iRubric: 1920s Summative Assessment rubric

The article is clear, creative, and takes the perspective of the time. The article is framed as an interview with 2 opposing sides. The article contains a lot of information that proves the student understands women's changing roles.

The article is clear and tires to take the perspective of the time. The article is framed as an interview. The article contains some information that proves the student understands women's changing roles.

The article is somewhat clear and does not take the perspective of the time. The article is not clearly framed as an interview. The article contains very little information that proves the student understands women's changing roles.

The article is not clear and does not take the perspective of the time. The article is not framed as an interview. The article contains no information that proves the student understands women's changing roles.

The article is clear, creative, and takes the perspective of the time. The article is a strong critique of a poem, song or work of art from the Jazz Age or Harlem Renaissance. The article contains a lot of information that proves the student understands changes in culture during the Jazz Age or Harlem Renaissance.

The article is clear and takes the perspective of the time. The article is a critique of a poem, song or work of art from the Jazz Age or Harlem Renaissance. The article contains some information that proves the student understands changes in culture during the Jazz Age or Harlem Renaissance.

The article is somewhat clear and does not take the perspective of the time. The article is a description of a poem, song or work of art from the Jazz Age or Harlem Renaissance. The article contains very little information that proves the student understands changes in culture during the Jazz Age or Harlem Renaissance.

The article is not clear and does not take the perspective of the time. The article is a description of a poem, song or work of art that is not from the Jazz Age or Harlem Renaissance. The article contains no information that proves the student understands changes in culture during the Jazz Age or Harlem Renaissance.

The article is clear, creative, and takes the perspective of the time. The article is a strong report about racial or religious tensions from the 1920s. The article contains a lot of information that proves the student understands the impact of racial or religious tensions during the 1920s.

The article is clear and takes the perspective of the time. The article is a report about racial or religious tensions from the 1920s. The article contains some information that proves the student understands the impact of racial or religious tensions during the 1920s.

The article is somewhat clear and does not take the perspective of the time. The article is a weak report about racial or religious tensions from the 1920s. The article contains very little information that proves the student understands the impact of racial or religious tensions during the 1920s.

The article is not clear and does not take the perspective of the time. The article is a very weak report about racial or religious tensions from the 1920s. The article contains no information that proves the student understands the impact of racial or religious tensions during the 1920s.

The Student Pick is clear, creative, and takes the perspective of the time. The Student Pick meets all requirements laid out on the assignment sheet. The Student Pick contains a lot of information that proves the student understands different aspects of the 1920s.

The Student Pick is clear and takes the perspective of the time. The Student Pick meets most requirements laid out on the assignment sheet. The Student Pick contains some information that proves the student understands different aspects of the 1920s.

The Student Pick is somewhat clear and does not take the perspective of the time. The Student Pick meets few requirements laid out on the assignment sheet. The Student Pick contains very little information that proves the student understands different aspects of the 1920s.

The Student Pick is not clear and does not take the perspective of the time. The Student Pick meets no requirements laid out on the assignment sheet. The Student Pick contains no information that proves the student understands different aspects of the 1920s.