american)revolution) wax)museum projectfa-luongo-vandyke.weebly.com/uploads/1/0/9/6/... · american...

American Revolution Wax Museum

ProjectAligned with the ELA Common Core Standards!

Copyright © 2013 Tolulope Noah, Ed.D.All rights reserved by author.

Permission to copy for single classroom use only.Electronic distribution limited to single classroom use only.

Not for public display.

Copyright © 2013 Tolulope Noah

ACADEMIC CONTENT STANDARDS5th Grade (Project can be easily adapted for grades 4-‐8!)

CA History-‐Social Science Standards (5th Grade):

5.5.4 Describe the views, lives, and impact of key individuals during this period (e.g., King George III, Patrick Henry, Thomas Jefferson, George Washington, Benjamin Franklin, John Adams).

5.6.3 Identify the different roles women played during the Revolution (e.g., Abigail Adams, Martha Washington, Molly Pitcher, Phillis Wheatley, Mercy Otis Warren).

English Language Arts Common Core Standards (5th Grade):

Reading

RI 5.7 Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.

RI 5.9 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.

Writing

W 5.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.a. Orient the reader by establishing a situation and introducing a narrator

and/or characters; organize an event sequence that unfolds naturally. b. Use narrative techniques, such as dialogue, description, and pacing, to

develop experiences and events or show the responses of characters to situations.


c. Use a variety of transitional words, phrases, and clauses to manage the sequence of events.

d. Use concrete words and phrases and sensory details to convey experiences and events precisely.

e. Provide a conclusion that follows from the narrated experiences or events.

W 5.4 Produce clear and coherent writing in which the development and organization are appropriate to the task, purpose, and audience.

W 5.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

W5.7 Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.

W 5.8 Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.

Speaking and Listening

LS 5.4 Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.

LS 5.5 Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.


PROJECT OVERVIEWFor this project, each student will become an expert on a historical figure who played a significant role in the American Revolution. Students will research their historical figures, write monologues from the figures’ perspectives, and perform their monologues (in costume and with appropriate props) at a culminating American Revolution Wax Museum. Students will also use the Glogster website to create glogs (online interactive posters) about their historical figures.

PROCESS

1. Provide each student with a copy of the American Revolution Wax Museum Project Overview packet, and review the requirements with students.

2. Cut up the Historical Figure Slips, which include 19 different historical figures that students can research. You may want to place the slips in two separate bins-‐ one for men and another for women. Have each student pick a slip from the appropriate bin.• Note: Some figures will be more challenging to research than others. You may want to create additional bins for students to choose from, based on their levels (but make sure you’re discreet about it).• More challenging figures: Mercy Otis Warren, Phillis Wheatley, Abigail Adams, Lydia Darragh, Marquis de Lafayette, Thomas Paine, James Armistead, & Patrick Henry

3. After students have selected their historical figures, have them record the name of their figure on the last page of the American Revolution Wax Museum Overview packet. Students should also get a parent signature on the last page of the packet so that parents are aware of the expectations for the project.

4. Provide each student with the American Revolution Wax Museum Notes Packet. Students will use this packet to record notes about their historical figure’s life, views, and impact as they conduct their research. Review the research questions in the notes packet with students.


5. Review the difference between paraphrasing and plagiarizing. There are two helpful BrainPop videos entitled, “Plagiarism” and “Paraphrasing” that you can use for this purpose. You can access the videos by visiting www.brainpop.com

6. Have students use books, websites, encyclopedias, and other sources to research and take notes about their historical figures. A list of helpful research websites is included in the appendix of this document.• Note: Students should keep track of the sources that they use as they research so that they can create a bibliography later on. You may want to have students keep a running list of sources that they’ve used in a word processing document. They can use the EasyBib website (located at www.easybib.com) to format the citation for each source.

7. Pass out the Wax Museum Monologue Outline packet, which is the prewriting activity for the monologue. Review the questions with the class, and then have students complete their packets.

