Gr. 6 Social Studies Project Rubric: STUDENT COPY
My Family, My Story, & My Community
Name: _____________________
Date: _________________
LEARNING GOALS:
 We are learning to…
 We are learning to…
Success Criteria
LEVEL 1
LEVEL 2
LEVEL 3
LEVEL 4
Understanding:
(Biography,
Def. of
Community)
-Shows a limited
understanding of
his/her family journey
to Canada (e.g., Why
they came to Canada
– motivation, How
they developed a
community of their
own – perspective
etc.)
-Shows little
understanding of
what community is.
-Shows some
understanding of
his/her family journey
to Canada (e.g., Why
they came to Canada
– motivation, How
they developed a
community of their
own – perspective
etc.)
-Shows a simple
understanding of
what community is.
-Shows a good
understanding of
his/her family
journey to Canada
(e.g., Why they
came to Canada –
motivation, How
they developed a
community of their
own – perspective
etc.)
-Shows a clear
understanding of
what community is.
-Shows an excellent
understanding of
his/her family
journey to Canada
(e.g., Why they
came to Canada –
motivation, How
they developed a
community of their
own – perspective
etc.)
-Shows a precise
understanding of
what community is.
-Has difficulty planning
and organizing his/her
pizza box and includes
some project elements:
biography, family tree,
letter, journey map &
artifacts (pictures,
heirlooms, coat of arms
etc.)
-Uses his/her critical
thinking and processing
skills with limited
success when
researching his/her
family story.
-Has some difficulty
planning and organizing
his/her pizza box and
includes most project
elements: biography,
family tree, letter,
journey map & artifacts
(pictures, heirlooms,
coat of arms etc.)
-Uses his/her critical
thinking and processing
skills with some success
when researching
his/her family story.
-Plans and organizes
his/her pizza box
effectively including all
project elements:
biography, family tree,
letter, journey map &
artifacts (pictures,
heirlooms, coat of
arms etc.)
-Uses his/her critical
thinking and
processing skills very
well when researching
his/her family story.
-Plans and organizes
his/her pizza box with
precision including all
project elements:
biography, family tree,
letter, journey map &
artifacts (pictures,
heirlooms, coat of
arms etc.)
-Uses his/her critical
thinking and
processing skills
exceptionally when
researching his/her
family story.
 I can…
 I can…
Thinking
(Research & Pizza
Box Display)
 I can…
 I can…
Communication
(Biography, Letter
& Artifacts)
 I can…
Application
(Letter to Your
Ancestors)
 I can…
-Experiences difficulty
communicating his/her
family story to the
audience at the history
fair using few historical
facts to support his/her
ideas (e.g., dates,
pictures, maps, text,
tree diagram, etc.).
-Communicates his/her
family story with some
success to the audience
at the history fair using
some historical facts to
support his/her ideas
(e.g., dates, pictures,
maps, text, tree
diagram, etc.).
-Communicates
his/her family story to
the audience at the
history fair very well
using historical facts
to support his/her
ideas (e.g., dates,
pictures, maps, text,
tree diagram, etc.).
-Communicates
his/her family story to
the audience at the
history fair with
precision using
historical facts to
support his/her ideas
(e.g., dates, pictures,
maps, text, tree
diagram, etc.).
-Makes very limited
connections between
what a community is
and how his/her family
worked to settle into
one upon arrival in
Canada/London
Ontario.
-He/She transfers little
knowledge of personal
history to his/her life
today and plans for the
future.
-Makes some
connections between
what a community is
and how his/her family
worked to settle into
one upon arrival in
Canada/London
Ontario.
-He/She transfers some
knowledge of personal
history to his/her life
today and plans for the
future.
-Makes good
connections between
what a community is
and how his/her
family worked to
settle into one upon
arrival in
Canada/London
Ontario.
-He/She is able to
transfer knowledge of
personal history to
his/her life today and
plans for the future.
-Makes rich
connections between
what a community is
and how his/her
family worked to
settle into one upon
arrival in
Canada/London
Ontario.
-He/She seamlessly
transfers knowledge
of personal history to
his/her life today and
plans for the future.
LEARNING SKILLS:
Responsibility
□ I completed my project on time and with care.
□ I came to class prepared with the resources I
needed to work on my project
(e.g., interview notes, artifacts etc.)
Student: ______
Teacher: ______
Organization
Initiative
□ I motivated myself to do my best work.
□ I asked questions when I was unsure of what to
do.
Student: ______
Teacher: ______
Independent Work
□ My Family History pizza box is well organized and □ I followed given instructions and was able to work
includes all parts of the project
without direct teacher supervision.
□ I used my class time effectively to complete the □ I completed the project on my own and used
task.
Student: ______
TEACHER FEEDBACK:
classroom resources effectively when I needed to.
Teacher: ______
Student: ______
Teacher: ______
Gr. 6 Social Studies Project Rubric: TEACHER COPY
My Family, My Story, & My Community
Name: _____________________
Date: _________________
LEARNING GOALS:
 We are learning to use the social studies inquiry process to research (gathering information, analyzing
sources, asking questions, comparing historical facts etc.) the important historical experiences of our family
to better understand how they contributed to communities in Canada.
