History/Social Studies 8-12
Teacher-Candidate Observation Form History/Social Studies Addendum1
Student Name:
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Student ID:
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District:
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Campus:
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Grade Observed:
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Date:
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Observation:
1
2
3
4
*Instructions:
Check the theme(s) applicable for lesson observed. A theme is based on whether the lesson pertains to world history,
geography, etc., but might not be limited to these themes. If you check a theme, you must assess all its components. If a theme
was not planned/observed for this lesson, do not enter a score.
Indicator
Quality Markers
Below
Expectations - 1
Approaches
Expectations - 2
Meets
Expectations - 3
1-3 points: The candidate exhibits little or no evidence of meeting the standard, or evidence that is below the
minimum acceptable expectations of the program. Does not enable students learning.
4-7 points: The candidate exhibits minimum performance in relation to essential knowledge, skills, or disposition
required by the standard. Provides basic evidence of attainment that meets minimum program expectations.
8-9 points: The candidate exhibits advanced performance in relation to essential knowledge, skills, or dispositions
required by the standard. Provides convincing evidence of sound work, usually with multiple examples of
achievement that substantially exceed minimum expectations and show excellence in performance which results
in all students learning.
1
(2004). Program standards for the initial preparation of social studies teachers. Silver Spring, MD: National Council for the Social Studies. Retrieved from
http://www.american.edu/cas/seth/pdf/upload/NCSS_NCATE_STDS-04rev.pdf
Varbelow Spring 2013
History/Social Studies 8-12
Check*
NCSS
Standard
Below Expectations
(1 pt. per criterion)
Approaches Expectations
(2 pts. per criterion)
Meets Expectations
(3 pts. per criterion)
Quality
Marker
Score
Anthropology
Culture and cultural
diversity
(NCSS 1.1)
History
Time, continuity,
and change
(NCSS 1.2)
Geography
People, places, and
environment
(NCSS 1.3)
Varbelow Spring 2013
Candidate enable learners to identify
how groups, societies, and cultures
address human needs and concerns
Candidate enable learners to
explain how groups, societies, and
cultures address human needs and
concerns
Candidate enable learners to analyze
how groups, societies, and cultures
address human needs and concerns
Candidate enables learners to give
examples for cultural unity and diversity
within groups
Candidate enables learners to give
examples for cultural unity and
diversity within and across groups
Candidate enables learners to give
examples for and describe the
importance of cultural unity and
diversity within and across groups
Candidate enables learners to
identify examples of behaviors which
contribute or pose obstacles to crosscultural understanding
Candidate enables learners to
describe examples of behavior as
reflecting values and attitudes which
contribute or pose obstacles to crosscultural understanding
Candidate enables learners to
interpret patterns of behavior as
reflecting values and attitudes which
contribute or pose obstacles to crosscultural understanding
Candidate enables learners to
identify historical events using key
concepts from the study of history
(chronology, causality, conflict)
Candidate enables learners to
explain historical events connections
among historical events by using key
concepts from the study of history
(chronology, causality, conflict)
Candidate enables learners to
analyze historical events and
connections among them by using key
concepts from the study of history (time,
chronology, causality, change, conflict,
and complexity)
Candidate enables learners to get a
general understanding of how the
present is connected to the past
Candidate assists learners in using
processes of critical historical inquiry
to reconstruct the past
Candidate assists learners in using
processes of critical historical inquiry to
reconstruct and reinterpret the past
Candidate enables learners to
understand that their present results
from the past but students make no
personal connection
Candidate enables learners to
analyze how their present is connected
to the past and how it might evolve in
the future
Candidate enables learners to
locate, distinguish, and describe
relationships among physical systems
Candidate enables learners to locate,
distinguish, and describe relationships
among and explain changes in patterns
of physical systems
Candidate enables learners to
describe relationships among physical
systems
Indicator
Score
History/Social Studies 8-12
Psychology
Individual
development and
identity
(NCSS 1.4)
Candidate enables learners to
identify interactions between human
beings and their physical environments
Candidate enables learners to
examine and interpret interactions
between human beings and their
physical environments
Candidate enables learners to
examine, interpret, and analyze
interactions between human beings and
their physical environments
Candidate challenges learners to
identify general uses of resources and
land
Candidate challenges learners to
identify uses of resources and land in
communities, regions, countries, and
the world
Candidate challenges learners to
consider, compare, and evaluate existing
uses of resources and land in
communities, regions, countries, and the
world
Candidate assists learners in
identifying personal connections to
time, place, or social/cultural systems as
they work independently and
cooperatively within groups and
institutions to accomplish goals
Candidate assists learners in
describing personal connections to
time, place, and social/cultural systems
as they work independently and
cooperatively within groups and
institutions to accomplish goals
Candidate assists learners in
analyzing and evaluating personal
connections to time, place, and
social/cultural systems as they work
independently and cooperatively within
groups and institutions to accomplish
goals
Candidate enables learners to
identify the influence of cultures upon
the daily lives of individuals
Candidate enables learners to
analyze the influence of cultures upon
the daily lives of individuals by
