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iRubric: Colonialism Break Up Letter Rubric

iRubric: Colonialism Break Up Letter Rubric

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Colonialism Break Up Letter Rubric 
Rubric Code: DX97X6C
By zawample
Ready to use
Public Rubric
Subject: Geography  
Type: Assessment  
Grade Levels: 6-8

Powered by iRubric Colonialism Break Up Letter Rubric
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  Poor

1 pts

Fair

2 pts

Good

3 pts

Excellent

4 pts

Spelling and Grammar

Enter description
Poor

Countless spelling and grammar errors are present. Grammar and spelling make paper difficult to read. It is clear that the student took no time to revise their work.
Fair

There a number of spelling and grammar errors in the essay. Paper is sometimes difficult to read but easy to read in other parts. Results in an overall confusing essay. Student did not revise enough.
Good

There are little spelling and grammar errors in the essay. Paper reads well but transitions between paragraphs could be a bit more smooth. Student clearly took the time to revise.
Excellent

No errors in spelling and grammar in essay. Paper reads in a fluid nature, transitioning from one paragraph to another. It is evident that the student revised the work thoroughly.
Past of the African Country

Three main parts of this section:
1. Discuss history of selected African country
2. Identify and discuss culture of selected African country prior to European colonization.
3. Identify natural resources that made selected African country valuable
Poor

History of selected African country is discussed very little or not at all. Student fails to identify and discuss the culture of selected African country prior to European colonization. Lastly, student does not identify the natural resources made selected African
Fair

History of selected African country is discussed very little or not at all. Student fails to identify and discuss the culture of selected African country prior to European colonization. Student does identify natural resources that made the selected African country valuable.
Good

History of selected African country is referenced lightly. Students identifies culture before European colonization but does not elaborate on it. Student identifies at least one natural resource that made their selected African country valuable to Europeans
Excellent

The history of selected African country is discussed. The student identifies and discusses the culture of selected African country prior to European colonization. Lastly, student also identifies a number of natural resources that made selected African country valuable.
Present of the African Country

Three main parts of this section:
1. Address why European colonizers thought they were helping.
2. Give two reasons for "breaking up" with the European country
3. Cite evidence for above reasons.
Poor

Student gives no reasons for "breaking up" with the European country. There is a significant lack of evidence alongside the missing reasons. Student does not properly address why the European country thought it was helping their selected African country.
Fair

Student only gives one reason for "breaking up" with the European country instead of two. There is little to no evidence explaining the student's reasons. Student does not develop an argument for why the European country thought it was helping their selected African country.
Good

Student gives at least two reasons for "breaking up" with the European country but there is not sufficient evidence. Student also did fully develop the argument for why the European country though it was helping their selected African country.
Excellent

Student addresses why the European country thought it was helping their selected African country. Students give at least two thoughtful reasons for "breaking up" with the European country if not more. Student uses evidence alongside reasons for breaking up.
Future of African Country

Three main parts of this section:
1. Explain how selected African country will move forward.
2. Identifies modern day problems in selected African countries.
3. Explain why selected African country does not need European country any more.
Poor

Student does not explain how their selected African country will move forward in the future. Students do not cite any modern day problems, they only state they are moving on and will do better without the European power. There is little to no evidence. Student lacks an explanation of why their country will be better off without the European power.
Fair

Student does not explain how their selected African country will move forward. Student explains exactly why their selected African country is better off without the European power. Student cites some problems with selected African country but they are not modern problems and no solutions are presented.
Good

Student explains how their selected African country will move forward. Student explains exactly why their selected African country is better off without the European power. Students cites problems with modern day African country but lacks solutions to said problems.
Excellent

Student explains thoroughly how their selected African country will move forward in the future. Students cites problems with modern day African country but also gives insightful and thoughtful solutions to said problems. Student explains exactly why their selected African country is better off without the European power.




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