Interpretation: Students will explain aspects or parts of a topic, issue, event, experience, or idea of
importance in social studies.
Interpretation
Skills & Processes
1
Content Evidence
& Support
Minimal information is provided to support
the topic.
The presentation is not effective.
Minimal conceptual understanding
of the topic is demonstrated.





The subject is inadequately explained.
Few, if any, relationships are identified or
comparisons are made.
No logical inferences are drawn.
The conclusion, if provided, is
unsubstantiated or illogical.
The treatment of the subject yields a somewhat
inadequate or partially accurate interpretation.
Some information is provided to support
the topic, but it is inadequate.
The presentation is somewhat
effective.
Concepts and important
ideas pertinent to the topic
are seldom or never used.

Little or no logic or language
appropriate to the topic is
evident.

Few, if any, examples are
used to illustrate the
concepts presented.

Conclusions, if offered, are
largely illogical or
inaccurate.
Some conceptual understanding of
the topic is demonstrated.










The subject is somewhat inadequately
explained.
Some relationships are identified or
comparisons are made.
Some logical inferences are drawn.
The conclusion is partially substantiated.
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

3
Information may be irrelevant to the
topic.
Most information is inaccurate, noncredible, or unverifiable.
The content and scope of
information are inadequate for the
topic.
Sources of information are not
communicated.
Some information relevant to the
task is employed.
Some information is inaccurate,
non-credible, or unverifiable.
The content and scope of
information are somewhat
inadequate for the purpose.
Sources of information may be
inadequately communicated.




The presentation is not
appropriate for the purpose or
topic.
Ideas are poorly developed and
disorganized.
Errors in sentence structure,
grammar, mechanics, word
choice, or usage seriously
interfere with the clarity and
effectiveness of the
communication.
The presentation is somewhat
appropriate for the purpose and
topic.
Ideas are partially developed
but somewhat disorganized.
Errors in sentence structure,
grammar, mechanics, word
choice, or usage may
sometimes interfere with the
clarity and effectiveness of the
communication.
The treatment of the subject yields an
adequate and accurate interpretation.
Adequate information is provided to
support the topic.
The presentation is effective.






The subject is adequately explained.
Adequate relationships are identified or
comparisons are made.
Logical inferences are drawn.
The conclusion is logical and consistent
with the evidence given.
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

4
Conceptual
Understanding
The treatment of the subject yields an
implausible or inaccurate interpretation.


2
Communication
& Presentation
Information relevant to the topic is
provided.
Although minor inaccuracies may be
present, most information is
accurate, credible, and verifiable.
The content and scope of
information are adequate for the
topic.
Most sources of information are
adequately communicated.


The presentation is appropriate
for the purpose and topic.
Ideas are adequately
developed and generally well
organized.
Errors in sentence structure,
grammar, mechanics, word
choice, or usage seldom
interfere with the clarity and
effectiveness of the
communication.
The treatment of the subject yields an accurate
and insightful interpretation.
Information to support the topic is carefully
selected and skillfully utilized.
The presentation is highly effective.






The subject is thoroughly explained.
Many relationships are identified or
thorough comparisons are made.
Logical inferences are drawn.
The conclusion is logical and consistent
with the evidence given, and is insightful.



Information highly relevant to the
topic is provided.
Information is detailed, accurate,
credible, and verifiable.
The content and scope of
information fully support the topic.
Sources of information are fully and
clearly communicated.


The presentation is highly
appropriate for the purpose and
topic.
Ideas are thoroughly developed
and well organized.
Sentence structure, grammar,
mechanics, word choice, and
usage enhance the clarity and
effectiveness of the
communication.
Some concepts and
important ideas pertinent to
the topic are used.

Some use of logic and
language appropriate to the
topic is evident.

Some examples are used to
illustrate the concepts
presented.

Conclusions may be
somewhat illogical or
inaccurate.
Adequate conceptual
understanding of the topic is
demonstrated.

Concepts and important
ideas pertinent to the topic
are accurately used.

Logic and language
appropriate to the topic are
evident.

