war of 1812 elementary lesson plan - updated

7/27/2019 War of 1812 Elementary Lesson Plan - Updated

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NPS War of 1812 Lesson Plan Outline

Understanding by Design Template

Teacher: Anna Newton Grade: 4th (Elementary School Level)

Date: July, 2013 Subject: US History

White House & Presidents Park Primary Interpretive Themes:

1A) The responses of presidents and first ladies to the challenges of the presidency provide

important lessons in their varying capabilities to handle their job.

2A. The White House is a symbol of the presidency, of a free democratic society, and through itscontinuity, of the stability of our nation.

3A) The White House is an example of the continuum of history through its architecture,

stories, decorative, and fine arts.4) Presidents Park, as a primary element of the nations capital city, serves as a stage for active

participation in the democratic process, and is linked by Pennsylvania Avenue Americas

main street to the legislative and judicial processes on Capitol Hill.

Stage 1 Desired ResultsEstablished Standards & Objectives:

Maryland Objectives (Voluntary State Curriculum):

Standard 5.0 History, Topic C: Conflict between ideas & institutions, Indicator 2: Explain the

political, cultural, economic, and social changes in Maryland during the early 1800s, Objectives

a: The student will describe Marylands role in the War of 1812.

Virginia Objectives (SOLs):

Standard USI.7c: The student will demonstrate knowledge of the challenges faced by the new

nation by: describing the major accomplishments of the first five presidents of the United States.

Specifically James Madison and the War of 1812. Students will analyze how the War of 1812

caused European nations to gain respect for the United States.

D.C. Objectives: DC does not have a specific standard for the War of 1812; however the

Common Core Standards apply.

Common Core Objectives (Meets many of the skills that all districts want students to

meet):

ELA Standards: Reading Informational Text: Grade 4

CCSS.ELA-Literacy. RI.4.1: Refer to details and examples in a text when explaining what the

text says explicitly and when drawing inferences from the text.

CCSS.ELA-Literacy. RI.4.3: Explain events, ideas, or concepts in a historical text, including

what happened and why, based on specific information in the text.

CSS.ELA-Literacy.RI.4.6: Compare and contrast a firsthand and secondhand account of the

same event or topic; describe the differences in focus and the information provided.

CSS.ELA-Literacy.RI.4.9: Integrate information from two texts on the same topic in order to

write or speak about the subject knowledgeably.

ELA Standards: Writing: Grade 4

CSS.ELA-Literacy.W.4.1: Write opinion pieces on topics or texts, supporting a point of view

with reasons and information.


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CSS.ELA-Literacy.W.4.2: Write informative/explanatory texts to examine a topic and convey

ideas and information clearly.

CSS.ELA-Literacy.W.4.8: Recall relevant information from experiences or gather relevant

information from print and digital sources; take notes and categorize information, and provide a

list of sources.

CSS.ELA-Literacy.W.4.9: Draw evidence from literary or information texts to support analysis,

reflection, and research.ELA Standards: Speaking & Listening: Grade 4

CSS.ELA-Literacy.SL.4.1: Engage effectively in a range of collaborative discussions (one-on-

one, in groups, and teacher-led) with diverse partners on grade 4 topics, texts, and issues,

building on others ideas and expressing their own clearly.

CSS.ELA-Literacy.SL.4.3: Identify the reasons and evidence a speaker provides to support

particular points.

CSS.ELA-Literacy.SL.4.4: Report on a topic or text, tell a story, or recount an experience in an

organized manner, using appropriate facts and relevant, descriptive details to support main ideas

or themes; speak clearly at an understandable pace.

CSS.ELA-Literacy.SL.4.5: Add audio recordings and visual displays to presentations when

appropriate to enhance the development of main ideas or themes.

Understandings:

Students will understand ..

The reasons why the US tried to remain neutral

during the Napoleonic Wars, neither siding

with France or Great Britain.

The reasons why the US declared war on Great

Britain and began the War of 1812.

