world history ii - loudoun county public schools · web viewmodern world history final exam:...

Name _________________________________________ Block ______

Modern World History Final Exam:

Multiple Choice Test, Research Paper, Visual Presentation, Oral

Presentation

There are 2 main parts to your final exam: Multiple Choice Questions and the Final versions of your Research Paper and Project. You will take the multiple choice part of your final exam early. This decision was made so that you can study for both the final exam and the History SOL at the same time. On your scheduled exam day, you will present your research project to your class. You can find this date in your agenda.

Your final project is a research project. This is not an essay that you write from your head. However, the basic structure of your research paper will be very similar to the 5-paragraph essays you are used to writing. It will have an introduction with a thesis statement, body paragraphs with topic and transition sentences, and a conclusion. However, the difference between an essay and a research paper is that, in a research paper, you must use reliable sources and you must properly document your sources. If you fail to use acceptable sources or fail to properly cite your sources you will receive an “F” on the research paper.

Final Project/ Final Exam 800 points

Research Paper = 200 pointsPresentations = 200 points (Board = 100 points; Oral Presentation = 100 points)Multiple Choice Test = 400 points

Important Reminders What is a research paper?

A research paper is a formal written report that includes research findings AND a student's own ideas. A research paper argues a point. It is NOT just a summary of information you found. Your research paper should present your own thoughts backed up by other people’s ideas and information. For example, a lawyer uses the information from other cases to support the arguments in his/her case. As a history student, you should use information from a variety of sources to support your point of view/argument/thesis/main point.

What is a thesis statement?Your thesis statement is the main point of your paper. It also suggests the path your paper will follow by indicating 3-5 main points.

What will happen if I plagiarize?Plagiarism will result in a grade of zero.

What will happen if I do not complete my assignments on time?You will lose one letter grade for every day your paper, board, or presentation is late.

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General Requirements for Research Paper Typed Double-spaced 12 point font 1” margins (top, bottom, left, and right) Title page (Title, Guiding Question, Name, Course, Teacher Name, Date) 5-6 pages (This does NOT include the title page, bibliography page, or works

cited page) Annotated Bibliography (An alphabetical list plus a summary and assessment

of ALL the sources you consulted) Works Cited Page (An alphabetical list of ONLY the sources you CITED/USED

in your paper) Footnotes or Endnotes (Every paragraph, except the introduction and

conclusion, should have at least 1 footnote/endnote. You may have a footnote/endnote reference in your introduction or conclusion, but it is not always necessary.)

A minimum of 4 different types of sources [for example: book, periodical (newspaper or magazine article), interview, government document, or reliable internet source (NO WIKIPEDIA) ]

Research Project 2012-13 Due Dates

Assignment Due Date1 Research Topic Monday September 242 Working Bibliography Monday October 153 Note Cards Monday October 294 Note Cards Monday November 125 Note Cards Monday November 266 Note Cards Monday December 107 Outline Monday January 78 First Draft Monday January 289 Final Draft Monday February 2510 PowerPoint Monday March 18

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Academic World History Final Exam Score Sheet 2011-2012

Final Exam = 800 points

Category Points Earned Points Possible AdjustmentsSOL Style Exam 400Research Paper 200Board 100Oral Presentation 100

Total Points 800

Grading/Rubrics at a Glance

Final Exam BreakdownThere are 2 main parts to your final exam: Multiple Choice SOL Style Test and the Final versions of your Research Paper and Project. You will take the multiple choice part of your final exam early. This decision was made so that you can study for both the final exam and the History SOL at the same time. On your scheduled exam day, you will present your research project to your class.

400 points: Multiple Choice Test 200 points: 2nd Draft of Research Paper 100 points: Board+100 points: Presentation

800 points: Total

Research Paper (2nd Draft) Oral Presentation Tri-fold Board or PPT200 points 100 points 100 points

Thesis/Purpose Thesis /Purpose Thesis /PurposeSupporting Information Elocution Main IdeasSources Eye Contact Supporting DetailsGeneral Requirements Organization

Drawings/IllustrationsGrammar Knowledge of Subject GrammarOrganization Time Layout/ Design

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Resources to Use Instead of Google

BEFORE you go to Google or any other .com site, you must first go through the items below. Try to avoid all .com sites. Sites that end in .org, .edu, and .gov are generally reliable. Do NOT use Wikipedia.

