{"id":231,"date":"2026-04-11T20:56:09","date_gmt":"2026-04-11T20:56:09","guid":{"rendered":"https:\/\/pressbooks.palomar.edu\/schoolagecurriculum\/?post_type=chapter&p=231"},"modified":"2026-06-04T21:12:03","modified_gmt":"2026-06-04T21:12:03","slug":"assessing-history-and-social-sciences","status":"publish","type":"chapter","link":"https:\/\/pressbooks.palomar.edu\/schoolagecurriculum\/chapter\/assessing-history-and-social-sciences\/","title":{"raw":"Assessing History and Social Sciences","rendered":"Assessing History and Social Sciences"},"content":{"raw":"

Assessment<\/h2>\r\nAssessments in social studies should prioritize understanding and empathy, as well as factual knowledge. Teachers can utilize project-based learning assessments, where students create presentations, write essays, or produce visual artifacts that demonstrate their comprehension of a topic (CDE, 2017). Additionally, student reflections and peer reviews can offer insight into their social and emotional learning (CASEL, 2020).\r\n

Rubrics<\/h3>\r\nRubrics are essential tools in project-based learning (PBL) for social studies because they provide clear criteria for evaluating student work and guide both instruction and assessment. In a PBL classroom, students often engage in hands-on, inquiry-based projects such as creating historical presentations, designing maps, or producing multimedia reports on civic issues. Rubrics help clarify expectations for research quality, accuracy of content, critical thinking, creativity, collaboration, and presentation skills. By using rubrics, teachers can give targeted feedback, and students can self-assess or peer-assess their work, fostering ownership of learning. This structured approach ensures that complex, interdisciplinary social studies projects are meaningful, fair, and aligned with learning objectives while promoting deeper engagement and understanding of historical and civic concepts.\r\n

Reading in the Content Area<\/h3>\r\nRead-alouds play a powerful role in strengthening history lessons in elementary school because they bring the past to life in ways that are accessible, engaging, and developmentally appropriate for young learners. Through vivid stories, rich illustrations, and relatable characters, students can better imagine historical settings, understand diverse perspectives, and connect emotionally with people from different times and cultures. Read-alouds also help build background knowledge and vocabulary, making complex historical concepts easier to grasp. They provide natural opportunities for discussion, questioning, and critical thinking as students compare past and present, identify cause and effect, and consider multiple viewpoints. By weaving storytelling into history instruction, teachers create more meaningful, memorable, and inclusive learning experiences that spark curiosity and deepen students\u2019 understanding of the world.\r\n
\r\n

Examples<\/p>\r\n\r\n<\/header>\r\n

\r\n\r\nBelow is a list of popular children's stories by grade that embed history with storytelling.\r\n

Kindergarten: Me, My Family, My Community<\/h4>\r\n
    \r\n \t
  • Last Stop on Market Street by Matt de la Pe\u00f1a\r\nCommunity, diversity, and civic responsibility.<\/li>\r\n \t
  • A Chair for My Mother by Vera B. Williams\r\nFamily, work, saving, and community support.<\/li>\r\n \t
  • The Snowy Day by Ezra Jack Keats\r\nDaily life and comparing past\/present childhood experiences.<\/li>\r\n \t
  • Whose Hands Are These? \u2013byMiranda Paul\r\nCommunity helpers and roles.<\/li>\r\n \t
  • The Oldest Student: How Mary Walker Learned to Read by Rita Lorraine Hubbard\r\nPerseverance and understanding life long ago.<\/li>\r\n<\/ul>\r\n

    1st Grade: Families, Cultures, and Neighborhoods<\/h4>\r\n
      \r\n \t
    • When Everybody Wore a Hat by William Steig\r\nDaily life in the past.<\/li>\r\n \t
    • Me on the Map by Joan Sweeney\r\nBasic geography concepts.<\/li>\r\n \t
    • All the Way to America by Dan Yaccarino\r\nFamily immigration stories.<\/li>\r\n \t
    • My Map Book by Sara Fanelli\r\nPersonal mapping and community spaces.<\/li>\r\n \t
    • Boxes for Katje by Candace Fleming\r\nPost-WWII cooperation and global community.<\/li>\r\n<\/ul>\r\n

