[Topic Title] Skinny¶

Standard: 9-10.[code] — [exact NDSBL standard statement] Era/Unit (if SS): [Era X — content focus] OR [USH Unit X — content focus] NDSBL Target: 3.0 score Estimated Time: 45–90 minutes Subject: [ELA / World History / US History / ELA + SS crosswalk]

What You Need to Know (Score 2.0)¶

Plain-language foundation. Every term you need for this standard is defined here. The basic processes are listed. This is the floor — if you can't do the 2.0 work, the 3.0 work is inaccessible.

Essential vocabulary for this standard: - [Term 1]: [plain-language definition] - [Term 2]: [plain-language definition] - [Term 3]: [plain-language definition]

Basic processes you should be able to do: - [ ] [Process 1 — a discrete, completable task] - [ ] [Process 2] - [ ] [Process 3]

2.0 Example: [A specific example from a real studio context showing what 2.0 evidence looks like — concrete, not vague. "A student who can identify the main claim of a speech and note one piece of supporting evidence is at 2.0."]

The Standard (Score 3.0)¶

[Exact standard language from NDSBL 10.2023]

Meeting the standard means: no major errors or omissions. You can do this accurately, completely, and independently.

3.0 Example: [Specific, concrete example showing what 3.0 evidence looks like in a studio context. Be specific about what the student produces, says, or demonstrates. "A student who analyzes a primary source speech, identifies the author's purpose and specific rhetorical choices (parallel structure, emotional appeals), and explains how those choices serve the purpose — with textual evidence — is at 3.0."]

What distinguishes 3.0 from 2.0: [One clear sentence explaining the difference — usually: 2.0 identifies/recalls; 3.0 analyzes/applies/explains.]

Going Further (Score 4.0)¶

In addition to 3.0, you demonstrate in-depth inferences and applications that go beyond what was taught.

Transfer ideas — ways to get to 4.0: - [Transfer task 1 — synthesis across studios, content areas, or time periods] - [Transfer task 2 — original application of the skill in a new context] - [Transfer task 3 — evaluation or critique that requires using the standard as a tool]

4.0 Example: [What a 4.0 response looks like — typically involves connecting ideas that weren't directly taught, synthesizing across multiple sources or time periods, or evaluating the effectiveness of something using the standard as a lens.]

CrashCourse Connection (if applicable)¶

Video: [Episode Title] — [URL or episode number] Channel: CrashCourse [World History / US History / English Literature]

Key Timestamps: - [mm:ss] — [What happens here and why it matters for this standard] - [mm:ss] — [Second timestamp] - [mm:ss] — [Third timestamp]

Watch Prompt: As you watch, track: [specific annotation task — e.g., "Write down every cause-and-effect relationship you hear. Note the timestamp for each one."]

Reading Library Connection (if applicable)¶

[[reading-library/[subject]/[entry-slug]]] — [One sentence on why this text helps with this standard in this era/unit context]
[[reading-library/[subject]/[entry-slug]]] — [Second connection if applicable]

Demonstration of Learning — Choose One¶

How will you show you know this standard? Pick one mode. Declare it in your Studio Proposal. Your advisor may specify a mode for certain studios.

#	Mode	What You Do for This Specific Standard
1	Written Assessment	Respond to this prompt: [specific prompt targeting this standard — not generic, targeted to the era/unit content]
2	Extended Writing	Write [specific essay or response type — e.g., "a 400–600 word explanatory essay arguing how [specific historical development] shaped [specific outcome]"] demonstrating [standard code]
3	Verbal Conversation	Talk through [specific concept from this standard + era/unit context] with your advisor. Be prepared to: [3 specific things you should be able to explain verbally]
4	Visual/Creative	Create [sketchnote / annotated diagram / infographic] showing [specific concept this standard requires you to understand]. Must include: [3 specific elements that demonstrate the standard]
5	Multimedia/Performance	[Podcast episode / Video explanation / Debate participation] demonstrating [standard]. Specific requirement: [what the multimedia piece must include to serve as evidence for this standard]
6	Portfolio Annotation	Select one or more pieces of existing work from this or a previous studio. Write metacognitive commentary explicitly connecting each artifact to [standard code] using 2.0/3.0/4.0 language. Minimum: [word count or annotation requirement]

Deliverable Ideas (Your Studio Product)¶

These are NOT the demonstration of learning. These are PBL artifact ideas — the thing you make and exhibit. Your deliverable should show you took what you demonstrated you know and built something real with it.

[Deliverable Idea 1 Title] — [Description: what format, who the audience is, what the deliverable does in the world. E.g., "A podcast episode interviewing two 'historians' (role-played by students or community members) who argue different interpretations of the same event."]
[Deliverable Idea 2 Title] — [Description: another format with different audience/purpose. E.g., "A visual essay comparing political propaganda posters from two different era/units, with analytical captions."]
[Deliverable Idea 3 Title] — [Description: a third option. E.g., "A community education piece — a one-page annotated timeline — designed for a local library display connecting this historical topic to present-day Fargo."]

Scale Tasks¶

Work through these in order. The 2.0 task is the foundation. The 3.0 task is the standard. The 4.0 task is the extension.

[ ] 2.0 task: [Concrete, completable foundation task — a student can independently check this off. E.g., "Identify three specific examples of cause-and-effect relationships in [primary source]. Write one sentence explaining each."]
[ ] 3.0 task: [Standard-demonstrating task — matches exact standard language. E.g., "Analyze [specific primary source] for the author's point of view, specific biases, and how rhetorical choices (style, word choice, structure) support the author's purpose. Provide textual evidence for each claim."]
[ ] 4.0 task: [Extension, transfer, or synthesis task. E.g., "Compare two primary sources from different time periods or media that address the same topic. Evaluate which account is more effective for a specific audience and purpose — and defend that evaluation."]