OKANAGAN REGIONAL HERITAGE FAIR RUBRIC 2013 a. HISTORICAL SIGNIFICANCE Note: Some flexibility with this criteria is necessary. Students make a variety of plausible inferences from their sources after analyzing and interpreting them.
OKANAGAN REGIONAL HERITAGE FAIR RUBRIC 2013 a. HISTORICAL SIGNIFICANCE Note: Some flexibility with this criteria is necessary. Students make a variety of plausible inferences from their sources after analyzing and interpreting them.
OKANAGAN REGIONAL HERITAGE FAIR RUBRIC 2013 a. HISTORICAL SIGNIFICANCE Note: Some flexibility with this criteria is necessary. Students make a variety of plausible inferences from their sources after analyzing and interpreting them.
OKANAGAN REGIONAL HERITAGE FAIR RUBRIC 2013 a. HISTORICAL SIGNIFICANCE Note: Some flexibility with this criteria is necessary. Students make a variety of plausible inferences from their sources after analyzing and interpreting them.
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OKANAGAN REGIONAL HERITAGE FAIR RUBRIC 2013 A.
HISTORICAL SIGNIFICANCE Note: Some flexibility with this criteria is necessary, particularly depending on the age of the student. For example, students can be fascinated by unique, unusual events or first time events and these can be legitimate reasons for choosing a topic particularly for younger students.
Approaching Expectations Did the topic have consequences for many people in different areas for a long time? Beginning of explanation of how the topic had consequences for many people in different areas. Beginning of connections to why this topic was important to people in the past and today. Beginning of explanation as to how the chosen topic connects to a larger story in the past.
Fully Meets Expectations Clear explanation of how the topic had many consequences for many people in geographic areas. Clear connections to why this topic was important to people in the past and today. Clear explanation as to how the chosen topic connects to a larger story in the past. Other (see comments)
Exceeds Expectations Sophisticated explanation of how the topic had many consequences for many people in geographic areas. Sophisticated connections to why this topic was important to people in history and today. Sophisticated explanation as to how the chosen topic connects to a larger story in the past. Other (see comments)
Was the topic important to people in the past? Is the topic important to us today?
Does the topic have a Other (see comments) connection to a larger story in the past? Why did you choose this topic? Why is this topic important? Why should someone your age learn about your topic? B. EVIDENCE Extent of research (grade appropriate) Research is limited to a few sources; relies mainly on secondary sources. Interpretation of sources is attempted but quite limited. Most sources are cited, but incompletely or with errors
What is the big story or context behind your topic? How does your topic connect to a larger story?
Research includes relevant evidence from a variety of primary and secondary sources. Students make a variety of plausible inferences from their sources after analyzing and interpreting them. Cites all sources. Some formatting mistakes are made, or key information may be missing.
Research is extensive and includes a variety of relevant primary and secondary sources from various viewpoints and media. Students make a variety of plausible inferences from their sources after analyzing and interpreting them in a thorough and insightful way.
Analysis of sources Citing of sources (bibliography and photo credits)
Describe your research process. What sources were the most useful for answering your question? Why did you learn about your topic from source X? Is source X trustworthy?
All sources are cited accurately and completely. What did source X not tell you? What does this source suggest about who made it and why s/he made it? What discoveries or further questions did source X lead you to?
C. PRESENTATION Note: A final consideration is the time and commitment the student has dedicated to his or her project. This may be determined through discussion with the teacher and other supervisors.
Approaching Expectations Quality of presentation The project/presentation is still a work in progress.
Fully Meets Expectations
The presentation is of good quality and gives clear evidence of thoughtful and planned execution of evidence and research. The message is organized and clearly communicated, but some key evidence may be missing. The chosen medium and design helps the student accomplish his/her objectives. Many aspects of the presentation are unique, interesting and interactive, some aspects are not.
Exceeds Expectations The presentation is of excellent quality in polished form and provides clear evidence of considerable thought, time and commitment. The message is well organized and clearly and succinctly communicated. The chosen medium is innovative, well designed and helps the student fully accomplish his/her objectives. The presentation is unique, interesting and interactive and immediately catches ones attention.
Clarity of message
The message is not always communicated in a clear and organized way, and can be difficult to identify the main idea. Some aspects of the chosen medium and design help accomplish the students objective. Some content is interesting or interactive, however the presentation could be more engaging.
Innovation in selection of medium
Creativity
What pleases you most about the presentation of your project? What would you have done differently? Why did you choose to demonstrate your research this way?
D. INTERVIEW Ability to elaborate upon work and knowledgeably discuss chosen subject The student has limited knowledge of his/her subject or can talk knowledgeably about only one aspect of the subject. The student is somewhat interested in history or heritage. S/he approaches the topic with some enthusiasm. The student discusses his/her subject knowledgeably. S/he has no difficulty answering questions about the project. The student is clearly interested in his topic. S/he approaches the topic enthusiastically. The student has broad and deep knowledge of his/her subject and answers questions expertly and confidently. The student embodies the qualities of an historian. S/he approaches the topic enthusiastically and with great insight.
Demonstration of interest in history or heritage; topic is personally relevant
What did you learn about history and how historians think by doing this project? What did you learn about yourself and your abilities by doing this project? What did you find most surprising by doing this project?
