Factual accuracy
Exceeds
standard
Uses all important
data.
Elaboration and
analysis
Explains
significance of data
in depth.
No key omissions.
Evidence supports
arguments.
Goes beyond single
word or sentence.
Interprets new
meanings from the
data.
Meets
standard
Uses most of the
important data.
Explains the
significance of
most of the data.
Synthesis
Impact
Adapts data to the
situation of the debate.
Choice of vocabulary
reflects deep
understanding of essential
concepts.
Makes clear
connections to the EU's
orEQ.
Uses all assigned
sources of infonnation
(notes from homework.
classwork, movies)
Adapts some of the
data to the situation of
the debate.
Few key omissions.
Evidence generally
supports arguments
throughout debate
Near
standard
Uses some data.
Some key omissions.
Evidence tries to
support arguments.
Strives to go deep
into data.
Full sentences
used.
Some explanations
provided, but more
effort needed.
Incomplete
sentences
Makes some
Connections to the
EU's orEQ.
Uses most of the
assigned sources of
infonnation (notes from
homework, classwork,
movies)
Adapts some of the
data to
the situation of
the debate, but without
much authenticity.
Attempts a few
connections to the EU's
orEQ.
Uses very sophisticated
conventions;
Evidence of exceptional
preparation.
Choice of vocabulary
reflects good
understanding of
essential concepts.
Uses appropriate
conventions.
Evidence of good
preparation.
Choice of vocabulary
reflects some
understanding of
essential concepts.
Uses some appropriate
conventions.
Preparation needed more
effort.
Uses some of the
assigned sources.
Below
standard
Many omissions;
little if any effort
shown in researching
arguments.
Little, if any, effort
shown in
developing key
arguments beyond
single sentences.
Makes little or not
effort to adapt the data
to the situation of the
debate.
Misses key connections
to the EU's or EQ.
.Few, if any new concepts
used..
Basic conventions are
inconsistent or missing.
Inadequate preparation.
SCALE:
-
Exceeds
Standard:
Name:
Assessment:
Date:
Period:
Understanding of the
Big Ideas
(25 %):
The intro. paragraph has
a clear and powerful
thesis that addresses the
issue.
Application and
Transfer of
Knowledge (25%):
The arguments and
evidence are relevant
and connect to the big
ideas
Historical Thinking
(25%):
Impact (25%):
Communication is fluid
and delivery is smooth.
Key history concepts s are
fully explained
The arguments
make inferences and
connections to prior
learning.
Sophisticated
understanding of
-chmnology,
-historical context,
-the role of cause &
effect
-the results of
continuity and
change
Evidence demonstrates
exceptional effort and
focus.
Meets
Standard:
All EQ' s are answered in
depth.
Thesis and intro
paragraph the address
issue.
Frequent use of key
history concepts.
Evidence demonstrates
effort and focus.
All EQ's are answered.
Near
Standard:
Below
Standard:
Adapts new
information to new
situations with ease and
clarity
Arguments and
evidence make many
connections to the big
ideas.
Several connections to
prior learning.
Adapts new
information to new
situations.
Thesis and intro paragraph Arguments and
attempt to addresS. the issue evidence attempt to
connect to the big ideas.
Some use ofkey historical
concepts.
Some connections to
prior learning.
Choice of evidence
demonstrates insufficient
Attempts to adapt new
effort and/or focus.
ideas to new situations.
Attempts to answer all
EQ's.
Thesis/intro do not
address the issue.
Little if any use of key
history concepts.
Choice of evidence
demonstrates little or no
effort and/or focus.
Partial answers to the
EQ's.
Arguments and
evidence are not
connected to the big
ideas.
Few if any connections
to prior learning.
Does not adapt new
information to new
ideas.
Meticulous proofreading
and preparation.
Each paragraph is focused
and introduced by a topic
sentence.
Demonstrates a deep
understanding of
multiple perspectives.
Conclusion is reflective
and original.