      2nd Grade: People Who Make a Difference<\/h4>\r\n
        \r\n \t
      • Henry\u2019s Freedom Box by Ellen Levine\r\nCourage, slavery, and the Underground Railroad.<\/li>\r\n \t
      • Dolores Huerta: A Hero to Migrant Workers by Sarah Warren\r\nCalifornia change-makers.<\/li>\r\n \t
      • The Story of Ruby Bridges by Robert Coles\r\nCivil rights and everyday bravery.<\/li>\r\n \t
      • Amelia and Eleanor Go for a Ride by Pam Mu\u00f1oz Ryan\r\nFemale leaders and risk-takers.<\/li>\r\n \t
      • Dave the Potter by Laban Carrick Hill\r\nArt, history, and perseverance.<\/li>\r\n<\/ul>\r\n

        3rd Grade: Communities, Local Government, and Indigenous Peoples<\/h4>\r\n
          \r\n \t
        • The People Shall Continue by Simon J. Ortiz\r\nNative American history from Indigenous perspectives.<\/li>\r\n \t
        • The Journey of Oliver K. Woodman by Darcy Pattison\r\nGeography, maps, and travel across the U.S.<\/li>\r\n \t
        • Thank You, Mr. Falker by Patricia Polacco\r\nCommunity and overcoming challenges.<\/li>\r\n \t
        • If You Lived with the Cherokee (or other tribes)\r\nUnderstanding Indigenous cultures.<\/li>\r\n \t
        • The Castle in the Attic by Elizabeth Winthrop\r\nMedieval history connections and imagination.<\/li>\r\n<\/ul>\r\n

          4th Grade: California History<\/h4>\r\n
            \r\n \t
          • Island of the Blue Dolphins by Scott O\u2019Dell\r\nNative people of California and survival.<\/li>\r\n \t
          • By the Great Horn Spoon! by Sid Fleischman\r\nCalifornia Gold Rush adventures.<\/li>\r\n \t
          • Nine Months to Gold by Sneed B. Collard\r\nPrimary-source style historical fiction.<\/li>\r\n \t
          • The Fourth Grade Project by Judy Gelles\r\nGlobally diverse childhood experiences.<\/li>\r\n \t
          • Zia by Scott O\u2019Dell\r\nContinuation of Indigenous perspectives related to CA history.<\/li>\r\n<\/ul>\r\n

            5th Grade: U.S. History: Exploration, Colonies, and the New Nation<\/h4>\r\n
              \r\n \t
            • Encounter by Jane Yolen\r\nEuropean contact told from a Ta\u00edno child\u2019s viewpoint.<\/li>\r\n \t
            • If You Lived in Colonial Times by Ann McGovern\r\nDaily life in early America.<\/li>\r\n \t
            • George vs. George by Rosalyn Schanzer\r\nAmerican Revolution from two perspectives.<\/li>\r\n \t
            • The Boy Who Loved Maps by Kari Allen\r\nGeography and early American exploration connections.<\/li>\r\n \t
            • We Are the Water Protectors by Carole Lindstrom\r\nIndigenous rights, land, and environmental stewardship.<\/li>\r\n<\/ul>\r\n<\/div>\r\n<\/div>\r\nReading in the content area of social studies provides an excellent opportunity to assess a student\u2019s reading comprehension in a meaningful context. Social studies texts often include complex vocabulary, historical timelines, primary sources, maps, charts, and cause-and-effect relationships, which require students to use higher-order thinking skills such as analyzing, summarizing, and making inferences. By observing how students interpret texts, answer questions, or extract key ideas from documents and sources, teachers can evaluate not only literal comprehension but also critical thinking, understanding of context, and ability to synthesize information. This approach allows reading assessment to be integrated into content learning, helping teachers support both literacy development and social studies understanding simultaneously.\r\n\r\n
              \r\n\r\n

