ESOC+2152++Course+Outline

** Course Outline ** ** Faculty of Education and Arts **


 * Course Number ESOC 2152 **


 * Course Title: ** Social Studies Methods and Concepts for primary Teachers


 * Course Developer: Kevin G. Tucker **


 * Credits: 3 **


 * Section: 1 **


 * Semester: 2011-2 **


 * Cass Meeting Times **Tuesday/Thursday- 7:00 – 8:15p.m.


 * Class Venue: **Room 124


 * Pre-requisites: **Teaching Methods EDUC 1402


 * Co-requisites None **


 * Office Location **FEA- E-106 – Belize City

<span style="font-family: 'Arial','sans-serif';">(Consultation Hours)
 * <span style="font-family: 'Arial','sans-serif';">Office Hours: **<span style="font-family: 'Arial','sans-serif';">Monday/Wednesday 4:00 – 5:15pm or by appointment


 * <span style="font-family: 'Arial','sans-serif';">Telephone: **<span style="font-family: 'Arial','sans-serif';">Office: 2230256 Ext. 220,
 * <span style="font-family: 'Arial','sans-serif';">E-Mail Address: ** <span style="font-family: 'Arial','sans-serif';">ktucker@ub.edu.bz


 * <span style="font-family: 'Arial','sans-serif';">Resources **

//<span style="font-family: 'Arial','sans-serif';"> constructivist approach //<span style="font-family: 'Arial','sans-serif';">. Boston: Pearson Education, Inc.
 * <span style="font-family: 'Arial','sans-serif';">Required Text: **<span style="font-family: 'Arial','sans-serif';">Sunal, E. C. & Hass, M. E. (2008). //Social studies for the elementary and middle grades: a//

King, R., Morris, P., Morrissey, M. & Robinson, P.(2000). //Social studies through// // discovery //. Chalkboard Press.
 * <span style="font-family: 'Arial','sans-serif';">Recommended Text:/s **

<span style="font-family: 'Arial','sans-serif';">Farris, P.J. (2004). Elementary & middle social studies: An interdisciplinary <span style="font-family: 'Arial','sans-serif';"> ,multicultural approach. New York: McCraw-Hill

<span style="font-family: 'Arial','sans-serif';">Martorella, P.H. ( 1994 ). Social studies for elementary school children: Developing <span style="font-family: 'Arial','sans-serif';"> young citizens. New York: Mcmillian Publishing Company

<span style="font-family: 'Arial','sans-serif';">National Geographic ( 2001 ). Peoples of the world. Washington D.C.: National <span style="font-family: 'Arial','sans-serif';"> Geographic Society

<span style="font-family: 'Arial','sans-serif';">Shoman, A. (2000). 13 chapters of a history of Belize. Belize City: The Angelus Press.


 * <span style="font-family: 'Arial','sans-serif';">The Constitution of Belize: **[|**http://www.belizelaw.org/e_library/constitution.html**]

**<span style="font-family: 'Arial','sans-serif';">COURSE DESCRIPTION **
 * <span style="font-family: 'Arial','sans-serif'; font-size: 14.6667px;">COURSE DESCRIPTION: **

Social Studies methodology is built on the constructivist philosophy. In this course, student teachers will be exposed to strategies that will help them to develop lessons where they directly involve the learner. They will also tie in overviews of local and regional history, geography, culture and political science. This course is designed to provide interaction with the National Comprehensive Primary School Curriculum. Conceptual knowledge, critical thinking, social skill development and positive self-esteem will be promoted. It will equip student teachers with the necessary knowledge, skills and attitudes to effectively plan for learning and delivery of the curriculum.


 * <span style="font-family: 'Arial','sans-serif'; font-size: 14.6667px;">COURSE OBJECTIVES: **

Upon completion of this course, student teachers will be able to:

__ Knowledge __
 * 1) Incorporate local, national and global issues to effectively facilitate learning.
 * 2) Examine the impact of social studies using local and regional perspectives.
 * 3) Understand, develop, and apply the role of concepts, generalizations, hypotheses, and problem solving in social studies.
 * 4) Explain the importance of promoting democratic ideals.
 * 5) Explain the interdisciplinary or multidisciplinary nature of social studies.
 * 6) Define social studies
 * 7) Understand the organization and function National Primary School Social Studies Curriculum and its accompanying resources.
 * 8) Locate and define Belize, the Caribbean and Central America
 * 9) Describe characteristic features of society and culture in Belize and the region
 * 10) Describe and explain the physical and environmental features that shaped Belize and the region
 * 11) Develop an awareness of how the following factors (regionalization, integration, globalization, climate change) affects Belize and the regions
 * 12) Know and understand the various social studies disciplines and of topics and themes contained in the National Primary School Curriculum
 * 13) Know and understand the vocabulary of social studies disciplines, in particular, terms relating to society, culture, geography, geology, history, politics, democracy, economics, diversity and ethnicity

__ Skills __
 * 1) Research current best practices to complement social studies instruction.
 * 2) Explain and recognize the rights and responsibilities of the family, social groups, community and the nation.
 * 3) Demonstrate the ability to plan and deliver social studies lessons.
 * 4) Participate in and analyze their experience with a variety of instructional strategies.
 * 5) Identify a variety of instructional strategies for teaching social studies.
 * 6) Using inquiry skills to draw conclusions.
 * 7) Properly plan and conduct a field trip.
 * 8) Distinguish between primary and secondary resources.
 * 9) Develop thematic units using the integrated approach to plan meaningful lessons.
 * 10) Use appropriate techniques to assess student learning Evaluate how development in Belize and the region is influenced by political, economic, social, cultural, environmental, and technological factors
 * 11) Analyze factors that have shaped Belize and the region and determind how such factors have influenced their own lives and that of the community in which they live
 * 12) Read and interpret maps
 * 13) Collect, interpret and present data using surveys and other forms of data collection techniques


 * 1) Apply social and intellectual skills and abilities in making decisions and responding to challenges in their personal lives

__ Attitudes __
 * 1) Demonstrate tolerance and respect.
 * 2) Develop civic responsibility.
 * 3) Show appreciation for democratic ideals
 * 4) Develop a respect for other cultures and for their contribution to local and regional development
 * 5) Develop an appreciation of the importance of dealing justly and equitably with other groups and individuals


 * <span style="font-family: 'Arial','sans-serif'; font-size: 14.6667px;">MODES OF INSTRUCTION **

<span style="font-family: 'Arial','sans-serif'; font-size: 14.6667px;">In this course we will utilize the following methodologies:


 * On line and face to face discussions
 * Lectures
 * Seminars
 * Guest speakers
 * Peer instructions
 * Field experience
 * Group work
 * Collaborative teaching
 * Comparative learning strategies
 * Web quest

<span style="font-family: 'Arial','sans-serif'; font-size: 14.6667px;">Class Schedule || Course introduction
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 14.6667px;">Date ** ||  **<span style="font-family: 'Arial','sans-serif'; font-size: 14.6667px;">Course Content **  ||  **<span style="font-family: 'Arial','sans-serif'; font-size: 14.6667px;">Objectives **  ||  **<span style="font-family: 'Arial','sans-serif'; font-size: 14.6667px;">Methods, & Activities **  ||  **<span style="font-family: 'Arial','sans-serif'; font-size: 14.6667px;">Readings Assignments and Due Dates **  ||  **<span style="font-family: 'Arial','sans-serif'; font-size: 14.6667px;">Resources **  ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 14.6667px;">Wk1

Class expectations and goals

Definition, role and purpose of Social Studies

<span style="font-family: 'Arial','sans-serif'; font-size: 14.6667px;">Meaningful Social Studies || Define social studies (8.4)

Explain the interdisciplinary or multidisciplinary nature of social studies. (8.5, 8.12) -Describe the characteristics of social studies - Explain the importance of understanding students’ prior knowledge about the social students content and skills to be taught - || In pairs, exchange, look and discuss with each other the collage then give a 1 min presentation of your classmates using the collage. PowerPoint presentation of the course outline and expectations Whole class discussion on course outline Video introduction to Socratic seminars Small group discussion of what Socratic seminar is and presentations of key points [] Organize students into presentation groups for their major presentations in the semester

Video on Service-Learning Discuss the Service-Learning Project Lecturer PowerPoint presentation on Chapter 1-“Meaningful Social Studies and the students” From:Sunal, E. C. & Hass, M. E. (2008). //Social studies for the elementary and middle grades: a// //constructivist approach//. Boston: Pearson Education, Inc. Lecturers PowerPoint presentation on “Teaching for Meaningful Learning in Social Studies” From:Sunal, E. C. & Hass, M. E. (2008). //Social studies for the elementary and middle grades: a// //constructivist approach//. Boston: Pearson Education, Inc. || **//Student Preparation Prior to Class Sessions://** Review course outline and expectations Create a collage of yourself using pictures and words and bring to class- see appendix #1

<span style="font-family: 'Arial','sans-serif'; font-size: 14.6667px;">Research the views of the following constructivist theorist for next class:

Jean Piaget, Vigotsky; David Ausubel; Novak

[] The Power of Service-learning video/CD [] Sunal, E. C. & Hass, M. E. (2008). //Social studies for the elementary and middle grades: a constructivist approach//. Boston: Pearson Education, Inc. || <span style="font-family: 'Arial','sans-serif'; font-size: 14.6667px;">- Vigotsky <span style="font-family: 'Arial','sans-serif'; font-size: 14.6667px;">- David Ausubel, Jean Piaget, Novak **Behavioral Learning theory** **Primary School Curriculum of Social Studies Curriculum standards**
 * ASSIGNMENT DUE: **
 * IMAGE COLLAGE on first Face to Face meeting ** || How to Conduct Successful Socratic Seminars: a video series for the classroom teacher video/CD
 * <span style="font-family: 'Arial','sans-serif'; font-size: 14.6667px;">Wk 2 +3  || <span style="font-family: 'Arial','sans-serif'; font-size: 14.6667px;">Constructivist theory
 * Direct teaching
 * Explicit teaching
 * Expository teaching
 * Teacher-led instruction

<span style="font-family: 'Arial','sans-serif'; font-size: 14.6667px;">- || Know and understand the various social studies disciplines and of topics and themes contained in the National Primary School Curriculum (8.1, 8.5) <span style="font-family: 'Arial','sans-serif'; font-size: 14.6667px;">- || Review the presentation on the Constructivist approach groups discussion :the constructivist approach of Jean Piaget, Vigotsky, David Ausubel and Novak - Each group will select a facilitator to moderate the session smoothly. In groups of 5 students will discuss the Behavioral Learning Theory and discuss with whole group In groups, students will be given a division (lower;middle;upper) of the SocialStudies Curriculum to analyze: What is the main purpose of the curriculum? What are the main standards to be met What themes should be What are the topics under each theme Students will use the online forum to address these questions

Key goals of Social Studies- Group discussion || **Student Preparation Prior to this Class Session:** Research the views of the following constructivist theorist for next class: Jean Piaget, Vigotsky; David Ausubel; Novak Review the Primary School curriculum for lower, Middle and Upper divisions ASSIGNMENT: Write a 2 page refection (double spaced)paper on two of the constructivist theorist views- //Follow APA documentation style//

<span style="color: #00b0f0; font-family: 'Arial','sans-serif'; font-size: 14.6667px;">Compare and Contrast the traditional and Constructivist teaching methods. Which one works best for you and our students? Why?

