Identifies

historically
significant events
but perhaps
simplistically or
inconsistently.
Identifies continuity
and change
between different
time periods.
Identifies cause
and consequence
between events.
Describes different
perspectives about
events and issues.
Describes some
ethical issues
relating to
decisions and
events.
Beginning to apply
historical thinking
concepts to
contemporary
issues, situations,
and/or decisions.

Asks questions
about global and
historical topics and
issues of interest.
Communicates
understanding and
questions.
Able to work as
part of a team to
apply learning to
planning and
action.

A
Understanding of global
systems and
relationships (including
cause and effect) is
comprehensive and
insightful (perhaps
nuanced).
Work clearly reflects and
clearly communicates
knowledge, analysis,
and evaluation of issues.
Assignments and
contributions* effectively
(and perhaps creatively)
apply substantial and
coherent understanding
with definite purpose.

Identifies and
describes
historically
significant events
with
understanding.
Identifies and
examines
continuity and
change between
different time
periods.
Describes cause
and consequence
between events.
Perceives and
explains different
perspectives
about events and
issues.
Identifies the
ethical
implications of
decisions (and
perhaps events).
Developing
application of
historical thinking
concepts to
contemporary
issues, situations,
and decisions.

Identifies and clearly

summarizes historically
significant events (in
both the past and in the
present) with insight and
understanding.
Accurately and with
discernment identifies
and scrutinizes
continuity and change
between different time
periods.
Lucidly describes and
evaluates cause and
consequence between
events.
Perceives and
effectively explains
different perspectives
about events and
issues.
Consciously reflects
about the ethical
implications of
decisions, events, and
trends.
Effectively applies
historical thinking
concepts to
contemporary issues,
situations, and
decisions.

Asks questions,
explores, and
perhaps
researches global
and historical
topics and issues
of interest and/or
importance.
Clearly and openmindedly
communicates
understanding and
questions, in order
to expand one's
own
understanding.
Beginning ability
to apply learning
to planning and
action.

Takes initiative to ask

questions, investigate,
explore, probe into, and
research global and
historical topics and
issues of interest and/or
importance.
Clearly, open-mindedly,
and purposefully
communicates
understanding, analysis,
and questions, with
intent to expand one's
own understanding and
to contribute to peers'
learning.
Developing ability to
apply learning to
effective planning and
practical action.

Understanding is no longer simplistic and limited.

*Contributions to
classroom
discussions, group
work, and one-onone discussions.

Understanding of
global systems
and relationships
is sufficiently
complete to make
connections and
draw conclusions.
Work reflects
knowledge and
developing
analysis of issues.
Assignments and
contributions*
apply
understanding
with some
sophistication with
developing
purpose.

Application of historical thinking concepts is beginning to show sophistication

(e.g., student is beginning to move beyond bare descriptions towards analysis).

Factual recall may be incomplete or inaccurate in

some ways.

Understanding of
global systems
and/or relationships
is present but may
be simplistic or
limited.
Work reflects
developing
knowledge of
issues.
Assignments and
contributions*
reflect factual recall
and some
understanding.

Beginning to move beyond just asking questions

towards actively seeking answers.

3) Develop the ability

to inquire into,
investigate, and
communicate about
global and historical
issues and to plan
and take action
consistent with their
aspirations as
engaged global
citizens.

Application of historical thinking concepts may be inconsistent or based on

misunderstandings or factual inaccuracies.

2) Use historical
thinking concepts
(significance,
evidence, continuity
and change, cause
and consequence,
perspectives, and
ethical judgment) to
think about the past
with a view to
understanding how
the present can affect
the future (i.e., to
develop fluency with
what Pike and Selby
call the "temporal
dimension" of global
education; e.g.,
possible futures,
probable futures, &
preferable futures).

C-

May need prompting and coaching to ask

questions and communicate understanding.

KEY LEARNINGS

Students
1) Build progressively
more practical (i.e.,
usable for application,
analysis, evaluation, &
creation)
understanding of
global systems and
relationships (of
government,
geography,
economics, conflict,
cooperation, and
media).

Social Studies Grade 6

C
C+