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.

Exploration Assessment
Congratulations on completing a great inquiry! Now that you have become an expert on an aspect of exploration, it is time to show people
what you have learned. To do this, you will make a mind map with connected bubbles. You can do this on A3 or chart paper. Please see the
checklist below and the rubric on the back for what you need to have in your mind map. Also, here are a few tips:

Dont just copy information that youve found onto a mind map. Go through what youve learned, and decide what the best
information to present is.

Think about how much information you are going to right down and on that basis choose the right paper size.

How you organize your information is important: your mind map needs to be easy to read.

Make a rough draft on a piece of A3 first so that you make sure you will get everything on your mind map and that it is easy to read.
When you start your final mind map, you might want to do it in pencil first then go over in ink later.

Using colors can make a mind map easy to follow, but you dont have to use them. You are not getting marked on colors or pictures.

Criteria
Demonstration of knowledge about a historical event

Concepts
(Causation and Perspective)

Communication Skills
Mind Map
Research Skills
Organization of research notebook

If you want to get an exceeding grade:

I made sure that I:

explained what was being explored- an idea, a place, or a thing.

described more than one explorer.
explained when and where this exploration happened.
gave specific facts and used correct vocabulary.
showed what motivated these people to explore.
showed the impact of their exploration.
showed multiple perspectives on this exploration.

made a mind map that was clear and accurate.

used clear lines to connect the bubbles in my mind map.
made a mind map that could be easily understood without me
having to explain it.
asked important questions that would help me to find the
information I needed.
organized my information in an understandable way.

made connections between people, places, and facts by drawing

lines between bubbles and explaining how they are connected.