              Intervention in Geographical Knowledge<\/h2>\r\nMultiple studies over the past several decades show that many Americans struggle with basic geography knowledge. One well-known example from 2002 is the National Geographic \u201cGlobal Geographic Literacy Survey,\u201d which found that young adults in the United States had difficulty locating major countries, regions, and even large bodies of water on a world map. Only a small percentage could identify places like Afghanistan, Japan, or the Pacific Ocean, and some even struggled to locate the United States itself. A follow-up Roper\/National Geographic survey (2002) showed similar patterns, with many respondents unable to find North Korea, Afghanistan, or major U.S. states. These findings highlight a persistent gap in geographic awareness among young Americans.\r\n\r\nNational assessments also reflect this concern. The National Assessment of Educational Progress (NAEP) has repeatedly reported that many students perform below proficiency levels in geography. High-school seniors in earlier assessments answered barely half of the geography questions correctly, and more recent reports continue to show that only a small percentage of students reach advanced levels of spatial and geographic understanding. Additional regional studies, such as research conducted in California schools, show that even college students often lack essential geographic literacy, including knowledge of continents, countries, and global issues.\r\n\r\nTogether, these studies suggest that weak geography knowledge may stem from inconsistent or limited geography instruction in U.S. schools. Researchers warn that these gaps affect more than map skills, hey also limit students\u2019 ability to understand global events, environmental issues, migration patterns, and cultural relationships. Strong geography education is essential for developing informed citizens who can make sense of the world and America\u2019s place in it.\r\n\r\nEducators across the United States are working to improve students\u2019 geography knowledge by integrating stronger map skills, spatial thinking, and global awareness into everyday instruction. Many teachers now use interactive tools such as digital maps, GIS technology, and hands-on activities to help students connect geography to real-world events. Schools are also shifting toward inquiry-based learning, where students analyze primary sources, explore environmental issues, and investigate how geography shapes communities and cultures.\r\n\r\nProfessional development programs are helping teachers strengthen their own geographic knowledge and learn new strategies for teaching it effectively. Additionally, national organizations, such as National Geographic and the Council for Geographic Education, are partnering with schools to provide curriculum resources, training, and high-quality materials. Through these efforts, educators are working to ensure that geography is no longer overlooked, but instead becomes a powerful foundation for students\u2019 understanding of the world.\r\n\r\n
              \r\n\r\n

              Resources<\/h2>\r\n
                \r\n \t
              1. Barton, K. C., & Levstik, L. S. (2004). Teaching history for the common good. Routledge.<\/li>\r\n \t
              2. Beers, S. Z. (2011). 21st century skills: Preparing students for their future. International Society for Technology in Education.<\/li>\r\n \t
              3. California Department of Education. (2017). History-Social Science Framework. https:\/\/www.cde.ca.gov\/ci\/hs\/cf\/hssframework.asp<\/li>\r\n \t
              4. CASEL. (2020).SEL in School Districts: A systemic approach aligns school district policies, resources, and actions to support SEL. https:\/\/casel.org\/systemic-implementation\/sel-in-school-districts\/<\/li>\r\n \t
              5. Darling-Hammond, L., et al. (2009). Professional learning in the learning profession: A status report on teacher development in the United States and abroad. National Staff Development Council.<\/li>\r\n \t
              6. Edge Future Learning. (n.d.). Using Rubrics in Project Based Learning (PBL). https:\/\/www.edge.co.uk\/documents\/399\/PBL_Strategies_-_Rubrics_Overview.pdf<\/li>\r\n \t
              7. Grant, S. G. (2003). Teaching history with technology: A project-based approach. Social Education, 67(2), 77-80.<\/li>\r\n \t
              8. Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81-112.<\/li>\r\n \t
              9. The Institute of Education Sciences. (2026). National Assessment of Educational Progress: Geography. https:\/\/nces.ed.gov\/nationsreportcard\/geography\/<\/li>\r\n \t
              10. Loewen, J. W. (2007). Lies my teacher told me: Everything your American history textbook got wrong (2nd ed.). The New Press.<\/li>\r\n \t
              11. NAEP. (2018). NAEP Report Card: Geography. https:\/\/www.nationsreportcard.gov\/geography\/<\/li>\r\n \t
              12. National Geographic and the Council for Geographic Education. (2025). Empowering Educators & Connecting Classrooms to the World. https:\/\/ncge.org\/<\/li>\r\n \t
              13. National Council for the Social Studies. (2010). National curriculum standards for social studies: A framework for teaching, learning, and assessment. NCSS.<\/li>\r\n \t
              14. National Geographic. (2002).Survey Reveals Geographic Illiteracy. https:\/\/www.nationalgeographic.com\/science\/article\/geography-survey-illiteracy<\/li>\r\n \t
              15. National Geographic Education Foundation.(2002). National Geographic \u2014 Roper 2002 Global Geographic Literacy Survey. www. roperasw.com.<\/li>\r\n \t
              16. Planetizen. (2002). Severe Geographic Illiteracy In The U.S. http:\/\/planetizen.com\/node\/8618<\/li>\r\n \t
              17. Sch\u00f6n, D. A. (1983). The reflective practitioner: How professionals think in action. Basic Books.<\/li>\r\n<\/ol>","rendered":"