 We are learning to make connections between our family’s story, world history, Canadian history (Upper
Canada), and our own story today.
Success Criteria
LEVEL 1
LEVEL 2
LEVEL 3
LEVEL 4
Understanding:
(Biography,
Def. of
Community)
-Shows a limited
understanding of
his/her family journey
to Canada (e.g., Why
they came to Canada
– motivation, How
they developed a
community of their
own – perspective
etc.)
-Shows little
understanding of
what community is.
-Shows some
understanding of
his/her family journey
to Canada (e.g., Why
they came to Canada
– motivation, How
they developed a
community of their
own – perspective
etc.)
-Shows a simple
understanding of
what community is.
-Shows a good
understanding of
his/her family
journey to Canada
(e.g., Why they
came to Canada –
motivation, How
they developed a
community of their
own – perspective
etc.)
-Shows a clear
understanding of
what community is.
-Shows an excellent
understanding of
his/her family
journey to Canada
(e.g., Why they
came to Canada –
motivation, How
they developed a
community of their
own – perspective
etc.)
-Shows a precise
understanding of
what community is.
-Has difficulty planning
and organizing his/her
pizza box and includes
some project elements:
biography, family tree,
letter, journey map &
artifacts (pictures,
heirlooms, coat of arms
etc.)
-Uses his/her critical
thinking and processing
skills with limited
success when
researching his/her
family story.
-Has some difficulty
planning and organizing
his/her pizza box and
includes most project
elements: biography,
family tree, letter,
journey map & artifacts
(pictures, heirlooms,
coat of arms etc.)
-Uses his/her critical
thinking and processing
skills with some success
when researching
his/her family story.
-Plans and organizes
his/her pizza box
effectively including all
project elements:
biography, family tree,
letter, journey map &
artifacts (pictures,
heirlooms, coat of
arms etc.)
-Uses his/her critical
thinking and
processing skills very
well when researching
his/her family story.
-Plans and organizes
his/her pizza box with
precision including all
project elements:
biography, family tree,
letter, journey map &
artifacts (pictures,
heirlooms, coat of
arms etc.)
-Uses his/her critical
thinking and
processing skills
exceptionally when
researching his/her
family story.
 I understand
what a
community is.
 I understand
my family’s
“perspective”
in their
historical
journey.
Thinking
(Research & Pizza
Box Display)
 I can plan and
organize my
project.
 I use my critical
thinking skills
to analyze
maps, historical
content, and
interviews etc.
to understand
my family’s
story.
Communication
(Biography, Letter
& Artifacts)
 I can
communicate
my family story
with historical
facts and
terms.
Application
(Letter to Your
Ancestors)
 I can make
connections
between
historical world
events, my
community, my
family’s story,
and my life
today.
-Experiences difficulty
communicating his/her
family story to the
audience at the history
fair using few historical
facts to support his/her
ideas (e.g., dates,
pictures, maps, text,
tree diagram, etc.).
-Communicates his/her
family story with some
success to the audience
at the history fair using
some historical facts to
support his/her ideas
(e.g., dates, pictures,
maps, text, tree
diagram, etc.).
-Communicates
his/her family story to
the audience at the
history fair very well
using historical facts
to support his/her
ideas (e.g., dates,
pictures, maps, text,
tree diagram, etc.).
-Communicates
his/her family story to
the audience at the
history fair with
precision using
historical facts to
support his/her ideas
(e.g., dates, pictures,
maps, text, tree
diagram, etc.).
-Makes very limited
connections between
what a community is
and how his/her family
worked to settle into
one upon arrival in
Canada/London
Ontario.
-He/She transfers little
knowledge of personal
history to his/her life
today and plans for the
future.
-Makes some
connections between
what a community is
and how his/her family
worked to settle into
one upon arrival in
Canada/London
Ontario.
-He/She transfers some
knowledge of personal
history to his/her life
today and plans for the
future.
-Makes good
connections between
what a community is
and how his/her
family worked to
settle into one upon
arrival in
Canada/London
Ontario.
-He/She is able to
transfer knowledge of
personal history to
his/her life today and
plans for the future.
-Makes rich
connections between
what a community is
and how his/her
family worked to
settle into one upon
arrival in
Canada/London
Ontario.
-He/She seamlessly
transfers knowledge
of personal history to
his/her life today and
plans for the future.
LEARNING SKILLS:
Responsibility
□ I completed my project on time and with care.
□ I came to class prepared with the resources I
needed to work on my project
(e.g., interview notes, artifacts etc.)
Student: ______
Teacher: ______
Organization
Initiative
□ I motivated myself to do my best work.
□ I asked questions when I was unsure of what to
do.
Student: ______
Teacher: ______
Independent Work
□ My Family History pizza box is well organized and □ I followed given instructions and was able to work
includes all parts of the project
without direct teacher supervision.
□ I used my class time effectively to complete the □ I completed the project on my own and used
task.
Student: ______
TEACHER FEEDBACK:
classroom resources effectively when I needed to.
Teacher: ______
Student: ______
Teacher: ______