Social Sciences: I can now analyze the relationship between people (Which people? What time period?) and a
place (Which location? What situation?), an idea (What do people understand? What are they thinking?) or an
event (What’s happening? What’s the situation?). Advice: Choose a place, idea, or event--but not all three. This
will help focus your analysis.
Check
Total
Points
Social Sciences Rubric
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1. Students include a claim that answers the question: I can now analyze the relationship
between people (Which people? What time period?) and a place (Which location? What
situation?), an idea (What do people understand? What are they thinking?) or an event
(What’s happening? What’s the situation?). Advice: Choose a place, idea, or event--but
not all three. This will help focus your analysis.
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2. Students state what they created for evidence, and describe what they have uploaded.
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3. Students explain how the learning was different. Give an example of what they understood
before and explain how their analysis of the relationship results in new learning. Describe
the cause and effect of the relationship that you analyzed. (State what happened and what
caused it to happen.)
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4. Students explain how the learning was more complex (complicated/in-depth). Give
specific details of the strengths and weaknesses that came from this relationship that
made it more complex (complicated/in-depth) This is a strength that came from this
relationship. _______ This is a weakness that came from this relationship. _______ .
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5. Students list specific evidence/facts that support their analysis of the strength and
weakness that they identified.
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6. Students explain to the readers the meaning behind the human action/s (What are the
intentions or beliefs in the relationship? Why do they matter?)
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7. Students use reasoning to tell how the relationship analysis can be used in their lives
now.
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8. Students use reasoning to tell how the relationship analysis might be used in a future
career.
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9. Every sentence begins with a capital letter and uses standard punctuation. All proper
nouns are capitalized. The personal pronoun I is always capitalized.
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10. There are no more than three basic errors in the paragraph. The paper is written in
complete sentences that use correct spelling, punctuation, grammar usage, and
capitalization.
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11. Paragraph document is uploaded and typed in 11 or 12 point Calibri, Arial, or Times New
Roman.
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12. First and last name is in the upper left hand corner.
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13. Project is uploaded and serves as evidence of the claim.
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You must achieve a score of 100% on this paragraph. After you get 100% on your paragraph, you must upload it
as a Google Document to Turnitin.
Social Sciences Rubric, Paragraph Prompts and Sentence Template
These sentence prompts are provided to help you express your thoughts if you get stuck. The numbers coincide
with the rubric item numbers.
Advice: Choose a place, idea, or event--but not all three. This will help focus your analysis. (analysis: a
discussion of the strengths and weaknesses that exist between the people that you identified and the place,
idea, or event that you selected AND your idea about what the effects of the relationship were--and what caused
them (What happened? What caused it to happen?).
1. I can analyze the relationship between ______ (Which people? What time period?) and (Choose one of
2.
3.
4.
5.
6.
7.
8.
the three)
 a place (Which location? What situation?)
 an idea (What do people understand? What are they thinking?)
 an event (What’s happening? What’s the situation? What is going on?).
The evidence that I uploaded is _____. (Describe the evidence. What does it look like? What is it made
out of? What is it used for?)
What I understand now is different because in the past I thought that __________. (Discuss what you
thought before you analyzed this relationship and how your thinking changed.)
This is what happened. __________. This is what caused it to happen. ________. (Describe the cause
and effect of the relationship you analyzed.)
This is more complex (complicated/in-depth) because instead of just understanding _____ (restate what
happened) as I did in the past, the analysis allowed me to identify strengths and weaknesses that came
from this relationship. A strength that came from this relationship was _______. A weakness that came
from this relationship was ______.
This is the evidence that supports my opinions. (Use specific evidence to explain why each each strength
and weakness existed.)
With this analysis, I now understand __________ (What is the meaning behind the human action/s?
What were the intentions or beliefs? Why does it matter?)
I can now use this relationship analysis to understand why ____________ (Explain how you would apply
this relationship analysis in your daily life or in one of your classes.)
In a future career I might be able to use this relationship analysis to ___________(Explain how someone might
use this relationship to increase understanding on a job.)
Example:
I can now analyze the relationship between the women of WWII and their place in the work force because prior
to WWII women did not generally work in industries. The evidence that I uploaded is a PowerPoint presentation I
created for class that shows what women generally did before the war and what they did during the war. What I
understand now is different because in the past I thought that women had always worked in steel factories and
coal mines. This is what happened. Prior to WWII, only men worked in places like steel plants and coal mines,
but during the war, the women worked there. This is what caused it to happen. Since the men were enlisted in
the armed forces, the women were hired to work in steel plants and coal mines. This is more complex
(complicated/in-depth) because instead of just understanding that women took men’s places in jobs during WWII
as I did in the past, the analysis allowed me to identify strengths and weaknesses that came from this
relationship. A strength that came from this relationship was that women learned that they could do many of the
same jobs that the men did; whereas, before they often thought that they were not physically strong enough to
do them. A weakness that came from this relationship was that when the war was over, many of the women had
lost their husbands, but they were not allowed to keep the jobs in the steel plants and coal mines because the
men returning home from the war needed the jobs. With this analysis, I now understand that these women had a
hard time supporting their families--even though they were capable of doing the same work--because the owners
would no longer hire women to do those jobs when the men came home from the war. I can now use a
relationship analysis to understand why people might believe that others should or should not have a specific job
or be in a certain class. In a future career I might be able to use a relationship analysis to think carefully about
why I would or would not hire someone to do a job.