References several
examples of:
-chronology
-historical context
-the role of cause &
effect
-the results of
continuity and
change
Demonstrates reflection
on multiple
perspectives
Some use of
-chronology
-historical context
-the role of cause and
effect
-the results of
continuity and change.
Communication is
generally fluid and smooth.
Very good proofreading
and preparation.
Each paragraph is focused
and introduced by a topic
sentence but may lack
some detail.
Conclusion is reflective.
Communication suggests
more preparation and
proofreading are necessary.
Paragraphs are focused but
lack a topic. sentence and
some important details.
Demonstrates some
awareness of multiple
perspectives.
Some reflection shown in
conclusions.
Little or no awareness
of
-chronology
-context
-cause & effect
-continuity and change
-multiple points of view
Communication suggests
little or no proofreading
and preparation.
Paragraphs lack focus and
one ormore elements:
Topic sentence
Conclusion
Clear body paragraphs
Your name:
Partner's name:
Role/country:
Name of assessment:
Period:
SCALE:
Understanding of the
Big Ideas
(25 %):
The intro. paragraph
has a clear and
powerful thesis that
addresses the issue.
Application and
Transfer of
Knowledee (25%):
The arguments and
evidence are relevant
and connect to the
big ideas
Historical Thinking
(25%):
Impact of
Performance (25%):
Communication is fluid
and delivery is smooth.
Key history concepts s
are fully explained
The arguments
make inferences and
connections to prior
learning.
Sophisticated
understanding of
-chronology,
-historical context,
-the role of cause &
effect
-the results of
continuity and
change
Exceeds
Standard:
Evidence demonstrates
exceptional effort and
focus.
Meets
Standard:
Thesis and intro
paragraph the address
issue.
Frequent use of key
history concepts.
Evidence demonstrates
effort and focus.
Near
Standard:
Thesis and intro
paragraph attempt to
address the issue.
Some use of key
historical concepts.
Choice of evidence
demonstrates
insufficient effort
and/or focus.
Below
Standard:
Thesis/intra do not
address the issue.
Little if any use of key
history concepts.
Choice of evidence
demonstrates little or
no effort and/or focus.
Adapts new
information to new
situations with ease
and clarity
Arguments and
evidence make many
connections to the big
ideas.
Some connections to
prior learning.
Attempts to adapt
new ideas to new
situations.
Demonstrates some
awareness of multiple
perspectives.
Arguments and
evidence are not
connected to the big
ideas.
Few if any
connections to prior
learning.
Does not adapt new
information to new
ideas.
Little or no awareness
of
-chronology
-context
-cause & effect
-continuity and change
-multiple points of
view
Adapts new
information to new
situations.
Arguments and
evidence attempt to
connect to the big
ideas.
Audience is fully
engaged and riveted.
Demonstrates a deep
understanding of
multiple perspectives.
References several
examples of:
-chronology
-historical context
-the rale of cause &
effect
-the results of
continuity and
change
Demonstrates
reflection on multiple
perspectives
Some use of
-chronology
-historical context
-the role of cause and
effect
-the results of
continuity and change.
Several connections
to prior learning.
Pacing, modulation,
eye contact, and
gestures enhance
performance.
Communication is
generally fluid and
smooth.
Attempts to use pacing,
modulation,
eye contact,
and gestures to enhance
performance.
Communication
suggests more
rehearsal necessary ­
halting or flat qelivery.
One or more of the
following needs
improvement:
Pacing
Modulation
Eye contact
Gestures.
Communication
suggests little or no
rehearsal took place.
Boring delivery.
Needs to reflect on:
Pacing
Modulation
Eye contact
Map Rubric: Yes, I CAN Draw Maps!
Above
Standard:
Accuracy: . All required
places are
accurately
labeled,
spelled and
placed
Design:
Key:
At
Standard:
Nearly all
required
places are
accurately
labeled,
spelled and
placed
Near
Standard:
Most
places are
accurately
labeled,
spelled and
placed.
Below
Standard:
Several
. .
0JllISSIOns
or
.
InaccuraCIes
in labels,
spelling,
placement.