The role their local district and state played in

the War of 1812.

Essential Questions:

Why did the US want to maintain neutrality?

Why did the US declare war on Great Britain

in 1812?

How did the War of 1812 affect the US?

How did the War of 1812 impact their local

area or state?

Student Outcomes:

Student will be able to

Create a Photo Story presentation to describe how their local district and/or state played a role in the

War of 1812 and explain the impact of the War of 1812 on their local district and/or state.

Stage 2- Assessment Evidence

Performance Tasks:

Students will research key events leading up toand during the War of 1812 to gain the

knowledge needed to create their Photo Story

presentations.

Students will create a Photo Story presentation

that contains and uses evidence from primary

and secondary sources to effectively support

their viewpoint on how their local district

Other Evidence:

Formative and summative should be used.Each class has individual needs, but the

following are recommended.

Status Reports as graded formative

assessments. These status reports will check on

the status of student work on their project and

speech and give them feedback in order to

improve their final product.


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and/or state played a role in and was impacted

by the War of 1812.

Students will use speaking and writing skills to

create their Photo Story presentations.

Other non-formal formative assessments, such

as meeting with students one-on-one to discuss

their progress and written reflections during the

various parts of the project.

The summative assessment will be the Photo

Story presentation that will be graded based

upon a rubric.

Stage 3 Learning Plan

Learning Activities:

1. In order to prepare/motivate students for this lesson, begin the first class period or block with a warm-upin which students brainstorm what a person needs to do in order research or find information to create an

informational presentation. (The teacher should write down their list.)

2. Have a class discussion on the list brainstormed by students, particular ask students why the items theylisted would help someone when they are researching.

3. Using the above discussion, the teacher will then discuss the purpose of the discussion by stating thatthey will be creating their own presentation using Photo Story on the role of their district and/or state in

the War of 1812. ***This is lesson will focus on Maryland, but you can get resources for other statesand districts and change the project sheets to reflect your district and/or state.***

4. Prior to this lesson, there should have been some discussion on events leading up to 1812 in order for

students to have some background knowledge on why the US may be considering entering a war,particularly with Great Britain. Completing a KWL chart (Appendix A) is a great way to assess

students prior knowledge of the causes of the War of 1812.

5. Students must pick a key event during the War of 1812 that involved Maryland, based upon this outline

of events on the following website:

http://msa.maryland.gov/msa/mdmanual/01glance/chron/html/war1812.html. You may also assignindividual students or groups to a particular topic instead (this may be a better option, since teachers will

know what documents are available online). Once the student has the topic they are going to research,

students will need additional time to research in order to gather and analyze the evidence (includingphotographs/pictures) in order to have a well supported speech. Based on your class schedule, this could

be a few days or a longer term project that can span several weeks. Students will complete a research

journal to keep track of their research. (Appendix B is the Photo Story project with status reports). ***Ifyour students have not used Photo Story, you will need to spend some time teaching them how to use

it.***

6. Once their research is done, students would turn in their research journal for feedback.

7. Students then will be given the next status report in which they will write an outline or story boarddescribing how they plan to use their research in their Photo Story for a status report. After the teacher

has reviewed this status report, this is a great time to meet with students one-on-one to discuss the

teacher feedback.8. Once the story boards are completed (see Sample Photo Story Worksheet separate file), students

will have a fellow student review their story boards based upon the questions provided. This is a point

where you could have students share their story boards with the students from Ghent, if you are a part ofthis international education opportunity.

9. Based upon their peer review, students will revise their story boards and then create/record their Photo

Story presentations.

***Extension: You could have a field trip to Fort McHenry or other War of 1812 sites, where students
http://msa.maryland.gov/msa/mdmanual/01glance/chron/html/war1812.htmlhttp://msa.maryland.gov/msa/mdmanual/01glance/chron/html/war1812.html


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could do some on-site research and take pictures for their Photo Story presentations. Or these field trips

(such as the Star Spangled Banner National Historic Trail) could be taken after the presentations are

presented as a way to conclude the War of 1812 project.10. Once students have seen all the Photo Story presentations, the students will discuss what they learned

about Marylands role in the War of 1812 in the KWL chart they previously started (Appendix A).