Examples are used to
adequately illustrate the
concepts presented.

Conclusions are generally
logical and accurate.
Superior conceptual
understanding of the topic is
demonstrated.




Concepts and important
ideas pertinent to the topic
are skillfully applied.
Logic and language
appropriate to the topic are
present throughout.
Examples used enhance
understanding of the
concepts presented.
Conclusions are logical and
accurate, and may be
insightful.
1
Issue Analysis: Students will examine and analyze an issue of importance in social studies.
Issue Analysis
Skills & Processes
1
2
Conceptual Understanding
Minimal information is provided to
support the topic.
The presentation is not effective.
Minimal conceptual understanding of the
topic is demonstrated.

The statement of the issue and
its significance is unclear.

Few, if any, important
components of the issue are
identified.

Interrelationships among
components are not
recognized.

Different perspectives are not
acknowledged.

The conclusions, if provided,
are illogical or inconsistent with
the analysis.
Some evidence of analysis is
demonstrated.








The statement of the issue and
its significance is somewhat
unclear.
A few important components of
the issue are identified and
analyzed.
Interrelationships among
components are seldom
analyzed.
Different perspectives may not
be acknowledged.
The conclusions are somewhat
illogical or based on inadequate
analysis.



Information may be irrelevant to
the topic.
Most information is inaccurate,
non-credible, or unverifiable.
The content and scope of
information are inadequate for
the topic.
Sources of information are not
communicated.
Some information is provided to
support the topic, but it is inadequate.



Some information relevant to the
task is employed.
Some information is inaccurate,
non-credible, or unverifiable.
The content and scope of
information are somewhat
inadequate for the purpose.
Sources of information may be
inadequately communicated.


The presentation is not
appropriate for the purpose or
topic.
Ideas are poorly developed and
disorganized.
Errors in sentence structure,
grammar, mechanics, word
choice, or usage seriously
interfere with the clarity and
effectiveness of the
communication.
The presentation is somewhat effective.



The presentation is somewhat
appropriate for the purpose and
topic.
Ideas are partially developed but
somewhat disorganized.
Errors in sentence structure,
grammar, mechanics, word
choice, or usage may sometimes
interfere with the clarity and
effectiveness of the
communication.



Concepts and important ideas pertinent
to the topic are seldom or never used.
Little or no logic or language
appropriate to the topic is evident.
Few, if any, examples are used to
illustrate the concepts presented.
Conclusions, if offered, are largely
illogical or inaccurate.
Some conceptual understanding of the topic
is demonstrated.




Some concepts and important ideas
pertinent to the topic are used.
Some use of logic and language
appropriate to the topic is evident.
Some examples are used to illustrate
the concepts presented.
Conclusions may be somewhat illogical
or inaccurate.
Adequate evidence of analysis is
demonstrated.
Adequate information is provided to
support the topic.
The presentation is effective.
Adequate conceptual understanding of the
topic is demonstrated.
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
4
Communication &
Presentation
Little or no evidence of analysis is
demonstrated.

3
Content Evidence &
Support
The statement of the issue and
its significance is clear.
Significant components of the
issue are identified and
analyzed.
Some interrelationships among
components may be analyzed.
Different perspectives are
acknowledged.
The conclusions are logical and
consistent with the analysis.



Information relevant to the topic
is provided.
Although minor inaccuracies may
be present, most information is
accurate, credible, and verifiable.
The content and scope of
information are adequate for the
topic.
Most sources of information are
adequately communicated.


The presentation is appropriate for
the purpose and topic.
Ideas are adequately developed
and generally well organized.
Errors in sentence structure,
grammar, mechanics, word
choice, or usage seldom interfere
with the clarity and effectiveness
of the communication.



Concepts and important ideas pertinent
to the topic are accurately used.
Logic and language appropriate to the
topic are evident.
Examples are used to adequately
illustrate the concepts presented.
Conclusions are generally logical and
accurate.
Evidence of thorough analysis is
demonstrated.
Information to support the topic is
carefully selected and skillfully utilized.
The presentation is highly effective.
Superior conceptual understanding of the
topic is demonstrated.