1. Go to the DHS website <http://www.loudoun.k12.va.us/dhs/site/default.asp>a. Click on Academicsb. Click on Resource: Media Centerc. Click on Information Portal (Online Card Catalog)d. Click on Click Here to Access the Dominion Media Center Resourcese. Choose General Keyword Searchf. Type in your topicg. Look through the list of books available.h. If any of these books seem to fit your topic, Click on Add to My Listi. Print out your list and check out the booksj. If some of the books are not available, request that the Librarian put them on hold for you

2. Go to the DHS website <http://www.loudoun.k12.va.us/dhs/site/default.asp>a. Click on Academicsb. Click on Resource: Media Centerc. Click on Online Resources d. Scroll Down and Click on Databases organized by Subject.

http://www.loudoun.k12.va.us/Page/9034

e. Go through ALL of the online databases relevant to your topic.f. Many of these databases require passwords to access them from your home computer. These

are in the paper copy of your research packet.g. Do NOT give up !h. Research is NOT easy .i. You will have to go through a lot of material to get the information you need .j. You should go through many more sources than you will actually use in your paper .

3. Go to the Public Library. If you do not have a library card, then get one.a. Go to the reference desk.b. Tell the librarian your topic and ask what resources are available in the library and online.

4. Go to the Loudoun County Public Library Website. <http://www.lcpl.lib.va.us/>a. Click on Catalog to do a catalog search for booksb. Click on Databases and Homework Help for a plethora of online resourcesc. Click on Alphabetical List

i. The reference librarian recommends: Opposing Viewpoints and General Reference Center Gold

d. Click on Category List to explore resources available by category (Some of the categories you may want to explore are: Encyclopedias, Government and Law, History and Geography, Magazine Articles, News and Newspapers, and People)

e. Click on Recommended Sites for links to reliable websites (Some of the categories you may want to explore are: Genealogy, History, News and Media, Reference Shelf, and Sports)

f. If you are doing a family history, it is best to go to the library in person, because these search engines can be difficult to use.

g. When you are at home, you may need to login using your library card to access their website.

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http://www.lcpl.lib.va.us/

http://www.loudoun.k12.va.us/Page/9034

WORKING BIBLIOGRAPHY CHECKLIST

The TITLE “WORKING BIBLIOGRAPHY” IS IN ALL CAPS AND CENTERED – IT IS NOT UNDERLINED, NOT BOLD, and it is NOT in “quotation marks.”

There are ONLY be 2 blank lines between the title and the first entry.

Be careful when you copy and paste citations. When you do this, sometimes the font style, size, and/or color will change. (Sometimes the color goes from black to gray.) ALL Font is Times New Roman. Press ctrl-a (this is a short cut for select all) and select the correct font. The size of ALL Font is 12 point. Press ctrl-a, and then select 12 point Font. All Font is Black. Press ctrl-a, and then select black as the color.

The first line of each entry is NOT indented. The second line and all subsequent lines of each entry are indented.

o PRESS Ctrl AND Tab at the same time to indent the second and subsequent lines. All entries are single spaced. (There are NO spaces WITHIN an entry.) There is ONE blank line BETWEEN ENTRIES. All entries are ALPHABETIZED by the first letter of each entry (ignoring all articles A, An, and The)

The rules of the Chicago/Turabian Manual are adhered to for punctuation and spacing. However, Mrs. Bryant’s requirements are slightly different. So always follow her requirements.

Pay attention to what should be italicized, in quotes, in parentheses and where the commas and periods belong. Also, Pay attention to the order of the information. (Author, Title or Name of Database or Journal etc., closest City, 2-letter abbreviation of State, Name of Publisher, issue, volume, number, year, url, most recent copy right year or access date.)

