Planning to Reach Higher-Order Critical Thinking Skills in Social Studies:
The Social Studies Rigor Cheat Sheet
Bloom’s
Verbs
Aligned
Level
I. Knowledge
Aligned Assessment Items
Notes
Objectives
List
match
1. SWBAT identify the
All of the following were factors that led to the Great
This is at the Knowledge level of
economic
Depression EXCEPT
Bloom’s because it requires students:
conditions that led to
A. low-quality manufactured goods
Recall or
tell
recognize
label
the
B. agricultural overproduction
information,
name
Great Depression.
C. an overextension of credit
usually in the
locate
same way it was
memorize
learned.
repeat
a.
recall the factors leading to
the Great Depression.
D. a runaway consumer buying spree
(HS US History)
2. SWBAT define
What is federalism?
This is at the Knowledge level of
federalism.
A. a form of government with elected representatives
Bloom’s because it requires students:
B. a division of power between the national and state
(HS Government)
a.
governments
memorize a definition of
federalism
C. a belief in the idea of national sovereignty
D. a form of government in which elected officials make
all economic decisions
3. SWBAT identify the
During George Washington’s presidency, what was the
This is at the Knowledge level of
major domestic issues
major reason for conflict between Thomas Jefferson and
Bloom’s because it requires students:
and conflicts
Alexander Hamilton?
experienced by the
A. Washington’s decision not to seek a third term
major conflicts between
United States during
B. the distribution of power between the judicial branch
Thomas Jefferson and
the Federalist Period.
and the legislative branch
Alexander Hamilton
C. the U.S. government’s decision to remain neutral in
(HS Government/US
the war between France and Britain
History)
D. Hamilton’s objection to Jefferson’s strict
interpretation of the Constitution
a.
memorize and recall the
II.
Describe
Comprehension
explain
summarize
Understanding
restate
the meaning of
identify
information/
translate
1. SWBAT describe the
The Tennessee Valley Authority (TVA) was criticized
This is at the Comprehension level of
liberal and
because it
Bloom’s because it requires students:
conservative aspects of
A. lacked government control
the New Deal.
B. produced electricity inefficiently
C. followed unsuccessful European plans too closely
a.
identify the TVA as a liberal
aspect of the New Deal
b. describe characteristics of the
(HS US History)
D. aroused fears of creeping socialism
TVA
SWBAT describe the
How did U.S. participation in World War I impact U.S.
This is at the Comprehension level of
effects of World War I
foreign policy in the decade right after the war?
Bloom’s because it requires students:
on United States’
A. The United States became isolationist in its
foreign policy.
diplomatic and political relations.
Translate or
interpret prior
learning.
B. The United States used the military to acquire new
(HS US History)
territories.
C. The United States joined the League of Nations.
D. The United States strengthened its alliances in Latin
America.
a.
describe the impact of World
War I on the United States
3. SWBAT describe the
A major impact of the Columbian exchange on
This is at the Comprehension level of
impact of the
western Europe was the introduction of:
Bloom’s because it requires students:
Columbian exchange
A. Christianity that led to the rise of the Catholic Church
on the cultures of
B. new food crops that improved the European diet
American Indians,
C. new military technology that weakened local rulers
Europeans, and
D. diseases that drastically reduced the population of
Africans.
Europe
a.
describe the impacts/affects
of the Columbian Exchange
(MS US History)
III. Application
Solve
classify
Independently
demonstrate
apply the
dramatize
knowledge or
manipulate
skills learned.
1. SWBAT explain how
Which is an example of the concept of Manifest Destiny
This is at the Application level of
the concept of
in action?
