6.3

6.3 Progressivism and Reform Select and evaluate major public and social issues emerging from the changes in industrial, urban, and global America during this period; analyze the solutions or resolutions developed by Americans, and their consequences (positive/negative – anticipated/unanticipated).


 * Project Rubric **
 * ~  ||~ Awesome ||~ Pretty Decent ||~ Not so much... ||
 * **Evaluate the Problem** ||= The students have provided a complete evaluation of the problem including, but not limited to, who was affected, regions of the nation most affected, why the problem existed, etc. ||= Students have probed the critical questions behind a complete study, but leave some unanswered; students describe the problem, but fall short of considering what made the problem so significant; students may provide some evaluate detail, but without proper description ||= Students do not accurately describe the problem with sufficient details to inform the reader; students fail to address any critical questions about the problem ||
 * **Describe the Solutions** ||= The students have identified all of the solutions that were applied to the problem and have described each in sufficient detail to provide the reader with a solid understanding necessary for analysis of consequences ||= Students have identified the problems (in whole or in part) but have inaccuracies, shortcomings, or the descriptions leave out information that would benefit the reader ||= Students do not accurately describe any of the the solutions that were applied to correct the problem ||
 * **Analyze The Outcome/**
 * Consequences** ||= The students have provided a complete analysis of the results that the various solutions had on the problem, society, and future events; students track the consequences of the decisions, laws, and actions taken to correct the problem and describe the positive and negative, intended and unintended outcomes ||= Students have identified and described several outcomes that came from the solutions to the social and political issues; student analysis fails to recognize the positive and negative, intended and unintended consequences of the solutions ||= The students have failed to provide the outcomes that came from the solutions to social and political issues; students have provided guesses about the possible outcomes without considering what the sources tell us||
 * **Use of the Wiki** ||= The students have formatted the content to the wiki in a way that makes the pages and navigation clear and have used the proper tools to do so; the students have included relevant media and have done so appropriately by citing sources and linking where necessary ||= The students have formatted their pages and navigation in such a way that credits their attempts, but the overall appearance may require more attention to detail causing the reader to be confused about organization; media may be included but in such a way that distracts from the content ||= The students have ignored guidelines for proper formatting and have created a set of disorganized pages that have little or broken connection with each other and no other media to support their own content ||


 * Historical Understanding Rubric **
 * ~ ||~ Awesome||~ Pretty Decent||~ Not so much...||
 * Explanation**||= The author’s written narrative is logical, carefully reasoned, thorough, and informative. It is based on a correct time sequence.  It uses and identifies a variety of sources representing different viewpoints.  It makes a strong, convincing argument using alternative accounts||= The author’s written narrative may be believable but is incomplete.  It may contain incorrect time sequences.  It identifies and uses more than one source, but not necessarily showing different viewpoints.  It attempts to make a convincing argument but overlooks important evidence||= The author’s written narrative is incomplete or unclear.  It’s time sequences contains errors.  It relies on a single source with no attempt to include more than one point of view.  It does not attempt to make a convincing argument.||
 * Interpretation**||= The author’s written narrative examines details and summarizes findings that are supported by evidence from multiple sources. It explains historical background and gives reasons for things the author believes to be significant.  It identifies multiple connections between people, events, ideas, places, ideas and/or the past and present.||= The author’s written narrative explains how and why, but relies on only a few details to do so.  Connections are made, but with little evidence from only one or two sources.  It pays little attention to significance.||= The author’s written narrative is at a recall level.  It is difficult to follow because it is incomplete.  It doesn’t pay any attention to the significance of the evidence and uses no evidence to support claims.||
 * Perspective**||= The author’s written narrative always seeks out and identifies the viewpoints of multiple historical sources and participants. It explains differences among sources and opinions.  It identifies and explains ways that the past differs from the present.||= The author’s written narrative mentions several different historical sources and participants, but doesn’t attempt to explain the different viewpoints.  The narrative mentions one or more ways the past differs from the present, but doesn’t attempt to fully explain those differences.||= The author’s written narrative does not attempt to show more than one viewpoint.  The author sees all sources as either true or false/ good or bad with no examination of anywhere in between.  The author writes as though that the past is just like the present.||
 * Presentation**||= The author’s written narrative uses clear language and shares ideas that are believable, noting small differences or distinctions as well as more obvious ones. Errors are few and the writer pays attention to the audience being addressed.  The writing is clearly organized and uses words that smoothly link one idea to a new one.  Whenever a new source is used, the writer tells where it comes from.||= The author’s written narrative uses language that can be easily understood.  While there are some errors, they do make the reader stop and start over in the reading.  The writing is organized, but the writer does not use words that smoothly link one idea to another and there is not much variety in word choice.  It is clear that the author has proofread.  The author doesn’t always tell where the source comes from.||= The author’s written narrative is hard to read because it is filled with grammar, spelling, and sentence structure errors.  There is no evidence that the author tried to proofread their writing.  The same words are used over again and the writing is not organized in a clear way.||