<span style="color: #e36c0a; font-family: 'Arial','sans-serif'; font-size: 14.6667px;">Socratic Seminar #1 || Theory of Curriculum and curriculum development: []

What is Curriculum: [|http://www].youtube.com/watch?v=2IGTjrYOUYE&feature=related

Curriculum and Instructions: []

The Constructivist Learning Theory []

Constructivist vs traditional classroom: []

Sunal, E. C. & Hass, M. E. (2008). //Social studies for the elementary and middle grades: aconstructivist approach//. Boston: Pearson Education, Inc. || || Inquiry skills -forming generalizations -types of generalizations
 * <span style="font-family: 'Arial','sans-serif'; font-size: 14.6667px;">Wk4

construct concepts

<span style="font-family: 'Arial','sans-serif'; font-size: 14.6667px;">- || Understand, develop, and apply the role of concepts, generalizations, hypotheses, and problem solving in social studies. (8.4) Using inquiry skills to draw conclusions. (8.8) -describe the types of skills needed by students to develop meaningful social studies learning. -describe the process of teaching social studies inquiry skills -describe methods for assessing social studies inquiry skills during a lesson -indentify and classify different types of concepts -identify and classify different levels of abstraction between concepts

Demonstrate the ability to plan and deliver social studies lessons. (8.11, 8.14) <span style="font-family: 'Arial','sans-serif'; font-size: 14.6667px;">- || Lecturer’s presentation on how to help students develop inquiry skills Group discussion follows on the following: Review the lesson plan “Productive Resources” on page 160-162) from Sunal, E. C. & Hass, M. E. (2008). //Social studies for the elementary and middle grades: a// // constructivist approach // . Boston: Pearson Education, Inc. Reflect on the following questions:  What concepts and sub concepts are the primary focus of this lesson?  What makes the presentation of the concept and its sub concepts appropriate for elementary students?  What examples and non examples are provided in the lesson?  List at least two critical attributes, presented for the concept and each of its sub concepts in the lesson.  How is the concept applied in the expansion phase, and how is its use expanded to contexts beyond that in which it was learned during the development phase? || **Student Preparation Prior to Class Sessions:** Read chapter 4 of: Sunal, E. C. & Hass, M. E. (2008). //Social studies for the elementary and middle grades: a// //constructivist approach//. Boston: Pearson Education, Inc. Using Social Studies to teach Inquiry Skills: [|http://www.ehhs.cmich.edu/~tcsrj/newbyhiggs6.pdf]

Helping Students develop Social Studies Inquiry Skills: [] Read chapter 5 of: Sunal, E. C. & Hass, M. E. (2008). //Social studies for the elementary and middle grades: a constructivist approach//. Boston: Pearson Education, Inc. Helping students construct concepts

<span style="color: #ff0000; font-family: 'Arial','sans-serif'; font-size: 14.6667px;">Reflection Paper #:

<span style="color: #ff0000; font-family: 'Arial','sans-serif'; font-size: 14.6667px;">Describe 3 Social Studies inquiry skills and reflect how you can use them as part of your lesson <span style="color: #ff0000; font-family: 'Arial','sans-serif'; font-size: 14.6667px;">Due End of Week

<span style="font-family: 'Arial','sans-serif'; font-size: 14.6667px;">Socratic Seminar #2

<span style="color: #ff6699; font-family: 'Arial','sans-serif'; font-size: 14.6667px;">Field Trip (Museum of Belize) || Power Point presentation: Helping students develop Social Studies Inquiry Skills

PowerPoint presentation: Helping students construct concept || || Overview of Geography of Belize, Central America and the Caribbean + Methods of teaching Geograhpy
 * <span style="font-family: 'Arial','sans-serif'; font-size: 14.6667px;">Wk 5-7

<span style="font-family: 'Arial','sans-serif'; font-size: 14.6667px;">Defining geography

<span style="font-family: 'Arial','sans-serif'; font-size: 14.6667px;">Developing geography concepts

<span style="font-family: 'Arial','sans-serif'; font-size: 14.6667px;">Helping students learn and use map and globe skills

<span style="font-family: 'Arial','sans-serif'; font-size: 14.6667px;">Longitude and latitude <span style="font-family: 'Arial','sans-serif'; font-size: 14.6667px;">plates || Locate and define Belize, the Caribbean and Central America (8.1)

Describe and explain the physical and environmental features that shaped Belize and the region (8.1) Know and understand the vocabulary of social studies disciplines, in particular, terms relating to society, culture, geography, geology, history, politics, democracy, economics, diversity and ethnicity (8.4)

Read and interpret maps (8.6)

Develop an awareness of how the following factors (regionalization, integration, globalization, climate change) affects Belize and the regions (8.2) Participate in and analyze their experience with a variety of instructional strategies. (8.17) Identify a variety of instructional strategies for teaching social studies. (8.13, 8.15, 8.17)

Properly plan and conduct a field trip. (8.10) || Group # 1: 30 minutes presentation on the geography of Belize, and 1 Central American or Caribbean nation Groups # 2: 35 minutes presentation on the strategies and methodologies to teach geography Socratic seminar on the Nora Parham case Review lesson plan “People Change Their Environment” on page#4 09-4:11 in Sunal, E. C. & Hass, M. E. (2008). //Social studies for the elementary and middle grades: aconstructivist approach//. Boston: Pearson Education, Inc And refelection on the following: Why do students quickly notice changes in the classroom set up for the expository introduction of the lesson? What initial terms do you anticipate students association with the word environment? What procedures would you use to prevent or solve the problem of students being curious about the pictures that other groups of students have? Modifying the bulletin broad helps students reconstruct their ideas about the environment and changes in it. what other activity might you use to help illustrate students thoughts as they study? || <span style="font-family: 'Arial','sans-serif'; font-size: 14.6667px;">Group prepare PowerPoint Presentations

<span style="color: #7030a0; font-family: 'Arial','sans-serif'; font-size: 14.6667px;">Pico-Teaching

<span style="color: #ff6699; font-family: 'Arial','sans-serif'; font-size: 14.6667px;">Field Trip (St John’s Cathedral) || **Resources** || **Overview of the History of Belize, Central American and the Caribbean and Methods of Teaching History** || Incorporate local, national and global issues to effectively facilitate learning.( 8.2) Distinguish between primary and secondary resources. (8.9) Know and understand the vocabulary of social studies disciplines, in particular, terms relating to society, culture, geography, geology, history, politics, democracy, economics, diversity and ethnicity (8.4)
 * Geography of Belize:** [|**http://countrystudies.us/belize/16.htm**]
 * Geography of Central America and the Caribbean:** [|**http://en.wikipedia.org/wiki/Central_America**]
 * Video of the lands of Belize** ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 14.6667px;">Wk8-10

Participate in and analyze their experience with a variety of instructional strategies. (8.17) Identify a variety of instructional strategies for teaching social studies. (8.13, 8.15,8.17) || **Major learning activities** Group #3 Group PowerPoint presentations on the history of Belize, Students can use audio visual, maps, and other visual to assist Group#4 PowerPoint presentations brief history of Belize and choose ca + the Caribbean. Then choose one Central American or Caribbean country Group #5 Group PowerPoint presentation on the methods and strategies that can be used to teach geography Group #3 prepares powerPoint presentations on the history of Belize, Students can use audio visual, maps, and other visual to assist Group#4 Prepare powerpoint presentations brief history of Central America + the Caribbean. Then choose one Caribbean + one Central American country Group #5 will prepare a pretzi presentation on the methods and strategies that can be used to teach geography Assignment: Plan Field trip for your class following the posted field trip guide. Pico Teaching(with lesson plans + reflections)
 * PlanField trip to Caracol/xuantunich/ ni** || **Student preparation and prior class sessions**
 * Read Chapter 8**

Socratic Seminar # 3 || **Video- History of Belize** || **Overview of present systems of government and a close examination on the state of governance in the region and Methods of Teaching Political Science** || Examine the impact of social studies using local and regional perspectives. (8.3) Explain the importance of promoting democratic ideals. (8.2) Know and understand the vocabulary of social studies disciplines, in particular, terms relating to society, culture, geography, geology, history, politics, democracy, economics, diversity and ethnicity (8.4) Participate in and analyze their experience with a variety of instructional strategies. (8.17) Identify a variety of instructional strategies for teaching social studies. (8.13, 8.15, 8.17) || Group 6 presentations on political systems in Belize and in the region. Also, research on the political history of Belize and Central America
 * A History in the Belize: A nation in the Making:** [|**http://www.belizenet.com/history.html**] ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 14.6667px;">Wk11-13

Group # 7 presentation information on the different methods to teach political science- see student text

Lecturer’s presentation on the history of Belize Constitution

In groups students will be given sections of the constitution to review and discuss. Each group is going to make short presentations on the main features in their section. Discussion ensues || **Student preparation and prior class sessions:** Group 6 prepare presentations on political systems in Belize and in the region. Also, research on the political history of Belize and Central America Group # 7 research information on the different methods to teach political science- see student text Review chapters of the constitution of Belize <span style="color: #ff6699; font-family: 'Arial','sans-serif'; font-size: 14.6667px;">Field Trip (Lamani/Cahal Pech)

<span style="color: #ff6699; font-family: 'Arial','sans-serif'; font-size: 14.6667px;">Visit to the National Assembly

<span style="color: #ff6699; font-family: 'Arial','sans-serif'; font-size: 14.6667px;">Guest speaker( the Clerk of the House of Representatives) || PowerPoint presentation on the constitution of Belize Constitutional and Political Structures Prior to Independence: [] Parliamentary System of Government: <span style="font-family: 'Arial','sans-serif'; font-size: 14.6667px;">[] <span style="font-family: 'Arial','sans-serif'; font-size: 14.6667px;">Political History of Belize: <span style="font-family: 'Arial','sans-serif'; font-size: 14.6667px;">[] <span style="font-family: 'Arial','sans-serif'; font-size: 14.6667px;">Belize Government and Politics: <span style="font-family: 'Arial','sans-serif'; font-size: 14.6667px;">[] <span style="font-family: 'Arial','sans-serif'; font-size: 14.6667px;">Belize Government Institutions: <span style="font-family: 'Arial','sans-serif'; font-size: 14.6667px;">[] <span style="font-family: 'Arial','sans-serif'; font-size: 14.6667px;">Belize Political Dynamics: <span style="font-family: 'Arial','sans-serif'; font-size: 14.6667px;">[] <span style="font-family: 'Arial','sans-serif'; font-size: 14.6667px;">Systems of Government: <span style="font-family: 'Arial','sans-serif'; font-size: 14.6667px;">[] <span style="font-family: 'Arial','sans-serif'; font-size: 14.6667px;">Political systems: <span style="font-family: 'Arial','sans-serif'; font-size: 14.6667px;">[] Ideas for teaching government: <span style="font-family: 'Arial','sans-serif'; font-size: 14.6667px;">[] || || Overview of the characteristics of society and culture in Belize, the Caribbean and Central America (and the African influence) and Methods of teaching Society and Culture || Develop an understanding of the factors which influenced the evolution of Belizean and regional society and culture (8.2)
 * <span style="font-family: 'Arial','sans-serif'; font-size: 14.6667px;">Wk7

Describe characteristic features of society and culture in Belize and the region (8.1)

Know and understand the vocabulary of social studies disciplines, in particular, terms relating to society, culture, geography, geology, history, politics, democracy, economics, diversity and ethnicity (8.4)

Explain and recognize the rights and responsibilities of the family, social groups, community and the nation. (8.16) Apply social and intellectual skills and abilities in making decisions and responding to challenges in their personal lives (8.16)

Participate in and analyze their experience with a variety of instructional strategies. (8.17) Identify a variety of instructional strategies for teaching social studies. (8.13, 8.15, 8.17) || **Group 8 presentations on the culture and society of Belize, one Central American and one Caribbean country** Socratic seminar: || **Group 8 prepare presentations on the culture and society of Belize, one Central American and one Caribbean country** language, patterns of consumption, creative expressions (festivamusic, arts, culinary practices), sports, religion, the media and economic characteristics such as tourism. The visual arts (illustrations) NANO- Teaching (with lesson plans + Reflections) || **History and culture of Belize:**[|**http://www.ize2belize.com/belize/facts/culture.html**] || Social Studies Assessment and Evaluation || Use appropriate techniques to assess student learning (8.17) -explain the differences between assessment and evaluation - differentiate between informal and formal assessments and evaluation -analyze and try writing rubrics appropriate for assessing projects and essays -Describe how reflection and an action research can help guide your development as a professional || Forum discussion on lesson plan: identifying assessments within a lesson plan “Making Good Rules” (page 85-88- Social Studies for the Elementary and Middle Grades: A Constructivist Approach) Group discussion Questions based on the lesson plan: Do the formative assessments in the lesson assist the teacher in tracking students’ progress toward constructing the lesson’s major concepts? Does the formative assessment in the expansion phase enable the teacher to identify whether students are applying the concepts? Does the summative evaluation enable the teacher to determine how well each student has constructed the major concepts of the lesson? Develop and create: Progress Report Form for social studies + Check list || **Student Preparation Prior to Class Sessions**: Study the PowerPoint slides, “Helping students learn through multiple assessments and evaluation” Review Chapter 3 in your text Review “Authentic Assessment of Social Studies” []
 * language, patterns of consumption, creative expressions (festival, music, arts, culinary practices), sports, religion, the media and economic characteristics such as tourism.
 * Group presentation on the methods for teaching society and culture :**
 * Literature based approaches
 * Debates and mature exchange of ideas
 * Exploration of change and continuity (impact of education, glodalization and religion on culture)
 * Teacher/student as a scholor
 * Music
 * The visual arts (illustrations)
 * Group 8 prepares presentation on the methods for teaching society and culture :**
 * Literature based approaches
 * Debates and mature exchange of ideas
 * Exploration of change and continuity (impact of education, glodalization and religion on culture)
 * Teacher/student as a scholor
 * Music
 * Countries and their cultures:** [|**http://www.everyculture.com/A-Bo/Belize.html**]
 * Maya Culture in Belize :** [|**http://worldstogethertravel.com/belize/quich-culture.htm**]
 * Cultures in Belize:** [|**http://www.enjoy-belize.com/culture.htm**]
 * Caribbean Society and Culture PowerPoint presentation**
 * Culture and society in Central America:**[|**http://en.wikipedia.org/wiki/Latin_America**] ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 14.6667px;">Wk8

