iRubric: Post World War II Inquiry Project rubric

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Post World War II Inquiry Project

Students will inquire about Post World War II. Start by gaining background knowledge, research and find primary and secondary sources, write a thesis statement and thesis paper, and then present it to the class!

Rubric Code: TAWX5W

By bloc2000

Draft

Public Rubric

Subject: History

Type: Project

Grade Levels: 6-8

Research
	Exceeds Expectations 10 pts	Meets Expectations 7 pts	Below Expectations 4 pts	Missed Expectations 0 pts
Background Knowledge Choose various subsections out of the textbook that interest you to learn about.	Exceeds Expectations Student has taken in-depth Cornell Notes to gather extensive background knowledge on Post WWII. (8 different subsections are completed)	Meets Expectations Student has taken in-depth Cornell Notes to gather background knowledge on Post WWII. (6-5 different subsections are completed)	Below Expectations Student has taken Cornell Notes to gather background knowledge on Post WWII. (4-1 subsection are completed)	Missed Expectations Student has not completed Cornell Notes for background knowledge.
Primary Source #1 - Diaries/Journal Entries - Newspapers from the time - Treaties - Government Documents - Court Cases - Photographs - Letters - Autobiographies	Exceeds Expectations Source meets criteria for a primary source, dated to the time period, and has detailed information connecting to student's questions. This source is an exemplary link to their inquiry.	Meets Expectations Source meets criteria for a primary source, dated to the time period, and has detailed information connecting to their inquiry.	Below Expectations Source is a primary sources but is a picture or a picture of a primary source. It is connected to their inquiry.	Missed Expectations Source is not primary and/or is not connected to the students inquiry.
Primary Source #2 - Diaries/Journal Entries - Newspapers from the time - Treaties - Government Documents - Court Cases - Photographs - Letters - Autobiographies	Exceeds Expectations Source meets criteria for a primary source, dated to the time period, and has detailed information connecting to student's questions. This source is an exemplary link to their inquiry.	Meets Expectations Source meets criteria for a primary source, dated to the time period, and has detailed information connecting to their inquiry.	Below Expectations Source is a primary sources but is a picture or a picture of a primary source. It is connected to their inquiry.	Missed Expectations Source is not primary and/or is not connected to the students inquiry.
Primary Source #3 - Diaries/Journal Entries - Newspapers from the time - Treaties - Government Documents - Court Cases - Photographs - Letters - Autobiographies	Exceeds Expectations Source meets criteria for a primary source, dated to the time period, and has detailed information connecting to student's questions. This source is an exemplary link to their inquiry.	Meets Expectations Source meets criteria for a primary source, dated to the time period, and has detailed information connecting to their inquiry.	Below Expectations Source is a primary sources but is a picture or a picture of a primary source. It is connected to their inquiry.	Missed Expectations Source is not primary and/or is not connected to the students inquiry.
Primary Source #4 - Diaries/Journal Entries - Newspapers from the time - Treaties - Government Documents - Court Cases - Photographs - Letters - Autobiographies	Exceeds Expectations Source meets criteria for a primary source, dated to the time period, and has detailed information connecting to student's questions. This source is an exemplary link to their inquiry.	Meets Expectations Source meets criteria for a primary source, dated to the time period, and has detailed information connecting to their inquiry.	Below Expectations Source is a primary sources but is a picture or a picture of a primary source. It is connected to their inquiry.	Missed Expectations Source is not primary and/or is not connected to the students inquiry.
Cornell Notes/Analysis
	Exceeds 5 pts	Meets 4 pts	Below 2 pts	Missing 0 pts
Cornell Format The format is posted in the class room.	Exceeds Student has created the full Cornell Format with Guiding Question, Name, Date, source cited, T-Chart, Questions and Vocabulary, and Summary.	Meets Student is missing only one part of the Cornell Format.	Below Student is missing only two parts of the Cornell Format.	Missing Student is missing more than 3 parts of the Cornell Format.
Important Details Remember to number and to leave spaces in between each detail.	Exceeds Each source used has important details written in students' own words. These details capture the vitality of the source and leave no confusion to the relevancy of the source. They are numbered with spaces in between each detail.	Meets Each source used has important details written in students' own words. These details follow the 5-w's. They are numbered with spaces in between each detail.	Below The important details are missing some of parts of the 5-W's. Questionable if they are written in the students' own words. OR details are not numbers or missing spaces in between.	Missing Important details are missing many parts or do not exist.
