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| Score 1 | Score 2 | Score 3 | Score 4 | |
|---|---|---|---|---|
| Content Knowledge | ||||
| Demonstrates understanding of a relevant civic issue | Demonstrates no or minimal understanding | Demonstrates some understanding | Demonstrates competent understanding | Demonstrates high and complex understanding |
| Uses inquiry skills to identify and clarify a civic issue | Has limited inquiry skills | Has some inquiry skills | Has competent inquiry skills | Has highly effective and unique inquiry skills |
| Connects the civic issue to personal life and the community | No connection is established between the civic issue and the community | A basic connection is established between the civic issue and the community | A good connection is established between the civic issue and the community | A strong and insightful connection is established between the civic issue and the community |
| Demonstrates and applies knowledge of the new vocabulary terms | Demonstrates no application or knowledge of the new vocabulary | Demonstrates some application or knowledge of the new vocabulary | Demonstrates a good application or knowledge of the new vocabulary | Demonstrates strong application or knowledge of the new vocabulary |
| Action plan is complete | Action plan does little to address the problems of the civic issue | Action plan contains some ideas to address the civic issue | Action plan addresses the civic issue well | Action plan has excellent ideas to address the civic issue, and has thorough information regarding dates, times, etc. |
| Writing/Presentation Skills | ||||
| Writing shows voice | Writing shows no voice | Writing shows a little bit of voice | Writing shows some voice | Writing shows excellent voice |
| Writing is clear | Writing is hard to follow | Writing is somewhat difficult to follow, but the main points are evident | Writing is good and the main points are clear and somewhat supported | Writing is strong and clear; main points are evident and very strongly supported |
| Writing is persuasive | Writing demonstrates no persuasive elements or terms | Writing demonstrates some persuasive elements or terms | Writing demonstrates many persuasive elements or terms | Writing demonstrates many strong persuasive elements or terms |
| Presentation is well-organized | Presentation has no or little flow and is not organized | Presentation has a little bit of flow and some attempts at organization | Presentation has good organization and is easy to follow | Presentation is extremely well organized and engaging to the reader |
| Presentation is unique and creative | Presentation shows no or little creativity | Presentation shows an attempt at creativity | Presentation shows some creativity | Presentation shows exceptional creativity |
| Collaborative Work | ||||
| Quality of work | Work needs much checking and revision by group members; does not meet assignment’s requirements | Work needs some checking and revision by group members; needs to be a little more completed to meet the assignment’s requirements | Work needs minimal checking and revision by group members; meets requirements of assignment | Works needs virtually no checking or revision by group members; meets requirements of assignment |
| Ability to work in a group | Has much difficulty working with other group members; does not contribute to group work | Has some or no difficulty working with other group members; participates minimally in group work | Has little difficulty working with other group members; contributes a good amount to group work | Has no difficulty working with other group members; contributes significantly to group work; knows how to lead the group to success |
| Focus on the task | Rarely focuses on the task. Lets others do the work | Sometimes loses focus on the task; needs to be prodded by other group members | Has good focus on the task and can be relied upon by other group members | Consistently is focused on the task; extremely reliable and self-directed |
| Attitude | Possesses a negative attitude toward the project and does not want to work with group members | Possesses a lukewarm attitude toward the project and group members | Possesses a positive attitude toward the project and group members | Possesses a highly positive and energetic attitude toward the project and working in his/her group |
- As a class, develop and implement an awareness campaign for your school to address this (or another) local environmental issue. Survey the student body to determine if this (or what) is a pressing environmental need. Develop a plan of action around this issue.
- Create a T-shirt design promoting philanthropy in your community to help the recycling movement.
- Play a game of Jenga and compare and contrast using a Venn-diagram how Jenga is alike (or unlike) working together as a community
- Create a crossword puzzle or board game entitled “Philanthropist.”