<span style="font-family: 'Arial','sans-serif'; font-size: 14.6667px;">Reflection : Explain the use of: Self evaluation reports || <span style="font-family: 'Arial','sans-serif'; font-size: 14.6667px;">Authentic Assessment of Social Studies
 * Individual portfolios
 * Interviews
 * Classroom websites
 * Journals
 * Quality Circles

<span style="font-family: 'Arial','sans-serif'; font-size: 14.6667px;">[] || <span style="font-family: 'Arial','sans-serif'; font-size: 14.6667px;">Face to face on Week 15 || Planning Social Studies Lessons and Units || Apply knowledge of engaged learning, social studies curriculum standards, and a curriculum planning framework to plan a new unit. Understand the organization and function National Primary School Social Studies Curriculum and its accompanying resources. (8.1, 8.5)
 * <span style="font-family: 'Arial','sans-serif'; font-size: 14.6667px;">Wk 14-15

Know and understand the various social studies disciplines and of topics and themes contained in the National Primary School Curriculum (8.1, 8.5)

Demonstrate the ability to plan and deliver social studies lessons. (8.11, 8.14) || In groups students will create unit plan for a 3 weeks for lower, middle or upper division using the theme of World and any topic Create a unit plan in specific social studies content area using the “Planning Framework” with these items completed (handout for groups). The unit should be based on the engaged learning goal, and should incorporate some web resources that students will use in completing the unit:

Group micro teach for 15 mins each || **Student preparation and prior class sessions** Review the sample unit plan Review the sample lesson plan Review the manual Prepare to teach a 15 min lesson
 * Title
 * Level
 * Brief Description
 * Goals
 * Major Learning Activities
 * Materials and Resources (3 subcategories)
 * Assessment

Unit and Lesson plan due

Groups of 3micro teach for 15 mins each || || || <span style="font-family: 'Arial','sans-serif'; font-size: 14.6667px;">Exam-e-Portfolio <span style="font-family: 'Arial','sans-serif'; font-size: 14.6667px;">Service-Learning Social ||  || <span style="font-family: 'Arial','sans-serif'; font-size: 14.6667px;">EXAM WEEK || || <span style="font-family: 'Arial','sans-serif'; font-size: 14.6667px;">Portfolio set up using: <span style="font-family: 'Arial','sans-serif'; font-size: 14.6667px;">http://www.wikispaces.com/ || **__<span style="font-family: 'Arial','sans-serif'; font-size: 14.6667px;">CLASS SCHEDULE __**
 * <span style="font-family: 'Arial','sans-serif'; font-size: 14.6667px;">Wk116


 * <span style="font-family: 'Arial','sans-serif'; font-size: 14.6667px;">METHODS OF ASSESSMENT **

<span style="font-family: 'Arial','sans-serif'; font-size: 14.6667px;">Methods of assessment may include tests, portfolios, projects, labs, quizzes, presentations, developmental activities, reports, and worksheet activities, readings, paper/essay/research. [Modify to accommodate your course]


 * __<span style="font-family: 'Arial','sans-serif'; font-size: 14.6667px;">COURSE POLICIES AND REGULATIONS __**


 * <span style="font-family: 'Arial','sans-serif'; font-size: 14.6667px;">ACADEMIC HONESTY POLICY **

<span style="font-family: 'Arial','sans-serif'; font-size: 14.6667px;">The administration of student discipline in the university community is a responsibility shared by students, faculty, and administrative staff. The University of Belize Academic Honesty Policy outlines the University’s expectations for the integrity of student’s academic work, the procedures for resolving alleged violations of those expectations, and the rights and responsibilities of students and faculty throughout the process. All students are expected to conform to the Academic Honesty Policy. Lecturers are expected to consult with academic department chairpersons to prevent and respond to violations of the Academic Honesty Policy. Students wishing to dispute a charge of academic dishonesty or a sanction made upon them because of such allegations can do so by appealing to the Dean of Student Affairs to invoke the Discipline Appeals Process as detailed in the Student Handbook. (Please visit <span style="font-family: 'Arial','sans-serif'; font-size: 14.6667px;">[|www.ub.edu.bz] <span style="font-family: 'Arial','sans-serif'; font-size: 14.6667px;"> for a full description of violations to the Academic Honesty Policy and sanctions.)
 * <span style="font-family: 'Arial','sans-serif'; font-size: 14.6667px;">STUDENT EVALUATION OF INSTRUCTION: ONLINE MECHANISM **

<span style="font-family: 'Arial','sans-serif'; font-size: 14.6667px;">Students are advised that they are free to submit comments //on line// in respect to any course they are registered in during the semester (as opposed to waiting for the end of the semester). Students are assured that since there is no need to log in to access the facility available on the UB web page <span style="font-family: 'Arial','sans-serif'; font-size: 14.6667px;">[|www.ub.edu.bz] <span style="font-family: 'Arial','sans-serif'; font-size: 14.6667px;"> their comments will be anonymous. The comment(s) will go to the Quality Assurance Office that in turn will forward the comments to the relevant Dean for timely action.


 * __<span style="font-family: 'Arial','sans-serif'; font-size: 14.6667px;">CLASS POLICIES __**


 * 1) **<span style="font-family: 'Arial','sans-serif'; font-size: 14.6667px;">CLASS ATTENDANCE **<span style="font-family: 'Arial','sans-serif'; font-size: 14.6667px;">: Students are expected to attend all sessions, and to be on time. Students must attend at least 80% of class sessions. Unexcused absences beyond this point may result in a reduction in your grade. You must provide the necessary documentation for any other absences e.g. doctors certificate if you are ill. You are expected to participate fully in class discussions and come to class prepared to contribute to class discussions and group work. Because participation in class is imperative for success, each student’s final grade will be positively or negatively affected based upon the number of class sessions they attend. Absent students are responsible for obtaining class notes, handouts, and activities, as well as any other pertinent information. Points lost due to absences can be made up only through extra credit opportunities provided by the instructor.


 * 1) **<span style="font-family: 'Arial','sans-serif'; font-size: 14.6667px;">PUNCTUALITY **<span style="font-family: 'Arial','sans-serif'; font-size: 14.6667px;">: Kindly make every effort to arrive on time to all sessions. Walking into a session late is unprofessional and distracting to the rest your colleagues. If you will be late for any session, please inform the instructor via an e-mail, telephone call, or text message.


 * 1) **<span style="font-family: 'Arial','sans-serif'; font-size: 14.6667px;">PROFESSIONALISM AND ETHICS: **<span style="font-family: 'Arial','sans-serif'; font-size: 14.6667px;"> In your fieldwork and/or class activities, you are expected to conduct yourself in an ethical, legal, and professional manner.


 * 1) **<span style="font-family: 'Arial','sans-serif'; font-size: 14.6667px;">READINGS: **<span style="font-family: 'Arial','sans-serif'; font-size: 14.6667px;"> Readings will be assigned. You will be expected to attend the class session prepared to discuss the readings from the required text and/or any additional readings assigned. The aim is to enhance your understanding and skills related to these materials and to enable you to share your understanding with class members.


 * 1) **<span style="font-family: 'Arial','sans-serif'; font-size: 14.6667px;">WRITINGS: **<span style="font-family: 'Arial','sans-serif'; font-size: 14.6667px;"> The ability to write clearly and effectively is essential to a profession. Written assignments represent your best professional abilities and excellence. Assignments must be written in Standard English. Written assignments should be typed and carefully proofread. Pages that are disorganized and contain errors in grammar, spelling, syntax, or typing will receive reduced grades. All written work should adhere to the APA /MLA style as directed by the instructor.


 * 1) **<span style="font-family: 'Arial','sans-serif'; font-size: 14.6667px;">CELL PHONES: **<span style="font-family: 'Arial','sans-serif'; font-size: 14.6667px;"> As courtesy to your classmates and instructor, please have cell phones turned off throughout class time. If an urgent matter arises that requires you to have your cell phone on (on vibrate), please inform the instructor before the session.


 * 1) **<span style="font-family: 'Arial','sans-serif'; font-size: 14.6667px;">MISSED OR LATE ASSGINMENTS: **<span style="font-family: 'Arial','sans-serif'; font-size: 14.6667px;">Students are expected to do all class assignments, and turn them in on time. If prior approval for late assignment is not granted by the instructor, points will be deducted from that assignment or the assignment will not be accepted. Assigned readings must be completed prior to the class for which they are intended.


 * 1) **<span style="font-family: 'Arial','sans-serif'; font-size: 14.6667px;">TECHNOLOGY: **<span style="font-family: 'Arial','sans-serif'; font-size: 14.6667px;">Students are required to utilize word processing programs to complete all assignments. Internet and electronic mail systems will be used as needed to develop strategies, facilitate class discussion, and enhance communication between professor and students.

<span style="font-family: 'Arial','sans-serif';">The final grade will be assigned in adherence with the University of Belize’s Grade Policy. Thus, final grades will be computed using a combination of semester grades (including home work assignments), essays, tests and quizzes, portfolios etc, and a final examination. The final letter grade will be assigned using the following University Grading Scale:
 * __<span style="font-family: 'Arial','sans-serif';"> GRADING SCALE __**

<span style="font-family: 'Arial','sans-serif';">95-100 A 80-84 B 65-69 D+ <span style="font-family: 'Arial','sans-serif';">90-94 A- 75-79 C+ 60-64 D <span style="font-family: 'Arial','sans-serif';">85-89 B+ 70-74 C 0-59 F


 * __<span style="font-family: 'Arial','sans-serif';">CLASS ACTIVITIES AND ASSIGNMENTS __**


 * __<span style="font-family: 'Arial','sans-serif'; font-size: 14.6667px;">ASSESSMENT: __**

Socratic Seminars 10% Reflection/Summary Papers 10% Group presentations 10% Field trip plans + execution 10% Pico Teaching 5% Nano-Teaching 5% Service-Learning Project 15% Unit plan/lesson plans 10% Micro teaching 10% Electronic Portfolio (Wiki Spaces.com) 15% **<span style="font-family: 'Arial','sans-serif'; font-size: 14.6667px;">1. Assignment 1: **Blogs/Reflection paper**<span style="font-family: 'Arial','sans-serif'; font-size: 14.6667px;"> – Due Date: Week #, (through specific date) ** <span style="font-family: 'Arial','sans-serif'; font-size: 14.6667px;">This assignment requires you to respond to statements, articles, methodologies, etc, place on the instructor’s blog website. After responding, each student must make comments to two of their peer’s blog comments. Responds and comments must be logical, academic and follows Standard English rules.
 * Total 100%**
 * <span style="font-family: 'Arial','sans-serif'; font-size: 14.6667px;">Reflection Papers **<span style="font-family: 'Arial','sans-serif'; font-size: 14.6667px;">- This assignment requires you to write a 2 page reflection on specific text chapters, theories, and lesson plans. Requirements: cover paper; double line spacing; 12 font letter; time new Romans

