DRAFT LDC Rubric Dimensions for History-Social Science HIGH SCHOOL Grades 9-12 Emerging Approaches Expectations Meets Expectations Advanced 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. Briefly notes disciplinary content relevant to the prompt; shows basic or uneven understanding of content with minor errors in explanation. 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. Disciplinary Concepts [SELECT SPECIFIC DISCIPLINARY CONCEPT(S) RELEVANT TO THE TEACHING TASK.] Continuity and Change Identifies changes or continuities. Explains changes or continuities using specific related examples from different time periods. Accurately explains and classifies changes and continuities over time using specific comparable cases or examples. Thoroughly, clearly, and accurately explains and classifies changes and continuities over time using specific comparable examples or cases. AND Connects changes or continuities in one area to other areas. Cause and Effect Includes causes or effects of past events. Explains causes and effects of past events or developments. Clearly explains reasonable relationships between multiple, complex causes and effects of past events or developments. Clearly explains reasonable and precise relationships between multiple, complex causes and effects of past events. AND Evaluates their relative significance OR classifies causes to argue their relative significance. Sourcing Introduces a source by referring to its origin. Uses the date and origin of a source (e.g., intended audience, place, author), as appropriate, to interpret the source. Uses the dates and origins of sources (e.g., intended audience, place, author), as appropriate, to accurately interpret sources and the authors’ perspectives and purposes. Uses the dates and origins of sources (intended audience, place, author), as appropriate, to accurately and fully interpret sources and the authors’ perspectives and purposes, and to discuss the limitations of the sources.
Develop Central Research Questions Poses a central question with unclear relevance to the topic OR Question is too broad or narrow in scope to guide initial investigation. Identifies a connection between question and existing information or ideas. Poses a relevant, central question that is specific enough to guide initial investigation. Clearly explains a connection between question and existing expert ideas. Poses a compelling central question that is targeted enough to guide investigation. Clearly explains question’s importance to the field and its relationship to existing expert ideas and debates. Poses an important and compelling central question that is targeted enough to guide in-depth investigation. Thoroughly explains how question builds on the existing ideas and debates of experts about an enduring issue in the field. Develop Supporting Research Questions 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. Thoroughly explains expert debates related to a specific supporting question and how specific supporting questions contribute to central question. Identifies additional questions that emerge from this investigation. Determine Helpful Sources Consults one or two relevant sources that share point of view. Consults multiple sources relevant to the inquiry and that represent multiple points of view. Consults multiple relevant sources of various types (e.g., primary, secondary, print, digital, visual, graphic) that represent varied and significant points of view. Consults multiple, significant sources of various types (e.g., primary, secondary, print, digital, visual, graphic) that represent a wide range of significant points of view. Identifies gaps in evidence related to available sources. Critique Arguments or Explanations in Secondary Sources Accurately 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. 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. 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.
Use Disciplinary Lenses (Economic, Civic, Historical, or Geographic) Introduces a disciplinary lens (concepts, knowledge, reasoning, tools) to explain or argue, but application is inaccurate or irrelevant. Introduces an appropriate disciplinary lens (concepts, knowledge, reasoning, tools) to explain or argue. Applies an appropriate disciplinary lens (concepts, knowledge, reasoning, tools) in explicit and accurate ways to explain or argue. Applies an appropriate disciplinary lens (concepts, knowledge, reasoning, tools) to explain or argue in a precise or nuanced way, while acknowledging the limitations of that lens. Understand Perspectives 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. Accurately discusses in detail perspective(s) of people in the past or author(s) and explains how interacting contextual factors influence those perspectives. Accurately discusses in detail perspective(s) of people in the past or author(s), and explains how interacting contextual factors influence those perspectives. AND Considers representativeness of particular perspective OR identifies a missing perspective. Corroborate Sources Relies on one source to support ideas or claims. Uses multiple sources to support specific ideas or claims, without explicitly comparing sources or evidence. Makes explicit connections between sources by comparing or contrasting information, perspectives, and/or origins to support specific ideas or claims. 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. Explain a Social Problem Discusses a social problem generally, using a relevant example. Identifies an opportunity or challenge in addressing the problem. Defines and explains a social problem, generally identifying its characteristics or causes, using relevant examples. Describes opportunities or challenges in addressing problem. Clearly defines and explains a social problem, identifying specific characteristics and causes, using relevant examples of the problem from different contexts. Explains opportunities and challenges in addressing problem. Clearly, thoroughly, and precisely defines and analyzes a social problem to understand its characteristics and causes, using multiple significant examples from different contexts. Clearly explains and prioritizes opportunities and challenges in addressing problem.