Students will then write a written reflection on what they learned about the role Maryland played in the

War of 1812.11. The teacher will also grade the students Photo Story presentations based upon the rubric.

***If you do not wish to use the Photo Story software, you can use any other media software, such

as Windows Movie Maker, iMovie, Screencast-o-matic.com.***

***For an example of a photo story project, go to

http://warof1812gcpnphs.blogspot.com/2012/11/here-is-example-of-a-photo-story-video.html , the

script is athttp://www.nps.gov/whho/forteachers/upload/Movie-Script-Upload.pdf***

Resources: (For student research and pictures)

General Resources

Thinkport War of 1812 Classroom Resources: Has interactive and documents great site!

http://warof1812.thinkport.org/#home.html

History Channels War of 1812 page. Good for basic info on the War of 1812:

http://www.history.com/topics/war-of-1812

Galafilms War of 1812 page. Has links for primary sources from multiple perspectives and song lyrics:

http://www.galafilm.com/1812/e/index.html

Maryland Resources:Maryland in the War of 1812 chronology:

http://msa.maryland.gov/msa/mdmanual/01glance/chron/html/war1812.html

Maryland War of 1812 Bicentennial Commission Teacher Resources, includes documents and other lessons:

http://starspangled200.org/resources/Pages/ForTeachers.aspx

Online lessons and games on the War of 1812 has good information for students:

http://www.pride2.org/NewPrideSite/MD/MD_Exploring.html

This guide includes resources and worksheets to help students interpret documents:

http://starspangled200.org/Resources/Documents/1812%20Teacher%20Resource%20Guide_Color.pdf

Maryland Humanities Council War of 1812 website:

http://www.mdhc.org/programs/chautauqua/past-chautauquas/chautauqua-2012-exploring-the-/war-of-1812-

bicentennial-resou/Maryland Historical Society:

http://www.mdhs.org/

Indian Affairs & Treaties:

http://digital.library.okstate.edu/kappler/Vol2/toc.htm#T

http://digital.library.okstate.edu/kappler/Vol2/treaties/wya0039.htm
http://warof1812gcpnphs.blogspot.com/2012/11/here-is-example-of-a-photo-story-video.htmlhttp://www.nps.gov/whho/forteachers/upload/Movie-Script-Upload.pdfhttp://www.nps.gov/whho/forteachers/upload/Movie-Script-Upload.pdfhttp://www.nps.gov/whho/forteachers/upload/Movie-Script-Upload.pdfhttp://warof1812.thinkport.org/#home.htmlhttp://www.history.com/topics/war-of-1812http://www.history.com/topics/war-of-1812http://www.galafilm.com/1812/e/index.htmlhttp://msa.maryland.gov/msa/mdmanual/01glance/chron/html/war1812.htmlhttp://starspangled200.org/resources/Pages/ForTeachers.aspxhttp://www.pride2.org/NewPrideSite/MD/MD_Exploring.htmlhttp://starspangled200.org/Resources/Documents/1812%20Teacher%20Resource%20Guide_Color.pdfhttp://www.mdhc.org/programs/chautauqua/past-chautauquas/chautauqua-2012-exploring-the-/war-of-1812-bicentennial-resou/http://www.mdhc.org/programs/chautauqua/past-chautauquas/chautauqua-2012-exploring-the-/war-of-1812-bicentennial-resou/http://www.mdhs.org/http://www.mdhs.org/http://digital.library.okstate.edu/kappler/Vol2/toc.htm#Thttp://digital.library.okstate.edu/kappler/Vol2/treaties/wya0039.htmhttp://warof1812gcpnphs.blogspot.com/2012/11/here-is-example-of-a-photo-story-video.htmlhttp://www.nps.gov/whho/forteachers/upload/Movie-Script-Upload.pdfhttp://warof1812.thinkport.org/#home.htmlhttp://www.history.com/topics/war-of-1812http://www.galafilm.com/1812/e/index.htmlhttp://msa.maryland.gov/msa/mdmanual/01glance/chron/html/war1812.htmlhttp://starspangled200.org/resources/Pages/ForTeachers.aspxhttp://www.pride2.org/NewPrideSite/MD/MD_Exploring.htmlhttp://starspangled200.org/Resources/Documents/1812%20Teacher%20Resource%20Guide_Color.pdfhttp://www.mdhc.org/programs/chautauqua/past-chautauquas/chautauqua-2012-exploring-the-/war-of-1812-bicentennial-resou/http://www.mdhc.org/programs/chautauqua/past-chautauquas/chautauqua-2012-exploring-the-/war-of-1812-bicentennial-resou/http://www.mdhs.org/http://digital.library.okstate.edu/kappler/Vol2/toc.htm#Thttp://digital.library.okstate.edu/kappler/Vol2/treaties/wya0039.htm


