Exceeds Standards
In the Political context fourth graders whose performance exceeds standards are consistently able to differentiate between local, state, and national offices and the public goods and services governments provide. They can explain the purpose of rules and laws. Students at this level can describe rights and responsibilities and the sources of these rights. They can explain how individuals and groups participate in elections and other public actions to influence policy. Usually, fourth graders performing at the exceeds level can explain relationships between the United States and other nations. Students performing at the exceeds level can consistently identify political symbols such as the American flag, the Statue of Liberty, the White House, and name documents such as the Declaration of Independence and the United States Constitution. Students performing at the exceeds level can identify that political systems (such as the forms and functions of government) change over time.
In Economic context, fourth graders at the exceeds level can explain that scarcity requires consumers and producers to make choices. At this level students can identify a range of goods and services and the role of money in the exchange of goods and services. Usually, a exceeds level student can make some complex interpretations of data from graphs, charts and other sources of data. Students at this level can identify divisions of labor and economic interdependence in communities (i.e., factory workers, shop keepers, doctors. ). Students at the exceeds level can consistently identify a range of public and privately produced goods and services. Students performing at the exceeds level can identify that economic systems such as financial institutions, stores, trade and money change over time.
In the Historical context, fourth grade students who exceed standards can identify an extensive range of significant people and events in political, economic, environmental, and social history. They can make appropriate interpretations of life in the past based on such historical sources as a picture or document. Fourth grade students at the exceeds level can connect significant events to explain the difference between past and present. Students can identify where a significant event took place and when it happened. A fourth grade student at the exceeds level can describe customs and traditions that reflect a community’s cultural heritage and relate them to other cultures.
In the Geographical context, fourth grade students who exceed standards can use maps, globes, other geographic representations (charts, graphs, images, software, etc.), and tools to locate places and geographic features. Students performing at the exceeds level can consistently identify how human activity impacts the environment; and how the environment affects human activity. Students at this level can make connections of how the physical and human characteristics of a region change over time.
In the Social Systems context, fourth grade students who exceed standards can consistently identify literature, folktales, the arts, traditions, and institutions which reflect the culture of a community or region at given time periods. Students at this level can describe cultural traditions from other lands that are part of American life today. Students at the exceeds level can consistently recognize examples of how roles of individuals and groups influence peoples lives. Students performing at the exceeds level usually can describe how social institutions such as neighborhoods, schools, and clubs, change over time.
Meets Standards
In the Political context fourth graders whose performance meets standards are usually able to differentiate between local, state, and national offices and the public goods and services governments provide. They usually can explain the function of rules and laws. Students at this level can explain their rights and responsibilities and the sources of these rights. They can explain how individuals and groups participate in elections and other public actions to influence policy. Usually, fourth graders can recognize a relationship between the United States and other nations. Students performing at the meets level can identify some political symbols such as the American flag, the Statue of Liberty, White House, and documents such as the Declaration of Independence and the United States Constitution. Students performing at the meets level usually can identify that political systems (such as the forms and functions of government) change over time.
In Economic context, fourth graders can usually explain that scarcity requires consumers and producers to make choices. At this level students can identify some goods and services and the role of money in the exchange of goods and services. Usually, a meets level student can make basic interpretations of data from graphs, charts and other sources of data. Students can identify division of labor and economic interdependence in communities (i.e., factory workers, shop keepers, doctors. ). Most fourth graders can identify commonly provided public and privately produced goods and services. Students performing at the meets level usually can identify that economic systems such as financial institutions, stores, trade and money change over time.
In the Historical context, fourth grade students who meet standards can identify significant people and events in political, economic, environmental, and social history. They can make an interpretation of life in the past based on such historical sources as a picture or document. Fourth grade students at the meets level, can usually connect significant events to explain the difference between past and present. Students can identify where a significant event took place. A fourth grade student can describe customs and traditions that reflect a community’s cultural heritage.
In the Geographical context, fourth grade students who meet standards can use maps, globes, other geographic representations (charts, graphs, images, software, etc.), and tools to locate places and geographic features. Students performing at the meets level can identify how human activity impacts the environment; and how the environment affects human activity. Students can describe how the physical and human characteristics of a region change over time.
In the Social Systems context, fourth grade students who meet standards can identify literature, folktales, the arts, traditions, and institutions which reflect the culture of a community or region. Students can identify cultural traditions from other lands that are part of American life today. Students at the meets level can recognize an example of how roles of individuals and groups influence peoples lives. Students performing at the meets level usually can identify that social institutions such as neighborhoods, schools, and clubs, change over time.
