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WRITTEN COMPONENT
Student gives reasons why the public should be made
more knowledgeable about the issue(s)
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Student gives no reasons
why the public should be made more knowledgeable about
the issue (s)
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Student gives some
reasons why the public should be made more knowledgeable
about the issue (s)
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Student gives adequate
reasons why the public should be made more knowledgeable
about the issue(s)
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Student gives insightful
and detailed reasons why the public should be made more
knowledgeable about the issue(s)
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____
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Student describes
thoroughly the relevant details of the issue(s) facing
the Aboriginal community
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Student describes a
few of the details of the issue(s) facing the Aboriginal
community
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Student describes some
of the details of the issue(s) facing the Aboriginal
community
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Student describes adequate
details of the issue(s) facing the Aboriginal community
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Student describes a
thorough and detailed account of the details of the
issue(s) facing the Aboriginal community
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____
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Student describes
how they will convey their campaign message and why
this will be effective, and the effects that are hoped
for in the community
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Student gives too few
descriptions of how they will convey their campaign
message and why this will be effective, and too few
of the effects that are hoped for in the community
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Student gives some
descriptions of how they will convey their campaign
message and why this will be effective, and some of
the effects that are hoped for in the community
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Student gives thorough
descriptions of how they will convey their campaign
message and why this will be effective, and a thorough
analysis of the effects that are hoped for in the community
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Student gives insightful
and compelling descriptions of how they will convey
their campaign message and why this will be effective,
and a comprehensive analysis of the effects that are
hoped for in the community
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VISUAL COMPONENT
Design and develop an effective and compelling visual
representation of the issue(s) you are focusing on (per
written portion above)
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Student presents a
public education campaign that has too few visual aspects,
to little research references, and does not effectively
target the audience.
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Student presents a
public education campaign that has some compelling visual
aspects, some research references, and some effective
targeting of the audience.
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Student presents a
public education campaign that has very compelling visual
aspects, well research references, and demonstrates
effective targeting of the audience.
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Student presents a
public education campaign that has very compelling and
impactful visual aspects, thoroughly researched, and
well referenced, and demonstrates highly effective targeting
of the audience.
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ORAL PRESENTATION
Students will present the visual component within a
3 to 5 minute time limit, clearly enunciating words,
and answering questions from the audience.
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Student did not present
the visual component, or did not do so within a 3 to
5 minute time limit, student did not clearly enunciate
words, or adequately answer questions from the audience.
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Student presented the
visual component, attempted to meet the 3 to 5 minute
time limit, and made some effort to clearly enunciate
words, and adequately answer questions from the audience.
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Student presented a
compelling and impactful visual component, met the 3
to 5 minute time limit, and made significant effort
to clearly enunciate words, and adequately answer questions
from the audience.
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Student presented a
highly effective and insightful visual component, met
the 3 to 5 minute time limit, and made considerable
efforts to clearly enunciate words, and adequately answer
questions from the audience.
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Work is orderly,
logical and clear with proper mechanics of writing (spelling,
punctuation, grammar).
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Occasional grammatical,
spelling or punctuation errors. Writing has a few awkward
or unclear passages. Material inconsistent in logical
organization.
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Very few grammatical,
spelling or punctuation errors. Material clearly related
with occasional lapse in order and logical progression.
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Writing is flowing
and easy to follow. Rare grammatical, spelling or punctuation
errors. Presentation follows order and logical progression.
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Strong organization
of material. Content free of grammatical errors and
spelling & punctuation. Material covers important content
with an orderly and logical progression.
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Assertions are supported
with empirical evidence or a cited work.
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Few sources are cited
for support. Sources are unsubstantiated or incorrectly
entered.
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Sources while limited
are peer-reviewed and evidence based research. Sources
are easily accessed.
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Sources are well selected
and support learning outcomes. Evidence of some research
for summative evaluation.
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Strong peer-reviewed
research based support. Resources are easily accessed.
Impact of research evident in work.
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Total---->
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