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All historical information appeared to be accurate and in chronological order.
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Almost all historical information appeared to be accurate and in chronological order.
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Most of the historical information was accurate and in chronological order.
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Very little of the historical information was accurate and/or in chronological order.
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Point-of-view and characterization were consistently in character.
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Point-of-view and characterization were often in character.
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Point-of-view and characterization were sometimes in character.
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Point-of-view and characterization were rarely in character.
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Can clearly explain several ways in which his character is considered to be a famous Missourian and a special role model.
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Can clearly explain several ways in which his character is/was considered to be a famous Missourian.
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Can clearly explain one way in which his character is/was considered to be a famous Missourian.
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Cannot explain one way in which his character is/was considered to be a famous Missourian.
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Student used a clear and effective voice, could be heard and understood well, and had good eye contact with the audience.
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Student used a voice that could be heard and had good eye contact with the audience.
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Student could either not be heard or eye contact with the audience was missing.
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Student was not well prepared for this presentation. It seemed there was little or no rehearsal done.
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Student uses several props (could include costume) that accurately fit the period, show considerable work/creativity and make the presentation better.
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Student uses 1-2 props that accurately fit the period, and make the presentation better.
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Student uses 1-2 props which make the presentation better.
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The student uses no props OR the props chosen detract from the presentation.
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