DRAFT LDC Rubric Dimensions for History-Social Science
MIDDLE SCHOOL Grades 6-8
Emerging
DISCIPLINARY
CONTENT
[SELECT SPECIFIC
CONTENT
STANDARD(S)
HERE.]
Includes disciplinary content
in explanations, but
understanding of content is
weak; content is irrelevant,
inappropriate, or inaccurate.
Approaches Expectations
Briefly notes disciplinary
content relevant to the
prompt; shows basic or
uneven understanding of
content with minor errors in
explanation.
Meets Expectations
Advanced
Accurately presents disciplinary
content relevant to the prompt
with sufficient explanations
that demonstrate
understanding.
Integrates relevant and accurate
disciplinary content with thorough
explanations that demonstrate in-depth
understanding.
Clearly and accurately explains
how specific events and
developments represent
change or continuity over time.
Thoroughly and accurately explains how
specific related events and
developments represent change and
continuity over time.
Clearly explains related causes and
effects of past events or developments
AND
Evaluates the relative influence of
specific causes.
Uses the dates and origins of sources,
(e.g., intended audience, place, author),
to introduce sources, accurately
interpret and use sources, and, as
appropriate, interpret the authors’
perspectives and purposes.
Disciplinary Concepts
[SELECT SPECIFIC DISCIPLINARY CONCEPT(S) RELEVANT TO THE TEACHING TASK.]
Compares event or
Identifies specific events or
CONTINUITY AND
development
to
related
event
developments as examples of
CHANGE
or development in another
change or continuity over
time period.
time.
CAUSE AND EFFECT1
Includes causes or effects of
past events.
Explains multiple causes and
an effect of past events or
developments.
Clearly explains causes and
effects of past events or
developments.
SOURCING
Date and origins of sources
have not been considered.
Notes date or origins of a
source to introduce source
and use it in relevant way.
Notes dates and origins of
sources, as appropriate, to
introduce sources and use
them in relevant and credible
ways.
1
In history/social studies, explaining cause and effect usually requires constructing an argument about cause and effect.
© 2015, Stanford Center for Assessment, Learning, & Equity (SCALE) & Literacy Design Collaborative
July 20, 2015 DRAFT
CONTEXTUALIZING
Correctly identifies the relevant
time and place of an event or
development.
Makes a connection between
related events or
developments and correctly
identifies the relevant times
and places.
Makes a clear connection to a
relevant context -- political,
social or economic
circumstances of the time or
place, or prior historical events,
ideas, or conditions.
Other disciplinary concepts may be added in the future…
© 2015, Stanford Center for Assessment, Learning, & Equity (SCALE) & Literacy Design Collaborative
July 20, 2015 DRAFT
Explains connections to relevant
contexts -- political, social or economic
circumstances of the time and place,
and/or prior historical events, ideas, or
conditions.
C3 Strand
Emerging
Approaches Expectation
Meets Expectation
Advanced
History-Social Science Practices [SELECT SPECIFIC PRACTICE(S) RELEVANT TO THE TEACHING TASK.]
Poses a central question with
unclear or little relevance to
the topic
OR question is too broad or
narrow in scope to guide initial
investigation.
Poses a relevant central
question.
Poses a relevant, central
question that is specific enough
to guide initial investigation.
Poses a compelling central question that
is targeted enough to guide
investigation.
Identifies a connection
between question and existing
information or ideas.
Clearly explains a connection
between question and existing
expert ideas.
Clearly explains question’s importance
to the field and it’s relationship to
existing expert ideas and debates.
DEVELOP
SUPPORTING
RESEARCH
QUESTIONS
DETERMINE
HELPFUL SOURCES
Supporting questions are
absent or irrelevant.
Supporting questions are
loosely related to central
question.
Explains how supporting
questions relate to the central
question to help guide
investigation.
Explains clear relationships between
specific supporting questions and
central question, and to relevant expert
ideas or debates.
Consults one or two relevant
sources that share point of
view.
Consults sources relevant to
both supporting and central
research questions that mostly
share point of view.
CRITIQUE
ARGUMENTS OR
EXPLANATIONS IN
SECONDARY
SOURCES
Summarizes others’
argument(s) or explanation(s).
