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iRubric: Documentary Film: Social Revolution rubric

iRubric: Documentary Film: Social Revolution rubric

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Documentary Film: Social Revolution 
Students will divide into groups to create a documentary film that explores a current or historical social revolution.
Rubric Code: BBX855
By marcianash13
Ready to use
Public Rubric
Subject: History  
Type: Project  
Grade Levels: 9-12

Powered by iRubric Dockumentary Film
Students create a documentary that incorporates facts, analysis, and evaluation.
  Poor

1 pts

Fair

2 pts

Good

3 pts

Excellent

4 pts

Content Accuracy

Standards (Next Gen):
1. SS.912.C.2.9 Identify the expansion of civil rights and liberties by examining the principles contained in primary documents.

Standards (Next Gen):
3. LA.1112.6.2.2 The student will organize, synthesize, analyze, and evaluate the validity and reliability of information from multiple sources (including primary and secondary sources) to draw conclusions using a variety of techniques, and correctly use standardized citations.
Poor

Facts were inaccurate or misleading to the audience.
Information was entirely fictional and not derived from reality.
No content about causes and effects of social revolution.
No content about economic, social, and political causes of social movements.
No content about how constitutional law influences social revolution.
Fair

Content oversimplified without analysis of social movement.
Content only represents one viewpoint.
Content is mostly accurate, with only one to two errors.
Content includes some information about causes and effects of social revolution.
Content includes some information about economic, social, and political causes of social movements.
Some content a bout how constitutional law influences social revolution.
Good

Facts represented in content are correct.
Several viewpoints are included.
Content includes information about economic, social, and political causes of social movements.
Content is understandable to audience.
Content includes information about how constitutional law influences social revolution.
Excellent

Content is explained completely.
Causes and effects are identified.
Content includes information about economic, social, and political causes of social movements.
Influential laws are identified.
All content is correct.
Content represents several viewpoints of social revolution.
Content is understandable to audience.
Extra information is included beyond the essential questions.
Critical Thinking

Standards (NETS): 2. Critical Thinking, Problem Solving, and Decision Making- Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. A) Identify and define authentic problems and significant questions for investigation.

Standards (Next Gen):
2. SS.912.C.2.8 Analyze the impact of citizen participation as a means of achieving political and social change.
Poor

Fails to address the essential questions.
Answers the questions inaccurately.
Only answers the essential questions superficially.
Fair

Answers the essential questions in an oversimplified manner.
Provides only a few facts without analysis.
Good

Answers the essential questions.
Integrates the essential questions throughout the video.
Provides analysis for most of the video i.e. effects upon daily life.
Includes information about the effects of national laws upon social movement.
Excellent

Answers the essential questions throughout the video in a complex manner.
Provides analysis for different points of view.
Includes information about the effects of national and international laws upon social movement.
Includes relevant information i.e. effects of social movement upon today's life or predicted effects.
Content is revealed in a way that provides audience with in-depth understanding.
Collaboration

Standards (NETS):
Standards (Common Core):
2. CCSS.ELA-Literacy.SL.11-12.1b Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.
Poor

Does not effectively contribute to the team.
Fails to collaborate within a group setting.
Does not meet group expectations for designated role.
Fair

Collaborates minimally to one or less aspect of preproduction, production, or postproduction.
Provides incorrect or oversimplified information.
Good

Collaborates as an effective member of the team.
Includes relevant information that is utilized in final project.
Works equally on project by fulfilling assigned role.
Student contributes to at least two roles in preproduction, production, or postproduction.
Excellent

Provides correct and in-depth information on designed area.
Students work well within the group setting and help other team members.
Student contributes to preproduction through providing factual information, storyboarding, or screenwriting.
Student contributes to production through design, acting, or camera usage.
Student contributes to editing process.
Creativity

Standards (Next Gen):
CCSS.ELA-Literacy.WHST.11-12.9 Draw evidence from informational texts to support analysis, reflection, and research.
Poor

Students include no effort in production aspects including costume design, scenery, or camera angles.
Students do not include multiple viewpoints and analysis.
Students present only an oversimplified viewpoint.
Fair

Includes little analysis of events.
Presentation is bland with facts only recited.
There is little effort in production, but includes either creative costumes, acting, or camera angles.
Only one viewpoint is represented.
Information is oversimplified, but there are one to two inferences about potential outcomes or influences upon daily life.
Good

Students include costumes.
Students include creative production aspects such as camera movement, design, or creative writing.
Students personify people in the social revolution.
Students include multiple viewpoints.
Information provides creative analysis and inferences.
Students include some elements of a documentary.
Excellent

Presentations include costumes.
Presentation includes creative production aspects.
Presentation includes reenactments of events.
Videos include multiple viewpoints that utilize creativity and analysis to determine individual viewpoints.
Students personify people in the social revolution.
Students create a production that utilizes key elements of a documentary including an introduction, conclusion, individual interviews, and reenactments
Digital Literacy and Design

Standards (NETS): 3. Digital Citizenship- Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. B) Exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity.
Poor

Video out of focus.
Video does not meet the required length of at least 15 minutes.
Unorganized writing and storyboarding.
Presentation poorly designed i.e. sound too low or too high, poor transitions.
Fair

Few elements of a cohesive video presentation i.e. little evidence of storyboarding.
Some shots may be out of focus.
The sound is sometimes too loud or quiet.
Video meets the required length.
Good

Video is in focus.
Good use of design elements i.e. costumes, framing, transitions.
Video presentations move fluently.
Technical quality such as sound is good.
Excellent

Video is in focus.
Excellent sound quality.
Superior design elements such as costumes, framing, and transitions.
Presentation is fluent.
Scenes are authentic and reflect the region or time.
Effective camera and editing techniques.
Global Integration

Stanrds (Next Gen) LA.1112.6.2.2 The student will organize, synthesize, analyze, and evaluate the validity and reliability of information from multiple sources (including primary and secondary sources) to draw conclusions using a variety of techniques, and correctly use standardized citations.
Poor

Students fail to encompass points of view.
Students do not use national and international perspectives.
Scenes are culturally irrelevant.
Fair

Students grasp some understanding of selected culture.
Students use at least one aspect of national and international reactions to social revolution.
Students include at least two points of view.
Good

Students have a thorough understanding of the relationships between national and international politics.
Students use multiple points of view.
Students have a thorough understanding of the culture.
Excellent

Students display a deep understanding of the relationship between national and international governing bodies and cultures.
Students understand how culture and politics influence social movements.
Students use multiple points of view.
Students grasp the essential ideas of the social revolution.
Students convey the information to the audience in a provoking fashion that causes awareness of the social issues.
Organization

Standards (Common Core):
1. CCSS.ELA-Literacy.RI.11-12.7 Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.
Poor

Information is disorganized or misleading.
Missing information.
Failure to storyboard.
Fair

Some information is disorganized or misleading.
Scenes may seem out of order.
Scenes are choppy.
Good

Video is understandable.
Film is well organized.
Scenes are fluid.
Information is clearly presented and explained.
Excellent

Film shows a complete picture.
Scenes are organized, and flow from one to the next.
Information is clearly presented and explained in detail.
Storyboarding is evident.
Students demonstrate a complete understanding of an introduction and conclusion.
Students include all the elements of a documentary film.




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