The statement of the issue and
its significance is clear and
thorough.
Significant components of the
issue are identified and
thoroughly analyzed.
Interrelationships among
components are analyzed.
Different perspectives are
acknowledged and explained.
The conclusions are logical and
consistent with the analysis.



Information highly relevant to the
topic is provided.
Information is detailed, accurate,
credible, and verifiable.
The content and scope of
information fully support the
topic.
Sources of information are fully
and clearly communicated.


The presentation is highly
appropriate for the purpose and
topic.
Ideas are thoroughly developed
and well organized.
Sentence structure, grammar,
mechanics, word choice, and
usage enhance the clarity and
effectiveness of the
communication.



Concepts and important ideas pertinent
to the topic are skillfully applied.
Logic and language appropriate to the
topic are present throughout.
Examples used enhance
understanding of the concepts
presented.
Conclusions are logical and accurate,
and may be insightful.
2
Problem Solving: Students will state and attempt to solve a problem of importance in social studies.
Problem Solving
Skills & Processes
1
The presentation is not effective.
Minimal conceptual understanding of the
topic is demonstrated.
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

The problem solving strategy is somewhat
evident but inadequate.
Some information is provided to
support the topic, but it is inadequate.
The presentation is not
appropriate for the purpose or
topic.

Ideas are poorly developed and
disorganized.

Errors in sentence structure,
grammar, mechanics, word
choice, or usage seriously
interfere with the clarity and
effectiveness of the
communication.
The presentation is somewhat
effective.




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The problem and its context may be
unclear.
Few, if any, important criteria relevant to
the problem’s solution are identified.
Alternative solutions to the problem are
not proposed.
A solution may be offered, but it is based
on inadequate consideration of the
criteria.
The problem and its context are
inadequately described.
Some important criteria relevant to the
problem’s solution are identified.
Alternative solutions to the problem may
be proposed, but are not evaluated.
A solution will be offered, but it is based
on inadequate consideration of the
criteria.






Information may be irrelevant to
the topic.
Most information is inaccurate,
non-credible, or unverifiable.
The content and scope of
information are inadequate for
the topic.
Sources of information are not
communicated.
Some information relevant to the
task is employed.
Some information is inaccurate,
non-credible, or unverifiable.
The content and scope of
information are somewhat
inadequate for the purpose.
Sources of information may be
inadequately communicated.


The presentation is somewhat
appropriate for the purpose and
topic.
Ideas are partially developed
but somewhat disorganized.
Errors in sentence structure,
grammar, mechanics, word
choice, or usage may
sometimes interfere with the
clarity and effectiveness of the
communication.



Concepts and important ideas
pertinent to the topic are seldom or
never used.
Little or no logic or language
appropriate to the topic is evident.
Few, if any, examples are used to
illustrate the concepts presented.
Conclusions, if offered, are largely
illogical or inaccurate.
Some conceptual understanding of the topic
is demonstrated.



Some concepts and important ideas
pertinent to the topic are used.
Some use of logic and language
appropriate to the topic is evident.
Some examples are used to illustrate
the concepts presented.
Conclusions may be somewhat
illogical or inaccurate.
The problem solving strategy is evident and
appropriate.
Adequate information is provided to
support the topic.
The presentation is effective.
Adequate conceptual understanding of the
topic is demonstrated.
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
4
Conceptual Understanding
Minimal information is provided to
support the topic.

3
Communication &
Presentation
The problem solving strategy is not evident.

2
Content Evidence &
Support
The problem is stated and its context is
described.
Important criteria relevant to the
problem’s solution are identified.
Alternative solutions to the problem are
proposed and evaluated.
A reasonable solution consistent with the
criteria is offered.



Information relevant to the topic
is provided.
Although minor inaccuracies may
be present, most information is
accurate, credible, and verifiable.
The content and scope of
information are adequate for the
topic.
Most sources of information are
adequately communicated.