Every entry ends with a period. (A period always comes after an author’s name and the title of the source.) All hyperlinks are removed. If a url is longer than the line, breaks occur after symbols (ex. =, /, ?, &, etc.). As much space as possible is used on each line of the entry. Don’t leave a lot of blank space in an entry unless it

is the last line of the entry. The entire url is present when used. The name of the online database is italicized when used. Titles of Books and Film are italicized. Names of Journals, Databases, Newspapers, and Magazines are also

italicized. “Titles of articles in journals, databases, newspapers, and web articles are in quotation marks.” Authors are cited in the correct format.

If you need to cite sources by more than one author, write out the names of all the authorsor editors. The first author's or editor's name should be inverted (last name, first name).Write the rest of the names in the normal order (first name last name). Type the word andpreceded by a comma before the final name in the list. If there are two authors or editors,type the word and without a comma between the names.

When using more than one work by the same author, give the author’s last name first forthe initial work then type eight lines (underscoring) and a period in place of the author’sname in subsequent entries. You may arrange these entries either in alphabetical order bytitle or by publication date.

Directions for Electronic Bibliography Cards

Please refer to my website for instructions on how to format bibliographic entries for other types of sources such as websites, magazine articles, journal articles, etc. (See Turabian Manual Color-Coded)

Directions for Electronic Note Cards

Please refer to my website for instructions on how to format bibliographic entries for other types of sources such as websites, magazine articles, journal articles, etc. (See Turabian Manual Color-Coded)

Guideline/ Subtopic: Type a logical topic for the paragraph in which you would include this fact.

Source 1: Type an abbreviated version of your bibliographic entry here. (author and/or title)

Cited text:Type or copy and paste the information you might use in your research paper in this box.

The information in this box should be EXACTLY as it appears in the source you used.

If this source has page numbers, include the page number.

You do NOT have to fill up this box. A few sentences are enough. (Rule of thumb: 1 fact per card)

Remember: Every source you use should have its own color and/or number. You can find these note cards on my website under “Electronic Note Cards.”

Notes/Summary:Summarize or paraphrase the Cited text. Changing a few words is not adequate paraphrasing.

Skip a Line

Type your thoughts, notes questions, observations etc.

This should help you from plagiarizing. Even though you are using your own words, you still have to site where you got this information in your research paper.

Sample Bibliography Card for a BookSource 1

Copy and paste the bibliographic entry, for this set of note cards, from your working bibliography. (Include the call number for books.)

For Example:

Bryant, Michi. How to Write a Research Paper. New York: Bryant Publishing Company, 2011.

707 BRY

***Each bibliography card should be a different color and/or have a different source number.

Research Note Cards Checklist

The bibliographic entry is on the bibliography card. The bibliographic entry is in the proper format. Call Numbers and Page Numbers are present when available. There is usually one fact per card. There are no typing errors in the cited text. The summary is an accurate paraphrase as the cited text. (Changing a few words does not count as a

paraphrase.) The meaning of the cited text is NOT changed or misinterpreted. Thoughts that go beyond the cited text are separated by one line from the summary or paraphrased text. Important context is included when clarification is needed. (Name of the person quoted, date, place,

etc.) There are no blank cards. There are 2 cards on each page. The Author’s Last Name and/or The Title are in every source box. There is an appropriate/logical subtopic is in every Guideline Box. Guidelines can be changed later,

more than one card can have the same guideline, all cards do not need to have the same guideline.

BOOK

Bibliographic EntryBeaver, Patricia Duane. Rural Community in the Appalachian South. Lexington, KY: University Press of

Kentucky, 1986.

Footnote Citation1. Patricia Duane Beaver, Rural Community in the Appalachian South (Lexington, KY: University

Press of Kentucky, 1986), 227-229.

BOOK BY 2 OR 3 AUTHORS

Bibliographic EntryVan Noppen, Ina W. and John J. Van Noppen. Western North Carolina Since the Civil War. Boone, NC:

Appalachian Consortium Press, 1973.

Footnote CitationIna W Van Noppen and John J. Van Noppen, Western North Carolina Since the Civil War (Boone, NC:

Appalachian Consortium Press, 1973), 150.

