Handouts and Evaluation

Pictures

Photo Credit:  Indiana Jen retrieved 4/5/12 http://jencarey.files.wordpress.com/2011/12/279_civil-war-soldiers2eee.jpg

Photo Credit:  Library of Congress Prints and Photographs Division Washington, D.C. 20540 USA

Photo Credit:   Library of Congress Prints and Photographs Division Washington, D.C. 20540 USA

Photo Credit:   Library of Congress Prints and Photographs Division Washington, D.C. 20540 USA


Handouts

Project Guide

8th Grade Language Arts

Civil War

Research Project Guidelines

You will be researching a topic that is related to the American Civil War and creating a presentation that explains what you have learned to your classmates.  During the research phase of the project, you will be required to complete various tasks to show that you are making progress toward completion of the project.  The requirements are in the following checklist:

            ___ Completion of KQQR Chart or bubbl.us document

            ___ Completion of Possible Sources List

            ___ Completion of two source cards and five note cards

            ___ Completion of two source cards

            ___ Completion of five note cards

            ___ Completion of Introduction/Thesis Statement

            ___ Completion of Presentation Outline

            ___ Completion of Works Cited (Bibliography)

            ___ Completion of Presentation

You must use at least three non-internet sources for your research.  You may use internet sources if necessary.  Check the LibGuide for useful, high quality sites.  We will be doing in-text citations in class together, and you will be expected to include in-text citations in your paper.

Rubric

Rubric for a Research Project                                  Student Name_____________________________       Final Grade___________

 

 

 

Task Definition (Thesis/ Problem/

Question)

Research Component

Information Seeking/Selecting and Evaluating

Use of Information (Analysis)

Synthesis

Documentation

Product/ Process

4

Student posed a thoughtful, creative question that engaged him or her in challenging or provocative research. The question breaks new ground or contributes to knowledge in a focused, specific area.

Student completed all five requirements on time.

Student gathered information from a variety of quality print sources.  If electronic sources were used, they were verified as quality sources.  Sources are relevant, balanced and include critical readings relating to the thesis or problem. Primary sources were included (if appropriate).

Student carefully analyzed the information collected and drew appropriate and inventive conclusions supported by evidence. Voice of the student writer is evident.

Student developed appropriate structure for communicating product, incorporating a variety of quality sources. Information is logically and creatively organized with smooth transitions.  No errors in conventions.

Student documented all sources, including visuals. Sources are properly cited, both in-text and on Works- Cited/Works-Consulted page. Documentation is error-free.

Student effectively and creatively used appropriate communication tools to convey conclusions and demonstrated thorough, effective research techniques. Presentation displays creativity and originality.

3

Student posed a focused question involving him or her in challenging research.

Student completed all five requirements but not on time.

Student gathered information from a variety of relevant sources

Student product shows good effort was made in analyzing the evidence collected

Student logically organized the product.  Convention errors were few and did not take away from the overall product.

Student documented sources with some care. Sources are cited, both in-text and on Works-Cited/Works-Consulted page. Few errors noted.

Student effectively communicated the results of research to the audience.

2

Student constructed a question that lends itself to readily available answers

Student completed at least four requirements.

Student gathered information from a limited range of sources.

Student’s conclusions could be supported by stronger evidence. Level of analysis could have been deeper.

Student made an attempt at organization.  Convention errors led to some confusion.

Student needs to use greater care in documenting sources. Documentation was poorly constructed or absent.

Student needs to work on communicating more effectively.

1

Student relied on teacher-generated questions or developed a question requiring little creative thought.

Student completed less than four requirements.

Student gathered information that lacked relevance, quality, depth and balance.

Student’s conclusions simply involved restating information. Conclusions were not supported by evidence.

Student’s work is not logically or effectively structured.  Convention errors distract from the meaning of the paper.

Student clearly plagiarized materials.

Student does not effectively communicate research findings.

 

Self-Evaluation