The presentation is appropriate
for the purpose and topic.
Ideas are adequately
developed and generally well
organized.
Errors in sentence structure,
grammar, mechanics, word
choice, or usage seldom
interfere with the clarity and
effectiveness of the
communication.



Concepts and important ideas
pertinent to the topic are accurately
used.
Logic and language appropriate to the
topic are evident.
Examples are used to adequately
illustrate the concepts presented.
Conclusions are generally logical and
accurate.
The problem solving strategy is clearly evident
and very effective.
Information to support the topic is
carefully selected and skillfully utilized.
The presentation is highly effective.
Superior conceptual understanding of the
topic is demonstrated.







The problem is clearly defined and its
context well described.
Important criteria relevant to the
problem’s solution are clearly identified
and evaluated.
Alternative solutions to the problem are
proposed and thoroughly evaluated.
A reasonable solution consistent with the
criteria is offered.



Information highly relevant to the
topic is provided.
Information is detailed, accurate,
credible, and verifiable.
The content and scope of
information fully support the
topic.
Sources of information are fully
and clearly communicated.


The presentation is highly
appropriate for the purpose and
topic.
Ideas are thoroughly developed
and well organized.
Sentence structure, grammar,
mechanics, word choice, and
usage enhance the clarity and
effectiveness of the
communication.



Concepts and important ideas
pertinent to the topic are skillfully
applied.
Logic and language appropriate to the
topic are present throughout.
Examples used enhance
understanding of the concepts
presented.
Conclusions are logical and accurate,
and may be insightful.
3
Reasoned Persuasion: Students will state a position on an issue or subject of importance in social
studies, and use logic to defend it.
Reasoned Persuasion
Skills & Processes
1
Content Evidence &
Support
Communication &
Presentation
A pattern of deductive or inductive reasoning
supporting the persuasive effort is not evident.
Minimal information is provided to
support the topic.
The presentation is not effective.
Minimal conceptual understanding of the
topic is demonstrated.



The presentation is not
appropriate for the purpose or
topic.

Ideas are poorly developed and
disorganized.

Errors in sentence structure,
grammar, mechanics, word
choice, or usage seriously
interfere with the clarity and
effectiveness of the
communication.
The presentation is somewhat
effective.

Some information relevant to
the task is employed.

Some information is
inaccurate, non-credible, or
unverifiable.

The content and scope of
information are somewhat
inadequate for the purpose.

Sources of information may
be inadequately
communicated.
Adequate information is provided to
support the topic.

The presentation is somewhat
appropriate for the purpose and
topic.

Ideas are partially developed
but somewhat disorganized.

Errors in sentence structure,
grammar, mechanics, word
choice, or usage may
sometimes interfere with the
clarity and effectiveness of the
communication.
The presentation is effective.


Information relevant to the
topic is provided.

Although minor inaccuracies
may be present, most
information is accurate,
credible, and verifiable.

The content and scope of
information are adequate for
the topic.

Most sources of information
are adequately
communicated.
Information to support the topic is
carefully selected and skillfully
utilized.


The presentation is highly effective.
Superior conceptual understanding of the
topic is demonstrated.




The position is not evident, or is
unreasonable or unsubstantiated.
Most points are not logically supported.



2
A pattern of deductive or inductive reasoning
supporting the persuasive effort is somewhat
evident.
Some information is provided to
support the topic, but it is
inadequate.



3
The position may not be clear, or is
somewhat unreasonable or
unsubstantiated.
Some points are logically supported.
A pattern of deductive or inductive reasoning
supporting the persuasive effort is evident.


4
Information may be irrelevant
to the topic.
Most information is inaccurate,
non-credible, or unverifiable.
The content and scope of
information are inadequate for
the topic.
Sources of information are not
communicated.
The position is clear and substantiated.
Most points are logically supported.
A clear pattern of deductive or inductive
reasoning enhancing the persuasive effort is
evident.


The position is clear and well
substantiated.
All points are logically supported.



Information highly relevant to
the topic is provided.
Information is detailed,
accurate, credible, and
verifiable.
The content and scope of
information fully support the
topic.
Sources of information are
fully and clearly
communicated.




