Summative Rubric for Exploration

1- Beginner

2 - Developing

3- Competent

Demonstration
of knowledge
about a
historical event

Student identifies an aspect

of exploration in the world.

Shares limited knowledge of an

exploration or advancement, the
student's work may have partial
or limited information regarding
WHAT, WHO, WHERE, and
WHEN.

Shares knowledge of an exploration or

advancement including the WHO
(people), WHAT (idea, invention, or
location, tools/technology), WHERE
(setting), and WHEN (place in time)
by clearly laying out specific facts,
ideas, vocabulary.

Notices and makes clear

connections between the
knowledge.

Concepts
(Causation and
Perspective)

Identifies an impact of the

exploration with limited
and/or inaccurate
understanding.

Identifies the impact of or

motivations for the exploration
on people involved.

Identifies the impact of and

motivations for the exploration of
people involved.

Identifies the impact of and

motivations for the exploration on
people involved.

Identifies multiple perspectives

of people involved.

Identifies multiple perspectives of

people involved and views the
knowledge they have gained through
these lenses appropriately.

Students connect impacts and

motivations of different stakeholders
and identifies the multiple
perspectives of people involved.

Mind map is unclear and

requires student to verbally
explain the links between the
different pieces of the mind
map.

Mind map must have clear and accurate

links between different "bubbles," i.e.
the correct lines must be drawn to the
corresponding ideas or persons, etc.

Clearly explains and gives reasons

for the connections made between
different stakeholders on the mind
map.

Communication
Skills
Mind Map

Attempts to create a mind

map that is on topic, but
the links are inaccurate
and/or confusing.

4 - Exemplary

The mind map should be a standalone

representation of their understanding,
requiring no further verbal
communication or explanation.

Research Skills
Organization of
research
notebook

Develops form and

function questions that
lead to simple answers.
Unorganized information
gathering.

Identify something by asking

questions that can be researched.
Sort and categorize information
into forms with some
organization in mind.

Identify something by asking

compelling and relevant questions
that can be researched.

Identifies something by asking

compelling and relevant questions
that can be researched.

Sort and categorize information into

understandable forms such as narrative
descriptions, table, graphs, and
diagrams.

Collects information from various

sources that offer differing
perspectives and sorts and organizes
this information into understandable
forms.