                Assessment<\/h2>\n

                Assessments in social studies should prioritize understanding and empathy, as well as factual knowledge. Teachers can utilize project-based learning assessments, where students create presentations, write essays, or produce visual artifacts that demonstrate their comprehension of a topic (CDE, 2017). Additionally, student reflections and peer reviews can offer insight into their social and emotional learning (CASEL, 2020).<\/p>\n

                Rubrics<\/h3>\n

                Rubrics are essential tools in project-based learning (PBL) for social studies because they provide clear criteria for evaluating student work and guide both instruction and assessment. In a PBL classroom, students often engage in hands-on, inquiry-based projects such as creating historical presentations, designing maps, or producing multimedia reports on civic issues. Rubrics help clarify expectations for research quality, accuracy of content, critical thinking, creativity, collaboration, and presentation skills. By using rubrics, teachers can give targeted feedback, and students can self-assess or peer-assess their work, fostering ownership of learning. This structured approach ensures that complex, interdisciplinary social studies projects are meaningful, fair, and aligned with learning objectives while promoting deeper engagement and understanding of historical and civic concepts.<\/p>\n

                Reading in the Content Area<\/h3>\n

                Read-alouds play a powerful role in strengthening history lessons in elementary school because they bring the past to life in ways that are accessible, engaging, and developmentally appropriate for young learners. Through vivid stories, rich illustrations, and relatable characters, students can better imagine historical settings, understand diverse perspectives, and connect emotionally with people from different times and cultures. Read-alouds also help build background knowledge and vocabulary, making complex historical concepts easier to grasp. They provide natural opportunities for discussion, questioning, and critical thinking as students compare past and present, identify cause and effect, and consider multiple viewpoints. By weaving storytelling into history instruction, teachers create more meaningful, memorable, and inclusive learning experiences that spark curiosity and deepen students\u2019 understanding of the world.<\/p>\n

                \n
                \n

                Examples<\/p>\n<\/header>\n

                \n

                Below is a list of popular children’s stories by grade that embed history with storytelling.<\/p>\n

                Kindergarten: Me, My Family, My Community<\/h4>\n
                  \n
                • Last Stop on Market Street by Matt de la Pe\u00f1a
                  \nCommunity, diversity, and civic responsibility.<\/li>\n
                • A Chair for My Mother by Vera B. Williams
                  \nFamily, work, saving, and community support.<\/li>\n
                • The Snowy Day by Ezra Jack Keats
                  \nDaily life and comparing past\/present childhood experiences.<\/li>\n
                • Whose Hands Are These? \u2013byMiranda Paul
                  \nCommunity helpers and roles.<\/li>\n
                • The Oldest Student: How Mary Walker Learned to Read by Rita Lorraine Hubbard
                  \nPerseverance and understanding life long ago.<\/li>\n<\/ul>\n

