are distributed and shared among the three branches of national government. / Click here to enter text. / Choose an item. /
6-12.USH1.4.2.2Explain how and why powers are distributed and shared between national and state governments in a federal system. / Click here to enter text. / Choose an item. /
Goal 4.3: Build an understanding that all people in the United States have rights and assume responsibilities. / 6-12.USH1.4.3.1Provide and evaluate examples of social and political leadership in early American history. / Click here to enter text. / Choose an item. /
6-12.USH1.4.3.2Describe ways in which citizens participated in early American public life. / Click here to enter text. / Choose an item. /
Goal 4.4: Build an understanding of the evolution of democracy. / 6-12.USH1.4.4.1Describe the role of gender, race, ethnicity, religion, and national origin on the development of individual and political rights. / Click here to enter text. / Choose an item. /
Standard 5: Global Perspectives
Students in U.S. History I build an understanding of multiple perspectives and global interdependence.
Goal / Objective - The student will: / List units with specific examples of where standards are Introduced/Taught/Assessed.
Include a narrative explanation. / Point Value
0/.5/1
(Reviewer)
Goal 5.1: Build an understanding of multiple perspectives and global interdependence. / 6-12.USH1.5.1.1Explain the significance of principle policies and events in the United States’ relations with the world, such as the War of 1812, Monroe Doctrine, Mexican-American War and Spanish-American War. / Click here to enter text. / Choose an item. /
6-12.USH1.5.1.2Evaluate the major foreign policy positions that have characterized the United States’ relations with the world, such as isolationism and imperialism. / Click here to enter text. / Choose an item. /
6-12.USH1.5.1.3Analyze how national interest shapes foreign policy. / Click here to enter text. / Choose an item. /
Indicators of Quality
Literacy Connections Across All Content Areas / Evidence-Give specific example / Rating:
(Reviewer only)
Students will build knowledge and academic language through content rich, complex nonfiction texts. / Click here to enter text. / Choose an item. /
Students will participate in Reading/Writing/Speaking that is grounded in evidence from the text, across the curriculum. / Click here to enter text. / Choose an item. /
Students will use digital resources strategically to conduct research and create and present material in oral and written form. / Click here to enter text. / Choose an item. /
Students will collaborate effectively for a variety of purposes while also building independent literacy skills. / Click here to enter text. / Choose an item. /
Equity / Evidence-Give specific example / Rating:
(Reviewer only)
- Materials are free from bias in their portrayal of ethnic groups, gender, age, disabilities, culture, religion, etc. and contain accommodations for multiple learning styles, students with exceptionalities, English Language Learners, and cultural differences.
- Multicultural Representation
- Free from bias
- Designed for use in planning and implementation of differentiated instruction addressing multiple learning styles and the needs of Talented and Gifted (TAG), English Language Learners (ELL) and Special Education (SPED) students.
- The material provides a balanced representation of points of view regarding issues such as race, gender, religion, environment, business, industry, political orientation, careers and career choices.
- The material offers texts representing a wide array of cultures and experiences, allowing students opportunities to learn about situations similar to and different from their own personal experiences.
Accessibility / Evidence-Give specific example / Rating:
(Reviewer only)
- Accessible Education Materials (AEM):
- Submitted core PRINT materials must include assurance from the publishers agreeing to comply with the most currentNational Instructional Materials Accessibility Standard (NIMAS) specifications regarding accessible instructional materials.
Student Focus / Evidence-Give specific example / Rating: (Reviewer only)
- The material supports the sequential and cumulative development of foundational skills. Those skills are necessary for a student’s independent comprehension of grade-level complex texts and mastery of tasks called for by the standards.
- The material provides many and varied opportunities for students to work with each standard within the grade level.
- The material reflects the progression of the strands and how they build within and across the grades in a logical way. This enables students to develop and demonstrate their independent capacity to read and write at the appropriate level of complexity and sophistication indicated by the standards.
- The material engages the reader, i.e. does it correspond with age appropriate interests?
- The material cross-refers and integrates with other subjects in related areas of the curriculum.
- The material includes strategies and textual content that are grade appropriate.
- The material has a balance of text types and lengths that encourage close, in-depth reading and rereading, analysis, comparison, and synthesis of texts.
- The material includes sufficient supplementary activities or assignments that are appropriately integrated into the text.
- The material has activities and assignments that develop problem-solving skills and foster synthesis and inquiry at both an individual and group level.
- The material has activities and assignments that reflect varied learning styles of students.
- The material includes appropriate instructional strategies.
Pedagogical Approach / Evidence-Give specific example / Rating: (Reviewer only)
- The material offers strategies for teachers to meet the needs of a range of learners, including advanced students and those requiring remediation.
- The material provides suggestions for scaffolding that support the comprehension of grade-level text without replacing students’ opportunities for full and regular encounters with grade-level complex texts. Removing the scaffolding over the course of the materials is encouraged.
- The material provides opportunities for supporting English language learners to regularly and actively participate with grade-level text.
- The material gives clear and concise instruction to teachers and students. It is easy to navigate and understand.
- The material assesses students at a variety of knowledge levels (e.g., recall, inferencing/analyzing, reasoning, problem solving) centered on grade-level texts that are clearly aligned and measureable against the expectations of the ICS.
- The material offers ongoing, easily implemented, and varied assessments.
- Assessments should clearly denote which standards are being emphasized. They should also include aligned rubrics and scoring guidelines that provide sufficient guidance to teachers for interpreting student performance and suggestions for follow-up.
Presentation and Design / Evidence-Give specific example / Rating: (Reviewer only)
- The material has an aesthetically appealing appearance (attractive, inviting).
- Layout is consistent, clear, and understandable.
- The material has headings and sub-headings that make it easy to navigate through the book.
- Chapters are logically arranged.
- Text provides a useful table of contents, glossary, and index.
- Text contains references, bibliography, and resources.
- The material uses a language/reading level suitable for the intended readers.
- The material has a reasonable and appropriate balance between text and illustration. The material has grade-appropriate font size.
- The illustrations clearly cross-reference the text, are directly relevant to the content (not simply decorative), and promote thinking, discussion, and problem solving.
- Non-text content (performance clips, images, maps, globes, graphs, pictures, charts, databases, and models) are accurate and well integrated into the text.
Technology / Evidence-Give specific example / Rating: (Reviewer only)
- The material includes or references technology that provides teachers with additional tasks for students.
- The material includes guidance for the mindful use of embedded technology to support and enhance student learning.
Does the electronic/digital/online version of the materials: / Evidence-Give specific example / Rating: (Reviewer only)
- The material has “platform neutral” technology (i.e., will run on Windows or other platforms) and availability for networking.
- The material has a user-friendly and interactive interface allowing the user to control (shift among activities).