Bloom’s because it requires students:
Manifest Destiny led
A. the Missouri Compromise
a.
to territorial expansion
B. the annexation of Mexican Territory
b. describe the Missouri
and the admission of
C. the Transatlantic Slave Trade
Compromise, annexation of
new states to the
D. the Compromise of 1850
Mexican Territory, Transatlantic
United States.
define of Manifest Destiny
Slave Trade, and the
Compromise of 1850
(HS US History)
c.
apply the definition of
Manifest Destiny to each of
the answer choices and using
the “criteria” of Manifest
Destiny, determine which
choice is an example of
Manifest Destiny
2. SWBAT explain the
What is the best Social-Darwinist defense for U.S.
This is at the Application level of
justifications the
imperialism?
Bloom’s because it requires students:
United States had for
A. Robber Barons deserved new markets to sell their
increasing its
goods and expand their businesses.
description of Social-
participation in world
B. The United States needed to compete with European
Darwinism and imperialism
affairs (imperialism) in
nations to prove that the United States was superior.
the early 20 century
C. Superior nations had an obligation to govern less-
between Social-Darwinism and
by examining primary
advanced nations.
imperialism
documents.
D. The United States needed to test its military strength
th
a.
know a definition and
b. describe the relationship
c.
to make any necessary improvements.
apply their knowledge of
Social-Darwinism and
(HS US History)
imperialism to the answer
choices to determine which is
the best answer
3. SWBAT determine
Which type of cost occurs when an individual pays for a
This is at the Application level of
what the tradeoffs and
piano lesson instead of going to a movie?
Bloom’s because it requires students:
opportunity costs are
A. opportunity cost
when making
B. marginal cost
economic choices.
C. fixed cost
D. residual cost
(HS Economics)
a.
know the definition of
opportunity cost
b. apply the definition to a
scenario (*this is a common
way to assess in Social
Studies)
IV. Analysis
Debate
compare
Separate,
differentiate
examine, and
separate
draw
group
conclusions
research
from
information.
1. SWBAT draw
conclusions about the
Presidential Vetoes, 1901–1990
President
powers of the three
This is at the Analysis level of Bloom’s
Regular
Pocket
Total
Vetoes
Vetoes
Vetoes
Vetoes
Overridde
branches of the federal
because it requires students:
a.
know the 3 branches of the
federal government
n
government
T.
(legislative, executive,
Roosevelt
and judicial) in
Taft
30
9
39
1
presidential vetoes and
relation to each other
Wilson
33
11
44
6
congressional overrides
by examining the
Harding
5
1
6
-
system of checks and
Coolidge
20
30
50
4
vetoes and congressional
balances.
Hoover
21
16
37
3
overrides to draw conclusions
F.
372
263
635
9
about the power of the
(HS Government)
42
40
82
1
balances function-specifically
Truman
180
70
250
12
Eisenhower
73
108
181
2
Kennedy
12
9
21
-
L. Johnson
16
14
30
-
Nixon
24
18
42
6
Ford
53
19
72
12
Carter
13
18
31
2
Reagan
39
39
78
9
G. Bush
14
6
20
0
Based on the information about checks and balances in
the chart above, explain whether the president appears
more or less powerful compared to other branches of
the federal government. Your response should:
Identify which branches of the federal
government are represented in the chart.
o
c.
use data about presidential
president in relation to the
Roosevelt
o
b. describe how checks and
Explain how the veto check and balance
represented in the chart works.
power of Congress
o
Use the information in the chart to explain if
the president appears more or less powerful
compared to other branches of the federal
government.
2. SWBAT trace the
Explain the relationship between the following
This is at the Analysis level of Bloom’s
development of
documents:
because it requires students:
concepts of the Social
o
Magna Carta,
Contract and natural
o
Petition of Right
each document, Social
rights in order to
o
English Bill of Rights
Contract Theory, and natural
explain how these
o
Declaration of Independence
rights
ideas laid the
For each, write a few sentences to explain the
foundation for the
significance of the document.
United States’
government.