**<span style="font-family: 'Arial','sans-serif'; font-size: 14.6667px;">GRADING CRITERIA ** **<span style="font-family: 'Arial','sans-serif'; font-size: 14.6667px;">NAME OF ASSIGNMENT 1 ** **<span style="font-family: 'Arial','sans-serif'; font-size: 14.6667px;">Worth points ** **<span style="font-family: 'Arial','sans-serif'; font-size: 14.6667px;">Forum Rubric **
 * || //<span style="font-family: 'Garamond','serif';">Exemplary // || //<span style="font-family: 'Garamond','serif';">Accomplished // || //<span style="font-family: 'Garamond','serif';">Non-compliant // ||
 * **<span style="font-family: 'Garamond','serif';">Think ** ||  ||   ||   ||
 * || <span style="font-family: 'Garamond','serif';">Consistently posts ideas that || <span style="font-family: 'Garamond','serif';">Usually posts ideas that show a || <span style="font-family: 'Garamond','serif';">Most posts are only loosely ||
 * || <span style="font-family: 'Garamond','serif';">show a clear connection to the || <span style="font-family: 'Garamond','serif';">clear connection to the assigned || <span style="font-family: 'Garamond','serif';">connected to assigned readings. ||
 * || <span style="font-family: 'Garamond','serif';">assigned readings and a || <span style="font-family: 'Garamond','serif';">readings and a thoughtful || <span style="font-family: 'Garamond','serif';">Thinking appears superficial and ||
 * || <span style="font-family: 'Garamond','serif';">thoughtful reflection on these || <span style="font-family: 'Garamond','serif';">reflection on these readings || <span style="font-family: 'Garamond','serif';">without personal reflection on ||
 * || <span style="font-family: 'Garamond','serif';">Readings ||  || <span style="font-family: 'Garamond','serif';">the material ||
 * **<span style="font-family: 'Garamond','serif';">Collaborate ** ||  ||   ||   ||
 * || <span style="font-family: 'Garamond','serif';">Consistently posts ideas that || <span style="font-family: 'Garamond','serif';">Meets minimal posting || <span style="font-family: 'Garamond','serif';">Does not meet minimal posting ||
 * || <span style="font-family: 'Garamond','serif';">show a clear analysis of others’ || <span style="font-family: 'Garamond','serif';">requirements. Usually offers a || <span style="font-family: 'Garamond','serif';">requirements. Does not ||
 * || <span style="font-family: 'Garamond','serif';">posts. Offers ideas that help to || <span style="font-family: 'Garamond','serif';">thoughtful response to others’ || <span style="font-family: 'Garamond','serif';">participate in on-going ||
 * || <span style="font-family: 'Garamond','serif';">continue the discussion || <span style="font-family: 'Garamond','serif';">ideas. Postings sometimes help || <span style="font-family: 'Garamond','serif';">discussions. ||
 * ||  || <span style="font-family: 'Garamond','serif';">to keep the discussion going. ||   ||
 * **<span style="font-family: 'Garamond','serif';">Act ** ||  ||   ||   ||
 * || <span style="font-family: 'Garamond','serif';">Consistently shows how the || <span style="font-family: 'Garamond','serif';">Posts often include how the || <span style="font-family: 'Garamond','serif';">Posts offer no evidence that ||
 * || <span style="font-family: 'Garamond','serif';">assigned readings and || <span style="font-family: 'Garamond','serif';">assigned readings and || <span style="font-family: 'Garamond','serif';">assigned readings and ||
 * || <span style="font-family: 'Garamond','serif';">discussions have influenced || <span style="font-family: 'Garamond','serif';">discussions have influenced || <span style="font-family: 'Garamond','serif';">discussions influenced current ||
 * || <span style="font-family: 'Garamond','serif';">current practices. Reports what || <span style="font-family: 'Garamond','serif';">current practices. || <span style="font-family: 'Garamond','serif';">practices. ||
 * || <span style="font-family: 'Garamond','serif';">changes have been made in the ||  ||   ||
 * || <span style="font-family: 'Garamond','serif';">classroom or in personal ||  ||   ||
 * || <span style="font-family: 'Garamond','serif';">thinking and how these changes ||  ||   ||
 * || <span style="font-family: 'Garamond','serif';">impact student learning. ||  ||   ||

<span style="font-family: 'Arial','sans-serif'; font-size: 14.6667px;">Students will be assigned relevant articles from journals, magazines, newspapers and texts based on Social studies issues. Whole group discussion on the particulars using the Socratic seminar protocol will be facilitated. **<span style="font-family: 'Arial','sans-serif'; font-size: 14.6667px;">GRADING CRITERIA: ** **<span style="font-family: 'Arial','sans-serif'; font-size: 14.6667px;">Socratic Seminars ** **<span style="font-family: 'Arial','sans-serif'; font-size: 14.6667px;">Worth points ** **<span style="font-family: 'Arial','sans-serif'; font-size: 14.6667px;">Rubric for Socratic Seminars ** learning process Exhibits patience w/ differing opinions Asks peers for clarification Attempts to involve others Moves forward into new concepts Not disruptive/ control of nonverbal gestures || Shows composure but sometimes shows slight impatience Not patient while waiting to speak Demonstrates respectful attitude toward others Comments frequently but does not involve others Shows a desire to contribute responsibly to  the seminar || Participates verbally/ shows impatience w/ seminar process May make insightful comments but does so sparingly May be argumentative and generally lacks poise May be unfocused because of depth/ length of seminar || Shows no respect for process Argumentative and rude Takes advantage of/ causes distractions Arrives unprepared Wants the floor for himself Writes personal notes instead of seminar notes Attempts to sleep during Seminar || • Avoids talking too long • Can be heard by all • Avoids slang/incorrect grammar • Articulates clearly • Pronounces words accurately/extensive vocabulary || Addresses majority of comments to peers (not  leader) Attempts to move discussion to new idea Does not try to say “everything” while speaking Tries to speak louder when asked to do so Makes comments to  merit reaction || Speaks directly to leader • Speaks too softly and needs to be reminded • Routinely lapses into use of slang or substandard usage • Cannot pronounce key words in text • Speaks only with prompting and has no sustainable point || Reluctant to speak when called on or passes Mumbles/mispronounces words Cannot be heard at all Shows absolutely no desire to contribute verbally || • Cites textual support • Relates to other reading/studies • Expresses thoughts in complete sentences • Provides insightful comments • Resolves contradictory ideas • Considers all sources and input || Responds to questions w/out any prompting Demonstrates some reflection on text but not mastery Makes limited connections w/ideas of others Somewhat relates own ideas to other readings/seminars Uses quotes/ paraphrases but inferences under- developed Makes comments to merit reaction || May have read text but limited preparation • May overlook important points, thus leading to faulty logic • May be accurate on minor points while missing main concept • Contributes opinions that have no textual support • Has some difficulty in formulating understanding comments || Makes illogical comments Says no more than, “I agree.” Ignores previous comments and semina direction Uses humor to avoid serious thinking || to respond • Does not overlook details • Takes notes/writes questions • Avoids repetitive remarks • Builds on discussion • Points out flawed reasoning • Overcomes any Distractions || Is generally attentive and focused Responds thoughtfully to ideas/ questions raised May be too absorbed in own thoughts to hear others’ comments May write down some thoughts but not consistently || Responds only to ideas that are personally interesting • Asks for repetition of questions or rephrasing of questions • Takes very limited notes • Easily distracted or may be source of distraction • Does not look up the text as it is cited • Does not visibly respond to cited text || Not attentative to others Exhibits negative body language Makes comments showing total misrepresentation of material Does not listen well to understand others’ points Takes no notes || comprehension test • Is familiar w/text • Has marked text or has a note sheet • Understands major concepts in the reading • Identifies and contradictions in the readings || Passes a reading comprehension test Has marked text or prepared notes Can locate most references in text Demonstrates knowledge of facts, but lacks mastery of concepts Acknowledges difficulty w/reading and asks for clarification || Appears to have skimmed selection/ knows minimum on quiz • has little or no marking of text/ scanty notes • confused about key concepts • makes comments that reflect shallow knowledge || clearly unprepared and fails reading quiz • Unfamiliar with text • Has no notes or marking or text • Asked for no help with the reading ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 14.6667px;">2. Assignment 2: Socratic Seminars – Due Date: Week #, (specific date) **
 * **Indicator** || 4  ||  3  ||  2  ||  1  ||
 * ** Conduct ** || Demonstrates respect for
 * ** Speaking ** || Speaks to all
 * ** Reasoning ** || Understands questions
 * ** Listening ** || Listens for opportunities
 * ** Reading ** || Passes a reading

**<span style="font-family: 'Arial','sans-serif'; font-size: 14.6667px;">3. Assignment 3: **Group presentations**<span style="font-family: 'Arial','sans-serif'; font-size: 14.6667px;"> – Due Date week #, (specific date) ** <span style="font-family: 'Arial','sans-serif'; font-size: 14.6667px;">In groups of 4, students will be assigned specific topics from the text; topics pertaining to content in social studies (History, geography, political science, culture, etc) and topics on methodology) Each group is going to present the specific topics in a clear and concise manner; using Pretzi presentation digital medium. Each presentation will be for 15 minute long.  **<span style="font-family: 'Arial','sans-serif'; font-size: 14.6667px;">GRADING CRITERIA: **    **<span style="font-family: 'Arial','sans-serif'; font-size: 14.6667px;">Socratic Seminars **    **<span style="font-family: 'Arial','sans-serif'; font-size: 14.6667px;">Worth points **

Rubric for Presentation
Little articulation of ideas and examples || No identification of impact on education ||
 * **Categories** || **Exceptional (6)** || **Admirable (5)** || =Acceptable (4)= || **Amateur (3)** ||
 * =Organization= || Extremely well organized; logical format that was easy to follow; followed smoothly from one idea to another and cleverly conveyed; the organization enhanced the effectiveness of the presentation || Presented in a thoughtful manner; there were signs of organization and most transitions were easy to follow, but at times ideas were unclear. || Somewhat organized; ideas were not presented coherently and transitions were not always smooth, which at times distracted the audience || Choppy and confusing; format was difficult to follow; transitions of ideas were abrupt and seriously distracted the audience. ||
 * **Content Accuracy** || Completely accurate; all facts were precise and explicit || Mostly accurate; a few inconsistencies or errors in information || Somewhat accurate; more than a few inconsistencies or errors in information. || Completely inaccurate; the facts in this project were misleading to the audience. ||
 * **Impact on Education** || Significant discussion impact on education, articulating ideas and using examples to further develop discussion || Some discussion on impact on education. Use of examples to show understanding. || Impact on education identified but no significant discussion
 * =Research= || Went above and beyond to research information; brought in personal ideas and information to enhance project; and utilize more than four types of resources to make project effective. || Did a very good job of researching; utilized materials provided to their full potential; solicited more than three types of resource to enhance project. || Use the material provided in an acceptable manner, but did not consult any additional resources. || Did not utilize resources effectively; did little or no fact gathering on the topic. ||
 * =Creativity= || Was extremely clever and presented with originality; a unique approach that truly enhanced the project. || Was clever at times; thoughtfully and uniquely presented || Added a few original touches to enhance the project but did not incorporate it throughout. || Little creative energy used during this project; was bland, predictable. ||
 * **Presentation Mechanics** || Was engaging, provocative, and captured the interest of the audience and maintained this throughout the entire presentation; great variety of visual aids and multimedia; visual aids were attractive and clear. || Was well done and interesting to the audience; was presented in a unique manner and was very well organized; some use of visual aids. || Was at times interesting and was presented clearly and precisely; was clever at times and was organized in a logical manner; limited variety of visual aids and visual aids were not attractive and clear. || Was not organized effectively; was not easy to follow and did not keep the audience interested; no use of visual aids. ||