8. Collect and check the Wax Museum Monologue Outline packets to ensure that students are on the right track. Provide feedback and have students revise their work as necessary.

9. Pass out the Wax Museum Monologue Requirements packet and review the steps with the class. Then have each student type a 3/4 to 1 page monologue from their historical figure’s perspective. Students should also complete the checklist in the Wax Museum Monologue Requirements packet to ensure that their monologue meets all of the expectations.

10. Have students revise, edit, and create the final drafts of their monologues through peer editing and teacher feedback.

11. Sign up for an a educator’s account on the Glogster website (located at edu.glogster.com). Set up accounts for your students as well. Explore Glogster and watch the tutorials to get acquainted with its features.

12. Provide each student with the Wax Museum Glog Requirements packet. Review the requirements with students and demonstrate how to use Glogster.


http://www.brainpop.com

http://www.brainpop.com

http://www.easybib.com


http://www.edu.glogster.com


13. Provide class time for students to create glogs about their historical figures. • Note: You can see a sample glog that I created for Nathan Hale here:

http://echohorizon.edu.glogster.com/nathan-‐hale

14. Display the Wax Museum Rehearsal Guidelines and review the expectations with the class.

15. Have students rehearse their monologues multiple times in class and at

home, both with and without their props. Provide ongoing feedback to students as they rehearse. Students should memorize their monologues for the culminating Wax Museum event.

16. Once your students’ monologues are polished and ready, it’s showtime! Set up a desk and chair for each student in the auditorium for the Wax Museum. You can cover the desks with tablecloths for a more authentic look. (I went to my local fabric store and asked them to cut one-‐yard pieces to cover each desk.) Each student’s desk should have their props on display, along with an iPad that displays their glog. Visitors to the Wax Museum will see that your students are frozen (like wax statues) around the room. Visitors will need to press the buttons on the glogs to “activate” the statues. This will be your students’ cue to perform their monologues. After students have performed their monologues, they will return to their original frozen positions until their buttons are pressed again. •Note: I typically reserve the auditorium for the whole day so that I can do two separate visits: a visit in the morning for students from all of the other classes in the school, and a visit in the afternoon for parents and guests. For the parent visit, I have my students’ desks arranged in a large circle with the parents seated inside the circle. Then I have each student perform his/her monologue one at a time so that parents can clearly hear all of the monologues. At the end, the parents get to walk around and interact with the “statues” up close.


http://echohorizon.edu.glogster.com/nathan-hale


WAX MUSEUM PHOTOS


APPENDICES

A: American Revolution Wax Museum Project Overview

B: Historical Figure Slips

C: American Revolution Wax Museum Notes Packet

D: Helpful Research Websites

E: Wax Museum Monologue Outline

F: Wax Museum Monologue Requirements

G: Wax Museum Glog Requirements

H: Wax Museum Rehearsal Guidelines

I: Wax Museum Project Rubric


Appendix A: American

Revolution Wax Museum

Project Overview


Name: __________________________________

Date: ______________

American Revolution Wax Museum Project Overview

You will become an expert on one historical figure who played a significant role in the American Revolution. For this individual, you complete the following tasks:

1. Notes: Use at least 3 sources to research and take notes about the individual’s life, views, and impact. At least one of the sources must be a PRINT source (such as a book, textbook, or print encyclopedia). The remaining sources may be DIGITAL sources (such as websites and online encyclopedias).2. Bibliography: Use EasyBib (www.easybib.com) to create a bibliography of the sources you used.3. Monologue: Write a monologue (a dramatic, one-person speech) in first person point-of-view from the individual’s perspective. Your monologue must be memorized.4. Props: Create props for your monologue that clearly relate to your individual’s role in the American Revolution.5. Glog: Create a glog (an online interactive poster) about your individual that includes text, photos, graphics, and sounds. You will use the Glogster website to do this.6. Costume: Create a colonial costume to wear so that you resemble your individual.