describing how group and cultural
influences contribute to the
development of a sense of self
Candidate enables learners to
analyze the influence of cultures, past
and present, upon the daily lives of
individuals by describing how group and
cultural influences contribute to the
development of a sense of self
Candidate guide learners as they
identify the interactions among ethical,
ethnic, national, or cultural factors in
specific situations
Candidate guide learners as they
describe the interactions among
ethical, ethnic, national, and
cultural factors in specific situations
Candidate guide learners as they
analyze the interactions among ethical,
ethnic, national, and
cultural factors in specific situations
Candidate enables learners to use the
concepts of status and social class to
identify the connections among
individuals, groups, and institutions in
society
Candidate enables learners to use
the concepts of status and social class
to describe the connections and
interactions among individuals,
groups, and institutions in society
Candidate enables learners to use the
concepts of role, status, and social class
to evaluate the connections and
interactions among individuals, groups,
and institutions in society
Candidate assists learners in
identifying examples of tensions
between expressions of individuality
and efforts of groups and institutions to
promote social conformity
Candidate assists learners in
describing examples of tensions
between expressions of individuality
and efforts of groups and institutions to
promote social conformity
Candidate assists learners in
analyzing examples of tensions between
expressions of individuality and efforts
of groups and institutions to promote
social conformity
Sociology
Individuals, groups
and institutions
(NCSS 1.5)
Varbelow Spring 2013
History/Social Studies 8-12
Science,
Technology
and Society
(NCSS 1.8)
Government
Power, authority,
and governance
(NCSS 1.6)
Economics
Production,
distribution, and
consumption
(NCSS 1.7)
Global
Connections
(NCSS 1.9)
Varbelow Spring 2013
Candidate enables learners to
identify examples of how the role of
institutions or belief systems further
both continuity and change
Candidate enables learners to
describe the role of institutions and
belief systems basic to specific
traditions in furthering both continuity
and change
Candidate enables learners to
examine the role of institutions and
belief systems basic to specific traditions
in furthering both continuity and change
Candidate enables learners to
identify current and historical examples
of the interaction and interdependence
of science, technology, and society
Candidate enables learners to
describe and examine current and
historical examples of the interaction
and interdependence of science,
technology, and society
Candidate enables learners to
analyze the interaction and
interdependence of science, technology,
and society in current and historical
examples
Candidate assists learners in
identifying examples of how science
and technology have transformed the
physical world, human society or our
understanding of time, space, place, and
human-environment interactions
Candidate assists learners in
describing how science and technology
have transformed the physical world,
human society and our understanding
of time, space, place, and humanenvironment interactions
Candidate assists learners in making
judgments about how science and
technology have transformed the
physical world, human society and our
understanding of time, space, place, and
human-environment interactions
Candidate enables learners to
identify various policies proposed to
deal with social changes resulting from
new technologies
Candidate enables learners to
describe various policies proposed to
deal with social changes resulting from
new technologies
Candidate enables learners to
evaluate various policies proposed to
deal with social changes resulting from
new technologies
Candidate enables learners to
identify the rights and responsibilities of
individuals in their nation
Candidate enables learners to
identify the rights and responsibilities
of individuals in relation to their
families, their social groups, their
communities, and their nation
Candidate enables learners to
examine the rights and responsibilities
of individuals in relation to their
families, their social groups, their
communities, and their nation
Candidate enables learners to
identify economic concepts in historical
and contemporary social developments
and issues
Candidate enables learners to apply
economic concepts when analyzing
historical and contemporary social
developments and issues
Candidate enables learners to apply
economic concepts and reasoning when
evaluating historical and contemporary
social developments and issues
Learners understand basic concepts
of production, distribution, and
consumption in society
Candidate enables learners to apply
economic concepts and principles to
understand models of economics
Candidate enables learners to
critically examine the values and
assumptions underlying the theories and
models of economics through the
application of economic concepts and
principles
Candidate enables learners to
identify conditions that contribute to
conflict, cooperation among societies,
and nations
Candidate enables learners to
explain conditions that contribute to
conflict, cooperation, and
interdependence among groups,
societies, and nations
Candidate enables learners to explain
conditions and motivations that
contribute to conflict, cooperation, and
interdependence among groups,
societies, and nations
History/Social Studies 8-12
Civics
(NCSS 1.10)
Candidate enables learner to identify
the relationships and tensions between
national sovereignty and global interests
Candidate enables learner to
explain the relationships and tensions
between national sovereignty and
global interests
Candidate enables learner to analyze
the relationships and tensions between
national sovereignty and global interests
Candidate enables students to
explain the purpose of government
Candidate enables students to
explain the purpose of government and
how its powers are used and justified
Candidate enables students to
explain the purpose of government and
how its powers are acquired, used, and
justified
Supervisor:
_________________________________________________________________________________________
Mentor:
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Varbelow Spring 2013