This is an example
scale; contact the
Social Studies Office if
something is unclear.
Example: High School U.S. History Learning Goal and Scale
High School – U.S. History
Unit of Study; refer to the
content appropriate FUOS for
pacing.
Grades: 9-12
Civil War and Reconstruction
Standard 2: Civil War and Reconstruction Understand the causes, course, and
consequences of the Civil War and Reconstruction and its effects on the American
people.
Related Benchmarks:
Benchmarks support the standard
and will be used to create Learning
Targets.
The Learning
Goal is derived
from a content
standard. It may
be the complete
standard or
aligned to part of
the standard.
The scale may include multiple
benchmarks related to the standardaligned learning goal and may take a few
weeks to teach.
SS.912.A.2.1 Review causes and consequences of the Civil War.
SS.912.A.2.2 Assess the influence of significant people or groups on Reconstruction.
SS.912.A.2.3 Describe the issues that divided Republicans during the early
Reconstruction era.
SS.912.A.2.4 Distinguish the freedoms guaranteed to African Americans and other
groups with the 13th, 14th, and 15th Amendments to the Constitution.
These are
SS.912.A.2.5 Assess how Jim Crow Laws influenced life for African Americans and assignments
aligned to the
other racial/ethnic minority groups.
Learning
SS.912.A.2.6 Compare the effects of the Black Codes and the Nadir on freed people,Targets and are
used to
and analyze the sharecropping system and debt peonage as practiced in the United measure
student
States.
proficiency at
SS.912.A.2.7 Review the Native American experience.
each level.
Scale
Learning Targets
Student Evidence
Progress Monitoring Task(s)
4.0 In addition to level 3, students will be
Students will conduct a short research
able to:
project to develop a claim that justifies
the extent to which the Civil War was
The most
cognitively
Justify the extent to which the Civil
effective at achieving its goals.
complex Learning
Note that not
War was effective at achieving its
• Include at least 5 sources
Target(s) and
every classroom
Progress
goals.
activity or
• Acknowledge 3 causes and 3
Monitoring
assignment is
consequences
Task(s) go at the
placed on the
4.0 level.
scale. Student
•
The
claim
is
accurately
Approach this
evidence must
level as an
supported
directly measure
enrichment of the
one or multiple
• FSA argumentative rubric is
level 3.0 Learning
Learning
Target(s).
used
Target(s).
3.0 Students will be able to (target learning Students will participate in a North,
goal):
South, West debate centered on the
Causes and Consequences of the Civil
Review causes and consequences of
War.
Level 3.0 Learning
the Civil War.
• Students will argue from their
Target(s) and
Progress
assigned perspectives
Monitoring
Assess
the
influence
of
significant
•
Students will incorporate textTask(s) are at the
The 1.0 to
4.0 levels on
the scale do
not refer to
DOK levels,
however,
Learning
Targets and
Progress
Monitoring
Tasks should
become
increasingly
more
cognitively
complex.
benchmark
mastery level.
BCPS
Instruction and Interventions: Literacy Department-Social Studies 120915
HS USHS Scale Explanation
1 people or groups on Reconstruction.
•
Describe the issues that divided
Republicans during the early
Reconstruction era.
Learning
Targets at level
3.0 are written
verbatim from
the
benchmark(s).
•
based information
Students will follow accountable
talk protocols
Each student is required to write
a reflection based on the debate
Distinguish the freedoms guaranteed
to African Americans and other groups
with the 13th, 14th, and 15th
Amendments to the Constitution.
Assess how Jim Crow Laws
influenced life for African Americans
and other racial/ethnic minority groups.
Compare the effects of the Black
Codes and the Nadir on freed people,
and analyze the sharecropping system
and debt peonage as practiced in the
United States.
2.0
Learning
Target(s) at
level 2.0 should
be less
cognitively
complex
version(s) of
the mastery
level used at
3.0.
Approach this
as a
foundational
level for what
students need
to know,
understand,
and do in order
to master the
level 3.0
Learning
Target(s).
Review the Native American
experience.
(The student will understand/perform
basic processes, such as)
Students will be able to:
Identify the economic, political, and
social causes of the Civil War.
Identify the economic, political, and
social consequences of
Reconstruction.
Describe the issues that divided
Republicans during the early
Reconstruction era.
Describe the settlement patterns in
the American West, the reservation
system, and the tribulations of the
Native Americans from 1865–90.
BCPS
Instruction and Interventions: Literacy Department-Social Studies 120915
HS USHS Scale Explanation
Utilize one or more Progress
Monitoring Tasks that
directly assess each
Learning Target. It is
acceptable to use one
Progress Monitoring Task to
assess multiple
benchmarks.
Students will complete a cause,
course, and consequence of the Civil
War graphic organizer.
• Categorize C/C/C by economic,
political, and social
• Include issues that divided
Reconstruction era Republicans
• Rationales for each item on the
chart is required
Students will analyze images related to
the Native American experience and
westward expansion to:
• Use text-based information to
describe how each image
relates to the Native American
experience and westward
expansion.
• Students will include relevant
key terms in their description(s).
2 (The student will recognize or recall
specific vocabulary, such as)
Identify, define, and categorize the
following terms in context of the Civil
War era:
Abolition, Abraham Lincoln, Anaconda
Plan, Andersonville, Andrew Johnson,
Key vocabulary
Appomattox Court House, Battle Of
is included at
level 2.0.
Antietam, Battle Of Atlanta, Battle Of
Gettysburg, Black Codes, Bull Run,
Refer to the
benchmarks
Carpetbaggers, Civil Rights Act of
and remarks on
1866, Compromise Of 1877,
CPALMS.
Disfranchisement, Election Of 1860,
Emancipation Proclamation,
Fourteenth Amendment, Freedmen's
Bureau, Ft. Sumter, Fugitive Slave Act,
Gettysburg Address, Grandfather
Clause, Jefferson Davis, Jim Crow, Ku
Klux Klan, Literacy Test, New South,
Nullification, Plantation Economy,
Plessy V. Ferguson, Poll Tax, Popular
Sovereignty, Racism, Radical
Republicans, Reconstruction,
Redeemers, Hiram Revels, Robert E.
Lee, Scalawag, Secession,
On all Social
Studies scales
Segregation, Sharecropper, Sherman's
the Learning
March To The Sea, Shiloh, States'
Target at level
1.0 is stated as
Rights, Thaddeus Stevens, Ten
it appears here.
Percent Plan, Tenant Farmers, Tenure
Of Office Act, Thirteenth Amendment
1.0 Students will be able to:
Accomplish the level 2.0 tasks with
help.
Additional comments:
Students will complete a series of five
“chunked” key terms quizzes* requiring
students to:
• Match
• Use words in context
• Complete multiple-choice
questions.
*Quizzes issued in sequence with
content
•
The Progress Monitoring Tasks are not necessarily linear. In other words, it is
not necessary to be proficient in all level two tasks prior to moving to level three.
It is possible for students to move back and forth between levels as they
progress toward mastery of the Learning Goal.
•
Proficiency levels are determined at the school level.
BCPS
Instruction and Interventions: Literacy Department-Social Studies 120915
HS USHS Scale Explanation
3