WAX MUSEUM

The American Revolution Wax Museum will be held on ___________________________________. During the Wax Museum, you will dress up as your historical figure and present your monologue to guests as they visit your station. Your props and glog will also be on display. Additional details about the Wax Museum will be provided in the upcoming weeks.

PROPS & COSTUME REQUIREMENTS

You will create/prepare the props for your monologue at home. All props are due on ___________________________________.

In addition, you will prepare your costume for the Wax Museum at home. Your costume is due on ________________________________.

Boys’ Costume•A plain white or beige long-sleeved shirt •A vest •Dark-colored pants (not jeans)- Roll them up to your knees or cut them just below the knees to create breeches.

• Long white or dark-colored socks that come over your knees •Knit cap, wide-brimmed hat, or tricorn hat •Wig (optional)•A cravat (optional)


Girls’ Costume •A long skirt (solid, striped, floral, plaid, or checkered) with a long-sleeved plain white blouse OR a long dress with solid, striped, floral, plaid, or checkered fabric

•White or dark-colored socks or tights •A long apron that ties at your waist (solid, striped, floral, plaid, or checkered)

•White mob cap •A handkerchief or cloth napkin, tied at the neck (optional) •Wig (optional)

There is no need to buy an outfit! One option is to transform the clothing that you already have in your closets at home into a colonial outfit. Another option is to visit your local thrift store to assemble an outfit.

PLEASE COMPLETE THE BOTTOM PORTION OF THIS PAGE AND RETURN IT TOMORROW.

---------------------------------------------------------------------------------

STUDENT:My name is ________________________________________.My historical figure is ___________________________________________.

PARENT:I have read the requirements for the American Revolution Wax Museum Project and discussed them with my child.

Parent’s Signature ___________________________ Date ______________


Appendix B: Historical Figure

Slips


Historical Figure Slips

WOMEN

Sybil Ludington

Abigail Adams

Molly Pitcher (Mary Ludwig Hays McCauley)

Phillis Wheatley

Mercy Otis Warren

Lydia Darragh

Deborah Sampson

Patience Wright

MEN

Patrick Henry

Paul Revere

John Hancock

George Washington

Benjamin Franklin

John Adams

James Armistead (Lafayette)

Marquis de Lafayette

Samuel Adams

Thomas Jefferson

Thomas Paine


Appendix C: American

Revolution Wax Museum

Notes Packet


Name: __________________________________

Date: ______________

American Revolution Wax Museum Notes Packet

My historical figure is __________________________________________.

When was he/she born? __________________________________________

Where did he/she live?____________________________________________________________________________________________________________________________________

What was his/her family like?________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Life


What was his/her occupation (job)?____________________________________________________________________________________________________________________________________

What important events occurred during his/her life? This can includes details related to education, marriage, children, obstacles faced, accomplishments, etc. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

When did he/she die? ____________________________________________


What were his/her views (beliefs) about British rule and the Revolution?______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

What were his/her reasons for supporting the American Revolution?______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Views


What role did he/she play in the American Revolution? What affect did his/her actions have on the American Revolution? Be specific!__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Impact


What are some famous or important quotes that your historical figure said or wrote? Copy the quotes below, and put quotation marks around them.______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Use EasyBib (www.easybib.com)to create a bibliography of the sources you used for your notes. Remember that you are required to use at least 3 sources. One of the sources must be a PRINT source (e.g., book, textbook, or print encyclopedia). The remaining sources may be DIGITAL sources (such as websites and online encyclopedias). Your sources should be listed in alphabetical order.

Staple your bibliography to the end of this packet.

