Human Rights Timeline Rubric

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A diverse group of four or more people are depicted through photos or drawings.

At least three quotes are included that represent significant points of view or ideas on the topic.

At least two examples of music, art, and literature are included.

Each piece on the timeline is significant to the struggle for human rights.

At least four people are depicted in the timeline, and the reason for their selection is clear.

At least three important quotes are included.

At least one example of music, art, and literature is included.

Components are selected because of their significance.

All pieces on the timeline are related to the struggle for human rights.  

At least three people are depicted in the timeline, but the reason for their selection may not be clear.

At least two quotes are included, but the reason for their selection may not be clear.

At least one example of music, art, or literature is included.

Some pieces on the timeline are related to the struggle for human rights, but they may not be significant.

Two or fewer people are depicted, and the reason for their selection is not clear.

Only one quote is included.

No examples of music, art, or literature are included.

Many pieces on the timeline are not related to the struggle for human rights.

All items are clearly labeled or captioned appropriately.
The timeline is neat, colorful and attractive.

The timeline contains no spelling or punctuation errors. 

Most items are labeled or captioned appropriately.

The timeline is neat.

The timeline contains a few spelling or punctuation errors, none of which detract from meaning.

Few items are labeled or captioned, or labels do not fit the items.
Timeline is messy or unorganized.

The timeline contains some spelling and punctuation errors that detract from meaning.

Items are not labeled or captioned.

Timeline is messy and unorganized.

The timeline contains numerous spelling and punctuation errors that detract from meaning.

All of the requirements for the types of questions are met.

Literal questions focus on important facts that had a great impact on the human rights movement.

Connection and synthesis questions have many possible “correct” answers and require the knowledge of facts about the topic.

Connection questions require students to examine the entire timeline carefully, noticing facts and inferring themes from the components.

The synthesis question requires students to construct “big ideas” from the timeline, connecting the ideas with information from other units, other courses, and their personal lives. 

Most of the requirements for the types of questions are met.

Literal questions focus on facts that had an impact on human rights.

Connection and synthesis questions have a variety of possible answers.

Connection questions require students to connect the important information in your section to the information in other sections.

The synthesis question asks students to combine information from several sources.

Some of the requirements for the types of questions are met.

Literal questions sometimes focus on insignificant facts.

Connection and synthesis questions have a limited number of possible answers.

Connection questions focus on shallow ideas.

The synthesis question asks students to combine information from the timeline with just one or two sources.

Most of the requirements for the types of questions are not met.

Literal questions focus on insignificant facts.

Connection and synthesis questions are similar to literal questions.

Connection questions do not ask students to make connections between ideas.

The synthesis question asks students to get information just from the timeline.  

The timeline was completed on or ahead of time. All group members participated equally in the project.

Group members supported each other, found ways to help each other in areas of weakness, and took advantage of areas of strength

The timeline was completed on time.

All group members participated equally. If problems arose, a reasonable attempt was made to work them out within the group.

The timeline was one day late.

Work level was distributed unequally, or problems were ignored or exacerbated by group members’ responses.

The timeline was more than one day late.

The group was dysfunctional and no efforts were made to resolve problems.