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Virginia Resources:

War of 1812 Virginia Bicentennial Commission:

http://va1812bicentennial.dls.virginia.gov/

Library of Virginia: Soldiers of the war:

http://www.lva.virginia.gov/public/guides/rn19_sold.htm

Alexandria, VA War of 1812 Bicentennial website:

http://alexandriava.gov/historic/info/default.aspx?id=49310

D.C. Resources:

Burning of D.C. Eyewitness to History:

http://www.eyewitnesstohistory.com/washingtonsack.htm

War of 1812 D.C. Bicentennial Commission:

http://www.washingtondcwarof1812bicentennialcommission.org/

Primary Sources for the Burning of the White House:

http://www.ourwhitehouse.org/warof1812.html

Music and Sound effects:http://starspangled200.org/Resources/Documents/1812%20Teacher%20Resource%20Guide_Color.pdf

http://www.warof1812.ca/songs.htmhttp://www.c-spanvideo.org/program/302069-1

http://www.youtube.com/watch?v=oTNDdZ6_3pk

http://www.militaryheritage.com/cd_1.htmhttp://www.militaryheritage.com/sound.htm - free

http://www.earlyamerica.com/music/war-1812.htm

http://www.cruzatte.com/warof1812.htmlhttps://itunes.apple.com/us/album/ballads-war-1812-1791-1836/id218967614

http://www.mcneilmusic.com/rev.html

http://www.pbs.org/wned/war-of-1812/classroom/intermediate/every-song-tells-story/

http://www.soundgator.com/http://www.audiomicro.com/free-sound-effects

http://soundbible.com/

Books/Publications: For Young Readers

Primary Source Accounts of the War of 1812 byHelen Koutras Bozonelis

Publications on the soldiers of the War: http://societyofthewarof1812.org/about-us-2/publications/

Childress, Diana. The War of 1812. Minneapolis: Lerner Publications Co., 2004.

Greenblatt, Miriam. War of 1812. New York: Facts on File, 2003.

Haberle, Susan E. The War of 1812. Mankato, Minn.: Bridgestone Books, 2003.

Marquette, Scott. War of 1812. Vero Beach, Fla.: Rourke Pub., 2003.