**<span style="font-family: 'Arial','sans-serif'; font-size: 14.6667px;">4. Assignment 4: **Field trip plans**<span style="font-family: 'Arial','sans-serif'; font-size: 14.6667px;">– Due Date: Week #, (specific date) ** <span style="font-family: 'Arial','sans-serif'; font-size: 14.6667px;">In groups, students will plan 5 field trips with all the protocols needed and execute the trips. Each group is responsible to carry out/lead their respective field trips. <span style="font-family: 'Arial','sans-serif'; font-size: 14.6667px;">These trips can include: Museum of Belize’s John’s Cathedral & Yarbrough Cemetery; horse & Carriage tour of Belize city;Caracol, xunantunich, Cahal Pech, Mountain Pine Ridge, half moon Caye or Cockscomb basin; The River Valley communities; The National Assembly; **<span style="font-family: 'Arial','sans-serif'; font-size: 14.6667px;">GRADING CRITERIA: ** **<span style="font-family: 'Arial','sans-serif'; font-size: 14.6667px;">Field Trip ** **<span style="font-family: 'Arial','sans-serif'; font-size: 14.6667px;">Worth points 6% ** PLANNING A SOCIAL STUDIES TRIP RUBRIC ** 4 ** ||  ** Exemplary ** ** 3 ** ||  ** Very Good ** ** 2 ** ||  ** Good ** ** 1 ** ||  ** Unacceptable ** ** 0 ** || Idea is clearly relevant to Social Studies and includes additional novel ideas and is clearly evident in written proposal. || Exemplary Idea is relevant to Social Studies and is evident in written proposal. || Very Good Idea is relevant to Social Studies, and most is shown in written proposal. || Good Idea is somewhat relevant to Social Studies, some aspects not shown in written proposal. || Unacceptable Idea is not relevant to Social Studies and is not shown to be relevant in written proposal. || Idea will absolutely be fun, interesting and engaging. || Exemplary Idea will probably be fun or interesting. || Very Good Most activities will be fun or interesting. || Good Idea is engaging || Unacceptable Idea is not fun, interesting or engaging. || Plan accounts for all aspects of food, transportation, duration, chaperones, and costs plus takes into account additional aspects of a field trip, with no errors. || Exemplary Plan accounts for all of the aspects of food, transportation, duration, chaperones, and cost. || Very Good Plan accounts for most of the aspects of food, transportation, duration, chaperones, or cost, but is missing one aspect of the total field trip. || Good Plan accounts for some of the aspects of food, transportation, duration, chaperones, or cost, but is missing several parts of the planning. || Unacceptable Plan shows very little planning, major mistakes or is missing many apects of food, transportation, duration, chaperones, or cost. || Proposal covers all information clearly and all sections of the forms are completed accurately with additional details. || Exemplary Proposal covers all information and most sections of the forms are completed accurately. || Very Good Proposal covers most information and forms are completed with few minor errors. || Good Proposal covers some information and forms are completed with several errors. || Unacceptable Proposal covers very little information and forms are incomplete. || **<span style="font-family: 'Arial','sans-serif'; font-size: 14.6667px;">5. Assignment 5: **Unit plan/lesson plan**<span style="font-family: 'Arial','sans-serif'; font-size: 14.6667px;"> – Due Date: Week #, (specific date) ** In groups of three, students will construct a unit plan to reflect a specific level of the primary curriculum. Students will use a specific theme in Social Studies that covers lower, middle or upper levels in the primary curriculum. Students are required to write 2 lesson plans deducted from the unit plan. **<span style="font-family: 'Arial','sans-serif'; font-size: 14.6667px;">GRADING CRITERIA: ** **<span style="font-family: 'Arial','sans-serif'; font-size: 14.6667px;">Socratic Seminars ** **<span style="font-family: 'Arial','sans-serif'; font-size: 14.6667px;">Worth points **
 * ** Categories ** || ** Exceptional **
 * ** Social Studies Related ** || Exceptional
 * ** Engaging/Interesting Idea ** || Exceptional
 * ** Logistics ** || Exceptional
 * ** Proposal ** || Exceptional

** UNIT PLAN RUBRIC ** ** POWERFUL SOCIAL STUDIES **
 * **Unit Plan** || **Below Expectations (0-2.)**  ||  **Meets Expectations (2.5-4)**  ||  **Exceeds Expectations (4.5-5)**  ||  **Comments**  ||
 * **Objectives** || Lesson objectives are vague and would be difficult to assess. Focused on activities rather than student learning. Relationship to Learner Outcomes is questionable. || Lesson objectives relate clearly to the lesson topic, grade, provincial outcomes, enduring understandings, and skills and processes. Are student-centered and focused on learning outcomes, not activities. Some higher order thinking expectations are present. Objectives are measurable. || All of “meets expectations” and:

Objectives are all measurable and include higher order (ex: Bloom’s taxonomy) expectations. Outcomes are clearly stated and highly worthwhile. || || (i.e., promote higher levels of Bloom’s Taxonomy). || Would achieve unit objectives and unit goals. Clearly described. Varied and stimulating. Used a variety of teaching strategies such as: constructivism, historical thinking, geographical thinking, cooperative learning etc. Lesson plans include various student activities intended to engage students in a thoughtful and critical manner. || All of “meets expectations” and:
 * **Activities** || It is questionable whether activities would help students attain unit objectives or goals. Little to no variation in student activities or teaching approaches. Student activities require little or no higher level thinking or processing of information.

Activities are extremely well developed, engaging and creative. Teaching strategies employed demonstrate understanding of the effectiveness in teaching various aspects of social studies. || ||
 * **Resources** || Little attempt to use a variety of resources throughout unit. || Included in each lesson. Students encounter a **variety** of resources, apart from their text. Appropriate to activities, lesson objectives and unit goals. || All of “meets expectations” and:

Innovative use of resources in evidence. || || Unit is extremely well developed, with careful thought given to beginning, middle and end. Concepts and skills lessons are integrated into the flow of the unit and are highly relevant. Highly sensitive to diverse learners/ learning styles. Highly constructivist in nature, and reflects principles in “A Vision for Powerful Teaching and Learning in SS”. || ||
 * **Development of Unit** || Unit opener (first lesson) fails to establish purpose of unit or motivate students. Sequence of lessons and activities is poorly thought-out. Overly teacher-directed. Concepts and skills are vague or missing. Little to no attention to diverse learners/learning styles. Does not reflect constructivist teaching principles. || Opening lesson is motivating and establishes unit purposes. Sequence of activities is logical (prerequisite understandings and skills are taught at the appropriate times). Appropriate balance of student/teacher direction. Selected concepts and skills are appropriate to the unit and are taught throughout unit. Appropriate attention paid to diverse learners/learning styles. Is a “constructivist” unit. || All of “meets expectations” and:
 * **Consistency of Unit** || Unit plan does not reflect unit rationale statement. || Unit plan reflects and is consistent with your unit rationale. || Unit plan is clearly developed in conjunction with unit rationale section; consistent attention given to all components. || ||

**<span style="font-family: 'Arial','sans-serif'; font-size: 14.6667px;">6. Assignment- Pico-Teaching – Due date: ** <span style="font-family: 'Arial','sans-serif'; font-size: 14.6667px;">Pico –Teaching – These small teaching episodes (1 student teaching 3-4 peers) will consist of: What did I do well? What areas do I need to improve? How was my timing? Did my hook work well? If so, why? If not, why? What would I change if I did this lesson over? Were there any surprises in delivering the lesson? How did I feel? Nervous? Excited? Relaxed? Energized? How did I think students would respond the lesson?\ How do I think students would respond to the lesson? What would I need to cha ge? Anything? Why? Why not? Do I agree with the feedback my peers gave me? What did I learn from their critiques? How will that help me in my next teaching assignment?
 * 1) Pico- Teaching Lesson plans. Each member of the group would write lesson plan for teaching middle grade students (you may use the assignment done above). Be sure to identify the age level. You will share a copy with the other students in your group in hard copy. Include all parts of the lesson plan except differentiation and assessment.
 * 2) Pico-Teaching. The Pico-teaching episode should last no more than 15 mins and be taught to the group. For efficient use of time, you may demonstrate the activity rather than having the “class” group do it. One person in the group should act as timekeeper.
 * 3) Evaluation: Group members will evaluate each other’s teaching episodes using a rubric, providing constructive criticism using comments on what seemed to work well, what could be changed next time the lesson is taught, and other specific comments.
 * 4) Reflection: Each of you will reflect on your performance, summarize peer evaluations and respond to the feedback. This should be very detailed using high levels of reflective thinking. Address questions such as:

**<span style="font-family: 'Arial','sans-serif'; font-size: 14.6667px;">GRADING CRITERIA ** **<span style="font-family: 'Arial','sans-serif'; font-size: 14.6667px;">Pico-Teaching ** **<span style="font-family: 'Arial','sans-serif'; font-size: 14.6667px;">Worth 15 points ** PICO TEACHING RUBRIC **Materials** ||  1  ||  2  ||  3  ||  4  || || || || || || **<span style="font-family: 'Arial','sans-serif'; font-size: 14.6667px;">7. Assignment 7 NANO Teaching ** <span style="font-family: 'Arial','sans-serif'; font-size: 14.6667px;">A group of students will teach their classmates. This teaching episode __must include the use of technology as an instructional tool.__ One such technology MUST be the use of the World Wide Web. Nano-Teahing will consist of: Give a copy of the lesson plan to the lecturer prior to teaching **<span style="font-family: 'Arial','sans-serif'; font-size: 14.6667px;">GRADING CRITERIA ** **<span style="font-family: 'Arial','sans-serif'; font-size: 14.6667px;">Nano-Teaching ** **<span style="font-family: 'Arial','sans-serif'; font-size: 14.6667px;">Worth 22 points ** NANO TEACHING RUBRIC **Materials** ||  1  ||  2  ||  3  ||  4  || || No form of technology use as an aid  ||  Use of technology but was not a significant teaching aid  ||  Use of technology as a teaching aid, to help clarify some aspects of the content  ||  Effective use of technology as a teaching aid  || **<span style="font-family: 'Arial','sans-serif'; font-size: 14.6667px;">GRADING CRITERIA: ** **<span style="font-family: 'Arial','sans-serif'; font-size: 14.6667px;">Micro Teaching ** **<span style="font-family: 'Arial','sans-serif'; font-size: 14.6667px;">Worth 10% ** **<span style="font-family: 'Tahoma','sans-serif';">Microteaching Lesson Plan Rubric ** || Criterion || Level 1 Unacceptable Performance || Level 2 Emerging Performance || Level 3 Expected Performance || Level 4 Excellent Performance ||
 * **Structure**
 * || No goals or objectives; no materials; no timing (way over or way under)  ||  Few goals & objectives; few materials; poor timing  ||  Some goals & objectives; some materials; SOLs stated; some construction errors; well timed  ||  Goals and objectives stated; SOLs stated; materials; well constructed; well timed  ||
 * Lesson Plan
 * **Delivery** ||  Unprofessional dress; unprofessional demeanor; poor vocabulary and grammar; poor voice projection; unrehearsed; poor comprehension  ||  Dress and demeanor questionable; some vocabulary and grammatical errors; unrehearsed  ||  Professionally dressed; few grammatical or vocabulary errors; some voice projection; some comprehension questions  ||  Professionally dressed; proper grammar & vocabulary; professional conduct; strong voice projection; easy to comprehend  ||
 * **Reflection** ||  No reflection on lesson components; no reflection on how to improve lesson; no incorporation of cohort feedback; no reflection on materials or delivery  ||  Little reflection on lesson components; little reflection on how to improve lesson; little incorporation of cohort feedback and materials or delivery  ||  Some reflection on lesson components; some reflection on how to improve lesson, incorporation of cohort feedback and materials or delivery  ||  Reflection on all components of lesson; in-depth discussion on improving lesson; good use of cohort feedback; in-depth reflection on materials and delivery  ||
 * 1) Lesson Plan. This lesson plan should be like the plan for Pico-teaching ( but not the same plan) in what it includes, but should also include:
 * Assessment(s) to be incorporated
 * Differentiation
 * The use of technology as an instructional tool
 * An assigned National Primary School Curriculum standard
 * An assigned instructional method from the list below
 * Jigsaw III 9cooperative learning)
 * Co-op Co-Co ( Cooperative learning)
 * Cooperative learning using brainstorming
 * Think-Pair –Share (cooperative learning)
 * Inquiry
 * Dramatic Play
 * Role playing
 * Simulation
 * 1) Nano Teaching. The nano –teaching episode should last no more than 15 mins
 * 2) Evaluation
 * **Structure**
 * || No goals or objectives; no materials; no timing (way over or way under)  ||  Few goals & objectives; few materials; poor timing  ||  Some goals & objectives; some materials; SOLs stated; some construction errors; well timed  ||  Goals and objectives stated; SOLs stated; materials; well constructed; well timed  ||
 * Technology
 * **Delivery** ||  Unprofessional dress; unprofessional demeanor; poor vocabulary and grammar; poor voice projection; unrehearsed; poor comprehension  ||  Dress and demeanor questionable; some vocabulary and grammatical errors; unrehearsed  ||  Professionally dressed; few grammatical or vocabulary errors; some voice projection; some comprehension questions  ||  Professionally dressed; proper grammar & vocabulary; professional conduct; strong voice projection; easy to comprehend  ||
 * **Reflection** ||  No reflection on lesson components; no reflection on how to improve lesson; no incorporation of cohort feedback; no reflection on materials or delivery  ||  Little reflection on lesson components; little reflection on how to improve lesson; little incorporation of cohort feedback and materials or delivery  ||  Some reflection on lesson components; some reflection on how to improve lesson, incorporation of cohort feedback and materials or delivery  ||  Reflection on all components of lesson; in-depth discussion on improving lesson; good use of cohort feedback; in-depth reflection on materials and delivery  ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 14.6667px;">8. Assignment 8: **Microteaching**<span style="font-family: 'Arial','sans-serif'; font-size: 14.6667px;"> – Due Date: Week #, (specific date) ** During enrollment in ESOC 2152 Social Studies Methods for the Primary Classroom, candidates are required to design and teach a lesson in a simulated classroom setting. Candidates are assessed on their planning and teaching skills. The activity is inclusive of self evaluation and reflection and peer evaluation and feedback. The detailed lesson plan is expected to be student-centered with active participation, and be aligned to national content standards.
 * Lesson Plan || objectives clearly stated in terms of student outcomes rarely ||  || Lesson objectives clearly stated in terms of student outcomes most of the time || Lesson objectives clearly stated in terms of student outcomes all of the time ||
 * Lesson Plan Material || objectives clearly stated in terms of student outcomes rarely ||  || Lesson objectives clearly stated in terms of student outcomes most of the time || Lesson objectives clearly stated in terms of student outcomes all of the time ||
 * Lesson Plan Procedure || objectives clearly stated in terms of student outcomes rarely ||  || Lesson objectives clearly stated in terms of student outcomes most of the time || Lesson objectives clearly stated in terms of student outcomes all of the time ||
 * Lesson- Guiding Questions || objectives clearly stated in terms of student outcomes rarely ||  || Lesson objectives clearly stated in terms of student outcomes most of the time || Lesson objectives clearly stated in terms of student outcomes all of the time ||
 * Lesson Plan- Standards Alignment || objectives clearly stated in terms of student outcomes rarely ||  || Lesson objectives clearly stated in terms of student outcomes most of the time || Lesson objectives clearly stated in terms of student outcomes all of the time ||

