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iRubric: Rights & Responsibilities Presentation rubric

iRubric: Rights & Responsibilities Presentation rubric

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Rights & Responsibilities Presentation 
Social Studies PBL that focuses on the 4th grade social studies standards of: 4.C2.0.2 – Identify situations in which specific rights guaranteed by the Constitution and Bill of Rights are involved 4.C5.0.1 – Explain responsibilities of citizenship 4.C5.0.2 – Describe the relationship between rights and responsibilities of citizenship. 4.C5.0.3 – Explain why rights have limits. 21st Century skills are also assessed.
Rubric Code: TA7483
By sfarmer
Ready to use
Public Rubric
Subject: Social Sciences  
Type: Assessment  
Grade Levels: K-5

Powered by iRubric Rights & Responsibilities
Understandings or knowledge to be demonstrated in presentation.
  1

Attends to the simple understandings or knowledge level.

(N/A)

2

Masters some of the task/goal.

(N/A)

3

Masters all of the task/goal.

(N/A)

4

Demonstrates learning above and beyond the task/goal.

(N/A)

Real-Life Situations

Give examples of real life situations that describe, explain, or demonstrate your choice of any 4 amendments.
1

Gives correct examples of only 1 of the amendments.
2

Gives correct examples of 2 or 3 amendments.
3

Gives correct examples of 4 of the amendments.
4

Demonstrates superior understanding of rights in 4 or more amendments in complex situations beyond what could have been learned through assigned readings and in-class discussions.
Responsibilities

Demonstrate 3 different responsibilities citizens have and explain how they relate to our rights.
1

Gives one correct example of responsibilities we have as citizens.
2

Gives two correct examples of responsibilities we have as citizens.
3

Gives 3 correct examples of responsibilities we have as citizens.
4

Demonstrates superior understanding of responsibilities with 3 or more examples that have been learned beyond assigned readings and in-class discussions.
Limits on Rights

Demonstrate 1 example of a limit to our rights and explain why this limit is allowable.
1

Gives an example that partially demonstrates a limit on a right, but does not explain why it is allowable.
2

Gives a good example of a limit on a right, but does not explain why it is allowable.
3

Gives a good example of a limit on a right and explains clearly why it is allowable.
4

Gives more than one example of limits on two or more different rights and thoroughly explains why all these limits are allowable.
Rights beyond 10 Ammendments

Demonstrate a right beyond the first 10 amendments and explain why this right is important.
1

Partially explains a right beyond the first ten amendments, but gives no explanation as to why it is important.
2

Discusses a right beyond the first 10 amendments, explains it well, but doesn't discuss why the right is important. OR discusses the importance of a cited right, but does not explain what the right is/means.
3

Discusses a right beyond the first 10 amendments, clearly describes what it means AND tells why that right is important.
4

Demonstrates knowledge at the 3 level AND provides real life examples of that right along with any limits that can be imposed on that right and why those limits are allowable.
Related Questions

State 2 questions your group wanted to find out about in your first group meeting and fully explain what you found out about your questions.
1

Only presented one question related to the driving question; only partially answers one or both questions; questions posed are only marginally related to the driving question.
2

Questions posed are well related to the driving question, but not thoroughly answered in the presentation.
3

Two questions that are well linked to the driving question are posed and thoroughly answered.
4

The questions posed by the group demonstrate deep thinking and answer those questions thoroughly and cause new learning to be created for members of the audience.
Collaboration

How well did the student work within the group. (Individual score.)
1

Student only performed assigned role minimally or only partially. Offered very few ideas to the group.
2

Student mostly fulfilled assigned role, offered some ideas and listened to others without interrupting most of the time.
3

Student fully participated in assigned role, offered ideas and listened respectfully to the ideas of others. Made group members feel safe and valued.
4

Student not only performed well at a level 3, but also demonstrated leadership when others didn't know what/how to do something. Student was a source of encouragementto others in the group or picked up the slack if others didn't pull their weight.



Keywords:
  • Rights; Citizens; responsibilities; Bill of Rights; Ammendments


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