(HS Government)
a.
describe the main ideas of
b. explain the importance of
each document
c.
determine how each
Then, explain how each document helped lay the
document is related by
foundation of United States’ government through its
examining their ideas about
contributions to the development of Social Contract
Social Contract Theory and
Theory and natural rights.
natural rights
d. connect ideas from each
document to explain how
they contributed to
developing Social Contract
Theory and natural rights and
therefore to the foundation of
United States’ government
3. SWBAT explain how
Describe the following British policies enacted between
This is at the Analysis level of Bloom’s
British policies and
1763 and 1776 and explain how they intensified
because it requires students:
responses to colonial
colonials’ resistance to British rule and their
protests eventually led
commitment to republican values:
to the American
o
The Stamp Act
Revolution.
o
The Quartering Act
o
The Revenue Act (also known as the Townshend
(HS Government/US
History)
a.
examine the main
components of each British
policy
b. describe colonial reactions to
each policy
Duties)
c.
draw conclusions about
o
The Tea Act
colonists’ increased
o
The Intolerable Acts
commitment to republican
For each, write a few sentences to describe the main
values using details of British
ideas of these policies.
policies and colonial reactions
Then, explain how colonials’ reactions to each of these
policies intensified over time and represented their
commitment to republican values.
V. Synthesis
Create
produce
1. SWBAT propose
Imagine you are a member of the local-government in
This is at the Synthesis level of
solutions to
Beijing, the capital of China. Smog has increasingly
Bloom’s because it requires students
environmental
become a challenge in the city. It is your job to create
to:
a plan to improve the situation. Your plan must:
Putting
reconstruct
components
arrange
challenges faced by
together to
pretend
China due to increased
form new
assemble
ideas/Combine
organize
information and
blend
o
industrialization.
o
(MS World Geography)
a.
use what they know about
Describe the main factors causing the smog
the causes and effects of
problems
smog to create their own
Describe the effects of smog on the population
plan to solve a smog problem
of Beijing
in a real-life situation
apply it to a
generate
o
new situation in
Propose solutions to address the main factors
and effects you’ve described
order to solve a
problem.
VI. Evaluation
Assess
1. SWBAT evaluate the
Evaluate the impact of the decision to drop two atomic
This is at the Evaluation level of
Justify
impact of the decision
bombs on Japan on each of the following:
Bloom’s because it requires students:
Judging the
rate
to drop the atomic
worth of an
revise
bombs during WWII
idea/ Make
defend
by analyzing a variety
qualitative and
support
of primary and
quantitative
prioritize
secondary source
assessments
perspectives on the
using specific
issue.
criteria.
(HS US History)
o
Japan’s defeat
o
International Relations
o
The American home front
o
Future use of nuclear warfare
o
Ethics and morality
a.
explain the major and
significant impacts of the
decision to drop two atomic
bombs
b. choose which impacts were
most significant and defend
their choice
For each, write a few sentences to explain the major
and significant impacts.
Then, select the two most significant impacts that you
identified and explain why they are the most
significant ones.
2. SWBAT assess the
Evaluate the impact of the Civil War on and the extent
This is at the Evaluation level of
degree to which the
to which the national government gained supremacy in
Bloom’s because it requires students:
Civil War and
TWO of the following regions by focusing on political
Reconstruction proved
and economic developments in the regions between
and political developments to
to be a test of the
1865 and 1900.
assess how much power the
a.
use the criteria of economic
supremacy of the
o
The South
national government gained in
national government.
o
The North
the United States after the
o
The West
Civil War
(HS US History)
3. SWBAT assess the
How successful were the programs of the New Deal in
This is at the Evaluation level of
impact of New Deal
solving the problems of the Great Depression by
Bloom’s because it requires students:
reforms in enlarging
increasing the role of the federal government in the
the role of the federal
lives of American citizens? Assess with respect to TWO
Deal programs based on a
government in
of the following.
specific set of criteria (the
American life.
(HS US History)
a.
judge the success of New
o
Relief
New Deal’s effect of
o
Recovery
expanding the power of the
o
Reform
federal government to address
specific areas: Relief, Recovery,
and Reform)