**<span style="font-family: 'Tahoma','sans-serif';">Microteaching Lesson presentation Rubric ** Emerging Performance || Level 3 Expected Performance || Level 5 Excellent Performance ||
 * Criterion || Level 1 Unacceptable Performance || Level 2
 * **Presentation—Introduction** || Lesson introduction engages the learners rarely. ||  || Lesson introduction engages the learners most of the time. || Lesson introduction engages the learners all of the time. ||
 * **Presentation--Classroom Organization** || Lesson pacing and classroom structure support the lesson rarely. ||  || Lesson pacing and classroom structure support the lesson most of the time. || Lesson pacing and classroom structure support the lesson all of the time. ||
 * **Presentation--Student-Centered Activity** || Lesson provides for active student involvement rarely. ||  || Lesson provides for active student involvement most of the time. || Lesson pacing and classroom structure support the lesson all of the time. ||
 * **Presentation--Knowledge of Subject** || Lesson demonstrates knowledge of subject matter being taught rarely. ||  || Lesson demonstrates knowledge of subject matter being taught most of the time. || Lesson demonstrates knowledge of subject matter being taught all of the time. ||
 * **Presentation—Enthusiasm** || Instruction reflects passion for teaching rarely. ||  || Instruction reflects passion for teaching most of the time. || Instruction reflects passion for teaching all of the time ||
 * **Presentation—Closure** || Lesson is brought to a definitive close rarely. ||  || Lesson is brought to a definitive close most of the time. || Lesson is brought to a definitive close all of the time. ||
 * **Teaching Skills—Praise** || Praise is used appropriately rarely. ||  || Praise is used appropriately most of the time. || Praise is used appropriately all of the time. ||
 * **Teaching Skills--Feedback to Students** || Feedback is specific, timely, and accurate rarely. ||  || Feedback is specific, timely, and accurate most of the time || Feedback is specific, timely, and accurate all of the time. ||
 * **Teaching Skills--Nonverbal Behavior** || Nonverbal behavior is used to maintain a positive classroom environment rarely. ||  || Nonverbal behavior is used to maintain a positive classroom environment most of the time. || Nonverbal behavior is used to maintain a positive classroom environment all of the time. ||
 * **<span style="font-family: 'Tahoma','sans-serif'; font-size: 14.6667px;">Teaching Skills—Questioning ** || <span style="color: #000000; font-family: 'Tahoma','sans-serif'; font-size: 12px;">Students are engaged in higher level questioning which encourages participation rarely ||  || <span style="color: #000000; font-family: 'Tahoma','sans-serif'; font-size: 12px;">Students are engaged in higher level questioning which encourages participation most of the time. || <span style="color: #000000; font-family: 'Tahoma','sans-serif'; font-size: 12px;">Students are engaged in higher level questioning which encourages participation most of the time. ||
 * **<span style="font-family: 'Tahoma','sans-serif'; font-size: 14.6667px;">Teaching Skills--Checks for Understanding ** || <span style="color: #000000; font-family: 'Tahoma','sans-serif'; font-size: 12px;">Teacher monitors understanding as lesson progresses rarely. ||  || <span style="color: #000000; font-family: 'Tahoma','sans-serif'; font-size: 12px;">Teacher monitors understanding as lesson progresses most of the time. || <span style="color: #000000; font-family: 'Tahoma','sans-serif'; font-size: 12px;">Teacher monitors understanding as lesson progresses most of the time. ||
 * **<span style="font-family: 'Tahoma','sans-serif'; font-size: 14.6667px;">Reflection--Self Evaluation ** || <span style="color: #000000; font-family: 'Tahoma','sans-serif'; font-size: 12px;">Self reflection exhibits understanding of strengths and weaknesses rarely. ||  || <span style="color: #000000; font-family: 'Tahoma','sans-serif'; font-size: 12px;">Self reflection exhibits understanding of strengths and weaknesses most of the time. || <span style="color: #000000; font-family: 'Tahoma','sans-serif'; font-size: 12px;">Self reflection exhibits understanding of strengths and weaknesses all of the time. ||
 * **<span style="font-family: 'Tahoma','sans-serif'; font-size: 14.6667px;">Reflection—Collaboration ** || <span style="color: #000000; font-family: 'Tahoma','sans-serif'; font-size: 12px;">Collaboration reflects a shared ownership of the lesson rarely ||  || <span style="color: #000000; font-family: 'Tahoma','sans-serif'; font-size: 12px;">Collaboration reflects a shared ownership of the lesson most of the time. || <span style="color: #000000; font-family: 'Tahoma','sans-serif'; font-size: 12px;">Collaboration reflects a shared ownership of the lesson all of the time. ||

