Specialized+Rubrics

B-Level Skit - Road to Revolution

 * CATEGORY || 3 || 2 || 1 || 0 ||
 * Content || Skit includes dialog between two characters in a modern day context that parallels events leading up to the Revolution. Four Pre-Revolution events will be alluded to and the relationship orally explained. || Skit is set in the modern day with less than four related Pre-Revolution events or inability to explain aspects of the skit to the four pre-Revolutionary events. || Skit is not set in the modern day or with less than three related Pre-Revolution events or inability to explain aspects of the skit to the four pre-Revolutionary events. || Skit is unsatisfactorily completed both in content and understanding of directions. ||
 * Team Preperation || Both partners are involved in the writing and acting of the skit. Both members are prepared and rehearsed. Scripts may be used. || Lacks one of the elements || Lacks two elements || Team preparation is completely unsatisfactory. ||
 * Accuracy || Students will be able to answer questions about the relationship between the skit and pre-Revolutionary events. Four colonial events should be reflected in the dialog. || One element is missing || Two or more elements are missing. || Accuracy is completely missing in the verbal responses of the students. ||
 * Duration || The skit should last between 1 - 3 minutes || Skit lasts less than a minute. || || ||
 * Written Skit || Pre-planning will be evident by a script and notes showing skit events and correlation to Pre-Revolutionary events. || Quality of skit preparation is less than stellar. However, the overall guidelines for a top score were complied with. || Pre-planning is difficult to prove. It appears that most things are simply being complied with on the spot and without preparation. || No pre-planning is evident. The quality of the skit has no correlation to the history being studies in the unit. ||

Chapter 12 - Current 2010-2011

=Imperialism PowerPoint= Grading Rubric


 * = **Category** ||=  ||= **3** ||=   ||= **2** ||=   ||= **1** ||=   ||= 0 ||
 * Storyboard Pre-production ||  || The storyboard illustrates the slide presentation structure with thumbnail sketches of each slide including: title of slide, text, placement of graphic, fonts. All slides are numbered, and there is a logical sequence to the presentation. ||   || The thumbnail sketches on the storyboard include titles and text for each slide and are in sequential order. ||   || The thumbnail sketches on the storyboard are not in a logical sequence and have incomplete information. ||   || There a very few thumbnail sketches on the storyboard and do not provide an overview of the presentation. ||
 * =  ||=   ||= **3** ||=   ||= **2** ||=   ||= **1** ||=   ||= 0 ||
 * Introduction ||  || The introduction presents the overall topic and draws the audience into the presentation with compelling questions or by relating to the audience's interests or goals. ||   || The introduction is clear and coherent and relates to the topic. ||   || The introduction shows some structure but does not create a strong sense of what is to follow. May be overly detailed or incomplete and is somewhat appealing to the audience. ||   || The introduction does not orient the audience to what will follow. ||
 * =  ||=   ||= **5** ||=   ||= 3 ||=   ||= 1 ||=   ||= 0 ||
 * Content ||  || The content is written clearly and concisely with a logical progression of ideas and supporting information.

The project gives the audience a clear sense of the main idea. Information is accurate. ||  || The content is written with a logical progression of ideas and supporting information. ||  || The content is vague in conveying a point of view and does not create a strong sense of purpose.

Some of the information may not seem to fit. ||  || The content lacks a clear point of view and logical sequence of information. Information is incomplete. Sequencing of ideas is unclear. ||
 * =  ||=   ||= **3** ||=   ||= **2** ||=   ||= **1** ||=   ||= 0 ||
 * Layout ||  || The layout is visually pleasing and contributes to the overall message with appropriate use of headings, subheadings and white space. ||   || The layout uses horizontal and vertical white space appropriately. Colors of text and background do not interfere with viewing. Special effects are modestly used ||   || The layout shows some structure, but appears cluttered and busy or distracting with large gaps of white space or uses a distracting background. Presentation is hampered by distracting special effects. ||   || The layout is cluttered, confusing, and does not use spacing, headings and subheadings to enhance the readability. ||
 * =  ||=   ||= **4** ||=   ||= **2** ||=   ||= **1** ||=   ||= 0 ||
 * Presentation ||  || The text is written with no errors in grammar, capitalization, punctuation, and spelling.