Famous Quotes

Bibliography




Appendix D: Helpful Research

Websites


Name: __________________________________

Date: ______________

Helpful Research Websites• Liberty’s Kids Archive

• http://libertyskids.com/arch_who.html• Fact Monster: U.S. History Biographies

• http://www.factmonster.com/encyclopedia/1ushistbio.html• Social Studies for Kids: American Revolution

• http://www.socialstudiesforkids.com/wwww/us/uslistrevolution.htm• Social Studies for Kids: Revolutionary War

• http://www.socialstudiesforkids.com/wwww/us/uslistrevolutionarywar.htm

• Colonial Williamsburg: People• http://history.org/almanack/people/people.cfm

• The American Revolution: Important People• http://www.theamericanrevolution.org/people.aspx

• America’s Story: Meet Amazing Americans• http://www.americaslibrary.gov/aa/all.php

• Biography.com• http://www.biography.com/people/all

• Historic Valley Forge• http://www.ushistory.org/valleyforge/served/index.html

• National Women’s History Museum• http://www.nwhm.org/education-resources/biography/biographies

• American President: A Reference Resource• http://millercenter.org/president


http://libertyskids.com/arch_who.html

http://libertyskids.com/arch_who.html

http://www.factmonster.com/encyclopedia/1ushistbio.html

http://www.factmonster.com/encyclopedia/1ushistbio.html

http://www.socialstudiesforkids.com/wwww/us/uslistrevolution.htm

http://www.socialstudiesforkids.com/wwww/us/uslistrevolution.htm

http://www.socialstudiesforkids.com/wwww/us/uslistrevolutionarywar.htm




http://history.org/almanack/people/people.cfm

http://history.org/almanack/people/people.cfm

http://www.theamericanrevolution.org/people.aspx

http://www.theamericanrevolution.org/people.aspx

http://www.americaslibrary.gov/aa/all.php

http://www.americaslibrary.gov/aa/all.php

http://www.biography.com/people/all

http://www.biography.com/people/all

http://www.ushistory.org/valleyforge/served/index.html

http://www.ushistory.org/valleyforge/served/index.html

http://www.nwhm.org/education-resources/biography/biographies

http://www.nwhm.org/education-resources/biography/biographies

http://millercenter.org/president

http://millercenter.org/president

Appendix E: Wax Museum

Monologue Outline


Name: __________________________________

Date: ______________

Wax Museum Monologue OutlineBACKGROUND INFORMATION

1) What is your historical figure’s name? ____________________________________________________________________________________________

2) Read over your ENTIRE American Revolution Wax Museum Notes Packet. Put an X in the box after you have read over ALL of your notes:

MOMENTOUS MOMENTS

3) List 3-5 significant moments in your historical figure’s life. These should be moments that are related to your figure’s role in the American Revolution. Refer back to your notes packet as you complete this section.

__________________________________________________________

__________________________________________________________

__________________________________________________________

__________________________________________________________

__________________________________________________________


4) Circle the ONE moment that you feel BEST captures your historical figure’s role in the American Revolution. This moment will be the basis for your monologue.

SCENE

5) Based on the momentous moment you circled, describe what is happening in this specific scene. _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________ __________________________________________________________________ __________________________________________________________________

SETTING

6) Location: Where does this scene take place? _____________________________________________________________________________________

7) Time: When does this scene take place? _________________________________________________________________________________________

ADDITIONAL DETAILS

8) What events led up to this scene? Did this scene cause some major decision or event? __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


9) How would your historical figure feel during this scene? Describe specific emotions, thoughts, or reactions that your figure may have during this scene, and why he/she would feel that way. ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

10) How might your historical figure act/behave during this scene? Why? __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

11) Would your historical figure be talking to or interacting with anyone else during this scene? If so, who? (Note: You will be the only one performing your monologue, but you may reference other people as necessary.) __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

12) Costume: How would your historical figure be dressed during this scene? __________________________________________________________________________________________________________________________________________________________________________________________

13) Props: What props would your historical figure have during this scene? _______________________________________________________________________________________________________________________________________________________________________________________________


Appendix F: Wax Museum

Monologue Requirements


Name: __________________________________

Date: ______________

Wax Museum Monologue Requirements

Directions: You will type a monologue (a dramatic, one-person speech) in first-person point of view from your historical figure’s perspective. The purpose of your monologue is to teach others about your historical figure’s life, views, and impact in a creative, dramatic way. Your monologue will be 3/4 to 1 page in length (double-spaced). You will memorize your monologue and perform it at our American Revolution Wax Museum.

