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| Team Process: Delegation of Responsibility | Each student in the group can clearly explain what information is needed by the group, what information s/he is responsible for locating, & when the information is needed. | Each student in the group can clearly explain what information s/he is responsible for locating. | Each student in the group can, with minimal prompting from peers, clearly explain what information s/he is responsible for locating. | One or more students in the group cannot clearly explain what information they are responsible for locating. | |
| Team Process: Group Timeline | Group develops a reasonable, complete timeline describing when different parts of the work (e.g.,planning, research, first draft, final draft) will be done. All students in group can independently describe the high points of the timeline. | Group develops a timeline describing when most parts of the work will be done. All students in group can independently describe the high points of the timeline. | Group develops a timeline describing when most parts of the work will be done. Most students can independently describe the high points of the timeline. | Group needs adult help to develop a timeline AND/OR several students in the group cannot independently describe the high points of the timeline. | |
| 5 Amendments from the Bill of Rights to be Retained | Students identify 5 of the amendments from the Bill of RIghts they wish to retain and thoroughly explain the reasons behind their choices. | Students identify 5 of the amendments from the Bill of RIghts they wish to retain and adequately explain the reasons behind their choices. | Students identify 5 of the amendments from the Bill of RIghts they wish to retain but fail to explain the reasons behind their choices. | Students fail to identify 4 or more amendments from the Bill of Rights they wish to retain. | |
| Sources for Bills of Rights to be Retained | Students include 3 or more high-quality sources to support each of their choices, and sources are properly cited. Students also cite information from interviews with 3 or more citizens for each of their choices. | Students include at least 2 high-quality sources to support each of their choices with proper citations. Students also cite information from interviews with 2 or more citizens. | Students include at least 2 high-quality sources to support each of their choices or students cite information from interviews with 2 or more citizens for each of their choices. Citation information may be incomplete. | Students include fewer than 2 high-quality sources to support each of their choices and/or fail to provide citation information. | |
| 5 New Amendments for the Bill of Rights | Students identify 5 new bills from the Bill of RIghts they wish to add to the Bill of Rights and thoroughly explain the reasons behind their choices. | Students identify at least 4 new bills they wish to add to the Bill of Rights and adequately explain the reasons behind their choices. | Students identify at least 4 new bills they wish to add to the Bill of Rights but fail to explain the reasons behind their choices. | Students fail to identify 4 or more new bills they wish to add to the Bill or Rights. | |
| Sources for New Amendments | Students include 2 or more high-quality sources to support each of their choices, and sources are properly cited. Students also cite information from interviews with 2 or more citizens for each of their choices. | Students include at least 1 high-quality source to support each of their choices with proper citations. Students also cite information from interviews with 2 or more citizens. | Students include at least 1 high-quality source to support each of their choices or students cite information from interviews with 2 or more citizens for each of their choices. Citation information may be incomplete. | Students include at least 1 source to support each of their choices, although the quality of the source may be in doubt and/or fail to provide citation information. | |
| Presentation: 5 bills to be retained | Students create an original, accurate and interesting presentation that persuasively justifies their choices for 5 new bills. | Students create an accurate presentation that adequately addresses their choices for 5 new bills. | Students create an accurate presentation but it does not adequately address their choices for 5 new bills. | The presentation is not accurate or does not address students' choices for 5 new bills. | |
| Presentation: 5 new bills | Students create an original, accurate and interesting presentation that persuasively justifies their choices for 5 new bills. | Students create an accurate presentation that adequately addresses their choices for 5 new bills. | Students create an accurate presentation but it does not adequately address their choices for 5 new bills. | The presentation is not accurate or does not address students' choices for 5 new bills. | |
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