BOOK WITH EDITOR AS AUTHORBibliographic EntryHowell, Benita J., ed. Culture, Environment, and Conservation in the Appalachian South. Urbana: University of

Illinois Press, 2002.Footnote CitationBenita J. Howell, ed., Culture, Environment, and Conservation in the Appalachian South (Urbana: University of

Illinois Press, 2002), 75.

FOREIGN FILM RECORDINGS (VHS OR DVD)Bibliographic EntryComo Era Gostoso o Meu Francês [How Tasty Was My Little Frenchman]. DVD. Directed by Nelson Pereira

dos Santos. 1971; New York: New Yorker Video, 2007. Footnote Citation

1.Como Era Gostoso o Meu Francês [How Tasty Was My Little Frenchman], DVD, directed by Nelson Pereira dos Santos (1971; New York: New Yorker Video, 2007).

*** Omit the brackets and what is inside for English Language Films.

ARTICLE IN AN ONLINE DATABASEBibliographic Entry"Continental System." ABC-CLIO World History: The Modern Era. http://worldhistory.abc-

clio.com/Search/Display/310303?terms=french+revolution (accessed September 22, 2011). Footnote Citation

"Continental System," ABC-CLIO World History: The Modern Era, http://worldhistory.abc-clio.com/Search/Display/310303?terms=french+revolution (accessed September 22, 2011).

ARTICLE IN AN ONLINE JOURNALBibliographic EntryHodgson, Geoffrey M. “Institutions, Recessions and Recovery in the Transitional Economies.” Journal of

Economic Issues vol. 40, no. 4 (December 2006): 875-894. http://proquest.umi.com/ pqdweb?did=1181213601&sid=1&Fmt=3&clientId=8926&RQT=309&VName=PQD (accessed August 11, 2007).

Footnote Citation5. Geoffrey M. Hodgson, “Institutions, Recessions and Recovery in the

Transitional Economies,” Journal of Economic Issues 40, no. 4 (2006): 877, http://proquest.umi.com/pqdweb?did=1181213601&sid=1&Fmt=3&clientId=8926&RQT=309&VName=PQD (accessed August 11, 2007).

WEBPAGES AND WEBSITESBibliographic EntrySnow, Tony. “Press Gaggle by Tony Snow: July 26, 2007.” The White House. http://www.whitehouse.gov/

news/releases/2007/07/20070726.html (accessed July 31, 2007). Footnote Citation

5. Tony Snow, “Press Gaggle by Tony Snow: July 26, 2007,” The White House, http://www.whitehouse.gov/news/releases/2007/07/20070726.html (accessed July 31, 2007).

PUBLISHED OR BROADCAST INTERVIEWBibliographic EntryGlenn, John. “An Interview with John Glenn.” Interview by Rick Freidman. Omni 6 (October 1983): 126-31.Footnote Citation

8. John Glenn, “An Interview with John Glenn,” interview by Rick Freidman, Omni, 6 (1983): 128. ***Interviews, conducted by you, should only be cited in the footnotes NOT in the bibliography.

BIBLIOGRAPHY

America Takes Charge/America's Enemy. Vol. 3 of Vietnam: A Television History. VHS.Boston: WGBH Boston Video, 1997.

Arnett, Peter The Ten Thousand Day War. VHS. Toronto: Canadian Broadcasting Corporation,1980.

Brinkley, Alan. American History: A Survey, Since 1865. Vol. 2. New York: McGraw-Hill, 1995.

——— The Unfinished Nation: A Concise History of the American People, From 1865. Vol. 2.New York: McGraw-Hill, 1997.

Griffith, Robert, ed. Major Problems in American History Since 1945. Lexington, MA: D.C.Heath, 1992.

"The Gulf of Tonkin Resolution, August 7, 1964." In Vietnam: A History in Documents, editedby Gareth Porter, 286-287. New York: New American Library, 1981.

Kimball, Jeffrey P., ed. To Reason Why: The Debate about the Causes of U.S. Involvement in theVietnam War. New York: McGraw-Hill, 1990.