**<span style="font-family: 'Arial','sans-serif'; font-size: 14.6667px;">9 Assignment 9 : Service-Learning ** <span style="font-family: 'Arial','sans-serif';">Service-Learning is a teaching method that combines academic instruction, meaningful service, and critical reflective thinking to enhance student learning and civic responsibility. <span style="font-family: 'Arial','sans-serif'; font-size: 14.6667px;">In order to promote civic responsibility, volunteerism and self- efficacy, students will be working on a specific project that will benefit the community/society. They will write a reflection paper documenting their experiences in the service **<span style="font-family: 'Arial','sans-serif'; font-size: 14.6667px;">GRADING CRITERIA: ** **<span style="font-family: 'Arial','sans-serif'; font-size: 14.6667px;">Service Learning ** **<span style="font-family: 'Arial','sans-serif'; font-size: 14.6667px;">Worth 15% ** **Impact** || current research conducted or discovered by youth with educator’s assistance where appropriate || Determined by past research discovered by youth with educator’s assistance where appropriate || Determined by making a guess at what community needs are || Community needs secondary to what a project the educator wants to do; project considers only student needs || collaboration with community by the educator and/or youth || Community members act as consultants in the project development || Community members are informed of the project directly || Community members are coincidentally informed or not knowledgeable at all || as an instructional strategy with content/service components integrated || Service-learning as a teaching technique with content/service components concurrent || Service-learning part of curriculum or project work but sketchy connections, with emphasis on service || A service project or good deed not tied to learning || share, produce reflective products individually and as group members || Youth think, share, produce group reflection || Youth share individual reflective projects || Reflection is just a summary of events || direct application of new skill or knowledge in community service || All youth have some active application of new skill or knowledge || Some youth more involved than others or little community service involvement || Knowledge used mostly in the classroom or project work; no active community service || show growth regarding self in community and the importance of service || Reflections show generic growth regarding the importance of community service || Reflections restricted to pros and cons of particular service project regarding the community || Reflections limited to self centered pros and cons of the service project || or insight; solve a problem; meet a need or address an issue || Changes enhance an already good community situation || Changes mainly decorative, but new and unique benefits realized in community || Changes mainly decorative, but limited community benefit, or are not new and unique || **<span style="font-family: 'Arial','sans-serif'; font-size: 14.6667px;">9. Assignment 9: Electronic Portfolio (Exam)– Due Date: Week 16, (specific date) ** Student will put together all their artifacts of the course work and activities in an electronic portfolio using Wiki spaces. This portfolio will include a table of content, cover letter (APA), and resume, selected work from the course, social studies, etc **<span style="font-family: 'Arial','sans-serif'; font-size: 14.6667px;">GRADING CRITERIA: ** **<span style="font-family: 'Arial','sans-serif'; font-size: 14.6667px;">Socratic Seminars ** **<span style="font-family: 'Arial','sans-serif'; font-size: 14.6667px;">Worth points **
 * || **Strong Impact**  ||  **Good Impact**  ||  **Some Impact**  ||  **Minimal**
 * **1. Meet actual**
 * community**
 * needs** || Determined by
 * **2. Are**
 * coordinated in**
 * collaboration**
 * with**
 * community** || Active, direct
 * **3. Are**
 * integrated into**
 * curriculum** || Service-learning
 * **4. Facilitate**
 * active student**
 * reflection** || Youth think,
 * **5. Use new**
 * skill/knowledge**
 * in real world**
 * settings** || All youth have
 * **6. Help develop**
 * sense of caring**
 * for and about**
 * others** || Reflections
 * **7. Improve**
 * quality of life**
 * for person(s)**
 * served** || Facilitate change
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">CATEGORY ** ||  **<span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Exemplary **  ||  **<span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Proficient **  ||  **<span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Partially Proficient **  ||  **<span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Incomplete **  ||  **<span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">POINTS **  ||
 * Selection of Artifacts || **9 points** || **6 points** || **3 points** || **0 points** ||  ||
 * ^  || [[image:http://angedreah-da.wikispaces.com/site/embedthumbnail/placeholder?w=200&h=50 width="200" height="50" caption="checkbox"]]All artifacts and work samples are clearly and directly related to the purpose of the e-portfolio. || [[image:http://angedreah-da.wikispaces.com/site/embedthumbnail/placeholder?w=200&h=50 width="200" height="50" caption="checkbox"]]Most artifacts and work samples are related to the purpose of the e-portfolio. || [[image:http://angedreah-da.wikispaces.com/site/embedthumbnail/placeholder?w=200&h=50 width="200" height="50" caption="checkbox"]]Few artifacts and work samples are related to the purpose of the e-portfolio. || [[image:http://angedreah-da.wikispaces.com/site/embedthumbnail/placeholder?w=200&h=50 width="200" height="50" caption="checkbox"]]Most artifacts and work samples are unrelated to the purpose of the e-portfolio. ||^   ||
 * Reflections || **9 points** || **6 points** || **3 points** || **0 points** ||  ||
 * ^  || [[image:http://angedreah-da.wikispaces.com/site/embedthumbnail/placeholder?w=200&h=50 width="200" height="50" caption="checkbox"]]All reflections clearly describe why artifacts in the e-portfolio demonstrate achievement of each standard or goal and include goals for continued learning. || [[image:http://angedreah-da.wikispaces.com/site/embedthumbnail/placeholder?w=200&h=50 width="200" height="50" caption="checkbox"]]Most of the reflections describe why artifacts in the e-portfolio demonstrate achievement of each standard or goal and include goals for future learning. || [[image:http://angedreah-da.wikispaces.com/site/embedthumbnail/placeholder?w=200&h=50 width="200" height="50" caption="checkbox"]]A few reflections describe why artifacts in the e-portfolio demonstrate achievement of each standard or goal and include goals for future learning. || [[image:http://angedreah-da.wikispaces.com/site/embedthumbnail/placeholder?w=200&h=50 width="200" height="50" caption="checkbox"]]No reflections describe why artifacts in the e-portfolio demonstrate achievement of each standard or goal and do not include goals for future learning. ||^   ||
 * ^  || [[image:http://angedreah-da.wikispaces.com/site/embedthumbnail/placeholder?w=200&h=50 width="200" height="50" caption="checkbox"]]All reflections illustrate the ability to effectively critique work and provide suggestions for constructive practical alternatives. || [[image:http://angedreah-da.wikispaces.com/site/embedthumbnail/placeholder?w=200&h=50 width="200" height="50" caption="checkbox"]]Most of the reflections illustrate the ability to effectively critique work and provide suggestions for constructive practical alternatives. || [[image:http://angedreah-da.wikispaces.com/site/embedthumbnail/placeholder?w=200&h=50 width="200" height="50" caption="checkbox"]]A few reflections illustrate the ability to effectively critique work and provide suggestions for constructive practical alternatives. || [[image:http://angedreah-da.wikispaces.com/site/embedthumbnail/placeholder?w=200&h=50 width="200" height="50" caption="checkbox"]]No reflections illustrate the ability to effectively critique work or provide suggestions for constructive practical alternatives. ||^   ||
 * Use of Multimedia || **9 points** || **6 points** || **3 points** || **0 points** ||  ||
 * ^  || [[image:http://angedreah-da.wikispaces.com/site/embedthumbnail/placeholder?w=200&h=50 width="200" height="50" caption="checkbox"]]All of the photographs, graphics, sound and/or video enhance reflective statements, create interest, and are appropriate examples of one or more standards. || [[image:http://angedreah-da.wikispaces.com/site/embedthumbnail/placeholder?w=200&h=50 width="200" height="50" caption="checkbox"]]Most of the photographs, graphics, sound and/or video enhance reflective statements, create interest, and are appropriate examples of one or more standards. || [[image:http://angedreah-da.wikispaces.com/site/embedthumbnail/placeholder?w=200&h=50 width="200" height="50" caption="checkbox"]]A few of the photographs, graphics, sound and/or video are inappropriate and do not enhance reflective statements or create interest, and are inappropriate examples of one or more standards. || [[image:http://angedreah-da.wikispaces.com/site/embedthumbnail/placeholder?w=200&h=50 width="200" height="50" caption="checkbox"]]The photographs, graphics, sounds, and/or videos are inappropriate, do not enhance reflective statements, and are inappropriate examples of one or more standards or are distracting decorations that detract from the content. ||^   ||
 * ^  || [[image:http://angedreah-da.wikispaces.com/site/embedthumbnail/placeholder?w=200&h=50 width="200" height="50" caption="checkbox"]]All audio and/or video files are edited with proper voice projection, appropriate language, and clear delivery. || [[image:http://angedreah-da.wikispaces.com/site/embedthumbnail/placeholder?w=200&h=50 width="200" height="50" caption="checkbox"]]Most of the audio and/or video files are edited with proper voice projection, appropriate language, and clear delivery. || [[image:http://angedreah-da.wikispaces.com/site/embedthumbnail/placeholder?w=200&h=50 width="200" height="50" caption="checkbox"]]A few of the audio and/or video files are edited with inconsistent clarity or sound (too loud/too soft/garbled). || [[image:http://angedreah-da.wikispaces.com/site/embedthumbnail/placeholder?w=200&h=50 width="200" height="50" caption="checkbox"]]Audio and/or video files are not edited or exhibit inconsistent clarity or sound (too loud/too soft/garbled). ||^   ||
 * ^  || [[image:http://angedreah-da.wikispaces.com/site/embedthumbnail/placeholder?w=200&h=50 width="200" height="50" caption="checkbox"]]Information is included concerning the size of the files when providing links to images, sounds, movies, or other files. || [[image:http://angedreah-da.wikispaces.com/site/embedthumbnail/placeholder?w=200&h=50 width="200" height="50" caption="checkbox"]]Information is included concerning the size of most of the files when providing links to images, sounds, movies, or other files. || [[image:http://angedreah-da.wikispaces.com/site/embedthumbnail/placeholder?w=200&h=50 width="200" height="50" caption="checkbox"]]Information is included concerning the size of a few of the files when providing links to images, sounds, movies, or other files. || [[image:http://angedreah-da.wikispaces.com/site/embedthumbnail/placeholder?w=200&h=50 width="200" height="50" caption="checkbox"]]No information is included concerning the size of files when providing links to images, sounds, movies, or other files. ||^   ||
 * **Creativity** || **6 points** || **4 points** || **2 points** || **0 points** ||  ||
 * ^  || [[image:http://angedreah-da.wikispaces.com/site/embedthumbnail/placeholder?w=200&h=50 width="200" height="50" caption="checkbox"]]Creativity and original ideas enhance the content of the e-portfolio in an innovative way || [[image:http://angedreah-da.wikispaces.com/site/embedthumbnail/placeholder?w=200&h=50 width="200" height="50" caption="checkbox"]]Most of the files show use of creativity and original ideas to enhance the content of the e-portfolio. || [[image:http://angedreah-da.wikispaces.com/site/embedthumbnail/placeholder?w=200&h=50 width="200" height="50" caption="checkbox"]]Some use of creativity or original ideas is evident that enhances the content of the e-portfolio. || [[image:http://angedreah-da.wikispaces.com/site/embedthumbnail/placeholder?w=200&h=50 width="200" height="50" caption="checkbox"]]No use of creativity or original ideas is evident that enhances the content of the e-portfolio. ||^   ||
 * **Layout and Text Elements** || **6 points** || **4 points** || **2 points** || **0 points** ||  ||
 * ^  || [[image:http://angedreah-da.wikispaces.com/site/embedthumbnail/placeholder?w=200&h=50 width="200" height="50" caption="checkbox"]]The e-portfolio is easy to read with appropriate use of fonts, point size, bullets, italics, bold, and indentations for headings and sub-headings. || [[image:http://angedreah-da.wikispaces.com/site/embedthumbnail/placeholder?w=200&h=50 width="200" height="50" caption="checkbox"]]The e-portfolio is generally easy to read with appropriate use of fonts, point size, bullets, italics, bold, and indentations for headings and sub-headings. || [[image:http://angedreah-da.wikispaces.com/site/embedthumbnail/placeholder?w=200&h=50 width="200" height="50" caption="checkbox"]]The e-portfolio is often difficult to read due to inappropriate use of fonts, point size, bullets, italics, bold, and indentations for headings and sub-headings. || [[image:http://angedreah-da.wikispaces.com/site/embedthumbnail/placeholder?w=200&h=50 width="200" height="50" caption="checkbox"]]The e-portfolio is difficult to read due to inappropriate use of fonts, point size, bullets, italics, bold, and indentations for headings and sub-headings. ||^   ||
 * ^  || [[image:http://angedreah-da.wikispaces.com/site/embedthumbnail/placeholder?w=200&h=50 width="200" height="50" caption="checkbox"]]The layout uses horizontal and vertical white space appropriately. || [[image:http://angedreah-da.wikispaces.com/site/embedthumbnail/placeholder?w=200&h=50 width="200" height="50" caption="checkbox"]]The layout uses horizontal and vertical white space appropriately in most places. || [[image:http://angedreah-da.wikispaces.com/site/embedthumbnail/placeholder?w=200&h=50 width="200" height="50" caption="checkbox"]]The layout uses horizontal and vertical white space inappropriately in some places. || [[image:http://angedreah-da.wikispaces.com/site/embedthumbnail/placeholder?w=200&h=50 width="200" height="50" caption="checkbox"]]The layout uses horizontal and vertical white space inappropriately and the content appears cluttered. ||^   ||
 * ^  || [[image:http://angedreah-da.wikispaces.com/site/embedthumbnail/placeholder?w=200&h=50 width="200" height="50" caption="checkbox"]]The background and colors enhance the readability of the text. || [[image:http://angedreah-da.wikispaces.com/site/embedthumbnail/placeholder?w=200&h=50 width="200" height="50" caption="checkbox"]]The background and colors enhance the readability of the text in most places. || [[image:http://angedreah-da.wikispaces.com/site/embedthumbnail/placeholder?w=200&h=50 width="200" height="50" caption="checkbox"]]The background and colors are distracting in some places and decrease the readability of the text. || [[image:http://angedreah-da.wikispaces.com/site/embedthumbnail/placeholder?w=200&h=50 width="200" height="50" caption="checkbox"]]The background and colors are distracting and decrease the readability of the text. ||^   ||
 * **Annotations** || **3 points** || **2 points** || **1 point** || **0 points** ||  ||
