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The student had notes about all the events and dates s/he wished to include on the timeline before beginning to design the timeline.
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The student had notes about almost all the events and dates s/he wished to include on the timeline before beginning to design the timeline.
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The student had notes about most (~75%) of the events and dates s/he wished to include on the timeline before beginning to design the timeline.
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The student had not prepared adequate notes before beginning to design the timeline.
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The student can accurately describe 75% (or more) of the events on the timeline without refering to it and can quickly determine which of two events occurred first.
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The student can accurately describe 50% of the events on the timeline without refering to it and can quickly determine which of two events occurred first.
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The student can describe any event on the timeline if allowed to refer to it and can determine which of two events occurred first.
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The student cannot use the timeline effectively to describe events nor to compare events.
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Facts were accurate for all events reported on the timeline.
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Facts were accurate for almost all events reported on the timeline.
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Facts were accurate for most (~75%) of the events reported on the timeline.
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Facts were often inaccurate for events reported on the timeline.
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The timeline contained at least 8-10 events related to the topic being studied.
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The timeline contained at least 6-7 events related to the topic being studied.
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The timeline contained at least 5 events related to the topic being studied.
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The timeline contained fewer than 5 events.
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An accurate, complete date has been included for each event.
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An accurate, complete date has been included for almost every event.
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An accurate date has been included for almost every event.
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Dates are inaccurate and/or missing for several events.
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The overall appearance of the timeline is pleasing and easy to read.
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The overall appearance of the timeline is somewhat pleasing and easy to read.
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The timeline is relatively readable.
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The timeline is difficult to read.
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The timeline has a creative title that accurately describes the material and is easy to locate.
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The timeline has an effective title that accurately describes the material and is easy to locate.
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The timeline has a title that is easy to locate.
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The title is missing or difficult to locate.
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Spelling and capitalization are correct throughout.
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Spelling and capitalization were mostly correct .
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Spelling and capitalization were mostly correct, but some errors are very obvious.
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There were many spelling and capitalization errors.
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This is a unique presentation, not duplicated in the class.
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This is an unusual presentation, but there may be another in the class.
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This is a common presentation, but there are no others in the class.
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This is a common presentation, or there may be several like it in the class.
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This really explains the Whooping Cranes and their problem. Observers leave with a clear understanding of their story.
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An observer understands who the cranes are but is confused about what their problem is.
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An observer has more questions than answers, and is a little confused. They do not have an understanding of the cranes' problem.
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A reader/observer leaves confused about what the Whooping Cranes are.
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