Questions Ask in-depth questions that could maybe lead to further research or a thesis!	Exceeds Student has asked questions according to Costa's Level of thinking. Questions are Levels 2 & 3. Within each set of Cornell Notes, 2 questions can be found with answers as important details.	Meets Student has asked questions according to Costa's Level of thinking. Questions are Levels 2 & 3. Within each set of Cornell Notes, 1 question can be found with answers as important details.	Below Student has asked questions according to Costa's Level of thinking. Questions are Levels 1 & 2. Within each set of Cornell Notes, 1 to 2 questions can be found with answers as important details.	Missing Questions are missing from the Cornell Format, Questions are only Level 1, or there are no answers to the questions.
Summary Refer to Summary rubric in your notebooks.	Exceeds Student writes their summary in the complete mindset of a historian, examining and explaining in terms of vocabulary and past tense. <BR> Follows the summary rubric on non-fiction literature.	Meets Follows the summary rubric on non-fiction literature.	Below See summary rubric on non-fiction literature.	Missing Does not follow summary rubric on non-fiction literature.
Thesis
	Exceeds 20 pts	Meets 17 pts	Below 14 pts	Missing 10 pts
Thesis and Introduction This is a statement about your topic that is controversial, persuasive, and decisive. (4 sentences)	Exceeds Student's thesis statement is engaging, exciting, and intriguing. It is clear, has a point of view on a historical event, person, or term. Briefly describes their supporting evidence smoothly and masterfully.	Meets Student's thesis statement is clear, has a point of view on a historical event, person, or term. Briefly describes their supporting evidence.	Below Students' thesis statement is unclear in some of the following ways: point of view on a historical event, person, or term, briefly describing their supporting evidence.	Missing Students' thesis statement in unclear in all ways or does not have a point of view and/or does not briefly describe their supporting evidence.
Supporting Evidence#1 Always try to prove and support your thesis statement! Use Box and Bullets to organize your thoughts and include a source! (4-6 sentences)	Exceeds Student supports their thesis with sources for evidence connecting to their topics and questions. The evidence is outstanding and explicit to their point. They do an exemplary job at explaining the purpose and reasoning of their source as evidence.	Meets Student supports their thesis with sources for evidence connecting to their topic, questions, and sources.	Below Student supports their thesis with a questionable source for evidence connecting to their topic, questions, and sources, OR student evidence lacks connections.	Missing Student does not have evidence with connections to support their thesis.
Supporting Evidence #2 Always try to prove and support your thesis statement! Use Box and Bullets to organize your thoughts and include a source! (4-6 sentences)	Exceeds Student supports their thesis with sources for evidence connecting to their topics and questions. The evidence is outstanding and explicit to their point. They do an exemplary job at explaining the purpose and reasoning of their source as evidence.	Meets Student supports their thesis with sources for evidence connecting to their topic, questions, and sources.	Below Student supports their thesis with a questionable source for evidence connecting to their topic, questions, and sources, OR student evidence lacks connections.	Missing Student does not have evidence with connections to support their thesis.
Supporting Evidence #3 Always try to prove and support your thesis statement! Use Box and Bullets to organize your thoughts and include a source! (4-6 sentences)	Exceeds Student supports their thesis with sources for evidence connecting to their topics and questions. The evidence is outstanding and explicit to their point. They do an exemplary job at explaining the purpose and reasoning of their source as evidence.	Meets Student supports their thesis with sources for evidence connecting to their topic, questions, and sources.	Below Student supports their thesis with a questionable source for evidence connecting to their topic, questions, and sources, OR student evidence lacks connections.	Missing Student does not have evidence with connections to support their thesis.
Conclusion This is where you wrap up and bring an end to the paper. What will be your final point to really drive home your thesis? (4-6 sentences)	Exceeds Student has a final statement ready to bring their inquiry full circle, to have a final say on their research and what it represents. They restate their thesis and masterfully wrap-up their thoughts on the topic.	Meets Student concludes their thesis by restating their thesis and having a final point to make to wrap-up their thoughts.	Below Student concludes their thesis be restating their thesis.	Missing Student does not have a conclusion or their conclusion is missing their thesis statement.