STEPS

Read over your entire Wax Museum Monologue Outline packet.

Remember that your monologue should focus on one specific moment (scene) in your historical figure’s life. Think about how to best capture this moment in your monologue.

Think about how you can grab the audience’s attention from the very start of your monologue. Be creative!

DO NOT start like this: “Hi, my name is George Washington, and I will be telling you about....” Possible ways to start include:

in the middle of the action in the middle of a conversation with someone else in the middle of a thought


Type your monologue in first-person point of view as if you ARE your historical figure. This means that you will use words like “I,” “me,” “we,” “us,” “our,” etc. Your monologue should include:

key information about your historical figure’s life key information about your historical figure’s views key information about your historical figure’s impact/role

in the American Revolution (This should be the focus and emphasis of your monologue.)

Add places where you will use your props and do specific actions in parentheses.

Read over your entire monologue. Correct all spelling, grammar, capitalization, and punctuation mistakes.

Read over your entire monologue again. Answer the following questions and make any revisions (changes) that you need to:

Question My Answer

Does your monologue focus on one specific moment (scene) in your historical figure’s life?Is it clear when and where this scene is taking place?Does your monologue start in a creative way that will capture the audience’s attention?Did you include only the most important information about your historical figure’s life?Did you include only the most important information about your historical figure’s views?


Question My Answer

Did you clearly describe your historical figure’s impact (the role that he/she played in the American Revolution)?Are all of the facts in your monologue accurate (correct)?Does your monologue clearly convey (express) what your historical figure is feeling and thinking?Is the way that your historical figure is acting/behaving realistic?Is the language that your historical figure is using realistic given the time period (i.e., the colonial era)?Is your entire monologue written in first-person point of view as if you ARE your historical figure? Did you note places where you will use your props and do specific actions in parentheses? Are there any spelling, grammar, capitalization, or punctuation mistakes in your monologue?Is your monologue 3/4 to 1 page in length (double-spaced)?Does your monologue represent your BEST effort?

Read over your entire monologue one last time.

Save your work.

Print a copy of your monologue to turn in.


Appendix G: Wax Museum

Glog Requirements


Name: __________________________________

Date: ______________

Wax Museum Glog RequirementsDirections: You will create a glog (an online interactive poster) about your historical figure using the Glogster website (edu.glogster.com). Your glog will be displayed on an iPad at your station during the Wax Museum. Visitors will press the button on your glog to “activate” you (the wax figure). Once activated, you will perform your monologue.

SAMPLE GLOG

Go to the following website to see an example of what you will be creating:


GLOG REQUIREMENTS

Your glog must include the following:

an appropriate wall (background)

the full name of your historical figure in large letters

the year your historical figure was born and the year that he/she died (Put this below your historical figure’s name.)






a picture of your historical figure (Follow the steps below.)1. Search for a picture of your historical figure online. The Wikimedia Commons website (commons.wikimedia.org) is a great site to use for images.2. When you’ve found the image you want to use, drag it to iPhoto.3. Go back to your glog.4. Click on the Tools button.5. Click on Image.6. Click on Upload.7. Find the image you just saved in iPhoto and click on Open. Wait for the image to appear in the Glogster window.8. Click on the image. 9. Click on the Add Frame button. Select an appropriate frame for your image.10. Click on the pink Use It button.11. Move and resize the image on your glog as necessary.

a “Photo courtesy of __________” caption below the picture that includes the link that you obtained the picture from

Example: Photo courtesy of http://commons.wikimedia.org/wiki/File:Nathan_Hale_hanged_by_British_1776.gif

an audio recording of a famous quote that your historical figure said or wrote (Follow the steps below.)