Careful use Generally
of color
careful use
of color
and lines.
and line.
Key is
Key is
Key is
accurate,
accurate,
generally
thoughtful
thoughtful accurate,
and clear.
and clear, a thoughtful
few
and clear.
.
omISSIons.
Exceptional; Meets all
Most
extra
required
required
elements
elements.
elements
included
present.
beyond
required.
Careless
use of color
and line.
Meticulous
use of color
and lines.
Key is
mIssIng IS
mIssIng
important
elements.
'.
Effort:
Unit:
Many
required
elements
mIsSIng.
Map:
Your name: - - - - - - - - - - - Score:
_
/- -
Rubric:
above standard:
10
Use of evidence:
Accurate,
Complex
event(s) depicted.
Analysis:
Conflict and/or
Cooperation
explained in depth
Technique
all techniques
used;highiDlpact
very creative
Presentation:
impeccable
colorful
meticulous care
Synthesis:
paragraph explains
in depth the
connection
of imperialism
to "C & C"
at standard:
8
near standard:
6
Accurate,
Important
event depicted
Some inaccuracies
Interesting
event depicted
Several inaccuracies
Unimportant event.
Conflict or
cooperation
explained
Conflict or
cooperation
identified
does not address
conflict or
cooperation
most techniques
used effectively
creative
neat, colorful
very careful
paragraph identifies
the connection
of imperialism
to "C & C"
below standard:
4
some techniques
and creativity used
minimal
use of techniques
not creative
generally neat
some color
careful
careless,
minimal color
used
paragraph
attempts
to identify
"c & C"
minimal
explanation
of imperialism
to "c & C"
1. Re-read all your notes from this unit at least two times.
.,
Using the skill of concept attainment, do a web on CONFLICT and COOPER:ATION.
2. Select a country, theme or event from the time period of the New Imperiaiism era that interests you.
3. Make a first draft of the visual representation of the country, theme or even that you chose. Use one of
the design forDlats:
•
•
•
Punchline (one image)
Strip: several iDlages in a story line
Quadrant: four different but related ideas
You Dlust also include the following components:
•
•
•
a caption or title that conveys the meaning of the cartoon
symbols (an animal, Dlap, person, object)
use of caricature, irony or satire (exaggerations)
4. Be original. While it can be helpful to refer to other cartoo~ to sp.ar~ your
thinking, do not copy someone else's idea because that IS plaglansm.
~
<'
..
\ ..
'\
\
\.
Your Score
Your score wilf be based on the following crHeda:
1. Position - Did you take a clear position on the issue?
2. Comprehensiveness - Did you use information from each of the sources that are provided?
3. Support - Did you support your position with accurate and relevant information from the source
materials?
4. Organization - Did you organize your ideas in a logical and effective manner so that your audience
will understand and follow your thinking?
5.Cl~rity and Fluency - Did you express your ideas clearly and fluently using your own words
Organizing Your Time
You will have 60 minutes to complete this test. The following schedule is suggested:
20 minutes for reading the source materials and planning your letter.
40 minutes for writing your letter
You may re-read or refer to the source materials at any time during the test. You. may also highlight or
make notes on the sources if this is helpful to you.
~'.
Know the purpose for writing and remember to:
Read, Think, Plan, Write
Holistic CAPT Score
6
5
4
3
-­
2
1
Letter Grade RanKe
A+
- -I - - .
A - A­
B+ - B­
C+ - C­
D
F
. ---­
Point Value
50 - 48
47 - 45
44 - 40
39 - 35
34 - 30
Less than 30
Name: _-,--__
Homework Rubric
Mr. Donahue
excellent (e""+ or 10 pts.)
acceptable (,/or 8 pts.)
poor (e""- or 6 pts.)
