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  • Ush Strand 2 Rubric

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    The document outlines rubric scores and evidence levels for assessing student understanding of perspectives on how individuals, groups, and institutions enact changes related to the environment, science, technology, safety, freedom, equality, and justice. Higher scores require analyzing or assessing these roles from various perspectives, while lower scores involve identifying, interpreting, or describing their roles.

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    ush strand 2 rubric

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    The document outlines rubric scores and evidence levels for assessing student understanding of perspectives on how individuals, groups, and institutions enact changes related to the environment, science, technology, safety, freedom, equality, and justice. Higher scores require analyzing or assessing these roles from various perspectives, while lower scores involve identifying, interpreting, or describing their roles.

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    28 views1 page

    Ush Strand 2 Rubric

    Uploaded by

    api-234727365
    The document outlines rubric scores and evidence levels for assessing student understanding of perspectives on how individuals, groups, and institutions enact changes related to the environment, science, technology, safety, freedom, equality, and justice. Higher scores require analyzing or assessing these roles from various perspectives, while lower scores involve identifying, interpreting, or describing their roles.

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    © All Rights Reserved
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    of 1

    History Standards for IC and for SBLA Rubrics

    Open Standards (Mean)

    2. Perspectives

    Identify the role of individuals, groups, and institutions and assess their role through a variety of
    perspectives in enacting changes to the environment, scientific and technological realms, safety,
    freedom, equality, and justice.

    Score Evidence of Depth of Knowledge

    Identify the role of individuals, groups, and institutions.

    4 Analyze their role through a variety of perspectives in enacting changes to the


    environment, scientific and technological realms, safety, freedom, equality, and
    justice.

    Identify the role of individuals, groups, and institutions.

    3 Assess their role through a variety of perspectives in enacting changes to the


    environment, scientific and technological realms, safety, freedom, equality, and
    justice.

    Identify the role of individuals, groups, and institutions.

    2 Interpret their role through a variety of perspectives in enacting changes to the


    environment, scientific and technological realms, safety, freedom, equality, and
    justice.

    Identify the role of individuals, groups, and institutions.


    1 Describe their role in enacting changes to the environment, scientific and
    technological realms, safety, freedom, equality, and justice.

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

    Definitions:

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