                  1st Grade: Families, Cultures, and Neighborhoods<\/h4>\n
                    \n
                  • When Everybody Wore a Hat by William Steig
                    \nDaily life in the past.<\/li>\n
                  • Me on the Map by Joan Sweeney
                    \nBasic geography concepts.<\/li>\n
                  • All the Way to America by Dan Yaccarino
                    \nFamily immigration stories.<\/li>\n
                  • My Map Book by Sara Fanelli
                    \nPersonal mapping and community spaces.<\/li>\n
                  • Boxes for Katje by Candace Fleming
                    \nPost-WWII cooperation and global community.<\/li>\n<\/ul>\n

                    2nd Grade: People Who Make a Difference<\/h4>\n
                      \n
                    • Henry\u2019s Freedom Box by Ellen Levine
                      \nCourage, slavery, and the Underground Railroad.<\/li>\n
                    • Dolores Huerta: A Hero to Migrant Workers by Sarah Warren
                      \nCalifornia change-makers.<\/li>\n
                    • The Story of Ruby Bridges by Robert Coles
                      \nCivil rights and everyday bravery.<\/li>\n
                    • Amelia and Eleanor Go for a Ride by Pam Mu\u00f1oz Ryan
                      \nFemale leaders and risk-takers.<\/li>\n
                    • Dave the Potter by Laban Carrick Hill
                      \nArt, history, and perseverance.<\/li>\n<\/ul>\n

                      3rd Grade: Communities, Local Government, and Indigenous Peoples<\/h4>\n
                        \n
                      • The People Shall Continue by Simon J. Ortiz
                        \nNative American history from Indigenous perspectives.<\/li>\n
                      • The Journey of Oliver K. Woodman by Darcy Pattison
                        \nGeography, maps, and travel across the U.S.<\/li>\n
                      • Thank You, Mr. Falker by Patricia Polacco
                        \nCommunity and overcoming challenges.<\/li>\n
                      • If You Lived with the Cherokee (or other tribes)
                        \nUnderstanding Indigenous cultures.<\/li>\n
                      • The Castle in the Attic by Elizabeth Winthrop
                        \nMedieval history connections and imagination.<\/li>\n<\/ul>\n

                        4th Grade: California History<\/h4>\n
                          \n
                        • Island of the Blue Dolphins by Scott O\u2019Dell
                          \nNative people of California and survival.<\/li>\n
                        • By the Great Horn Spoon! by Sid Fleischman
                          \nCalifornia Gold Rush adventures.<\/li>\n
                        • Nine Months to Gold by Sneed B. Collard
                          \nPrimary-source style historical fiction.<\/li>\n
                        • The Fourth Grade Project by Judy Gelles
                          \nGlobally diverse childhood experiences.<\/li>\n
                        • Zia by Scott O\u2019Dell
                          \nContinuation of Indigenous perspectives related to CA history.<\/li>\n<\/ul>\n

                          5th Grade: U.S. History: Exploration, Colonies, and the New Nation<\/h4>\n
                            \n
                          • Encounter by Jane Yolen
                            \nEuropean contact told from a Ta\u00edno child\u2019s viewpoint.<\/li>\n
                          • If You Lived in Colonial Times by Ann McGovern
                            \nDaily life in early America.<\/li>\n
                          • George vs. George by Rosalyn Schanzer
                            \nAmerican Revolution from two perspectives.<\/li>\n
                          • The Boy Who Loved Maps by Kari Allen
                            \nGeography and early American exploration connections.<\/li>\n
                          • We Are the Water Protectors by Carole Lindstrom
                            \nIndigenous rights, land, and environmental stewardship.<\/li>\n<\/ul>\n<\/div>\n<\/div>\n

