| Inquiry Process | Emerging (could look like anything up until these descriptors) | Developing | Proficient | Extending (could look like anything starting from to beyond descriptors) |
|---|---|---|---|---|
| Snapshot | I can answer questions with prompting and am beginning to ask simple ones. | I can ask basic questions, gather partially accurate information, provide limited analysis, and share incomplete facts. | I can ask relevant questions, gather accurate information, use logical reasoning, and share findings clearly and organized. | I can ask complex, thoughtful questions, gather accurate information from varied sources, analyze it critically, make meaningful connections, and share findings with clear justification. |
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Student friendly: Use Social Studies skills to ask questions, find and understand information, think about ideas, and share what you learned and decided. |
I can answer questions with prompting. I am beginning to ask questions. I can find answers in a source gathered for me. I am learning to share limited information found. |
I can ask simple, basic questions. I can use sources provided, and collect basic information from these sources with partial accuracy. I can provide limited analysis with little explanation. I can share basic factual information that may have important information missing. |
I can ask relevant questions that demonstrate complete understanding. I can gather appropriate sources and find accurate, relevant information. I have logical reasoning and key details explained. I can clearly share the information in an organized way. |
I can ask insightful, complex questions that show curiosity and critical thinking. I can gather extensive, accurate facts from appropriate and varied sources. I can interpret and analyze information critically, making insightful connections. I can share the facts and my insights in a clear and detailed way with justification. |
| Significance | Emerging (could look like anything up until these descriptors) | Developing | Proficient | Extending (could look like anything starting from to beyond descriptors) |
|---|---|---|---|---|
| Snapshot | I can choose answers from a list of explanations of why certain people, groups, places, and events are important. | I can provide simple explanations of significance, but I need to better connect and explain their points. | I can provide a clear explanation of why certain people, groups, places, and events are important, with logically connected points and supporting evidence of significance. | I can use a variety of relevant and credible evidence to support arguments, which are logically connected, thoroughly explained, and easy to follow. |
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Construct arguments defending the significance of individuals/groups, places, events, or developments Student friendly: Explain why certain people, groups, places, events, or changes are important. |
I can choose answers from a list of explanations of why certain people, groups, places, and events are important. |
I can provide simple explanations of why certain people, groups, places, and events are important. Some of my points are connected but I need more explanation of the importance. |
I can provide a clear explanation of why certain people, groups, places, events, are important. My main points are logically connected and explained with evidence of significance. |
I can clearly provide detailed explanations of why certain people, groups, places, and events are significant. I can use a variety of relevant and credible evidence to support arguments. My arguments are logically connected, thoroughly explained, and easy to follow. |
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EXAMPLE CONTEXT: This class is learning about early contact, trade, cooperation, and conflict between First Peoples and European peoples. Students will construct vignettes stemming from the stories of early explorers and Indigenous people in the context of early contact and trade with First Peoples. Partners would tell the “same” story from their own perspective. |
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| Evidence | Emerging (could look like anything up until these descriptors) | Developing | Proficient | Extending (could look like anything starting from to beyond descriptors) |
|---|---|---|---|---|
| Snapshot | I can read simple questions and choose answers from a list. | I can ask simple questions, find answers from provided sources, share what I found, and show where it came from. | I can ask relevant questions, find accurate answers from various sources, and explain the information and its origin. | I can ask detailed questions, make and check inferences, choose sources independently, and clearly explain the information and its importance. |
| Ask questions, corroborate inferences, and draw conclusions about the content and origins of different sources Student friendly: Ask questions, check the facts, and figure out what the information means and where it came from. | I can read simple questions provided. I can select answers from a list of choices. |
I can ask simple questions. I can find answers using sources provided for me. I can tell you some information I found. I can show you where the information came from. |
I can ask a variety of relevant questions that help me better understand the content. I can find accurate answers using a variety of print, digital, and images to figure out what the information means. I can explain what the information is and where it came from. |
I can ask deep thinking, detailed questions, make different inferences, and check if they are right. I can independently select a variety of related sources to accurately answer my questions. I can clearly explain what the information is, where it came from, and why it is important. |
| Continuity and Change | Emerging (could look like anything up until these descriptors) | Developing | Proficient | Extending (could look like anything starting from to beyond descriptors) |
|---|---|---|---|---|
