Students will
- demonstrate knowledge of a broad outline of world history and/or the development of the distinctive features of at least one civilization or culture in relation to other regions of the world; and
- demonstrate an understanding of the structures, systems, and interrelationships among civilizations and cultures within historical and/or contemporary contexts, and their impact on wellbeing and sustainability.
Glossary
Sustainability: The capacity of a given social, economic, or political system to remain viable and/or to adapt to changing environmental and/or human conditions, whether regionally or trans-regionally.
Wellbeing: The human experience of having one’s survival, emotional, spiritual, intellectual and social needs met. The quality of “wellbeing” may be directly related to the impact of systems of power, social difference, and environmental conditions upon the livelihoods of individuals or groups.
| Learning Outcomes | Exceeds (10-9) | Meets (8.9-8) | Approaches (7.9-7) | Does Not Meet (6.9-0) |
|---|---|---|---|---|
| Knowledge - 1. Knowledge of world history and/or civilizations/cultures | Student provides a detailed account of historical/cultural events, developments, or processes through accurate and appropriate contextualization or interpretation of social, cultural, economic, or political phenomena. | Student provides an adequate account of historical/cultural events, developments, or processes through mostly accurate and sufficient contextualization or interpretation of social, cultural, economic, or political phenomena. | Student’s account of historical/cultural events, developments, or processes is incomplete or characterized by partially accurate contextualization or interpretation of social, cultural, economic, or political phenomena. | Student’s account of historical events, developments, or processes is inadequate/incorrect or characterized by inappropriate contextualization or interpretation of social, cultural, economic, or political phenomena. |
| Global awareness - 2a. Structures, systems, interrelationships | Articulates a thorough and accurate understanding of the structures, systems, and interrelationships among civilizations and cultures within historical and/or contemporary contexts with detailed nuanced examples. | Articulates a sufficiently accurate understanding of the structures, systems, and interrelationships among civilizations and cultures within historical and/or contemporary contexts using mostly appropriate examples. | Describes the structures, systems, and interrelationships among civilizations and cultures within historical and/or contemporary contexts with limited detail, depth, or clarity. Demonstrates an emerging understanding based on simplistic examples. | Identifies basic elements of the structures, systems, and interrelationships among civilizations and cultures within historical and/or contemporary contexts. |
| 2b. Global awareness | Effectively illustrates the relationship between the structures, systems, and interrelationships of civilizations/cultures and wellbeing and sustainability. | Adequately illustrates the relationship between the structures, systems, and interrelationships of civilizations/cultures and wellbeing and sustainability. |
Describes some basic connections between the structures, systems, and interrelationships of civilizations/cultures and wellbeing and sustainability. |
Makes few or no clear connections between the structures, systems, and interrelationships of civilizations/cultures and wellbeing and sustainability. |
Benchmark: 100% of students should meet or exceed standards
Give students a score for each row of the rubric. Average the scores for 2a and 2b. That gives you two scores.
Convert to a 100-point scale and average the scores. Use the average to sort students into the appropriate performance category.
Example:
| Learning Outcome | Score |
|---|---|
| Row 1: 8.5 | 85 |
| Row 2a: 7.5 | 75 |
| Row 2b: 8 | 80 |
| Average of 2a and 2b | 77.5 |
| Average Overall (Row 1 + 2a/2b Average) | 81 (Student meets) |