The presentation is appropriate
for the purpose and topic.
Ideas are adequately
developed and generally well
organized.
Errors in sentence structure,
grammar, mechanics, word
choice, or usage seldom
interfere with the clarity and
effectiveness of the
communication.
The presentation is highly
appropriate for the purpose and
topic.
Ideas are thoroughly developed
and well organized.
Sentence structure, grammar,
mechanics, word choice, and
usage enhance the clarity and
effectiveness of the
communication.
Conceptual Understanding



Concepts and important ideas
pertinent to the topic are seldom or
never used.
Little or no logic or language
appropriate to the topic is evident.
Few, if any, examples are used to
illustrate the concepts presented.
Conclusions, if offered, are largely
illogical or inaccurate.
Some conceptual understanding of the topic
is demonstrated.



Some concepts and important ideas
pertinent to the topic are used.
Some use of logic and language
appropriate to the topic is evident.
Some examples are used to illustrate
the concepts presented.
Conclusions may be somewhat
illogical or inaccurate.
Adequate conceptual understanding of the
topic is demonstrated.






Concepts and important ideas
pertinent to the topic are accurately
used.
Logic and language appropriate to the
topic are evident.
Examples are used to adequately
illustrate the concepts presented.
Conclusions are generally logical and
accurate.
Concepts and important ideas
pertinent to the topic are skillfully
applied.
Logic and language appropriate to the
topic are present throughout.
Examples used enhance
understanding of the concepts
presented.
Conclusions are logical and accurate,
and may be insightful.
4
Research/Investigation: Students will investigate a subject, issue, event, or experience of importance in social
studies. Students will conduct research using relevant and appropriate resources, cite those sources, and effectively
present their findings.
Research/Investigation
Skills & Processes
1
2
3
4
Content Evidence & Support
Communication &
Presentation
Conceptual
Understanding
The research or investigation process, if evident,
is ineffective.
Minimal information is provided to support
the topic.
The presentation is not effective.
Minimal conceptual understanding of
the topic is demonstrated.

The statement of the research topic or
purpose is not evident, or is unclear.

Sources of information are inadequate or
non-credible.

Little information relevant to the topic is
provided to support the research or
investigative effort.

Analysis is not evident, or is ineffective.

The conclusions, if provided, are
inadequate or inconsistent with the
analysis.

Sources utilized may not be documented.
The research or investigative process is
somewhat ineffective.



Some supporting evidence is provided to
support the topic, but it is inadequate.
The presentation is somewhat
effective.
Some conceptual understanding of
the topic is demonstrated.

The statement of the research topic or
purpose is somewhat vague, and the
significance of the topic unclear.

Sources of information are somewhat
inadequate or non-credible.

Some information relevant to the topic is
provided to support the research or
investigative effort.

Incomplete analysis is evident.

The conclusions are somewhat
inadequate or inconsistent with the
analysis.

Sources utilized are poorly documented.
The research or investigative process is
effective.



Adequate information is provided to support
the topic.
The presentation is effective.
Adequate conceptual understanding
of the topic is demonstrated.

The research topic or purpose is clearly
stated, and the significance of the topic is
apparent.

Most of the sources of information are
adequate and credible.

Information relevant to the topic is
organized to support the research or
investigative effort.

Analysis is evident.

The conclusions are consistent with the
analysis.

Sources utilized are adequately
documented.
The research or investigative process is
exceptionally effective.



Information to support the topic is carefully
selected and skillfully utilized.
The presentation is highly effective.
Superior conceptual understanding of
the topic is demonstrated.









The research topic or purpose is clearly
stated, and the significance of the topic is
apparent.
Sources of information are well chosen
and very credible.
Information relevant to the topic is
purposefully selected and well organized
to support the research or investigative
effort.
Thorough analysis is evident.
The conclusions are insightful and
consistent with the analysis.
Sources utilized are completely and
thoroughly documented.












