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Social Studies Competency Assurance Documents
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9th Grade Social Studies Open Response Questions
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9th Grade
Law and Justice
Government and Civics
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A Typical Congressperson
The United States is a representative democracy. Members of
Congress are elected to represent the viewpoints and interests
of the citizens in their states or districts as issues are
debated and laws are made for the country. The table below
summarizes various characteristics of members of Congress.
Describe the "typical" Senator or Representative
based on the information in the chart.
Can this Congressman adequately represent the needs and
interests of all American citizens? Discuss three reasons for
your answer to these questions. (Use the chart to support your
answer)
9th Grade
Law and Justice
Government and Civics Rubric
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Score Point |
Description |
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4 |
- The student provides an extensive description of
the typical congressperson using 5 characteristics
from the chart.
- The student will describe 3 reasons this person
represents or does not represent all citizens.
- The student communicates in an organized way,
using extensive detail.
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3 |
- The student provides a broad description of the
typical congressperson using 3 characteristics from
the chart.
- The student discusses 2 reasons this
congressperson does or does not represent all
citizens.
- The student communicates in an organized way, and
uses broad details.
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2 |
- The student provides a basic description of a
typical congressperson using 2 characteristics from
the chart.
- The student discusses one reason this
congressperson does or does not represent all
citizens.
- The student does not communicate in an organized
way, and provides little detail.
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1 |
- The student provides a minimal description of the
typical congressman using only one characteristic
from the chart.
- The student minimally discusses one reason this
congressman does or does not represent all
Americans.
- The student does not communicate in an organized
way, and includes inaccurate information.
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0 |
- Response is totally incorrect or irrelevant.
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Blank |
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9th Grade
Law and Justice
Culture and Society
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Because people are able to interact easily today with
others who live in their communities, as well as with those
who live thousands of miles away, the importance of both
formal and informal groups in society is increasing. Some
examples of formal groups are listed below:
Examples of formal groups:
Schools, churches, workplaces, civic organizations, towns,
cities
Examples of informal groups:
Neighborhoods, friendships, hobby groups, computer-user
groups
- Describe the characteristics of formal and informal
groups.
- Explain how formal and informal groups meet the needs of
individuals.
9th Grade
Law and Justice
Culture and Society Rubric
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Score Point |
Description |
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4 |
- The student gives an extensive description of the
characteristics of formal and informal groups.
- The student demonstrates an extensive
understanding of how formal and informal groups meet
the needs of the individual.
- The student communicates in an organized way,
using extensive detail.
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3 |
- The student provides a broad description of formal
and informal groups.
- The student demonstrates a broad understanding of
how formal and informal groups meet the needs of the
individual.
- The student communicates in an organized way and
gives broad details.
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2 |
- The student provides a basic description of the
characteristics of formal and informal groups.
- The student demonstrates only a basic
understanding how they meet the needs of
individuals.
- The student does not communicate in an organized
way, and provides little accurate detail.
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1 |
- The student provides a minimal description of
formal and informal groups with some missing or
inaccurate information.
- The student demonstrates a minimal understanding
of how formal and informal groups meet the needs of
an individual.
- The student does not communicate in an organized
way, and includes inaccurate information.
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0 |
- Response is totally incorrect or irrelevant.
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Blank |
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9th Grade
Law and Justice
Economics
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Changes in interest rates affect individuals and businesses
in different ways. These changes can work to the advantage or
disadvantage of different individuals and businesses.
Describe how each of the following would be affected by a
decrease in interest rates. Explain why these people will not
be affected the same way.
- a car dealer
- a home builder
- a person who saves money through a bank saving plan
- a person buying a home
9th Grade
Law and Justice
Economics Rubric
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Score Point |
Description |
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4 |
- The student demonstrates an extensive
understanding of the affect of decreased interest
rates on each individual.
- The student demonstrates an extensive
understanding of the economic differences between
individuals
- The student communicates in an organized way, and
uses of extensive detail.
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3 |
- The student provides a broad description of how a
decrease in interest rates would affect each
individual.
- The student demonstrates a broad understanding of
the economic differences between the individuals.
- The students communicate in an organized way, and
use broad details.
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2 |
- The student provides a basic description of how a
decreased interest rates would affect at least three
of these individuals.
- The student demonstrates only a basic
understanding of the economic differences between
the individuals.
- The student does not communicate in an organized
way, and provides little detail.
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1 |
- The student provides a minimal description of the
affect of a decreased interest rates upon two
individuals.
- The student shows no understanding of the economic
differences between the individuals.
- The student does not communicate in an organized
way, and includes inaccurate information.
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0 |
- Response is totally incorrect or irrelevant.
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Blank |
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9th Grade
Law and Justice
Geography
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It is often said that Americans are, and always have been,
a "people on the move." Mobility is an important
feature of American life. Explain how geographic, social, and
economic factors influence people’s decisions about where to
live. Cite one example for each factor.
9th Grade
Law and Justice
Geography Rubric
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Score Point |
Description |
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4 |
- The student demonstrates an extensive
understanding of how geographic, social, and
economic factors influence people’s decisions
about where they live.
- The student provides 1 example for each factor and
gives an extensive explanation for the connection.
- The student communicates in an organized way, and
uses extensive detail.
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3 |
- The student demonstrates a broad understanding of
how geographic, social, and economic factors
influence people’s decisions about where to live.
- The student provides 1 example for each factor and
gives a broad explanation for the connection.
- The student communicates in an organized way, and
uses broad details.
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2 |
- The student demonstrates a basic understanding of
how geographic, social and economic factors
influence movement.
- The student provides 1 example but fails to make
the connection between the example and the factor.
- The student does not communicate in an organized
way, and includes very little detail.
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1 |
- The student demonstrates only a minimal
understanding of why people choose to live where
they do.
- The student does not provide an example.
- The student does not communicate in an organized
way, and includes inaccurate information.
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0 |
- Response is totally incorrect or irrelevant.
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Blank |
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9th Grade
Law and Justice
History
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Dred Scott vs. Sandford, Plessy vs. Ferguson, and Brown vs.
the Topeka Board of Education illustrate how Civil Rights has
evolved over time.
- Describe the precedent set by each of these cases,
- Explain the social and political reasons that led to
these Supreme Court decisions.
9th Grade
Law and Justice
History Rubric
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Score Point |
Description |
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4 |
- The student describes all three court cases and
the precedents set using extensive detail.
- The student explains the social and political
events that lead to these court decisions using
extensive detail.
- The student communicates in an organized way.
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3 |
- The student broadly describes all three court
cases and the precedent set by each case.
- The student explains the social and political
events that lead to these Supreme Court decisions
using broad details.
- The student communicates in an organized way.
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2 |
- The student describes 2 of the court cases using
basic details.
- The student explains a political or social event
that led to one court decision.
- The student does not communicate in an organized
way, using basic detail.
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1 |
- The student has only minimal knowledge any of the
court cases.
- The student cannot explain a political or social
event that led to one Supreme Court case.
- The student does not communicate in an organized
way, and includes inaccurate information.
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0 |
- Response is totally incorrect or irrelevant.
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Blank |
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