Illinois Social Science Standards
16.C.2c (US)Describe significant economic events including industrialization, immigration, the Great Depression, the shift to a service economy and the rise of technology that influenced history from the industrial development era to the present.
16.C.3c (W) Describe the impact of technology (e.g., weaponry, transportation, printing press, microchips) in different parts of the world, 1500 - present.
16.C.3c (W) Describe the impact of technology (e.g., weaponry, transportation, printing press, microchips) in different parts of the world, 1500 - present.
NETS-S ISTE Standards
Creativity and Innovation
Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes
using technology. Students:
a. apply existing knowledge to generate new ideas, products, or processes.
b. create original works as a means of personal or group expression.
c. use models and simulations to explore complex systems and issues.
d. identify trends and forecast possibilities.
Communication and Collaboration
Students use digital media and environments to communicate and work collaboratively, including at a distance,
to support individual learning and contribute to the learning of others. Students:
a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments
and media.
b. communicate information and ideas effectively to multiple audiences using a variety of media and formats.
c. develop cultural understanding and global awareness by engaging with learners of other cultures.
d. contribute to project teams to produce original works or solve problems.
Research and Information Fluency
Students apply digital tools to gather, evaluate, and use information. Students:
a. plan strategies to guide inquiry.
b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and
media.
c. evaluate and select information sources and digital tools based on the appropriateness to specific tasks.
d. process data and report results.
Critical Thinking, Problem Solving, and Decision Making
Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make
informed decisions using appropriate digital tools and resources. Students:
a. identify and define authentic problems and significant questions for investigation.
b. plan and manage activities to develop a solution or complete a project.
c. collect and analyze data to identify solutions and/or make informed decisions.
d. use multiple processes and diverse perspectives to explore alternative solutions.
Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes
using technology. Students:
a. apply existing knowledge to generate new ideas, products, or processes.
b. create original works as a means of personal or group expression.
c. use models and simulations to explore complex systems and issues.
d. identify trends and forecast possibilities.
Communication and Collaboration
Students use digital media and environments to communicate and work collaboratively, including at a distance,
to support individual learning and contribute to the learning of others. Students:
a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments
and media.
b. communicate information and ideas effectively to multiple audiences using a variety of media and formats.
c. develop cultural understanding and global awareness by engaging with learners of other cultures.
d. contribute to project teams to produce original works or solve problems.
Research and Information Fluency
Students apply digital tools to gather, evaluate, and use information. Students:
a. plan strategies to guide inquiry.
b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and
media.
c. evaluate and select information sources and digital tools based on the appropriateness to specific tasks.
d. process data and report results.
Critical Thinking, Problem Solving, and Decision Making
Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make
informed decisions using appropriate digital tools and resources. Students:
a. identify and define authentic problems and significant questions for investigation.
b. plan and manage activities to develop a solution or complete a project.
c. collect and analyze data to identify solutions and/or make informed decisions.
d. use multiple processes and diverse perspectives to explore alternative solutions.
Rubric
CATEGORY | 4 | 3 | 2 | 1 |
Internet Use | Successfully uses suggested internet links to find information and navigates within these sites easily without assistance. | Usually able to use suggested internet links to find information and navigates within these sites easily without assistance. | Occasionally able to use suggested internet links to find information and navigates within these sites easily without assistance. | Needs assistance or supervision to use suggested internet links and/or to navigate within these sites. |
Thourough Investigation | All witness testimony was considered in answers. Several outside sources were used to support investigation. | Some witness testimony was considered in answers. Several outside sources were used to support investigation. | Some witness testimony was considered in answers. Few outside sources were used to support investigation. | Very little witness testimony was considered in answers. Little or no outside sources were used to support investigation. |
Spelling & Grammar | No spelling errors. no grammatical errors. | Few spelling errors. Few grammar errors. | Several spelling errors. Several grammatical errors. | Significant spelling errors. No proof reading at all. Grammatically unacceptable. |
Historical Understanding | Demonstrates full understanding of the time period (where, when, who) Politics, who was involved, and when it happen are all addressed. | Demonstrates partial understanding of the time period (where, when, who). Politics, who was involved, and when it happen are not all addressed. | Demonstrates little understanding of the time period (where, when, who). Politics, who was involved, and when it happen are not all addressed. | Demonstrates poor understanding of the time period (where, when, who). Politics, who was involved, and when it happen are not addressed or wrong. Students context is politically, historically, and locally incorrect. |