| Snapshot | I can copy a sequence of events or images that has already been modelled. | I can sequence and present information with some justification, but it may not be fully organized or easy to follow. | I can logically sequence and present relevant justifications that are clear and easy to follow. | I can logically sequence and present clear and relevant information with accurate and nuanced details. |
Sequence objects, images, or events, and determine continuities and changes between different time periods or places Student friendly: | Copy a modelled order of objects, images, or events. In modelled examples, recognizes that some things change and others stay the same. | Places a few objects, images, or events in a basic order. Identifies examples of changes and things that stay the same. | Orders objects, images, and events logically with reasoning. Identifies and describes examples of changes and things that stay the same. | Explains how the sequencing of objects, images and events reflects broader relationships, such as progression, causality, or connections. Provides thoughtful justifications for why some elements of a larger whole change and others remain the same, while considering broader contexts, such as community needs. |
| Cause and Consequence | Emerging (could look like anything up until these descriptors) | Developing | Proficient | Extending (could look like anything starting from to beyond descriptors) |
|---|---|---|---|---|
| Snapshot | I can identify an event, decision, or development and explain one consequence it caused. | I can differentiate between planned and unplanned consequences of an event, decision, or development and recognize that the outcome could have been different. | I can identify planned and unplanned consequences, explain intended and unintended outcomes, and imagine what could have happened if things were done differently. | I can explain why consequences were planned and others were not, detail intended and unintended outcomes, and thoughtfully imagine and describe alternative future impacts. |
Differentiate between intended and unintended consequences of events, decisions, or developments, and speculate about alternative outcomes. Student friendly: Understand the expected and unexpected results of events, decisions, or changes, and think about what could have happened differently. | Identifies right and wrong decisions in modelled situations. | Examines personal events, decisions, or actions and makes decisions about right and wrong. Identifies factors, and potential outcomes to determine possible solutions. | Evaluates the fairness, impact, or ethical implications of personal events, decisions, or actions. Evaluates factors, and potential outcomes to determine solutions that address the situation. | Critically evaluates the fairness, impact, or ethical implications of personal events, decisions, or actions, while considering multiple perspectives. Reflects on and evaluates different perspectives, factors, and potential outcomes to determine thoughtful and ethical solutions. |
| Perspective | Emerging (could look like anything up until these descriptors) | Developing | Proficient | Extending (could look like anything starting from to beyond descriptors) |
|---|---|---|---|---|
| Snapshot | I can listen to stories about the past told from different perspectives. | I can communicate a story from the past that shows the attitudes, values, and worldviews of people. | I can create a detailed story from the past that shows the attitudes, values and worldviews of people. | I can create and clearly explain a detailed story from the past that shows the attitudes, values and worldviews of people. |
Construct narratives that capture the attitudes, values, and worldviews commonly held by people at different times or places Student friendly: Tell stories that show what people thought, valued, and believed in different times or places. | Recognizes that personal actions have consequences. | Identifies the reasons, factors, or conditions that lead to or drive an event, decision, or development. Identifies the effects, results, or outcomes that follow from an event, decision, or development. | Understands and explains how factors can lead to or drive an event, decision, or development. Understands and explains the effects, results, or outcomes that follow from an event, decision, or development. | Identifies and clearly explains the reasons, factors, or conditions that lead to or drive an event, decision, or development, and applies understanding to new situations. Identifies and clearly explains the effects, results, or outcomes that follow from an event, decision, or development, and applies understanding to making informed decisions. |
Ethical Judgement | Emerging (could look like anything up until these descriptors) | Developing | Proficient | Extending (could look like anything starting from to beyond descriptors) |
|---|---|---|---|---|
| Snapshot | I can learn about life in the past and understand the difference between right and wrong. | I can understand part of life in the past, identify if something was right or wrong, and explain why. | I can understand and describe past life, determine and explain right or wrong, and describe different viewpoints. | I can deeply understand and explain past life, determine and thoroughly explain right or wrong, and compare different viewpoints. |
Make ethical judgments about events, decisions, or actions that consider the conditions of a particular time and place Student friendly: Decide if events, decisions, or actions were right or wrong by thinking about what life was like at that time and place. | I can learn about what life was like at that time and place. I can learn about the difference between right and wrong. | I can understand parts of what life was like at that time and place. I can identify if something was right or wrong. I can explain why something was right or wrong. | I can understand and describe what life was like at that time and place. I can determine if something was right or wrong. I can explain why something was right or wrong. I can describe different viewpoints. | I can deeply understand and explain what life was like at that time and place. I can clearly determine and explain if something was right or wrong. I can clearly and thoroughly explain why something was right or wrong. I can compare different viewpoints and explain how they are similar and different. |