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iRubric: Historical Trial OPENING STATEMENT RUBRIC

iRubric: Historical Trial OPENING STATEMENT RUBRIC

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Historical Trial OPENING STATEMENT RUBRIC 
Historical Trial OPENING STATEMENT RUBRIC
This rubric will evaluate the quality of the opening/closing statement written, questions developed, participation in the trial, and reflection.
Rubric Code: JX26XA6
By rws5945
Draft
Public Rubric
Subject: History  
Type: Presentation  
Grade Levels: 9-12

Powered by iRubric Class Part./Att.
  ADVANCED

10 pts

PROFICIENT

8 pts

EMERGING

4 pts

Student/Teacher Score

(N/A)

Preparation

ADVANCED

Strong evidence of student research in the OPENING STATEMENT. There were at least 3 specific historical facts used to validate the Resolution.
PROFICIENT

Some evidence of student research in the OPENING STATEMENT. There are at least 2 historical facts used to validate Resolution.
EMERGING

Little to no evidence of student research in the OPENING STATEMENT. There were less than two historical facts used to validate Resolution.
Student/Teacher Score
Storytelling

ADVANCED

The Resolution was repeated at least 2 times in the Opening Statement.
Storytelling was extremely clear and easy to align with the Resolution. At least 3 specific historical references are tied into the storytelling.
PROFICIENT

The Resolution was mentioned at least 1 time during the Opening Statement. Storytelling was good and aligned with the Resolution. At least 2 specific historical references are tied into the storytelling.
EMERGING

The Resolution was NEVER mentioned during the Opening Statement. The Storytelling was all over the place,and I had a hard time aligning it with the Resolution. Less than 2 specific historical references are tied into the storytelling.
Student/Teacher Score
The Dispute

ADVANCED

Student was explicitly clear of what is being disputed. They were strong in their support of their position. No "cut and paste" job here. They used their own words to explain the dispute.
PROFICIENT

There was evidence of what was being disputed, but it could have been clearer. They were somewhat strong in their support of their position, but could have done more. No cut and paste.
EMERGING

Student was unclear of what was being disputed. They were weak in their support of their position. They merely read and it appeared to be a "cut and paste" job and not their own words.
Student/Teacher Score
Definition of Words

ADVANCED

Student defined at least 2 or more words in the Opening Statement and did not assume anything. The definitions helped me to follow the storytelling.
PROFICIENT

Students defined at least 1 word in the Opening Statement. I wondered about a few of the words they were using, because I was unsure if they understood their meaning.
EMERGING

Student gave ZERO definitions in their Opening Statement. They used words that I know they did not understand, and they assumed I did know. No effort to define was given.
Student/Teacher Score
Anticipate Opposition

ADVANCED

Student identified an anticipated argument from the opposition. Student offered a solution to that argument, and it was clear and to the point.
PROFICIENT

Student identified and anticipated argument from the opposition, but did not follow completely through with a solution to that argument. It was a slight disconnect.
EMERGING

The student NEVER identified and anticipated argument from the opposition. Student offered no solutions to any arguments that may counter him or her.
Student/Teacher Score






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