4	3	2	1
Content	Student uses several pieces of evidence to show how the person made a difference. Student uses creativity and originality in retelling the person’s life story. Student includes several examples of what life was like when the person was the student’s age. Student persuades others that the person should be remembered with several examples to support opinion.	Student uses evidence to show how the person made a difference. Student uses own words to retell the person’s life story. Student includes one example of what life was like when the person was the student’s age. Student attempts to persuade others that the person should be remembered with one example to support opinion.	Student tells how the person made a difference but provides no evidence. Student has some difficulty retelling the person’s life story in own words. Student tells what life was like when the person was the student’s age with no examples. Student has difficulty persuading others that the person should be remembered and has no examples.	Student does not show how the person made a difference. Student relies on quotes from others to retell the person’s life story. Student makes guesses about what life was like when the person was the student’s age. Student does not persuade others that the person should be remembered.
Research	Student conducts research to use as evidence in the biography, including one or more interviews.	Student conducts some research to use as evidence in the biography.	Student conducts some research to use as evidence in the biography, but the evidence lacks validity.	Student has not conducted research.
Analysis	Student makes in-depth, accurate comparisons between life then and now. Student includes data from group research and offers an accurate analysis.	Student makes accurate comparisons between life then and now. Student includes data from group research and offers an analysis.	Student makes some inaccurate comparisons between life then and now. Student includes data from group research but does not offer an analysis.	Student makes comparisons between life then and now with teacher assistance. Student does not include data.
Synthesis	Student makes a judgment about how life was better then and now and has several examples to support opinion.	Student makes a judgment about how life was better then and now and has one example to support opinion.	Student makes a judgment about how life was better then and now, but has no examples to support opinion.	Student does not include a judgment.
Presentation: Organization	Presentation has an introductory slide that explains what the presentation is about and a concluding slide that outlines a detailed plan for preserving the past. Presentation is arranged in a logical order.	Presentation has an introductory slide and a concluding slide with a plan for preserving the past. Presentation is arranged in a reasonable order.	Presentation is missing either an introductory slide or a concluding slide, or presentation is arranged in a confusing order.	The presentation is confusing and does not seem to be in any particular order.
Presentation: Appearance	Student includes an appropriate amount of text on each slide and uses graphics to help communicate meaning.	Student includes an appropriate amount of text on each slide, and the graphics used do not detract from the presentation’s meaning.	Student includes too much text on slides, or graphics occasionally detract from the presentation’s meaning.	Student has too much text on many slides, and the graphics detract from the presentation’s meaning.
Presentation: Writing	Presentation includes no errors in spelling, capitalization, punctuation, or language usage.	Presentation includes no errors in spelling, capitalization, punctuation, or language usage that detract from meaning.	Presentation includes some errors in spelling, capitalization, punctuation, or language usage that detract from meaning.	Presentation includes so many errors in spelling, capitalization, punctuation, and language usage that understanding the presentation is difficult.