Information may be irrelevant to the
topic.
Most information is inaccurate, noncredible, or unverifiable.
The content and scope of information
are inadequate for the topic.
Sources of information are not
communicated.
Some information relevant to the task
is employed.
Some information is inaccurate, noncredible, or unverifiable.
The content and scope of information
are somewhat inadequate for the
purpose.
Sources of information may be
inadequately communicated.
Information relevant to the topic is
provided.
Although minor inaccuracies may be
present, most information is accurate,
credible, and verifiable.
The content and scope of information
are adequate for the topic.
Most sources of information are
adequately communicated.
Information highly relevant to the
topic is provided.
Information is detailed, accurate,
credible, and verifiable.
The content and scope of information
fully support the topic.
Sources of information are fully and
clearly communicated.








The presentation is not
appropriate for the purpose or
topic.
Ideas are poorly developed and
disorganized.
Errors in sentence structure,
grammar, mechanics, word
choice, or usage seriously
interfere with the clarity and
effectiveness of the
communication.
The presentation is somewhat
appropriate for the purpose and
topic.
Ideas are partially developed
but somewhat disorganized.
Errors in sentence structure,
grammar, mechanics, word
choice, or usage may
sometimes interfere with the
clarity and effectiveness of the
communication.
The presentation is appropriate
for the purpose and topic.
Ideas are adequately
developed and generally well
organized.
Errors in sentence structure,
grammar, mechanics, word
choice, or usage seldom
interfere with the clarity and
effectiveness of the
communication.
The presentation is highly
appropriate for the purpose and
topic.
Ideas are thoroughly developed
and well organized.
Sentence structure, grammar,
mechanics, word choice, and
usage enhance the clarity and
effectiveness of the
communication.












Concepts and important ideas
pertinent to the topic are
seldom or never used.
Little or no logic or language
appropriate to the topic is
evident.
Few, if any, examples are used
to illustrate the concepts
presented.
Conclusions, if offered, are
largely illogical or inaccurate.
Some concepts and important
ideas pertinent to the topic are
used.
Some use of logic and
language appropriate to the
topic is evident.
Some examples are used to
illustrate the concepts
presented.
Conclusions may be somewhat
illogical or inaccurate.
Concepts and important ideas
pertinent to the topic are
accurately used.
Logic and language appropriate
to the topic are evident.
Examples are used to
adequately illustrate the
concepts presented.
Conclusions are generally
logical and accurate.
Concepts and important ideas
pertinent to the topic are
skillfully applied.
Logic and language appropriate
to the topic are present
throughout.
Examples used enhance
understanding of the concepts
presented.
Conclusions are logical and
accurate, and may be insightful.
5
Whole Portfolio Rubric
1 Overall, performance at this level exhibits minimal knowledge and understanding of the variety of
skills, concepts, and thought processes expected in social studies. The portfolio reflection reveals
minimal understanding of the portfolio’s purpose or a self-awareness of the learning processes
entailed in its development. Little or no application of specific skills and demonstration of
knowledge are evident, and the work that is presented is exceedingly vague, incomplete, or largely
inaccurate.
2 Overall, performance at this level exhibits some knowledge and understanding of the variety of
skills, concepts, and thought processes expected in social studies. The portfolio reflection reveals
some understanding of the portfolio’s purpose and a self-awareness of the learning processes
entailed in its development. Some application of specific skills and demonstration of knowledge
are evident, but the work that is presented is somewhat vague, incomplete, or inaccurate.
3 Overall, performance at this level demonstrates adequate knowledge and understanding of the
variety of skills, concepts, and thought processes expected in social studies. The portfolio
reflection reveals an adequate understanding of the portfolio’s purpose and a self-awareness of the
learning processes entailed in its development. Application of specific skills and demonstration of
knowledge are evident, and the work that is presented is complete and generally accurate.
4 Overall, performance at this level exhibits superior knowledge and understanding of the variety of
skills, concepts, and thought processes expected in social studies. The portfolio reflection reveals a
thorough and insightful understanding of the portfolio’s purpose and a self-awareness of the
learning processes entailed in its development. Superior application of specific skills and
demonstration of knowledge are evident, and the work that is presented is complete, thorough, and
accurate.
6