Kolko, Gabriel. Anatomy of a War: Vietnam, The United States, and the Modern HistoricalExperience. New York: Pantheon Books, 1985.

Maclear, Michael. The Ten Thousand Day War: Vietnam: 1945–1975. New York: St. Martin'sPress, 1981.

Marquis, Jefferson P. "The Other Warriors: American Social Science and Nation Building inVietnam." Diplomatic History 24, no. 1 (Winter 2000): 79-105. http://proquest.umi.com/pqdweb?did=50799805&sid=5&Fmt=2&clientId=7985&RQT=309&VName=PQD(accessed December 10, 2000).

The Pentagon Papers: The Defense Department History of the United States Decisionmaking onVietnam. Vol. 1. Boston: Beacon Press, 1971, 187. Quoted in Gabriel Kolko, Anatomy ofa War: Vietnam, The United States, and the Modern Historical Experience. New York:Pantheon Books, 1985.

Porter, Gareth, ed. Vietnam: A History in Documents. New York: New American Library, 1981.Salisbury, Harrison E., ed. Vietnam Reconsidered: Lessons from a War. New York: Harper and Row, 1984.

Trueman, Chris. “The Causes of the Vietnam War.” History Learning Site. http://www.historylearningsite.co.uk/causes_vietnam_war.htm (accessed November 30, 2000).

PAY ATTENTION TO THE DETAILS!

Below are 2 diagrams. The 1st diagram points out the details in a bibliographic entry for a book. The 2nd diagram points out the details in a footnote citation for the SAME book. NOTICE THE DIFFERENCES!

Bibliography

Beaver, Patricia Duane. Rural Community in the Appalachian South. Lexington, KY: University Press of Kentucky, 1986.

Footnote

1. Patricia Duane Beaver, Rural Community in the Appalachian South (Lexington, KY: University Press of Kentucky, 1986), 227-229.

The title of the book is

1. There is a period after the author’s name.2. There is a period after the title of the book.3. There is a period at the end of the citation.

The title is italicized, but there is NO punctuation mark after the The author’s FIRST name is

There is a comma after the

There is a period at the end of the

There is a comma after the author’s

The author’s LAST name is

The 1st Line is NOT indented.

The 1st LINE is indented.The 2nd Line is NOT indented.

Page numbers are included in the

DOMINION HIGH SCHOOL

TITLE

A RESEARCH PAPER SUBMITTED TOMRS. BRYANT

DEPARTMENT OF SOCIAL SCIENCES

BYJANE DO

STERLING, VIRGINIASPRING 2009

Detailed OutlineRequirements:

1. Title2. Guiding Question3. Thesis Paragraph 4. Outline of Body Paragraphs with topic statements, sub-topics and details.

TitleType the title of your paper. (Centered)

Guiding QuestionThis is the question or questions your paper will answer. It shouldn’t be too broad or too narrow.Thesis ParagraphThis should be a paragraph with a hook, background information, thesis and road map. It should include specific map points and should clearly and completely answer your question(s). These map points establish the overall organization of your paper.Outline of Body Paragraphs

I. Topic Statement This can be one sentence or multiple sentences. It introduces this section of the paper, which covers one of your map points.

A. Sub-Topic These can be 1 or more words.

i. Details These are specific details. They can be sentences or phrases.ii. Details

iii. Details

B. Sub-Topic (You could have a C, D , E and so on. It just depends on how you organize your paper.)

i. Details You can have an iii, iv, v and so on. It just depends on how much information you are going to include under each sub-topic.

ii. Details

II. Topic Statement (Again, the number of topic statements will depend on your research.)

A. Sub-Topici. Details

ii. Detailsiii. Details

B. Sub-Topici. Details

ii. Details

***REPEAT THE PATTERN ABOVE AS MANY TIMES AS NECESSARY. The number of topic statements, sub-topics, and details will depend on how much information you are going to include in your paper and how you choose to organize that information.

Scroll Down to See Rubrics

100 Points Possible A – Exemplary B - Good C – Acceptable D/F - Unacceptable No CreditThesis/Question

Your project must have a thesis that serves as the focus of your research. (A topic is NOT thesis.)