Nardo, Don. The War of 1812. San Diego, Calif.: Lucent Books, 2000.
http://va1812bicentennial.dls.virginia.gov/http://www.lva.virginia.gov/public/guides/rn19_sold.htmhttp://alexandriava.gov/historic/info/default.aspx?id=49310http://alexandriava.gov/historic/info/default.aspx?id=49310http://www.eyewitnesstohistory.com/washingtonsack.htmhttp://www.washingtondcwarof1812bicentennialcommission.org/http://www.ourwhitehouse.org/warof1812.htmlhttp://starspangled200.org/Resources/Documents/1812%20Teacher%20Resource%20Guide_Color.pdfhttp://www.warof1812.ca/songs.htmhttp://www.c-spanvideo.org/program/302069-1http://www.youtube.com/watch?v=oTNDdZ6_3pkhttp://www.youtube.com/watch?v=oTNDdZ6_3pkhttp://www.militaryheritage.com/cd_1.htmhttp://www.militaryheritage.com/sound.htmhttp://www.earlyamerica.com/music/war-1812.htmhttp://www.cruzatte.com/warof1812.htmlhttps://itunes.apple.com/us/album/ballads-war-1812-1791-1836/id218967614http://www.mcneilmusic.com/rev.htmlhttp://www.pbs.org/wned/war-of-1812/classroom/intermediate/every-song-tells-story/http://www.soundgator.com/http://www.audiomicro.com/free-sound-effectshttp://soundbible.com/http://www.barnesandnoble.com/w/primary-source-accounts-of-the-war-of-1812-helen-koutras-bozonelis/1012713419?ean=9781598450064http://www.barnesandnoble.com/c/helen-koutras-bozonelishttp://www.barnesandnoble.com/c/helen-koutras-bozonelishttp://societyofthewarof1812.org/about-us-2/publications/http://va1812bicentennial.dls.virginia.gov/http://www.lva.virginia.gov/public/guides/rn19_sold.htmhttp://alexandriava.gov/historic/info/default.aspx?id=49310http://www.eyewitnesstohistory.com/washingtonsack.htmhttp://www.washingtondcwarof1812bicentennialcommission.org/http://www.ourwhitehouse.org/warof1812.htmlhttp://starspangled200.org/Resources/Documents/1812%20Teacher%20Resource%20Guide_Color.pdfhttp://www.warof1812.ca/songs.htmhttp://www.c-spanvideo.org/program/302069-1http://www.youtube.com/watch?v=oTNDdZ6_3pkhttp://www.militaryheritage.com/cd_1.htmhttp://www.militaryheritage.com/sound.htmhttp://www.earlyamerica.com/music/war-1812.htmhttp://www.cruzatte.com/warof1812.htmlhttps://itunes.apple.com/us/album/ballads-war-1812-1791-1836/id218967614http://www.mcneilmusic.com/rev.htmlhttp://www.pbs.org/wned/war-of-1812/classroom/intermediate/every-song-tells-story/http://www.soundgator.com/http://www.audiomicro.com/free-sound-effectshttp://soundbible.com/http://www.barnesandnoble.com/w/primary-source-accounts-of-the-war-of-1812-helen-koutras-bozonelis/1012713419?ean=9781598450064http://www.barnesandnoble.com/c/helen-koutras-bozonelishttp://societyofthewarof1812.org/about-us-2/publications/


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Stefoff, Rebecca. The War of 1812. New York: Benchmark Books, 2001.

Warrick, Karen Clemens. The War of 1812: We Have Met the Enemy and They Are Ours. Berkeley Heights,N.J.: Enslow Publishers, 2002.


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Appendix A:

What I Know What I Want to Know What I Learned


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Appendix B:

*Marylands* Role in

the War of 1812!*Change this area to reflect your

own state or area.*

Situation: You are a historian. You have been

commissioned by the state government to teach

others about our states role in the War of 1812.

You are tasked with creating a Photo Story

presentation on one of the following topics. You will need to research to find appropriateinformation and photos to create a fabulous presentation depicting our states key role in the

events of the War of 1812.

Maryland Topics:

Mary Pickersgill and the Star Spangled Banner

Francis Scott Key and the creation of the National Anthem

Marylands Privateers Defending the Nation at SeaBattle of Bladensburg

Battle of North Point

The Battle of Fort McHenry & the Star Shaped Fort

Joshua Barney and the Chesapeake FlotillaBattle of St. Leonards Creek (First and Second)

Battle of Caulks FieldThe construction and destruction of Fort Warburton (now Fort Washington)

Marylands slave and African-American population during the War of 1812

Virginia Topics:

The Surrender of Alexandria

President James Madison and the War of 1812

Aftermath of the War of 1812: The Monroe DoctrineUSS Chesapeake vs. HMS Leopard: Naval Battle off the shores of Norfolk leading up to the War

of 1812Battle of Craney Island

District of Columbia Topics:

The Burning of Washington, D.C.Dolly Madison saves the portrait of George Washington

The Octagon House

The aftermath and rebuilding Washington, D.C.

