iRubric: CHC Significant Post WW2 Event Google Slides rubric

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CHC Significant Post WW2 Event Google Slides ENG 1L/2L Biography Google Slides Presentation This rubric will assist in assessing a nonfiction report on a post WW2 Canadian event of major significance. The students will read and choose various pieces of information from credible sources. Once they have completed the 5W's and impact/significance portions on Google Slides, they will present it orally to the class. This rubric looks at ability to manipulate the program, quality of speech (clear, loud), knowledge of topic and research independence/focus. Rubric Code: CXBBC46 By mmorris1970 Ready to use Public Rubric Subject: History Type: Project Grade Levels: K-5, 9-12

Significant Canadian Report
	Expectation 25 pts
Knowledge 10 pts	Expectation Student showed thorough knowledge of their given event and could speak easily about it, answering any questions with relative ease (You knew your topic well and were able to speak about it no problem!). Student followed guidelines and presented very detailed and relevant information covering "Who, What, Where, When, Why, How (significance/importance/impact) of this event.
Application 10 pts	Expectation Student showed excellent ability to use the Google slides; images were well chosen and relevant; student used titles, sub-titles, a variety of images, media, graphics and colour. Slide show included transitions, animations , a video, good spacing and was visually pleasing to the audience. There were no or relatively few grammar or spelling errors.
Verbal communication 5 pts	Expectation Student spoke clearly and with purpose - he or she kept the audience interested. They used a decent volume and showed some interest and animation. Student stayed focussed and was mature throughout presentation. Bonus for
Work Habits 5 pts	Expectation Students used time wisely; students took their time to do a fantastic and thorough job; students used technology to their benefit and did not go off track with internet; student used different sources; students worked independently asking only occasionally questions; student participated equally with partner; student knew when to ask for help;