Evaluation
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Beginning 1 |
Developing 2 |
Accomplished 3 |
Exemplary 4 |
Score |
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Students will identify important leaders/ events of the Civil Rights. |
Description of important leader/event reflects a beginning level of performance. |
Description of important leader/event reflects development and movement toward mastery of performance. |
Description of important leader/event reflects mastery of performance. | Description of of important leader/event reflects the highest level of performance. | |
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Students will summarize what made the person/event important during the Civil Rights. |
Description of what made the person/event important during the Civil Rights reflects a beginning level of performance. | Description of what made the person/event important during the Civil Rights reflects development and movement toward mastery of performance. | Description of what made the person/event important during the Civil Rights reflects mastery of performance. | Description of what made the person/event important during the Civil Rights reflects the highest level of performance. | |
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Students will state when the person was active in Civil Rights/ when the event took place. |
Description of when the person was active in Civil Rights/ when the event took place reflects a beginning level of performance. | Description of when the person was active in Civil Rights/ when the event took place reflects development and movement toward mastery of performance. | Description of when the person was active in Civil Rights/ when the event took place reflects mastery of performance. | Description of when the person was active in Civil Rights/ when the event took place reflects the highest level of performance. | |
| Students will identify where the important people were involved in Civil Rights/ where the events happen. | Description where the important people were involved in Civil Rights/ where the events happen reflects a beginning level of performance. | Description where the important people were involved in Civil Rights/ where the events happen reflects development and movement toward mastery of performance. | Description where the important people were involved in Civil Rights/ where the events happen reflects mastery of performance. | Description where the important people were involved in Civil Rights/ where the events happen reflects the highest level of performance. | |
| Students will determine why the learned information was important to the advacement of African Americans. | Description of why the learned information was important to the advacement of African Americans reflects a beginning level of performance. | Description of why the learned information was important to the advacement of African Americans reflectsdevelopment and movement toward mastery of performance. | Description of why the learned information was important to the advacement of African Americans reflects mastery of performance. | Description of why the learned information was important to the advacement of African Americans reflects the highest level of performance. | |
| Students will interpret learned information through drama. | Description of learned information through drama reflects a beginning level of performance. | Description of learned information through drama reflects development and movement toward mastery of performance. | Description of learned information through drama reflects mastery of performance. |
Description of learned information through drama reflects the highest level of performance.
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Overall neatness and creativity included in writing and illustration |
Messy, minimal creativity |
Messy, moderate creativity |
Neat and creative |
Neat, creative, evidence of hard work |
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Total: |
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