20 points possible/ 20%

Question and Thesis are clear, analytical, and comprehensive. Thesis is also clearly stated in the introductory paragraph and again in the conclusion. 18-20 points

Thesis is clear and analytical. Thesis is also clearly stated in the introductory paragraph and again in the conclusion. 16-17 points

Thesis is clear, contains some analysis but may need further elaboration. Thesis is located in the introductory paragraph and again in the conclusion. 14-15 points

Thesis is simple, not clear, analytical, nor comprehensive. Thesis is not located in the introductory paragraph or the conclusion. 10-13 points

There is no thesis.0 points

Supporting InformationInformation must be accurate, complete, and balanced. There should not be any big holes in your research. You should attempt to view your topic from more than one perspective.


Paper is exceptionally researched, extremely detailed and historically accurate with critical evidence from a wide variety of sources.Exceptionally critical, relevant, and consistent connections are made between evidence, subtopics, and thesis, showing excellent analysis. 18-20 points

Paper is well researched, detailed with accurate and critical evidence from a variety of sources.Consistent connections are made between evidence, subtopics, and thesis, showing good analysis.16-17 points

Most aspects of paper are researched, most evidence is accurate, but information is taken from a limited number of sources.Some connections are made between evidence, subtopics, and thesis, showing some analysis. 14-15 points

Limited information on topic with lack of research details or historically accurate evidenceFew connections are made between evidence, subtopics, and thesis, lacks analysis10-13 points

There is very little supporting information.0 points

SourcesYou must use at least 4 sources. Your research should NOT be based primarily on one or two sources. You should use your sources in a balanced way. Your sources must include at least one book, one periodical, one primary source, and one internet source.


Use of references indicate substantial research, all sources are professionally legitimate, attribution is clear and fairly represented, the reader is confident that the information used can be trusted18-20 points

Use of references indicate ample research, sources are professionally legitimate, attribution is clear and fairly represented, the reader is fairly certain of the reliability of the sources16-17 points

Used 4-5 references and most sources are reliable (a few may be questionable e.g. internet sources or popular magazines), attribution is correctly given, most statements are substantiated, may contain a few errors14-15 points

Used only 2-3 references OR there are virtually no sources that are professionally reliable, the reader seriously doubts the value of the material 10-13 points

Only one or no reference was used0 points

General Requirementstyped, double-spaced, 12 point font, 1” margins, title page, 5-6 pages, footnotes or endnotes, annotated bibliography, works cited


All general requirements are met. Title page, footnotes or endnotes, annotated bibliography, and works cited are in the proper format.18-20 points

Most general requirements are met. One of the following is not properly formatted: title page, footnotes or endnotes, annotated bibliography, works cited16-17 points

Some general requirements are met.Two of the following are not properly formatted: title page, footnotes or endnotes, annotated bibliography, works cited14-15points

Most general requirements are attempted, but quality is poor, one or more of the following is missing: title page, footnotes or endnotes, annotated bibliography, works cited, paper is too short or too long 10-13 points

Two or more of the following are missing: footnotes or endnotes, annotated bibliography, works cited, paper is much too short or much too long0 points

Grammar[sentence structure, word choice, spelling, writing mechanics (punctuation, italics, capitalization, etc.)]


Sentences are well-phrased and varied in length, they flow smoothly from one to another, word choice is consistently precise and accurate, the writing is free or almost free of errors in grammar9-10 points

Sentences are well-phrased and there is some variety in length and structure, the flow from sentence to sentence is generally good, word choice is generally good, the writer often goes beyond the generic word to find one more precise and effective, there are occasional errors, but they do not represent a major distraction 8 points

Some sentences are awkwardly constructed so that the reader is occasionally distracted, word choice is merely adequate and the range of words is limited, the writing has errors and the reader is sometimes distracted by them7 points

Errors in sentence structure, word choice, and grammar are frequent enough to be a major distraction to the readerLevel of writing is below what is expected.5-6 points