Critique is absent, loosely
related, or focuses on
insignificant details.
Critiques others’ argument(s)
or explanation(s) in terms of
supporting sources, evidence,
and/or logic.
Consults multiple sources
relevant to the inquiry and that
represent multiple points of
view regarding both central and
most supporting questions.
Critiques the strengths and
weaknesses of others’
argument(s) or explanation(s) in
terms of supporting sources,
evidence, and/or logic, using
well-chosen examples.
Consults multiple relevant sources of
various types (e.g., primary, secondary,
print, digital, visual, graphic) that
represent varied and significant points
of view.
Thoroughly critiques the strengths and
weaknesses of others’ argument(s) or
explanation(s) in terms of accuracy,
supporting sources, evidence, and logic,
using well-chosen examples.
DEVELOP CENTRAL
RESEARCH
QUESTIONS
© 2015, Stanford Center for Assessment, Learning, & Equity (SCALE) & Literacy Design Collaborative
July 20, 2015 DRAFT
C3 Strand
Emerging
Approaches Expectation
USE DISCIPLINARY
LENSES
(ECONOMIC, CIVIC,
HISTORICAL, OR
GEOGRAPHIC)
UNDERSTAND
PERSPECTIVES
Names a disciplinary lens
(concepts, knowledge,
reasoning, tools) to explain or
argue, but relevance is unclear
or inaccurate.
Introduces an appropriate
disciplinary lens (concepts,
knowledge, reasoning, tools) to
explain or argue.
Applies an appropriate
disciplinary lens (concepts,
knowledge, reasoning, tools) in
general and accurate ways to
explain or argue.
Applies an appropriate disciplinary lens
(concepts, knowledge, reasoning, tools)
in explicit and accurate ways to explain
or argue.
Attempts to identify
perspective of people in the
past or author(s).
Accurately identifies
perspective of people in the
past or author(s).
Accurately identifies perspective
of people in the past or
author(s), and factors that
influence those perspectives.
CORROBORATE
SOURCES
Relies primarily on one source
to support ideas or claims.
Uses multiple sources to
support specific ideas or
claims, without explicitly
comparing or integrating
sources or evidence.
Makes explicit connections
between sources by comparing
or contrasting information,
perspectives, and/or origins to
support specific ideas or claims.
EXPLAIN A SOCIAL
PROBLEM
Discusses a social problem
generally, using a relevant
example.
Defines and explains a social
problem, using relevant
examples.
Identifies an opportunity or
challenge in addressing the
problem.
Identifies opportunities or
challenges in addressing
problem.
Clearly defines and explains a
social problem, generally
identifying its characteristics or
causes, using relevant examples
of the problem from different
contexts.
Accurately discusses in detail
perspective(s) of people in the past or
author(s) and explains how interacting
contextual factors influence those
perspectives.
Makes significant and nuanced
connections between sources by
comparing and contrasting information,
perspectives, and/or origins to
strengthen, refine, or explain limitations
of specific ideas or claims.
Clearly and thoroughly defines and
analyzes a social problem to understand
its characteristics and causes, using
relevant examples from different
contexts.
ASSESS OPTIONS
AND RECOMMEND
ACTION
Identifies option for individual
or collective action.
Generates and assesses option
for individual or collective
action to address a social
problem, in terms of multiple
factors, including possible
outcomes, and recommends an
action loosely related to that
assessment.
Meets Expectation
Explains opportunities and
challenges in addressing
problem.
Generates and assesses options
for individual and collective
action to address a social
problem, in terms of multiple
factors, including possible
outcomes, and recommends an
action consistent with that
assessment.
© 2015, Stanford Center for Assessment, Learning, & Equity (SCALE) & Literacy Design Collaborative
July 20, 2015 DRAFT
Advanced
Clearly explains and prioritizes
opportunities and challenges in
addressing problem.
Generates and thoroughly assesses
options for individual and collective
action to address a social problem, in
terms of multiple factors, including
potential outcomes, and effective
strategies, and recommends specific
action(s) consistent with that
evaluation.
© 2015, Stanford Center for Assessment, Learning, & Equity (SCALE) & Literacy Design Collaborative
July 20, 2015 DRAFT