WebQuest Activity Handout: Slavery and the American Revolution Unit

Rubrics for Living History Museum

I. Rubric for Team Exhibits

Work Evaluated	Outstanding: 4	Good: 3	Needs Improvement: 2	Unacceptable: 1
Script: Historical Correctness	Is historically accurate in its description of the historical figure and their role during the Revolutionary War.	(a) Is mostly historically accurate in its description of the historical figure and his/her role during the Revolutionary War; OR (b) Is missing some historical facts.	(a) Has several errors in its description of the historical figure and his/her role during the Revolutionary War; OR (b) Is missing several historical facts.	(a) Has many errors in its description of the historical figure and his/her role during the Revolutionary War; OR (b) Does not include historical facts.
Script: Character Development	(a) Provides many details about the historical figure; AND (b) Fully develops the character into a memorable person in history as a first person account.	(a) Provides many details about the historical figure; AND (b) Partially develops the character into a memorable person in history as a first person account.	(a) Provides some details about the historical figure; AND (b) Partially develops the character into a memorable person in history as a first person account.	(a) Provides little or no detail about the historical figure; OR (b) Fails to develop the character as a memorable person in history; OR (c) Is written in third person.
Script: Explanation of Historical Figure's Significance in the Revolutionary War	Thoughtfully and accurately reflects the historical figure's significance during the Revolutionary War, and/or his/her effect on the continuation or ending of slavery.	(a) Reflects some thought; AND (b) Is mostly accurate on the historical figure's significance during the Revolutionary War, and/or his/her effect on the continuation or ending of slavery.	(a) Does not reflect thought; AND/OR (b) Contains several inaccuracies about the historical figure's significance during the Revolutionary War, and/or his/her effect on the continuation or ending of slavery.	(a) Does not reflect the historical figure's significance in the Revolutionary War; OR (b) Inaccurately reflects his/her significance in the Revolutionary War.
Script: Explanation of Historical Figure's View(s) on Slavery	Thoughtfully and accurately reflects the historical figure's view(s) of slavery, the decision(s) made based on his/her beliefs, and the results of the decisions.	(a) Reflects some thought; AND (b) Is mostly accurate on the historical figure's view(s) of slavery, the decision(s) made based on his/her beliefs, and the results of the decisions.	(a) Does not reflect thought; AND/OR (b) Contains several inaccuracies about the historical figure's view(s) of slavery, the decision(s) made based on his/her beliefs, and the results of the decisions.	(a) Does not reflect the historical figure's view(s) of slavery, the decision(s) made based on his/her beliefs, and the results of the decisions; OR (b) Reflects significant inaccuracies.
Presentation: Story Telling	Presenter: (a) Tells the story of his/her historical figure knowledgeably without notes; AND (b) Is enthusiastic; AND (c) Remains in character.	Presenter: (a) Tells the story of his/her historical figure knowledgeably without notes; AND (b) Is mostly enthusiastic; AND (c) Mostly remains in character.	Presenter: (a) Tells the story of his/her historical figure knowledgeably with some help from notes; AND (b) Is mostly unenthusiastic; AND/OR (c) Frequently does not remain in character.	Presenter: (a) Relies heavily on notes to tell the story of his/her historical figure; AND (b) Is mostly unenthusiastic; AND/OR (c) Frequently does not remain in character.
Visual Aid (Poster or Power Point Presentation)	Includes: (a) Two or more artifacts (document, photo, etc.) clearly related to the historical figure, his/her role in the Revolutionary War, and his/her view(s) on slavery; AND (b) A typed summary of the historical figure.	Includes:(a) One artifact (document, photo, etc.) clearly related to the historical figure, his/her role in the Revolutionary War, and his/her view(s) on slavery; AND (b) A typed summary of the historical figure.	Includes: (a) One artifact (document, photo, etc.) somewhat related to the historical figure, his/her role in the Revolutionary War, and his/her view(s) on slavery; AND (b) A summary of the historical figure (hand-written).	Does not include: (a) An artifact (document, photo, etc.) OR the artifact is not related to the historical figure, his/her role in the Revolutionary War, or his/her view(s) on slavery; OR (b) A summary of the historical figure.
Workload	Was divided and shared equally by all team members.	Was divided and shared fairly by all team members, though workloads may have varied from person to person.	Was divided, but one person in the group was viewed as not doing his/her fair share of the work.	The workload was not divided OR several people in the group are viewed as not doing their fair share of the work.
Rough Draft	Rough draft brought on due date. Student shares with peer and extensively edits based on peer feedback.	Rough draft brought on due date. Student shares with peer and peer makes edits.	Student's own rough draft not ready for editing, although student provides feedback and/or edits for peer.	Rough draft not ready for editing, AND student did not participate in reviewing peer's draft.

