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iRubric: ABCs of The Civil Rights Movement rubric

iRubric: ABCs of The Civil Rights Movement rubric

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ABCs of The Civil Rights Movement 
inquiry based learning project
Rubric Code: Y23A839
By elizabetfarrell
Ready to use
Public Rubric
Subject: Social Sciences  
Type: Assessment  
Grade Levels: K-5

Powered by iRubric Inquiry Project
  Needs Direct Support

1 pts

Approaching

2 pts

Meeting

3 pts

Exceeding

4 pts

Research

Locates, understands, and uses variety of resources on subject/topic.
Needs Direct Support

Uses one reliable resource provided by teacher.
Approaching

Uses two reliable resources provided by teacher.
Meeting

Uses 3 reliable resources at least two provided by teacher and one located independently with at least two types (article, book, video, blog, podcast).
Exceeding

Uses > 3 reliable resources (at least two provided by teacher and one located independently) in a variety of types (article, book, video, blog, podcast).
Note-taking

Uses an organized system for recording information.
Needs Direct Support

Incomplete notecards. Notecards are illegible and/or do not contain accurate information related to the topic/subject.
Approaching

Notecards are mostly complete. Notecards are legible and/or contain some/mostly accurate information related to the topic/subject.
Meeting

All notecards are complete and organized based on the 5Ws and 1H (or another logical system). Information is accurate and related to the topic.
Exceeding

All notecards are complete and organized based on the 5Ws and 1H (or another logical system). Information is accurate and related to the topic.

Notes contain multiple additional details reflecting students additional research an interest.
Writing Purpose

Clearly, purposefully communicates in written format learning on subject/topic.
Needs Direct Support

The author’s purpose (to inform or explain) is not evident and does not reflect the genre.
Approaching

The author’s purpose (to inform or explain) is evident but does not reflect the genre.
Meeting

The author’s purpose (to inform or explain) is evident and reflects the genre.

The central topic is evident and mostly focused.
Exceeding

The author’s purpose (to inform or explain) is clear and strongly reflects the genre.
Content

Demonstrates learning of topic/subject with facts, statistics, concluions, and ideas. Answers the compelling and supporting questions.
Needs Direct Support

The central topic is not evident.

The student does not include facts, definitions, and relevant details to develop points, ideas, and/or theories. Student is missing 3 or more of the supporting questions (5Ws and 1H) about the topic/subject.
Approaching

The central topic is evident but not focused.

The student includes some facts, definitions, and relevant details to develop points, ideas, and/or theories; or, the facts are vague and confusing.

Student does not answers all of the supporting questions (5Ws and1H) about the topic/subject.
Meeting

The student includes sufficient, accurate facts, definitions, and relevant details to develop points, ideas, and/or theories. Student asnwers most of the supporting questions (5Ws and 1H) about the topic/subject.
Exceeding

The central topic is clear and strongly focused.

The student consistently and effectively includes accurate facts, definitions, and relevant details to develop points, ideas, and/or theories. Answers all supporting questions (5Ws and 1H) about the topic/subject.

Answers the compelling question: How did this person or event contribute to civil rights and social justice?

Students Included how or why this event/person contributed to social justice aims of civil rights.
Oral Presentation

Clearly, enthusiastically articulately, communicates orally information collected on subject/topic .
Needs Direct Support

Does not hold the audience's attention.

Speaks inaudibly. Shows little to no enthusiasm.

Does not demonstrate good graps of topic/subject.

Does not present content through facts, statistics, ideas, conclusions and is missing important information. Cannot answer audience questions.
Approaching

Mostly holds the audience's attention;

Speaks quietly and with less volume and enthusiasm.- Hard to hear.

Depends heavily on notecards; reads notes.

Demonstrates some knowledge content through facts, statistics, ideas, conclusions but is missing some important information. Has some difficulty answering audience questions.
Meeting

Holds the audience's attention.

Speaks clealry and to the audience with satisfactory variation in volume and tone. Does not depend heavily on notecards.

Demonstrates solid knowledge of content through facts, statistics, ideas, conclusions or answers to audience questions.
Exceeding

Holds the audience's attention.

Speaks clearly, enthusiastically with inflection and purpose.

Speaks to the audience and interacts easily with audience.

Demonstrates knowledge of content through facts, statistics, ideas, conclusions or answers to audience questions.
Project Layout

Neat, organized, engaging page created for class book that conveys learning on topic/subject.
Needs Direct Support

The layout shows little structure, and poor planning.

It is hard to read.

It is missing a title, headings, and a visual OR they are not related to the topic/subject.
Approaching

The layout shows some structure but is either busy and cluttered or has large gaps of white space.

It is hard to read.

It is missing one or two of the following: title, headings, and a visual, BUT the ones included are related to the topic/subject.
Meeting

The layout uses the white, and vertical space well.

The colors pop and engage the reader.

It is easy to read with legible words.

It includes all of the following: title, headings, and a visual. They are neat and cleanly cut and pasted.
Exceeding

The layout is visually pleasing and contributes to the overall message with purposeful use of color, space (white, horizontal, and vertical), title, headings, and visuals.





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