Student can explain the creation process and answer questions about the content with accuracy and confidence. ||  || The text is clearly written with little or no editing required for grammar, punctuation, and spelling.

Student can explain creation process and address some content questions without assistance. ||  || Spelling, punctuation, and grammar errors distract or impair readability. (3 or more errors)

Student demonstrates difficulty in explaining the creation process and can not answer 3/5 questions about content. ||  || Errors in spelling, capitalization, punctuation, usage and grammar repeatedly distract the reader and major editing and revision is required. (more than 5 errors)

Student can not address creative process or content questions. ||

Chapter 12 - Current 2010-2011

=Imperialism Newspaper= Grading Rubric


 * = **Category** ||=  ||= **4** ||=   ||= **2** ||=   ||= **1** ||=   ||= 0 ||
 * Content ||  || Newspaper contains four or more news stories using four of the themes listed in the directions ||   || Newspaper contains no more than three news stories using four of the themes listed in the directions ||   || Newspaper contains ||   || Newspaper contains ||
 * =  ||=   ||= **3** ||=   ||= **2** ||=   ||= **1** ||=   ||= 0 ||
 * Graphics ||  || Newspaper contains three pictures or graphics that relate to a news story or the picture/graphic stands alone. Each picture graphic is accompanied by a related caption. ||   || Newspaper does not contain 3 full sets of picture/graphics with related captions. ||   || Newspaper does not contain 2 full sets of picture/graphics with related captions. ||   || Newspaper does not contain 1 full set of picture/graphic with related caption. ||
 * =  ||=   ||= **5** ||=   ||= 3 ||=   ||= 1 ||=   ||= 0 ||
 * News Style ||  || Newspaper effectively uses social studies vocabulary for the unit in a true context (10 words). Propaganda or Yellow Journalism (writing styles) are a style of writing/designing that is optional, but when used, is effectively demonstrated in fictional news stories or picture/graphics created by the student(s). ||   || Newspaper contains a mixture of effective and ineffective use of unit vocabulary (10 words) and writing styles ||   || Newspaper demonstrates a rush to completion with weak and vague connections made to unit vocabulary (10 words) and themes. ||   || Newspaper demonstrates a complete lack of understanding of the assignment ||
 * =  ||=   ||= **3** ||=   ||= **2** ||=   ||= **1** ||=   ||= 0 ||
 * Inverted Pyramid ||  || Newspaper stories contains two lead paragraphs per story that reveal five of the following elements: 1)who, 2)what, 3)when, 4)where, 5)why, and 6)how. A story continues to fill in details in subsequent paragraphs until space requires a story to end. ||   || Newspaper contains less two lead paragraphs per story that reveal less than five of the following elements: 1)who, 2)what, 3)when, 4)where, 5)why, and 6)how. A story continues to fill in details in subsequent paragraphs until space requires a story to end. ||   || Newspaper contains contains very limited use of the inverted pyramid style of writing. News stories are written in persuasive or informational styles found in other types of writing. ||   || Newspaper demonstrates a complete lack of effort or understanding where inverted pyramid style of writing is concerned. ||
 * =  ||=   ||= **4** ||=   ||= **2** ||=   ||= 0 ||=   ||=   ||
 * Presentation ||  || Newspaper contains effective design of column and white space. The newspaper is neatly produced and without flaw, including spelling and grammar. Font choice and size are uniform throughout. Student creator(s) can effectively explain (orally or in writing) what content themes they used, how the themes relate to the unit of study, and discuss the process for how they produced their paper. ||   || Newspaper is flawed by folding, messy construction, spelling and/or grammar errors. The paper was not constructed with an eye to detail. ||   || Newspaper created in a sloppy manner. It contains contains gross errors such as misinformation, multiple spelling and grammar errors that a proof reader would have caught. Poor attention to detail. ||   ||   ||