II. Rubric for Team Exhibits

Work Evaluated	Outstanding: 4	Good: 3	Needs Improvement: 2	Unacceptable: 1
Presentation of Living History Museum Introduction	Well-rehearsed with smooth delivery that holds audience attention and encourages them to visit the Living History Museum.	Rehearsed with fairly smooth delivery that holds audience attention most of the time and encourages them to visit the Living History Museum.	Delivery was not smooth, but able to maintain interest of the audience most of the time and encourages them to visit the Living History Museum.	(a) Delivery was not smooth and audience attention often lost. (b) Audience is not encouraged to visit the Living History Museum.
Attractiveness of PowerPoint Presentation	Excellent use of font, color, four or more graphics, effects, etc. to enhance the presentation.	Good use of font, color, three graphics, effects, etc. to enhance the presentation.	Makes use of font, color, two or more graphics, effects, etc., but these occasionally detract from the presentation content.	Use of font, color, one or more graphics, effects etc., but these often distract from the presentation content.
Organization of PowerPoint Presentation	Organizes content well using headings or bulleted lists to group related material.	Uses headings or bulleted lists to organize, but the overall organization of topics appears flawed.	Content is logically organized for the most part.	No clear or logical organizational structure, just lots of facts.
Mechanicsof PowerPoint Presentation	No misspellings or grammatical errors.	Two or fewer misspellings and/or grammatical errors.	Three misspellings and/or grammatical errors.	More than four errors in spelling or grammar.
Content for Paradox of Slaves Fighting in Revolutionary War	Summary is accurate, thoughtful, and interesting. Subject knowledge is excellent.	Summary is historically accurate, thoughtful, and mostly interesting. Subject knowledge is good.	Summary includes essential information about the paradox. But, it does not reflect a complete understanding of the paradox and contains one or two factual errors. Summary is not interesting.	Summary is minimal or contains several factual errors. Summary is not interesting.
Content for Colonists' Views	Summary of views on liberty, inalienable rights (natural rights), and slavery is accurate, thoughtful, and interesting. Subject knowledge is excellent.	Summary of views on liberty, inalienable rights (natural rights), and slavery is historically accurate, thoughtful, and mostly interesting. Subject knowledge is good.	Summary of views on liberty, inalienable rights (natural rights), and slavery is present, but it is either not thoughtful or not interesting and contains one or more historical errors.	Summary of views on liberty, inalienable rights (natural rights), and slavery is present, but it is minimal or contains several historical errors.
Content for Slaves' Decisions to Serve in Military	(a) Summary and conclusions about the decision slaves made to serve in the colonial or English military and the effects of their decisions are accurate, thoughtful, and interesting. (b) Demonstrates excellent subject knowledge.	(a) Summary and conclusions about the decision slaves made to serve in the colonial or English military and the effects of their decisions are accurate, thoughtful and mostly interesting. (b) Demonstrates good subject knowledge.	(a) Contains summary and conclusions about the decision slaves made to serve in the colonial or English military and the effects of their decisions, but content is either not thoughtful or not interesting. (b) Contains one or more historical errors.	(a) Contains summary and conclusions about the decision slaves made to serve in the colonial or English military and the effects of their decisions (b) Contains minimal content or several historical errors.
Visual Aid (Poster or PowerPoint Presentation)	(a) Includes two or more artifacts (document, photo, etc.) clearly related to the historical figure, his/her role in the Revolutionary War, and his/her view(s) on slavery; AND (b) Is visually appealing; AND (c) Includes a typed summary of the historical figure.	(a) Includes one artifact (document, photo, etc.) clearly related to the historical figure, his/her role in the Revolutionary War, and his/her view(s) on slavery; AND (b) Is visually appealing; AND (c) Includes a typed summary of the historical figure.	(a) Includes one artifact (document, photo, etc.) somewhat related to the historical figure, his/her role in the Revolutionary War, or his/her views on slavery; AND (b) Is somewhat visually appealing; AND (c) Includes a summary of the historical figure (handwritten).	(a) Includes NO visual aid (document, photo, etc.) OR the visual aid is not related to the historical figure, his/her role in the Revolutionary War, or his/her views on slavery; (b) Is not visually appealing; and/or (c) Does not include a summary of the historical figure.
Workload	Was divided and shared equally by all team members.	Was divided and shared fairly by all team members, though workloads may have varied from person to person.	Was divided, but one person in the group was viewed as not doing his/her fair share of the work.	Was not divided OR several people in the group were viewed as not doing their fair share of the work.
Rough Draft	Rough draft brought on due date. Student shares with peer and extensively edits based on peer feedback.	Rough draft brought on due date. Student shares with peer and peer makes edits.	Students' own rough draft was not ready for editing, but student does provide feedback and/or edits for peer.	Rough draft not ready for editing, and student did not participate in reviewing draft of peer.

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