Annotated Bibliography
	Exceeds 10 pts	Meets 8 pts	Below 5 pts	Missing 0 pts
Citation Use either easybib.com or bibme.org	Exceeds Student has successfully cited their source according the Chicago Style and tailored to the type of source it is.	Meets Student has cited their source according the Chicago Style and tailored to the type of source it is. It does have some errors.	Below Student has cited their source according the Chicago Style and tailored to the type of source it is. It does have multiple errors.	Missing Student has not cited their source according to Chicago style or has done the wrong format for their type of source. OR The citation is completely missing.
Annotation 1-2 sentences briefly explaining what the source is and what you used it for.	Exceeds The annotation perfectly summarizes the source and the reasoning for it's use in the students' inquiry.	Meets The annotation is a great summary of the source and includes an explanation of its use in the students' inquiry.	Below The annotation is a good summary of the source and/or could be missing an explanation of its use in the students' inquiry.	Missing The annotation is a poor summary of the source missing the explanation of its use or is missing entirely.
Presentation
	Exceeds 10 pts	Meets 7 pts	Below 4 pts	Missing 0 pts
Prepared This is when you are ready to go when I call on you.	Exceeds Student is fully prepared on assigned date, with project, shows that they have practiced, and uses notecards appropriately.	Meets Student is fully prepared on assigned date, with project, shows that they have practiced.	Below Student is somewhat prepared with their project on assigned date, but needed to practice.	Missing Student is not ready to present when called.
Visual Aid Remember nothing too fancy, something to help convey your point to the class.	Exceeds Student chooses the best possible visual aid to help present their research in a educated and professional format.	Meets Student chooses the best possible visual aid to present their research.	Below Student could have chosen a better visual aid for their inquiry that better incorporated their thesis and supporting evidence.	Missing Student did not choose an appropriate visual aid for their inquiry or did not choose an aid at all.
Content Extremely important and make sure to cover everything or lose points!	Exceeds Students does an exemplary job at presenting their inquiry in a professional manner, covering their thesis, supporting evidence, and conclusion.	Meets Students does a great job at presenting their inquiry by covering their thesis, supporting evidence, and conclusion. Visuals are included to aid audience engagement.	Below Students does a good job at presenting their inquiry by covering most parts of their thesis, supporting evidence, and conclusion. Visuals are included to aid audience engagement.	Missing Student is missing large portions of their inquiry or does not present at all.
Skills BE CONFIDENT!! If you act like you know it than you will be surprised with how much you know!	Exceeds Student has outstanding skills as a speaker. They are confident, natural, and professional in their format. They maintain eye contact, body language, and a clear and loud voice. They have the ability to captivate and keep their audience engaged for the duration of their presentation.	Meets Student shows they are confident and professional in their demeanor. They have consistent eye contact, sound language, and a clear and loud voice. They keep their audience engaged for the duration of their presentation.	Below Student needs to improve on some of their skills, such as eye contact, body language, and voice. They do however show effort and growth in this area.	Missing Student shows no effort to have presentational skills or does not present.
Defending Thesis Again, BE CONFIDENT! I am not trying to trip you up, simply test what your analysis is.	Exceeds Student shows understanding at a mastery level of their topic and inquiry and have full confidence in their knowledge and ability to defend every point connected to their research.	Meets Student shows understanding at a expert level of their topic and inquiry and have full confidence in their knowledge and ability to defend their points made from their research.	Below Student shows understanding at a novice level of their topic and inquiry. They are either unsure or doubtful of what points they have made.	Missing Student shows understanding at an apprentice level of their topic of not knowing their facts or points.

Keywords:

Yalta Conference, Iron Curtain, Red Scare, Korean War, Vietnam War, Malcolm X, MLK Jr., Montgomery Bus Boycott

Subjects:

History

Types:

Project

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