rubric gallery

Students are required to write a letter to a government official. The letter will present the many systemic problems associated with Residential Schools in Canada that they want changed.

Your assignment is to take on the role of a soldier or nurse in the Great War. You are to write a letter to a friend or family member describing life as a soldier living in the trenches and just returning from a battle. Refer to the PowerPoint provided with this assignment as well as the example letters to guide your writing process. You are to include particular details of one of the battles we discussed in class in your letter. This will demonstrate your understanding of one of the battles.

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History Questions Rubric

After selecting a research topic about World History, the student will complete a historical analysis and write a four to six page essay (double spaced and typed) that responds to the topic. The essay must contain a thesis statement with supporting information. The essay must use a minimum of five primary sources and follow the MLA format.

Write an obituary of a famous thinker from the pre-WWI time period. Be sure to follow the outline provided. To learn more about important individuals during the period of time from 1859 - 1914

Concept Map communicates one of 17 UN Sustainability Goal as part of a class Inquiry into the UN Goals.

Make sure each Concept Map includes title and neatly organized and labeled. Create a Concept Map for Health and Wellness Define both health and wellness Include aspects of the health triangle define each and give examples of each Create a Concept Map for Factors that may influence your health Include all three factors define and give examples of each and how they impact health

oral presentations based on personal inquiry and research

EPortfolio helps students step ahead by providing a place to archive, reflect upon, and share their best work with faculty, scholarship committees or anyone else. EPortfolios can be used to showcase the entirety of an academic career. In addition to building a General Education e-Portfolio, students may choose to create a second, career-specific e-Portfolio to help impress potential employers

Compare three civilizations from three different areas of the world (including Europe, Asia, Middle East and the Americas). You must determine the main defining characteristics and accomplishments of each civilization and present what you have learned in a format that you prefer to use, i.e., PowerPoint, cartoon, chart, series of paragraphs, video etc.

Assessment rubric for an inquiry assignment where are to research historical events keeping in mind the four historical spheres of influence (Social, Economic, Political, Environmental) as well as effectively using the Historical Thinking Benchmarks in accordance with curricular outcomes (objectives).

Students will create a comic strip detailing the evolution of life. It should be at least five panels, though students might include many more. Have students use what they have learned about human Evolution as well as any research as a basis of structuring what’s happening from one step to another step of evolution.

You must choose a minimum of 10 events and each event chosen must be justified so that the entire timeline helps others to understand the general scope of this course.

Assessment rubric for an inquiry assignment where are to research historical events keeping in mind the four historical spheres of influence (Social, Economic, Political, Environmental) as well as effectively using the Historical Thinking Benchmarks in accordance with curricular outcomes (objectives).

Students are creating a super creature that can survive in the conditions of particular natural disaster, researching and writing about their creature's survival of the particular natural disaster, and creating a diagram or model. They present to the class and discuss where their creature lives, how their creature is adapted to survive in their habitat, what their creature eats, what their creature looks like, and any interesting facts about their creature.

Students assume the role of one child who has been placed first into a ghetto and then into one of the concentration camps. Students will create an online journal of what it was like to live through the Holocaust as a child. They will meet and make a friend during this terrible journey. Students will write about their friendship, the hardships, feelings, expectations, and experiences. By exploring the experiences of others' students will be able to construct their own understanding of the Holocaust.

Create a Concept Map for the causes of WWII in Europe. Include all Five causes, describe and give examples of each and how they lead to the start of WWII in Europe. Include a connecting statement of how each cause leads to the start of WWII and/or other causes listed if possible.

This rubric is used to assess the final electronic portfolio (Seesaw) at the end of the semester. Throughout the semester the student will add assignments and other products to their portfolio. This final assessment is out of 100 points and will be part of your culminating/exam mark which is worth 30% of your final grade in this course.

This rubric is used to assess the final electronic portfolio at the end of the semester. This final assessment is out of 100 points and will be part of your culminating/exam mark which is worth 30% of your final grade in this course.