                            Reading in the content area of social studies provides an excellent opportunity to assess a student\u2019s reading comprehension in a meaningful context. Social studies texts often include complex vocabulary, historical timelines, primary sources, maps, charts, and cause-and-effect relationships, which require students to use higher-order thinking skills such as analyzing, summarizing, and making inferences. By observing how students interpret texts, answer questions, or extract key ideas from documents and sources, teachers can evaluate not only literal comprehension but also critical thinking, understanding of context, and ability to synthesize information. This approach allows reading assessment to be integrated into content learning, helping teachers support both literacy development and social studies understanding simultaneously.<\/p>\n

                            \n

                            Intervention in Geographical Knowledge<\/h2>\n

                            Multiple studies over the past several decades show that many Americans struggle with basic geography knowledge. One well-known example from 2002 is the National Geographic \u201cGlobal Geographic Literacy Survey,\u201d which found that young adults in the United States had difficulty locating major countries, regions, and even large bodies of water on a world map. Only a small percentage could identify places like Afghanistan, Japan, or the Pacific Ocean, and some even struggled to locate the United States itself. A follow-up Roper\/National Geographic survey (2002) showed similar patterns, with many respondents unable to find North Korea, Afghanistan, or major U.S. states. These findings highlight a persistent gap in geographic awareness among young Americans.<\/p>\n

                            National assessments also reflect this concern. The National Assessment of Educational Progress (NAEP) has repeatedly reported that many students perform below proficiency levels in geography. High-school seniors in earlier assessments answered barely half of the geography questions correctly, and more recent reports continue to show that only a small percentage of students reach advanced levels of spatial and geographic understanding. Additional regional studies, such as research conducted in California schools, show that even college students often lack essential geographic literacy, including knowledge of continents, countries, and global issues.<\/p>\n

                            Together, these studies suggest that weak geography knowledge may stem from inconsistent or limited geography instruction in U.S. schools. Researchers warn that these gaps affect more than map skills, hey also limit students\u2019 ability to understand global events, environmental issues, migration patterns, and cultural relationships. Strong geography education is essential for developing informed citizens who can make sense of the world and America\u2019s place in it.<\/p>\n

                            Educators across the United States are working to improve students\u2019 geography knowledge by integrating stronger map skills, spatial thinking, and global awareness into everyday instruction. Many teachers now use interactive tools such as digital maps, GIS technology, and hands-on activities to help students connect geography to real-world events. Schools are also shifting toward inquiry-based learning, where students analyze primary sources, explore environmental issues, and investigate how geography shapes communities and cultures.<\/p>\n

                            Professional development programs are helping teachers strengthen their own geographic knowledge and learn new strategies for teaching it effectively. Additionally, national organizations, such as National Geographic and the Council for Geographic Education, are partnering with schools to provide curriculum resources, training, and high-quality materials. Through these efforts, educators are working to ensure that geography is no longer overlooked, but instead becomes a powerful foundation for students\u2019 understanding of the world.<\/p>\n