1. Go to your glog.2. Click on the Tools button.3. Click on Audio.4. Click on Grab. 5. If a pop-up window appears, click on the Allow button.6. Click on the pink Record button.


http://commons.wikimedia.org

http://commons.wikimedia.org

http://commons.wikimedia.org/wiki/File:Portrait_of_George_Washington.jpeg




7. Wait 3 seconds. Then say your quote slowly, clearly, and with an appropriate accent. Wait three more seconds before you press the “Stop Recording” button.8. Press Play to listen to your quote. Make sure it’s loud, clear, and easy to understand. Go back and record your quote again if necessary.9. When you’re satisfied with your quote, click on the Continue button.10. In the Audio Name text box, type “Quote.”11. Leave the Add Tags text box blank.12. Click on the pink Save button.13. Close the window.14. Click on the Tools button.15. Click on Audio. You should see your Quote file in the window.16. Click on your Quote file.17. Click on the Players button. Select an appropriate player (icon) to use for your quote.18. Once you’ve chosen your player, click on the pink Use It button to add it to your glog. Move and resize the player as necessary.

a “Press to activate statue” label (Place the label near the player on your glog.)

additional appropriate graphics (if desired)


Appendix H: Wax Museum

Rehearsal Guidelines


Wax Museum Rehearsal Guidelines

Start off frozen in your beginning pose.

Speak loudly, slowly, and clearly.

Speak with an accent.

Speak with expression and use an appropriate tone *Make eye contact.

If your monologue says that you will be doing certain actions, make sure to actually do so during your rehearsal.

If your monologue says that you will be using certain props, make sure to actually do so during your rehearsal.

Use gestures where appropriate.

Avoid stalling words like "um," "er," and "like."

Have good posture and look relaxed.

REMAIN IN CHARACTER THE ENTIRE TIME!

End frozen in your ending pose.


Appendix I: Wax Museum

Project Rubric


Wax Museum Project Rubric

Name: __________________________________ Date: _____________

CATEGORY 4 3 2 1

Notes

Notes are accurate and thoroughly answer the research questions with details and examples. Subject knowledge is excellent.

Notes are mostly accurate and the research questions are answered to some extent. Subject knowledge appears to be good.

There are several factual errors in the notes, and/or more information is needed to answer the research questions.

There are major factual errors in the notes, and/or much more information is needed to answer the research questions.

Bibliography

All sources are cited correctly.

All sources are cited, but with a few minor errors.

All sources are cited, but with many errors.

Not all sources or cited, and/or there are major errors.

Monologue

Monologue captures the views, life, and impact of the historical figure in a creative and engaging way. All historical information appears to be accurate and in chronological order. Point-of-view is consistently realistic and authentic.

Monologue focuses on the views, life, and impact of the historical figure. Most historical information appears to be accurate and in chronological order. Point-of-view is often realistic and authentic.

The views, life, and/or impact of the historical figure are somewhat unclear. Some historical information is accurate and in chronological order. Point-of-view is sometimes realistic and authentic.

The views, life, and/or impact of the historical figure are lacking or very unclear. Very little of the historical information is accurate and/or in chronological order. Point-of-view is rarely realistic and/or authentic.


Performance

Performance is interesting and well-rehearsed, with smooth delivery. Student stayed in character throughout the performance.

Performance is relatively interesting and rehearsed, with a fairly smooth delivery. Student stayed in character through most of the performance.

Performance is somewhat smooth, but student may have needed a few more rehearsals. Student stayed in character through some of the performance.

Performance is not smooth, and student does not seem prepared to present. Student acted silly or showed off.

CostumeCostume accurately fits the time period.

Costume mostly fits the time period.

Costume somewhat fits the time period.

Costume does not accurately fit the time period.

Props

Student uses several props that accurately fit the period, show considerable work/creativity and make the presentation better.

Student uses several props that accurately fit the period and make the presentation better.

Student uses 1-2 props which make the presentation better.

Student uses no props OR the props chosen detract from the presentation.

Glog

Glog is visually appealing, well-organized, and includes all required elements.

Glog is relatively appealing and organized, and includes all required elements.

All but 1 of the required elements are included on the glog.

Several required elements were missing.


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