Paper is unclear and confusing0 points

OrganizationIntroduction, Body,

Conclusion10 points possible/ 10%

Strong introduction, topic sentences are clear and in a logical order, excellent transitions between paragraphs, conclusion is an excellent summary of topic, thesis, and subtopics (with no new information) 9-10 points

Good introduction that states the topic, thesis, and all subtopics in proper order, good transitions between paragraphs, conclusion is a good summary of topic, thesis, and subtopics8 points

Adequate introduction that states topic, thesis, and some subtopics, adequate transitions between paragraphs, conclusion is an adequate summary of topic, thesis, and subtopics7 points

Weak introduction, subtopics are unclear or not in a logical order, transitions are weak or absent, conclusion is weak, 5-6 points

No Attempt at organization is evident.0 points

Research Paper Rubric 100 Points X 2 = 200 Points

50 Points Possible A - Exemplary B - Good C - Acceptable D/F - Unacceptable No CreditThesis/Question


The question and thesis are interesting and unique, are clearly stated at the beginning of the presentation and conclusions are clear and convincing 18-20 points

The question and thesis are clearly stated at some point during the presentation and most of the reasons for the student’s conclusions are clear and convincing16-17 points

The question or thesis is missing; question or thesis is simple, typical or common14-15 points

There is a topic, but both question and thesis are missing and reasons for conclusions are unclear or inadequate; audience is not convinced10-13 points

Audience did not understand the purpose of the research or why the student reached the conclusions he/she did0 points

Knowledge of Subject


Demonstrates excellent understanding of topic; answers all questions with clear and accurate explanations and elaborates fully 36-40 points

Demonstrates a good understanding of the topic; is able to answer most questions clearly and accurately, and elaborates on details32-34 points

Demonstrates an adequate understanding of the topic. Some details would benefit from further elaboration, explanation or specific examples.28-30 points

Demonstrates only a basic level of understanding of the topic. Presentation lacks detail, elaboration or specific examples.20-26 points

Too little information is presented and student cannot answer basic questions or answers them incorrectly0 points

Delivery, Elocution and Eye Contact


Student speaks in a clear voice at a level in which all audience members can hear, uses correct and precise pronunciation, speaks at a steady rate, and shows enthusiasm for topic

Presentation is obviously well rehearsed, student rarely has to look at notes, does a good job of scanning the audience and frequently changes where attention is focused18-20 points

Student’s voice is clear, most words are pronounced correctly, most audience members can hear presentation, and student speaks at a steady rate, and shows enthusiasm for topic

Student does a good job of making eye contact and scanning the audience.16-17 points

Students voice is low, audience has difficulty hearing presentation, some words are mispronounced, student speaks too quickly or too slowly, presentation may lack a little enthusiasm

Student occasionally uses eye contact, but only looks at the teacher or one particular part of the audience.14-15 points

Student mumbles, incorrectly pronounces words, speaks too quietly for students in the back of the class to hear, and/or student speaks much too quickly or much too slowly or speaks in a monotone voice

Student reads most of the presentation and makes little attempt to make eye contact with the teacher or the audience.10-13 points

The presentation is inaudible or incomprehensible to most of the audience

There is no attempt at eye contact and/or reads notes the entire presentation.0 points

Organization20 points possible/

20%

Information is presented in a logical sequence which is both easy to follow AND interesting18-20 points

Information is presented in a logical sequence; audience is able to follow the entire presentation16-17 points

Audience is able to follow most of the presentation; student may seem a little unorganized14-15 points

Audience cannot understand much of the information, because there seems to be no logical sequence10-13 points

Very little information is presented and/or there is no attempt at organization0 points

Time (5-10 minutes)

0 points possibleYou do not earn

any points in this category, but you can lose points.

Presentation does not go over the allotted time.-0 points

Presentation is within 1minute of the allotted time.-3 points

Presentation is within 2 minutes of allotted time.-5 points

Presentation is less than 3 minutes or goes 3 or more minutes over the allotted time.-7 points

Presentation is much too short or much too long-10 points

Oral Presentation Rubric 100 Points

TIP: I should be able to look at your board and within a few seconds identify your question/topic; thesis; supporting arguments/main ideas/subtopics.