Below Standards
In the Political context fourth graders who performance below standards are unable to differentiate between local, state, and national offices and the public goods and services governments provide. They usually can explain the function of rules and laws. Students at this level can on occasion identify their rights and responsibilities and some sources of these rights. Students below standards seldom explain how individuals and groups participate in elections and other public actions to influence policy. Fourth graders at this level can seldom recognize a relationship between the United States and other nations. Students performing at the below standard level can identify few political symbols such as the American flag the Statue of Liberty, and the White House and documents such as the Declaration of Independence and the United States Constitution. Students performing at the at this level seldom identify that political systems (such as the forms and functions of government) change over time.
In Economic context, fourth graders who perform below standard seldom identify that scarcity requires consumers and producers to make choices. At this level students can identify some goods and services but do not comprehend the role of money in the exchange of goods and services. A below standard level fourth grader makes few basic interpretations from graphs, charts and other sources of data. Students at this level seldom identify division of labor and economic interdependence in communities (i.e., factory workers, shop keepers, doctors. ). Fourth graders at the below standard level identify few commonly provided public and privately produced goods and services. Students performing at the below standard level inconsistently identify components of economic systems such as financial institutions, stores, trade and money change over time.
In the Historical context, fourth grade students who perform below standard can identify few significant people and events in political, economic, environmental, and social history. Students performing at this level do not know why people or events are considered significant. They seldom make an interpretation of life in the past based on such historical sources as a picture or document. Fourth grade students performing below standard, seldom connect significant events to explain the difference between past and present. Students at this level sometimes identify where a significant event took place. A fourth grade student performing below standard usually cannot describe customs and traditions that reflect a community’s cultural heritage.
In the Geographical context, fourth grade students who are below standard have difficulty using maps, globes, other geographic representations (charts, graphs, images, software, etc.), and tools to locate places and geographic features. Students performing below standard level rarely identify how human activity impacts the environment; and how the environment affects human activity. Students at this level have limited descriptions of how the physical and human characteristics of a region change over time.
In the Social Systems context, fourth grade students who perform below standard can identify a few examples of literature, folktales, the arts, traditions, and institutions, which reflect the culture of a community or region. Students at this level identify few cultural traditions from other lands that are part of American life today. Students at this level have difficulty in recognizing an example of how roles of individuals and groups influence peoples lives. Students performing below standard seldom identify that social institutions such as neighborhoods, schools, and clubs, change over time.
Academic Warning
In the Political context fourth graders whose performance is at the academic warning level are unable to differentiate between local, state, and national offices and the public goods and services governments provide. They usually cannot explain the function of rules and laws. Students at this level have some understanding of their rights and responsibilities, but have difficulty in identify the sources of these rights. Students at this level do not understand how individuals and groups participate in elections and other public actions to influence policy. Fourth graders at the academic warning level cannot recognize a relationship between the United States and other nations. Students performing at this level may occasionally identify some political symbols such as the American flag, the Statue of Liberty, the White House, and documents such as the Declaration of Independence and the United States Constitution. Students performing at this level do not identify that political systems (such as the forms and functions of government) change over time.
In Economic context, fourth graders at the academic warning level cannot explain that scarcity requires consumers and producers to make choices. At this level students identify very few goods and services and the role of money in the exchange of goods and services. A fourth grade student at the academic warning level make very few basic interpretations from graphs, charts and other sources of data. Students at this level do not identify division of labor and economic interdependence in communities (i.e., factory workers, shop keepers, doctors. ). Most fourth graders performing at the academic warning level occasionally identify a few commonly provided public and privately produced goods and services. Students performing at this level usually do not identify that institutional components of economic systems such as financial institutions, stores, trade and money change over time.
In the Historical context, fourth grade students who perform at the academic warning level can occasionally identify very few significant people and events in political, economic, environmental, and social history. They have great difficulty in making an interpretation of life in the past based on such historical sources as a picture or document. Fourth grade students at the this level, cannot connect significant events to explain the difference between past and present. Academic warning students rarely identify where a significant event took place. A fourth grade student performing at this level cannot describe customs and traditions that reflect a community’s cultural heritage. At this level students lack a conceptual understanding of past, present and future.
In the Geographical context, fourth grade students who perform at the academic warning level can at a very limited and inconsistent way use maps, globes, other geographic representations (charts, graphs, images, software, etc.), and tools to locate places and geographic features. Students performing at the this level cannot identify how human activity impacts the environment; or how the environment affects human activity. Students at the academic warning level rarely describe how the physical and human characteristics of a region change over time.
In the Social Systems context, fourth grade students who perform at the academic warning level can seldom identify any examples of literature, folktales, the arts, traditions, and institutions with the culture of a community or region. Students at this level can identify very few cultural traditions from other lands that are part of American life today. Students performing at this level cannot recognize an example of how roles of individuals and groups influence peoples’ lives. Students performing at the academic warning level usually cannot identify that social institutions such as neighborhoods, schools, and clubs, change over time.