                            \n

                            Resources<\/h2>\n
                              \n
                            1. Barton, K. C., & Levstik, L. S. (2004). Teaching history for the common good. Routledge.<\/li>\n
                            2. Beers, S. Z. (2011). 21st century skills: Preparing students for their future. International Society for Technology in Education.<\/li>\n
                            3. California Department of Education. (2017). History-Social Science Framework. https:\/\/www.cde.ca.gov\/ci\/hs\/cf\/hssframework.asp<\/li>\n
                            4. CASEL. (2020).SEL in School Districts: A systemic approach aligns school district policies, resources, and actions to support SEL. https:\/\/casel.org\/systemic-implementation\/sel-in-school-districts\/<\/li>\n
                            5. Darling-Hammond, L., et al. (2009). Professional learning in the learning profession: A status report on teacher development in the United States and abroad. National Staff Development Council.<\/li>\n
                            6. Edge Future Learning. (n.d.). Using Rubrics in Project Based Learning (PBL). https:\/\/www.edge.co.uk\/documents\/399\/PBL_Strategies_-_Rubrics_Overview.pdf<\/li>\n
                            7. Grant, S. G. (2003). Teaching history with technology: A project-based approach. Social Education, 67(2), 77-80.<\/li>\n
                            8. Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81-112.<\/li>\n
                            9. The Institute of Education Sciences. (2026). National Assessment of Educational Progress: Geography. https:\/\/nces.ed.gov\/nationsreportcard\/geography\/<\/li>\n
                            10. Loewen, J. W. (2007). Lies my teacher told me: Everything your American history textbook got wrong (2nd ed.). The New Press.<\/li>\n
                            11. NAEP. (2018). NAEP Report Card: Geography. https:\/\/www.nationsreportcard.gov\/geography\/<\/li>\n
                            12. National Geographic and the Council for Geographic Education. (2025). Empowering Educators & Connecting Classrooms to the World. https:\/\/ncge.org\/<\/li>\n
                            13. National Council for the Social Studies. (2010). National curriculum standards for social studies: A framework for teaching, learning, and assessment. NCSS.<\/li>\n
                            14. National Geographic. (2002).Survey Reveals Geographic Illiteracy. https:\/\/www.nationalgeographic.com\/science\/article\/geography-survey-illiteracy<\/li>\n
                            15. National Geographic Education Foundation.(2002). National Geographic \u2014 Roper 2002 Global Geographic Literacy Survey. www. roperasw.com.<\/li>\n
                            16. Planetizen. (2002). Severe Geographic Illiteracy In The U.S. http:\/\/planetizen.com\/node\/8618<\/li>\n
                            17. Sch\u00f6n, D. A. (1983). The reflective practitioner: How professionals think in action. Basic Books.<\/li>\n<\/ol>\n","protected":false},"author":17,"menu_order":7,"template":"","meta":{"pb_show_title":"on","pb_short_title":"Assessing HSS","pb_subtitle":"","pb_authors":[],"pb_section_license":"cc-by-nc-sa"},"chapter-type":[49],"contributor":[],"license":[57],"class_list":["post-231","chapter","type-chapter","status-publish","hentry","chapter-type-numberless","license-cc-by-nc-sa"],"part":32,"_links":{"self":[{"href":"https:\/\/pressbooks.palomar.edu\/schoolagecurriculum\/wp-json\/pressbooks\/v2\/chapters\/231","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/pressbooks.palomar.edu\/schoolagecurriculum\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/pressbooks.palomar.edu\/schoolagecurriculum\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/pressbooks.palomar.edu\/schoolagecurriculum\/wp-json\/wp\/v2\/users\/17"}],"version-history":[{"count":4,"href":"https:\/\/pressbooks.palomar.edu\/schoolagecurriculum\/wp-json\/pressbooks\/v2\/chapters\/231\/revisions"}],"predecessor-version":[{"id":521,"href":"https:\/\/pressbooks.palomar.edu\/schoolagecurriculum\/wp-json\/pressbooks\/v2\/chapters\/231\/revisions\/521"}],"part":[{"href":"https:\/\/pressbooks.palomar.edu\/schoolagecurriculum\/wp-json\/pressbooks\/v2\/parts\/32"}],"metadata":[{"href":"https:\/\/pressbooks.palomar.edu\/schoolagecurriculum\/wp-json\/pressbooks\/v2\/chapters\/231\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/pressbooks.palomar.edu\/schoolagecurriculum\/wp-json\/wp\/v2\/media?parent=231"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/pressbooks.palomar.edu\/schoolagecurriculum\/wp-json\/pressbooks\/v2\/chapter-type?post=231"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/pressbooks.palomar.edu\/schoolagecurriculum\/wp-json\/wp\/v2\/contributor?post=231"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/pressbooks.palomar.edu\/schoolagecurriculum\/wp-json\/wp\/v2\/license?post=231"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}