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Title - All Aboard! Exploring the Secrets of the Underground Railroad -
An Interdisciplinary Unit

UGR Unit Rubics

Note, this is one part of a larger unit which can be found here.

By - Elizabeth Hodgson and Rachel Vogelpohl
Primary Subject - Social Studies
Secondary Subjects - Math, Music, Art, Language Arts, Computers / Internet
Grade Level - 4

The following rubrics are used after individual lessons in the Underground Railroad Unit and/or at the end of the unit.

You may print all of these rubrics together without break, or click on a name below for a printable version of individual rubrics:

Project Rubric

Name: _____________________
Date: ___________________
Teacher(s): _____________________
Project Title: _____________________

ProcessBelow Avg.SatisfactoryExcellent
1. Has clear vision of final product 1  2  34  5  67  8  9
2. Properly organized to complete project 1  2  34  5  67  8  9
3. Managed time wisely 1  2  34  5  67  8  9
4. Acquired needed knowledge base 1  2  34  5  67  8  9
5. Communicated efforts with teacher 1  2  34  5  67  8  9
Product (Project)Below Avg.SatisfactoryExcellent
1. Format 1  2  34  5  67  8  9
2. Mechanics of presentation 1  2  34  5  67  8  9
3. Organization and structure 1  2  34  5  67  8  9
4. Creativity 1  2  34  5  67  8  9
5. Demonstrates knowledge 1  2  34  5  67  8  9
10
5. Other 1  2  34  5  67  8  9


Total Score:____________________________


Teacher(s) Comments:


Rubric generated by TeAch-nology.com - The Web Portal For Educators!
(www.teach-nology.com)



Student Presentation Rubric

Name: _____________________
Date: ___________________
Teacher(s): _____________________
Project Title: _____________________

Evaluating Student Presentations 1234Total
OrganizationAudience cannot understand presentation because there is no sequence of information.Audience has difficulty following presentation because students jump around.Students present information in logical sequence which audience can follow.Students present information in logical, interesting sequence which audience can follow.  
Subject KnowledgeStudents do not have grasp of information; students cannot answer questions about subject.Students are uncomfortable with information and are able to answer only rudimentary questions.Students are at ease with expected answers to all questions, but fail to elaborate.Students demonstrate full knowledge (more than required) by answering all class questions with explanations and elaboration.  
GraphicsStudents use superfluous graphics or no graphicsStudents occasionally use graphics that rarely support text and presentation.Students’ graphics relate to text and presentation.Students’ graphics explain and reinforce screen text and presentation.  
MechanicsStudents’ presentation has four or more spelling errors and/or grammatical errors.Presentation has three misspellings and/or grammatical errors.Presentation has no more than two misspellings and/or grammatical errors.Presentation has no misspellings or grammatical errors.  
Eye ContactStudents read all of report with no eye contact.Students occasionally use eye contact, but they still read most of report.Students maintain eye contact most of the time but frequently return to notes.Students maintain eye contact with audience, seldom returning to notes.  
ElocutionStudents mumble, incorrectly pronounce terms, and speak too quietly for students in the back of class to hear.Students’ voices are low. Students incorrectly pronounce terms. Audience members have difficulty hearing presentation.Students’ voices are clear. Students pronounce most words correctly. Most audience members can hear presentation.Students use clear voices and correct, precise pronunciation of terms so that all audience members can hear presentation.  


Total Points: _______________________

Rubric has been modified for this assignment
Caroline McCullen http://www.ncsu.edu/midlink/rub.pres.html


Cooperative Group Work Rubric

Name: _____________________
Date: ___________________
Teacher(s): _____________________
Project Title: _____________________

Skills Criteria 1234Total
Helping
The teacher observed the students offering assistance to each other 		None of the TimeSome of the TimeMost of the TimeAll of the Time  
Listening:
The teacher observed students working from each other's ideas.		None of the TimeSome of the TimeMost of the TimeAll of the Time  
Participating:
The teacher observed each student contributing to the project.		None of the TimeSome of the TimeMost of the TimeAll of the Time  
Persuading:
The teacher observed the students exchanging, defending, and rethinking ideas.		None of the TimeSome of the TimeMost of the TimeAll of the Time  
Questioning:
The teacher observed the students interacting, discussing, and posing questions to all members of the team.		None of the TimeSome of the TimeMost of the TimeAll of the Time  
Respecting:
The teacher observed the students encouraging and supporting the ideas and efforts of others.		None of the TimeSome of the TimeMost of the TimeAll of the Time  
Sharing:
The teacher observed the students offering ideas and reporting their findings to each other.		None of the TimeSome of the TimeMost of the TimeAll of the Time  


Total Points:______________________


Teacher Comments:


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Map Rubric

Name: _____________________
Date: ___________________
Teacher(s): _____________________
Project Title: _____________________

Directions: Circle one of the point values for each of the
four grading categories listed below.