all questions are answered fully
and completely; student
elaborates in answering
questions; all answers are
presented in complete
sentences (unless otherwise
instructed); question can be
determined from the answer
student demonstrates a genuine
attempt to answer all questions
fully and completely; a few
questions could be answered
more fully; most answers are
presented in complete
sentences (unless otherwise
instructed}; question can be
determined from the answer
many questions are not
answered completely; little, if
any, elaboration; some
questions are not answered at
all; answers are not presented
in complete sentences (unless
otherwise instructed); questions
cannot be determined from
their answers
answers are factually correct
and accurate in all respects
answers are factually correct
and accurate for the most part;
some answers contain minor
errors or inaccuracies
several answers are factually
incorrect or inaccurate
evidence of
understanding
answers show clear
understanding of the issue and
the "big picture;" answers show
why the issue is important
answers show good
understanding of the issue and
the "big picture;" answers
attempt to show why the issue
is important
answers show little, if any,
understanding of the issue or
why it is important
neatness
and grammar
easy to read and properly
identified (Le., name, date,
class, period, etc.);
grammatically correct in all
respects; demonstrates great
care in preparation
legible and properly identified
(i.e., name, date, class, period,·
etc.}; grammatically correct in
most respects; demonstrates
care in preparation
illegible or difficult to read;
sloppy; hastily prepared; lacks
name or other identifying
information; demonstrates
little, if any, care in
preparation
completeness
accuracy
Points:
Class Participation Rubric
Role in Own
Learning:
Discussion
Contribution:
Listening:
Preparation:
Behavior:
Comments:
4
You always take a voluntary,
thoughtful, and active role in
your own learning, challenging
yourself on a daily basis.
Through participation and
inquiry, you consistently
demonstrate a genuine desire to
learn and share ideas with the
class. You initiate discussions,
ask significant questions and act
as a leader within your group.
You're willing to listen actively
to others and your commentary
reflects an engaged and
thoughtful understanding of the
ideas presented by others.
You are always prepared to the
best of your ability. You've
invested the time and energy to
get the most out of every
assignment. You always have all
materials with you in class.
You are a true leader in class
helping to get things started and
keep things focused. You
conduct your actions and
comments with respect for those
around you and positively
contribute to the learning
environment. You wait until
class is finished before you
begin packing up your materials.
2
You occasionally take an active
role in your own learning, but are
often complacent and allow class
to move on without your
engagement
You hesitate to share your ideas
or take risks, and your voice is
heard infrequently in class. You
have more ideas and questions
than you are willing to share.
I
You rarely take an active role
in your own learning, and
often allow yourself to be
disengaged.
You listen respectfully but
passively and do not attempt to use
the presented ideas to further your
own thinking.
You listen most of the time, but
occasionally get side tracked by
side conversations or other
interactions with your neighbors.
Did you say something? I'm
sorry, were you talking to me?
I must have zoned out.
You are always prepared with
enough to get by. You always
covered the material, and have
done the work, but you know that
you could have gotten more out of
it. You almost always have all
materials with you in class.
You are prepared most of the
time, but do occasionally forget
smaller assignments or turn things
in late and do not have materials
with you in class.
You regularly forget materials
and homework assignments.
You may not have all
necessary materials with you
- or need regular prompting to
have them out - in order to
participate fully.
Although you may not actively
work to correct the behaviors of
others, you never contribute to
scenarios that may impede the
learning process. Your actions and
commentary are respectful and
courteous to others. You pay
attention at the end of class even
though you have begun to pack up
before class is over and the bell has
rung.
You are occasionally distracted
and often involve others in your
shenanigans. You are more
interested in the social aspects of
class than the academics. You
attempt to signal the end of class
by leading the charge to pack up
materials early knowing that
others will follow.
You are regularly involved in
side conversations and
outbursts that disrupt others
and interrupt class activities.
Your behavior contributes
negatively to the classroom
experience of others and
lessens their opportunities for
learning.
3
You consistently take an active
role in your own learning, but are
more hesitant taking a leadership
role within the larger group
You usually participate in class
discussions and frequently
volunteer your ideas, ask
interesting questions, and defend
opinions. You are willing to take
risks and get involved.
You often do not participate
and rarely share your ideas or
ask questions.
Total: