|
|
1
|
2
|
3
|
4
|
|
|
The students will
'persuade' the school officials to adopt their dress
code.
|
Zero attention given
to why the dress code should be changed. Not professional
and misunderstanding of rules.
|
Limited attention given
to why the dress code should be changed. Professional,
but shallow reasons given for needed change.
|
Substantial attention
given to why the dress code should be changed. Professional
presentation with significant reasons for changing dress
code.
|
Thorough attention
given to why the dress code should be changed. Very
professional with exhaustive reasons given for changing
dress code.
|
____
|
|
The students will
include the term 'constitutionalism' in context within
the presentation.
|
No evidence of understanding
or applying constitutionalism.
|
A limited reference
to constitutionalism.
|
Meaningful reference
to constitutionalism in the presentation.
|
A meticulous effort
given in applying the constitutionalism to the presentation.
|
____
|
|
The students will
explain the 'human rights' issue in adopting their dress
code.
|
Confusion in applying
'human rights' to any part of the project.
|
Incomplete evidence
of the 'human rights' theme in presentation.
|
Considerable evidence
seen in applying the 'human rights' element to the presentation.
|
A comprehensive use
of 'human rights' evident throughout the presentation.
|
____
|
|
The students will
explain how their code will be enforced 'equally' to
all students.
|
Misunderstanding of
how to apply 'equality' to their code.
|
A partial explanation
of how their code will be enforced 'equally'.
|
A significant explanation
of how their code will be enforced 'equally'.
|
An exhaustive explanation
of how their code will be enforced 'equally'. Examples
will be given.
|
____
|
|
|
|
|
|
|
____
|
| |
|
|
|
Total---->
|
____
|