Grade-Level Standards:

6.H.4.1 Consider alternative courses of action or outcomes for historical events

Student Friendly Language:

I can compare and contrast historical and current events/issues and explain how different courses of action could have changed them.

I am wondering why current events in in the student language when it is not referenced in the standard- I think it should be in the do?

Grade-Level Standards:

6.H.2.4 Analyze the development and cultural contributions that gave rise to economic systems and political institutions

Student Friendly Language:

I can evaluate developments and cultural contributions that influenced financial systems and governments. I can  examine developments and the cultural contributions that lead the way for financial (economic) systems and government (political) organizations (institutions).

My suggestions in bold 

Grade-Level Standards:

6.H.2.3 Analyze the development and cultural contributions including large-scale empires and major religions

Student Friendly Language:

I can evaluate multiple causes of events and developments, with an emphasis on large empires and major religions.  I can break into parts for examination, the development and cultural contributions of large-scale empires and major religions.

A similar awkward sentence- bold is my change- italics is the original. The bold is dimension 2 wording from the C3 Framework. Let me know what you think. 

Grade-Level Standards:

6.H.2.2 Analyze the development and cultural contributions that gave rise to the agrarian societies

Student Friendly Language:

I can break into parts for examination, the development and cultural contributions that promoted the rise in ownership of land and agriculture.

 
This one was awkward in the wording so I changed it on the doc from the wording above to: I can explain multiple causes and effects of developments and cultural contributions that promoted the rise in ownership of land and agriculture." Not sure if this is exactly right so let me know what you think. 

I am jumping back over to Dimension 2 in the C3 Framework - http://www.socialstudies.org/system/files/c3/C3-Framework-for-Social-Studies.pdf
in referencing the specific disciplinary connections while holding true to the work of our fellow writers. 

SD Social Studies State Standards Disaggregated Template

Subject:

US History

K-12 Anchor Standard:

K-12.H.1   Students will analyze how major events are chronologically connected and evaluate their impact on one another.

Grade Level:

High School

Grade-Level Standards:

9-12.H.1.4 Analyze how individuals and groups reacted to social, political, and economic problems in the U.S. from Reconstruction through the Progressive Era. (Courses: Modern, Comprehensive)

Student Friendly Language:

I can demonstrate how various Americans dealt with the problems in the U.S. after the Civil War.

Know (Factual)	Understand (Conceptual) The students will understand that:	Do (Procedural, Application, Extended Thinking)
Reconstruction Era Guilded Age Progressive Era key groups of the time key individuals of the time social, political, economic issues how society addressed these problems	Americans faced and overcame numerous challenges. Approaches to the challenges the U.S. faced varied between groups and individuals.	Investigate various problems and evaluate how various groups and individuals dealt with these obstacles.

We have been referencing this work in our district as teacher teams are writing curriculum and assessments. I am noticing some issues with some the disaggregation work as we go along. It is likely I will be posting quite a few more, so apologies in advance.

The student friendly language leaves this open to the present where the standard frames the time period and I'm wondering about the term demonstrate. I like the Do. I think we need to beef up the understand- perhaps a connection with reconstruction to the growth if the industrial US?  and Gilded is spelled incorrectly. A "Do" to the effect of-- use questions to assess the significance of Progressive era groups on historical problems and the lasting impact to society.....

9-12.C.1.1 - Suggested Edits/Questions

Original Version

Grade-Level Standards:

9-12.C.1.1 Rationalize the purposes of government throughout world history through the use of compelling questions

Student Friendly Language:

I can use questioning to explain what purpose a government serves to its people.

Know (Factual)	Understand (Conceptual) The students will understand that:	Do (Procedural, Application, Extended Thinking)
ideals of government monarchy oligarchy autocracy	The creation of different governments throughout history and their impact on the US government. There are many reasons for the creation of governments throughout history. The US government has been impacted by multiple government theories and ideals.	Distinguish the various origins of governmental authority, how it came to exist, and the need for government. Make a specific application from a historical governing theory or ideal on the current US government.

 Suggested Edits

Grade-Level Standards:

9-12.C.1.1 Rationalize the purposes of government throughout world history through the use of compelling questions

Student Friendly Language:

I can use questioning to explain what purpose a government serves to its people.

Know (Factual)	Understand (Conceptual) The students will understand that:	Do (Procedural, Application, Extended Thinking)
Ideals of government Purposes of government Evolution theory Force theory Divine Right theory Social Contract theory	The creation of different governments throughout world history can be understood through theory and context. There are many reasons for the creation of different government functions throughout world history. The U.S. and other governments have been impacted by multiple government theories and ideals.	Identify and describe the various theories of governmental authority Create and utilize compelling questions about the purpose of government Apply a historical governing theory or ideal on the current U.S. and other governments.

Rationale: The standard asks students to "rationalize" that is explain the purpose of government and do so through compelling questions e.g. What different situations cause groups of associated people to need government?  This leads to the theories of government.  I also reworked some of the Understand and Do phrases to better reflect this.  The original version also had a U.S. focus though the standard does not express that so I made other minor adjustments. Let me know what you think of my edits.
Maka

SAMPLE HELP FORMAT

Grade-Level Standards:

1.G.1.2 Use maps, globes, and other simple geographic models to identify absolute location

Student Friendly Language:

I can find a location using a map or globe.

Know (Factual)	Understand (Conceptual) The students will understand that:	Do (Procedural, Application, Extended Thinking)
map globe our address location positional words absolute location	Familiar places have locations; streets have names; and maps represent exact places.	Find a location on a simple geographic model.