CATEGORY 54321
COMPLETENESS Everything completed. Most items completed.
Missing
1-5		Most items completed.
Missing
6-10		Missing 11-15 items.Incomplete
ACCURACY Everything is located accurately. Spelling correct.Most items located accurately 1-5 off. Most spelling OK Location not sure on 6-10. Spelling unsure. 10 or more items out of place. Poor spelling.Incomplete
NEATNESS Exceptional
(Color/
Orderly/
Legible.) All horizontal labels. All contours. Ink labels.		 Good
(Color/
Orderly/
Legible.) Most horizontal labels. Most contours. Ink & Pencil labels.		 Satisfactory
(Color/
Orderly/
Legible.) Some horizontal labels. Some contours. Pencil labels.		 Poor
(Color/
Orderly/
Legible)
Few horizontal labels. Few contours. Few labels.		 Incomplete
(No color.) No horizontal labels. No contours. No labels.
T.O.A.D.S.
on a LOG		 ALL items present Missing One Missing Two Missing Three Incomplete


SCORE: ___/20

=======================

Peer Review: another student needs to evaluate your map briefly:

1. Quality: Is the map "readable" and complete?
(10 best) 10 9 8 7 6

2. Positive suggestions
(praise or ideas for improvement): Created by Mr. David Gunderson
Sartell Middle School Sartell, Minnesota,U.S.A.


Diary Writing Rubric

Name: _____________________
Date: ___________________
Teacher(s): _____________________
Project Title: _____________________

Directions: Circle one of the point values for each of the
four grading categories listed below.

CATEGORY Expert writer
5 pts		Adequate writer
4 pts		Developing writer
3 pts		Emerging writer
2 pts		Insufficient writer
1 pt
Rating Description The use of writing conventions is very effective. Topic was directly relevant and all supporting details were specific to subject. All grammar, sentence structure, punctuation and spelling are correct and neatThe use of writing conventions is effective. Topic was mostly relevant and supporting details are mostly specific to subject. Only minor errors are apparent in grammar, spelling, sentence structure and punctuation.The use of writing conventions is somewhat effective. Topic was somewhat relevant and some details are non-supporting to the subject. Errors in conventions don’t interfere with meaning, but there are few errors in grammar, punctuation, sentence structure and spellingErrors in the use of writing conventions obscure meaning. The topic is remotely related and details are somewhat sketchy and unclear. There are several errors in punctuation, spelling, sentence structure and grammar.Major errors in the use of writing conventions obscure meaning. The topic is totally unrelated, and the reader is unable to find specific details. Very frequent errors in punctuation, spelling, grammar, and sentence structure make understanding difficult.
Organization and Creativity Very good organization, with events logically ordered with a sharp sense of beginning and end. Clearly makes sense. Vocabulary is varied and supporting details are vividGood organization, with most events logically ordered. Makes sense. Vocabulary is varied and supporting details are effective.Essay is organized, but events are somewhat jumpy. Makes sense for the most part. Vocabulary is varied, but supporting details are plain and could use work.Attempted organization does not make much sense, in that events jump around and the start and end are unclear. Vocabulary is constant, but details are lackluster and ineffective.Not organized, and events make no sense. Needs descriptive words.
Planning (1st draft only) Has clear idea of audience. Goals are very clear and explicit. An overall essay plan is evident. Has idea of audience. Goals are clear and explicit. Has a plan for the essay. Somewhat clear about the essay’s audience. Goals are stated but somewhat vague. Plan for the whole essay somewhat clear.Vague about whom the essay is for. Goals are unclear. No clear plan evident.Writing shows no evidence of planning.
Quality of Revision (2nd draft only) Follows up on all suggestions for revision. Revisions are a definite improvement. Follows up on most suggestions for revision. Revisions improve on the previous draft. Addresses some but not all suggested revisions. Revisions are a slight improvement over earlier draft.Ignores most suggestions for revision. Revisions made do not improve the earlier draft.Made only a minimal attempt to revise, if at all.

Elizabeth Hodgson 2003


Self-Report Affective Assessment

Directions: Read each statement and decide how true it is for you by marking your choice on the line under the correct answer. Some of the statements are positive and some are negative. Decide whether each statement is true for you. You do not need to put your name on this, and there are no right or wrong answer, so answer honestly please. Mark an X on the space that best answers each statement.

When you are finished, please print your response and place your paper in the blue folder on the table in the back of the room. Your opinion matters to me, so thank you for helping and answering honestly!

Response Statements (one per statement) Very true
for me		Not true
for me		I’m not
sure
1. Mostly, I like learning about the Underground Railroad. _______________
2. I like to learn about things that happened in the past. _______________
3. I am good at writing stories. _______________
4. I don’t care about North Carolina history. _______________
5. I don’t like to act in front of the class. _______________
6. I like to make projects in a group. _______________
7. I like when we study social studies. _______________
8. I like to read about stories of slavery. _______________
9. I like to perform with a group. _______________
10. I don’t like to stand up alone. _______________
11. I like to research the Underground Railroad on the computer. _______________
12. I like to read books when I have the time. _______________
13. I don’t like to play pretend. _______________
14. I am not good at taking tests. _______________
15. I like to work alone. _______________
16. My teacher has fun things to do for social studies _______________
17. I don’t know how to do homework projects. _______________
18. I feel comfortable giving my opinion in class. _______________
19. I like to make up stories in which I am a character. _______________
20. My teacher gives me a choice of what I would like to learn. _______________
21. WebQuests are fun. _______________
22. Writing on the computer is fun. _______________
23. I feel safe in class. _______________


E-Mail Elizabeth Hodgson and Rachel Vogelpohl !