Evaluation Ruberic Subject: History Area of study: Strand A Grade: 7 Student : Age : Date : Task: Writing a biography of someone living in Canada after the British conquest in 1759 Expectations: Students will use the historical inquiry process to investigate the perspectives of a fictional person on some significant events, developments, and/or issues related to the shift in power in colonial Canada. They will also describe various significant events, developments, and people in Canada after the British conquest and explain their impact. Student Learning Results: I will be able to accurately write a biography of a person who lived in British North America. I will be able to explain my understanding of everyday life for a specific individual (Acadian, Loyalist, Soldier, etc.) in British North America. I will be able to weave my understanding of specific events in British North America into my biography. Learning Skills Level 1 Level 2 Knowledge and Understanding Student : (KU 1) Knowledge : Shows knowledge on their subject content: people, specific, details, dates... – demonstrates limited knowledge their subject content. – demonstrates some knowledge of their subject content. (KU2) Understanding : Shows an understanding of their subject content: Cause and Effect, Impacts... – demonstrates limited understanding their subject content. – demonstrates some understanding of their subject content. Level 3 – demonstrates considerable knowledge of their subject content. – demonstrates considerable understading of their subject content. Level 4 – demonstrates thorough knowledge of subject content. – demonstrates thorough understading of subject content. Thinking Student : (T1) Use of planning skills : Shows organization, revision, correction of their autobiography (work attached) – uses their skills to plan, revise and organize with limited effectiveness. – uses their skills to plan, revise and organize with some effectiveness. (T2) Use of processing skills: Demonstrates the ability to research and amass information and from there choose the right sources and information to include in their autobiography (research) – uses their skills of information processing with limited effectiveness. – uses their skills of information processing with some effectiveness. – uses their skills of information processing with effectiveness. – uses their skills of information processing with a high degree of effectiveness. Communication Student : (CO 2) Communication of ideas and information in written form for specific purposes and different audiences : Autobiography clear and precise. Information is well organized and communicated – communicates ideas and information for specific purpose and for specific audiences with limited effectiveness. – communicates ideas and information for specific purpose and for specfic audiences with some effectiveness. – communicates ideas and information for specific purpose and for specific audiences with effectiveness. – communicates ideas and information for specific purpose and for specific audiences with a high degree of effectiveness. Application Student : (AP 1) Application of knowledge and skills in familiar contexts : Can explain with clarity their individual’s story and can explain links with the society and life in British North America, past and present – applies their knowledge and skill in familiar contexts with limited effectiveness. – applies their knowledge and and skill in familiar context with some effectiveness – applies their knowledge and skill in familiar context with effectiveness. – applies their knowledge and and skill in familiar context with a high degree of effectiveness. – uses their skills to plan, revise and organize with considerable effectiveness. – uses their skills to plan, revise and organize with a high degree of effectiveness. Evaluation Ruberic Subject: History Area of study: Strand A Grade: 7 Student : Age : Date : Task: Oral presentation on the biography of someone living in Canada after the British conquest in 1759 Expectations: Students will use the historical inquiry process to investigate the perspectives of a person on some significant events, developments, and/or issues related to the shift in power in colonial Canada. They will also describe various significant events, developments, and people in Canada after the British conquest and explain their impact. Student Learning Results: I will be able to explain and show my understanding of a person who lived in British North America. I will do my oral presentation using an approved method of presentation (Speech, Google slide, Posterboard, etc.) Learning Skills Level 1 Level 2 Knowledge and Understanding Student : (KU 1) Knowledge : Shows knowledge on their subject content: people, specific, details, dates... – demonstrates limited knowledge their subject content. – demonstrates some knowledge of their subject content. (KU2) Understanding : Shows an understanding of their subject content: Cause and Effect, Impacts... – demonstrates limited understanding their subject content. – demonstrates some understanding of their subject content. Level 3 – demonstrates considerable knowledge of their subject content. Level 4 – demonstrates thorough knowledge of subject content. – demonstrates considerable understading of their subject content. – demonstrates thorough understading of subject content. – uses their skills to plan and organize with considerable effectiveness. – uses their skills to plan and organize with a high degree of effectiveness. Thinking Student : (T1) Use of planning skills : Shows organization and planning of their oral presentation (work attached) – uses their skills to plan and organize with limited effectiveness. – uses their skills to plan and organize with some effectiveness. (T2) Use of processing skills: Demonstrates the ability to research and amass information and from there choose the right sources and information to include in their presentation (research) – uses their skills of information processing with limited effectiveness. – uses their skills of information processing with some effectiveness. – uses their skills of information processing with effectiveness. – uses their skills of information processing with a high degree of effectiveness. Communication Student : (CO 2) Communication of ideas and information through oral, written, and visual forms, for specific purposes and different audiences : Presentation clear and precise. Information is well organized and communicated – communicates ideas and information for specific purpose and for specific audiences with limited effectiveness. – communicates ideas and information for specific purpose and for specfic audiences with some effectiveness. – communicates ideas and information for specific purpose and for specific audiences with effectiveness. – communicates ideas and information for specific purpose and for specific audiences with a high degree of effectiveness. Application Student : (AP 1) Application of knowledge and skills in familiar contexts : Can explain with clarity their individual’s story and can explain links with the society and life in British North America, past and present – applies their knowledge and skill in familiar contexts with limited effectiveness. – applies their knowledge and and skill in familiar context with some effectiveness – applies their knowledge and skill in familiar context with effectiveness. – applies their knowledge and and skill in familiar context with a high degree of effectiveness. Evaluation Ruberic