The civilian population of D.C.

Source: www.rootsweb.ancestry.com


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General Topics:

Northwest Theater

Niagara Theater

St. Lawrence River Theater

Lake Champlain TheaterAtlantic Theater

Chesapeake TheaterSouthern Theater

Culture during the War of 1812 (Art and Music)

Clothing, Food, and Society during the War of 1812Life of a soldier (British and American)

The Home Front: During and After the War


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Status Report # 1: Research Journal, Reflection, Outline

Directions: You will need to engage in research to gain evidence and information to include in

your Photo Story. Without strong evidence and information in your Photo Story Presentation, the

people of Maryland will not know of Marylands key role in defending our nation in the War of

1812. Using the sources from your teacher (provided in the resources section) and other sources

you find on your own, you will complete the below research journal for each source you find that

will help create a great Photo Story.

STUDENTS RESEARCH JOURNAL LOGThe worksheet can be found at: http://www.mdhs.org./sites/default/files/How%20to

%20interpret%20a%20document.pdf

Other worksheets for various types of primary sources can be found at:

http://www.mdhs.org./education/teachers/primary-source-worksheets

**The above questions are to be completed with each document you will use in your Photo

Story. Once you have completed your research complete the reflection below.*

REFLECTION:

Write a reflection on how you plan to use your research in your Photo Story. Which documents

are you going to include? How are you going to use these documents? What do they show aboutMarylands role in the War of 1812?

OUTLINE:

After you have completed your reflection, create an outline of your presentation. See the below

outline sheet to help you get started. Use your own sheet of paper to create your outline.

I. Introduce your main topic here

A. The first piece of evidence for your first main point is summarized here.

The source of the information is [name] who is an expert on this topicbecause [explain]

I found this information [specify where]

B. The second piece of evidence for your first main point is summarized here.

The source of the information is [name] who is an expert on this topic

because [explain]


C. The third piece of evidence for your first main point is summarized here.

The source of the information is [name] who is an expert on this topic

because [explain]


II. Introduce your next main topic hereContinue with the above outline for each main point.
http://www.mdhs.org./sites/default/files/How%20to%20interpret%20a%20document.pdfhttp://www.mdhs.org./sites/default/files/How%20to%20interpret%20a%20document.pdfhttp://www.mdhs.org./education/teachers/primary-source-worksheetshttp://www.mdhs.org./education/teachers/primary-source-worksheetshttp://www.mdhs.org./sites/default/files/How%20to%20interpret%20a%20document.pdfhttp://www.mdhs.org./sites/default/files/How%20to%20interpret%20a%20document.pdfhttp://www.mdhs.org./education/teachers/primary-source-worksheets


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Status Report # 2: Story Boarding & Peer Review

Directions: Now that you have done your research, you are to outline your Photo Story

presentation by completing the below story board worksheet you may not use all of the slides

or you may use more. It must be complete because one of your peers will be reviewing your

story board. One of your peers will complete the peer review sheet below.

Photo Story Storyboard WorksheetUse this storyboard worksheet to help you plan your movie. Each box represents a movie frame. For each frame,

you should also write the caption and/or date, if any, and plan what youre going to say for narration. You will use

this storyboard to put your movie in sequential order. You will also use it as a sort of script when its time to add

the narration to your movie.

Slide 1 Slide 2 Slide 3 Slide 4

Title: Title: Title: Title:

Citation: Citation: Citation: Citation:

Image: Image: Image: Image:

Caption: Caption: Caption: Caption:

Narration: Narration: Narration: Narration:


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Need more? Way to go! See me! I will add more frames to your storyboard!

