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iRubric: Documentary Film: Biography of a Continent rubric

iRubric: Documentary Film: Biography of a Continent rubric

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Documentary Film: Biography of a Continent 
Documentary Film: Social Revolution
Students will divide into groups to create a documentary film that explores the biography of a continent from the first civilization to the present.
Rubric Code: XX29W79
By kcholmes
Ready to use
Public Rubric
Subject: Geography  
Type: Project  
Grade Levels: 6-8, 9-12

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

0 pts

Fair

3 pts

Good

4 pts

Excellent

5 pts

Content Accuracy

Standards (Next Gen):
1.SS.912.C.2.9 Evaluate and present the biography of a continent including its landforms and cultures.
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.
**This is worth 10 pts**
Poor

-Facts were inaccurate or misleading to the audience.
-Information was entirely fictional and not derived from reality.
-No content about major landforms, wildlife, cultures, location, climate, countries, historical points.
Fair

-Content oversimplified without analysis of social movement.
-Content is mostly accurate, with only one to two errors.
-Content two points about major landforms, wildlife, cultures, location, climate, countries, historical points.
Good

-Facts represented in content are correct.
Several viewpoints are included.
-Content includes information 4 points about economic, social, and political causes of social movements.
-Content is understandable to audience.
Excellent

-Content is explained completely.
-Causes and effects are identified.
-Content includes 8 points of information about major landforms, wildlife, cultures, location, climate, countries, historical points.
-All content is correct.
-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.
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.
Excellent

-Answers the essential questions throughout the video in a complex manner.
-Content is revealed in a way that provides audience with in-depth understanding.
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 do not use national and international information.
-Scenes are culturally irrelevant or inaccurate.
Fair

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

-Students have a thorough understanding of the relationships cultural geography and physical geography.
-Students have a thorough understanding of the culture.
Excellent

-Students display a deep understanding of the relationship between physical geography and cultural geography.
-Students grasp the essential ideas behind the formation of landforms and how it related to culture.
-Students convey the information to the audience in a provoking fashion that causes awareness of the social issues.
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.
**This will be based on peer reviews and teacher observation** Total of 10 pts
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

-Presentation is bland with facts only recited.
-There is little effort in production, but includes either creative costumes, acting, or camera angles.
-Information is oversimplified
Good

-Students include costumes.
-Students include creative production aspects such as camera movement, design, or creative writing.
-Students personify people in the social revolution.
-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.
-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 5 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.
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.
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.
-Students demonstrate a complete understanding of an introduction and conclusion.
-Students include all the elements of a documentary film.





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