50 Points Possible A - Exemplary B - Good C - Acceptable D/F - Unacceptable No CreditThesis/Question


The question and thesis are very clear when you first look at the Board or PowerPointQuestion is interesting and unique. Thesis clearly answers the question and is comprehensive.18-20 points

Question and thesis are clear at first glance. Thesis clearly answers the question and is comprehensive. Question is good and not typical.16-17 points

Question is clear, but simple. Thesis is simple, but answers the question. Question is typical or common.14-15 points

Question or Thesis is missing. Thesis doesn’t clearly or completely answer the question.10-13 points

Question and thesis are not on the board.0 points

Main Ideas/ Headings/

Subheadings/


There are a sufficient number of headings and subheadingsAll main ideas clearly support the thesisHeadings indicate thoughtful analysis of the topic.18-20 points

Headings or subheadings could use a little workMost main ideas are clear and directly support the thesis16-17 points

Headings or subheadings could use some workMain ideas are clear, directly support the thesis14-15 points

It is difficult to distinguish the main ideas from the supporting details and/or the relationship of the main ideas to the thesis is unclear and/or there are too few headings 10-13 points

There are no headings/ main ideas0 points

Supporting Details


There is an abundance of supporting details without being overwhelming to the observer, and all facts are accurate and relevant. Thesis is consistently and directly supported throughout the display which demonstrates excellent analysis. (This cannot be done without a strong thesis.)

18-20 points

There is a good amount of supporting details and all facts are accurate and relevant. A few details could have been left out. Thesis is supported throughout much of the display which demonstrates good analysis. 16-17 points

There is a sufficient number of supporting details and most facts are accurate and relevant. Some details could have been left out. Some of the details directly support the thesis. Simple thesis may hinder strong analysis.14-15 points

There is an insufficient amount of supporting details or there is too much detail which overwhelms the observer. Some facts are NOT accurate or relevant. There is not a common thread that ties the information together. 10-13 points

There are very few supporting details or facts.0 points

Visual Representations

(Drawings, Photographs,

Diagrams, Graphs, Timelines, Maps etc.)


A lot of thought was put into the choice of visual representations. There is a variety of different types of visual representations (ex. photographs, drawings, graphs, charts, quotes, political cartoons, etc.) The background of the board is creative and directly relates to the topic. All visual representations clearly enhance and/or support the purpose of the presentation. All visuals are appropriately cited. Captions are clear, concise and effective. 18-20 points

There is a variety of different types of visual representations that are both relevant and effective.All visuals are cited. Captions are clear and concise.16-17 points

Most of the visual representations are of the same type, but they do support and enhance the purpose of the presentation.Captions are present but may need some work.14-15 points

Student only chose one type of visual representation, or choices do not support or enhance the purpose of the presentation.Captions are not present, too long or ineffective. There is an insufficient number of visual representations.10-13 points

There are no drawings, illustrations, photographs, etc.0 points

Grammar/Mechanics


Text is clear and concise and there is excellent word choice.There are no grammatical errors9-10 points

There are a 1-2 grammatical errors, but they do not detract from the overall effectiveness of the board. A few slides may be too wordy.8 points

There are 3-4 grammatical errors, but they do not detract from the overall effectiveness of the board. Some slides are too long.7 points

There are 5-6 grammatical errors that should have been found when proofread. Most slides are too long.5-6 points

The number of grammatical errors interferes with the reading or flow of the presentation.0 points

Visual Presentation Rubric 100 Points

Layout/ Design


The overall organization, design, use of color, and use of space help make the board interesting and visually appealing AND the student’s design choices seem to relate directly to the topic/theme/thesisBoard or PowerPoint is creative. There is a WOW factor! 9-10 points

Layout is organized and neat and directly relates to the topic.8points

Layout is organized and neat, but there doesn’t seem to be any direct connection to the topic. 7 points

Board or PowerPoint does not have a clear organization.Board or PowerPoint seems to be put together in a hurry and/or seems incomplete5-6 points

There is no board or PowerPoint0 points