Peer ReviewStory Board peer review critique sheet

Name of presenter__________________ Name of Reviewer__________________________

Gained attention in the intro while introducing topic?

Main points in the story board match the main idea of their topic?Support material for each of the main points or big ideas?

Smooth transitions and signposts throughout the story board?

Does the story board meet the assignment by showing the important role Maryland played in theWar of 1812?

What was your impression of the story board- was it memorable?

Ask yourself, what would you be thinking during or at the end of the story board that the speaker

should consider. Share this with them.

General comments overall:_____________________________________________________________________________

______________________________________________________________________________

_

______________________________________________________________________________


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Status Report # 3: Final Written Story Board Presentation

Directions: Based upon the comments of your peer reviewer, you must edit your story board and

use this to create a Photo Story presentation about your topic.

Requirements:

The presentation is no more than 15 minutes longYour presentation explains Marylands role in the War of 1812 on your specific topic

Several pictures that represent your topicUse Photo StoryAudio & Visuals that go along with the topic and it is accurate and informative

Clear audio (music and/or speaking) that enhance the presentation

Rubric:

Marylands Role in the War of 1812 Photo Story

Student Name: ________________________________________

CATEGORY 5-4 3 2 1-0

Content Covers topic in-depthwith details andexamples. Subjectknowledge isexcellent.

Includes essentialknowledge about thetopic. Subjectknowledge appearsto be good.

Includes essentialinformation about thetopic but there are 1-2 factual errors.

Content is minimalOR there are severalfactual errors.

Requirements All requirements aremet and exceeded.

All requirements aremet.

One requirementwas not completelymet.

More than onerequirement was notcompletely met.

Mechanics No misspellings orgrammatical errors.

Three or fewermisspellings and/ormechanical errors.

Four misspellingsand/or grammaticalerrors.

More than 4 errors inspelling or grammar.

Organization Content is wellorganized usingheadings or bulletedlists to group relatedmaterial.

Uses headings orbulleted lists toorganize, but theoverall organizationof topics appearsflawed.

Content is logicallyorganized for themost part.

There was no clear orlogical organizationalstructure, just lots offacts.

OralPresentation

Interesting, well-rehearsed withsmooth delivery thatholds audienceattention.

Relatively interesting,rehearsed with afairly smooth deliverythat usually holdsaudience attention.

Delivery not smooth,but able to holdaudience attentionmost of the time.

Delivery not smoothand audienceattention lost.

CATEGORY 5-4 3 2 1-0


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Attractiveness Makes excellent useof graphics, effects,etc. to enhance thepresentation.

Makes good use ofgraphics, effects, etc.to enhance topresentation.

Makes use ofgraphics, effects, etc.but occasionallythese detract fromthe presentationcontent.

Use of graphics,effects etc. but theseoften distract from thepresentation content.

Originality Product shows alarge amount oforiginal thought.Ideas are creativeand inventive.

Product shows some

original thought.Work shows newideas and insights.

Uses other people\'s

ideas (giving themcredit), but there islittle evidence oforiginal thinking.

Uses other people\'s

ideas, but does notgive them credit.

Sources Source informationcollected for allgraphics, facts andquotes. Alldocumented indesired format.

Source informationcollected for allgraphics, facts andquotes. Mostdocumented indesired format.

Source informationcollected forgraphics, facts andquotes, but notdocumented indesired format.

Very little or nosource informationwas collected.

Clarity The audio (music

and voice) is clearand well paced.Students annunciateto make sure theviewer canunderstand and learnfrom thepresentation.

The audio (music

and voice) may notbe as clear and/orwell paced. Theinformation may beharder to understandin a few places.

The audio (music

and voice) may notbe as clear and/orwell paced. Theinformation may beharder to understandin some places.

The audio (music and

voice) is not clearand/or well paced.The information maybe harder tounderstand in aseveral places.