 * ^  || [[image:http://angedreah-da.wikispaces.com/site/embedthumbnail/placeholder?w=200&h=50 width="200" height="50" caption="checkbox"]]Each artifact is accompanied by a caption that articulately explains the importance of that particular work including title, author, date, and description of the importance of the artifact. || [[image:http://angedreah-da.wikispaces.com/site/embedthumbnail/placeholder?w=200&h=50 width="200" height="50" caption="checkbox"]]Most of the artifacts are accompanied by a caption that articulately explains the importance of that particular work including title, author, date, and description of the importance of the artifact. || [[image:http://angedreah-da.wikispaces.com/site/embedthumbnail/placeholder?w=200&h=50 width="200" height="50" caption="checkbox"]]Some of the artifacts are accompanied by a caption that articulately explains the importance of that particular work including title, author, date, and description of the importance of the artifact. || [[image:http://angedreah-da.wikispaces.com/site/embedthumbnail/placeholder?w=200&h=50 width="200" height="50" caption="checkbox"]]None of the artifacts are accompanied by a caption that articulately explains the importance of that particular work including title, author, date, and description of the importance of the artifact. ||^   ||
 * Writing Mechanics || **3 points** || **2 points** || **1 point** || **0 points** ||  ||
 * ^  || [[image:http://angedreah-da.wikispaces.com/site/embedthumbnail/placeholder?w=200&h=50 width="200" height="50" caption="checkbox"]]The text has no errors in grammar, capitalization, punctuation, and spelling. || [[image:http://angedreah-da.wikispaces.com/site/embedthumbnail/placeholder?w=200&h=50 width="200" height="50" caption="checkbox"]]The text has a few errors in grammar, capitalization, punctuation, and spelling. These require minor editing and revision. || [[image:http://angedreah-da.wikispaces.com/site/embedthumbnail/placeholder?w=200&h=50 width="200" height="50" caption="checkbox"]]The text has errors in grammar, capitalization, punctuation, and spelling requiring editing and revision.
 * **Creativity** || **6 points** || **4 points** || **2 points** || **0 points** ||  ||
 * ^  || [[image:http://angedreah-da.wikispaces.com/site/embedthumbnail/placeholder?w=200&h=50 width="200" height="50" caption="checkbox"]]Creativity and original ideas enhance the content of the e-portfolio in an innovative way || [[image:http://angedreah-da.wikispaces.com/site/embedthumbnail/placeholder?w=200&h=50 width="200" height="50" caption="checkbox"]]Most of the files show use of creativity and original ideas to enhance the content of the e-portfolio. || [[image:http://angedreah-da.wikispaces.com/site/embedthumbnail/placeholder?w=200&h=50 width="200" height="50" caption="checkbox"]]Some use of creativity or original ideas is evident that enhances the content of the e-portfolio. || [[image:http://angedreah-da.wikispaces.com/site/embedthumbnail/placeholder?w=200&h=50 width="200" height="50" caption="checkbox"]]No use of creativity or original ideas is evident that enhances the content of the e-portfolio. ||^   ||
 * **Layout and Text Elements** || **6 points** || **4 points** || **2 points** || **0 points** ||  ||
 * ^  || [[image:http://angedreah-da.wikispaces.com/site/embedthumbnail/placeholder?w=200&h=50 width="200" height="50" caption="checkbox"]]The e-portfolio is easy to read with appropriate use of fonts, point size, bullets, italics, bold, and indentations for headings and sub-headings. || [[image:http://angedreah-da.wikispaces.com/site/embedthumbnail/placeholder?w=200&h=50 width="200" height="50" caption="checkbox"]]The e-portfolio is generally easy to read with appropriate use of fonts, point size, bullets, italics, bold, and indentations for headings and sub-headings. || [[image:http://angedreah-da.wikispaces.com/site/embedthumbnail/placeholder?w=200&h=50 width="200" height="50" caption="checkbox"]]The e-portfolio is often difficult to read due to inappropriate use of fonts, point size, bullets, italics, bold, and indentations for headings and sub-headings. || [[image:http://angedreah-da.wikispaces.com/site/embedthumbnail/placeholder?w=200&h=50 width="200" height="50" caption="checkbox"]]The e-portfolio is difficult to read due to inappropriate use of fonts, point size, bullets, italics, bold, and indentations for headings and sub-headings. ||^   ||
 * ^  || [[image:http://angedreah-da.wikispaces.com/site/embedthumbnail/placeholder?w=200&h=50 width="200" height="50" caption="checkbox"]]The layout uses horizontal and vertical white space appropriately. || [[image:http://angedreah-da.wikispaces.com/site/embedthumbnail/placeholder?w=200&h=50 width="200" height="50" caption="checkbox"]]The layout uses horizontal and vertical white space appropriately in most places. || [[image:http://angedreah-da.wikispaces.com/site/embedthumbnail/placeholder?w=200&h=50 width="200" height="50" caption="checkbox"]]The layout uses horizontal and vertical white space inappropriately in some places. || [[image:http://angedreah-da.wikispaces.com/site/embedthumbnail/placeholder?w=200&h=50 width="200" height="50" caption="checkbox"]]The layout uses horizontal and vertical white space inappropriately and the content appears cluttered. ||^   ||
 * ^  || [[image:http://angedreah-da.wikispaces.com/site/embedthumbnail/placeholder?w=200&h=50 width="200" height="50" caption="checkbox"]]The background and colors enhance the readability of the text. || [[image:http://angedreah-da.wikispaces.com/site/embedthumbnail/placeholder?w=200&h=50 width="200" height="50" caption="checkbox"]]The background and colors enhance the readability of the text in most places. || [[image:http://angedreah-da.wikispaces.com/site/embedthumbnail/placeholder?w=200&h=50 width="200" height="50" caption="checkbox"]]The background and colors are distracting in some places and decrease the readability of the text. || [[image:http://angedreah-da.wikispaces.com/site/embedthumbnail/placeholder?w=200&h=50 width="200" height="50" caption="checkbox"]]The background and colors are distracting and decrease the readability of the text. ||^   ||
 * **Annotations** || **3 points** || **2 points** || **1 point** || **0 points** ||  ||
 * ^  || [[image:http://angedreah-da.wikispaces.com/site/embedthumbnail/placeholder?w=200&h=50 width="200" height="50" caption="checkbox"]]Each artifact is accompanied by a caption that articulately explains the importance of that particular work including title, author, date, and description of the importance of the artifact. || [[image:http://angedreah-da.wikispaces.com/site/embedthumbnail/placeholder?w=200&h=50 width="200" height="50" caption="checkbox"]]Most of the artifacts are accompanied by a caption that articulately explains the importance of that particular work including title, author, date, and description of the importance of the artifact. || [[image:http://angedreah-da.wikispaces.com/site/embedthumbnail/placeholder?w=200&h=50 width="200" height="50" caption="checkbox"]]Some of the artifacts are accompanied by a caption that articulately explains the importance of that particular work including title, author, date, and description of the importance of the artifact. || [[image:http://angedreah-da.wikispaces.com/site/embedthumbnail/placeholder?w=200&h=50 width="200" height="50" caption="checkbox"]]None of the artifacts are accompanied by a caption that articulately explains the importance of that particular work including title, author, date, and description of the importance of the artifact. ||^   ||
 * Writing Mechanics || **3 points** || **2 points** || **1 point** || **0 points** ||  ||
 * ^  || [[image:http://angedreah-da.wikispaces.com/site/embedthumbnail/placeholder?w=200&h=50 width="200" height="50" caption="checkbox"]]The text has no errors in grammar, capitalization, punctuation, and spelling. || [[image:http://angedreah-da.wikispaces.com/site/embedthumbnail/placeholder?w=200&h=50 width="200" height="50" caption="checkbox"]]The text has a few errors in grammar, capitalization, punctuation, and spelling. These require minor editing and revision. || [[image:http://angedreah-da.wikispaces.com/site/embedthumbnail/placeholder?w=200&h=50 width="200" height="50" caption="checkbox"]]The text has errors in grammar, capitalization, punctuation, and spelling requiring editing and revision.
 * **Layout and Text Elements** || **6 points** || **4 points** || **2 points** || **0 points** ||  ||
 * ^  || [[image:http://angedreah-da.wikispaces.com/site/embedthumbnail/placeholder?w=200&h=50 width="200" height="50" caption="checkbox"]]The e-portfolio is easy to read with appropriate use of fonts, point size, bullets, italics, bold, and indentations for headings and sub-headings. || [[image:http://angedreah-da.wikispaces.com/site/embedthumbnail/placeholder?w=200&h=50 width="200" height="50" caption="checkbox"]]The e-portfolio is generally easy to read with appropriate use of fonts, point size, bullets, italics, bold, and indentations for headings and sub-headings. || [[image:http://angedreah-da.wikispaces.com/site/embedthumbnail/placeholder?w=200&h=50 width="200" height="50" caption="checkbox"]]The e-portfolio is often difficult to read due to inappropriate use of fonts, point size, bullets, italics, bold, and indentations for headings and sub-headings. || [[image:http://angedreah-da.wikispaces.com/site/embedthumbnail/placeholder?w=200&h=50 width="200" height="50" caption="checkbox"]]The e-portfolio is difficult to read due to inappropriate use of fonts, point size, bullets, italics, bold, and indentations for headings and sub-headings. ||^   ||
 * ^  || [[image:http://angedreah-da.wikispaces.com/site/embedthumbnail/placeholder?w=200&h=50 width="200" height="50" caption="checkbox"]]The layout uses horizontal and vertical white space appropriately. || [[image:http://angedreah-da.wikispaces.com/site/embedthumbnail/placeholder?w=200&h=50 width="200" height="50" caption="checkbox"]]The layout uses horizontal and vertical white space appropriately in most places. || [[image:http://angedreah-da.wikispaces.com/site/embedthumbnail/placeholder?w=200&h=50 width="200" height="50" caption="checkbox"]]The layout uses horizontal and vertical white space inappropriately in some places. || [[image:http://angedreah-da.wikispaces.com/site/embedthumbnail/placeholder?w=200&h=50 width="200" height="50" caption="checkbox"]]The layout uses horizontal and vertical white space inappropriately and the content appears cluttered. ||^   ||
 * ^  || [[image:http://angedreah-da.wikispaces.com/site/embedthumbnail/placeholder?w=200&h=50 width="200" height="50" caption="checkbox"]]The background and colors enhance the readability of the text. || [[image:http://angedreah-da.wikispaces.com/site/embedthumbnail/placeholder?w=200&h=50 width="200" height="50" caption="checkbox"]]The background and colors enhance the readability of the text in most places. || [[image:http://angedreah-da.wikispaces.com/site/embedthumbnail/placeholder?w=200&h=50 width="200" height="50" caption="checkbox"]]The background and colors are distracting in some places and decrease the readability of the text. || [[image:http://angedreah-da.wikispaces.com/site/embedthumbnail/placeholder?w=200&h=50 width="200" height="50" caption="checkbox"]]The background and colors are distracting and decrease the readability of the text. ||^   ||
 * **Annotations** || **3 points** || **2 points** || **1 point** || **0 points** ||  ||
 * ^  || [[image:http://angedreah-da.wikispaces.com/site/embedthumbnail/placeholder?w=200&h=50 width="200" height="50" caption="checkbox"]]Each artifact is accompanied by a caption that articulately explains the importance of that particular work including title, author, date, and description of the importance of the artifact. || [[image:http://angedreah-da.wikispaces.com/site/embedthumbnail/placeholder?w=200&h=50 width="200" height="50" caption="checkbox"]]Most of the artifacts are accompanied by a caption that articulately explains the importance of that particular work including title, author, date, and description of the importance of the artifact. || [[image:http://angedreah-da.wikispaces.com/site/embedthumbnail/placeholder?w=200&h=50 width="200" height="50" caption="checkbox"]]Some of the artifacts are accompanied by a caption that articulately explains the importance of that particular work including title, author, date, and description of the importance of the artifact. || [[image:http://angedreah-da.wikispaces.com/site/embedthumbnail/placeholder?w=200&h=50 width="200" height="50" caption="checkbox"]]None of the artifacts are accompanied by a caption that articulately explains the importance of that particular work including title, author, date, and description of the importance of the artifact. ||^   ||
 * Writing Mechanics || **3 points** || **2 points** || **1 point** || **0 points** ||  ||
 * ^  || [[image:http://angedreah-da.wikispaces.com/site/embedthumbnail/placeholder?w=200&h=50 width="200" height="50" caption="checkbox"]]The text has no errors in grammar, capitalization, punctuation, and spelling. || [[image:http://angedreah-da.wikispaces.com/site/embedthumbnail/placeholder?w=200&h=50 width="200" height="50" caption="checkbox"]]The text has a few errors in grammar, capitalization, punctuation, and spelling. These require minor editing and revision. || [[image:http://angedreah-da.wikispaces.com/site/embedthumbnail/placeholder?w=200&h=50 width="200" height="50" caption="checkbox"]]The text has errors in grammar, capitalization, punctuation, and spelling requiring editing and revision.
 * **Annotations** || **3 points** || **2 points** || **1 point** || **0 points** ||  ||
 * ^  || [[image:http://angedreah-da.wikispaces.com/site/embedthumbnail/placeholder?w=200&h=50 width="200" height="50" caption="checkbox"]]Each artifact is accompanied by a caption that articulately explains the importance of that particular work including title, author, date, and description of the importance of the artifact. || [[image:http://angedreah-da.wikispaces.com/site/embedthumbnail/placeholder?w=200&h=50 width="200" height="50" caption="checkbox"]]Most of the artifacts are accompanied by a caption that articulately explains the importance of that particular work including title, author, date, and description of the importance of the artifact. || [[image:http://angedreah-da.wikispaces.com/site/embedthumbnail/placeholder?w=200&h=50 width="200" height="50" caption="checkbox"]]Some of the artifacts are accompanied by a caption that articulately explains the importance of that particular work including title, author, date, and description of the importance of the artifact. || [[image:http://angedreah-da.wikispaces.com/site/embedthumbnail/placeholder?w=200&h=50 width="200" height="50" caption="checkbox"]]None of the artifacts are accompanied by a caption that articulately explains the importance of that particular work including title, author, date, and description of the importance of the artifact. ||^   ||
 * Writing Mechanics || **3 points** || **2 points** || **1 point** || **0 points** ||  ||
 * ^  || [[image:http://angedreah-da.wikispaces.com/site/embedthumbnail/placeholder?w=200&h=50 width="200" height="50" caption="checkbox"]]The text has no errors in grammar, capitalization, punctuation, and spelling. || [[image:http://angedreah-da.wikispaces.com/site/embedthumbnail/placeholder?w=200&h=50 width="200" height="50" caption="checkbox"]]The text has a few errors in grammar, capitalization, punctuation, and spelling. These require minor editing and revision. || [[image:http://angedreah-da.wikispaces.com/site/embedthumbnail/placeholder?w=200&h=50 width="200" height="50" caption="checkbox"]]The text has errors in grammar, capitalization, punctuation, and spelling requiring editing and revision.
 * **Annotations** || **3 points** || **2 points** || **1 point** || **0 points** ||  ||
 * ^  || [[image:http://angedreah-da.wikispaces.com/site/embedthumbnail/placeholder?w=200&h=50 width="200" height="50" caption="checkbox"]]Each artifact is accompanied by a caption that articulately explains the importance of that particular work including title, author, date, and description of the importance of the artifact. || [[image:http://angedreah-da.wikispaces.com/site/embedthumbnail/placeholder?w=200&h=50 width="200" height="50" caption="checkbox"]]Most of the artifacts are accompanied by a caption that articulately explains the importance of that particular work including title, author, date, and description of the importance of the artifact. || [[image:http://angedreah-da.wikispaces.com/site/embedthumbnail/placeholder?w=200&h=50 width="200" height="50" caption="checkbox"]]Some of the artifacts are accompanied by a caption that articulately explains the importance of that particular work including title, author, date, and description of the importance of the artifact. || [[image:http://angedreah-da.wikispaces.com/site/embedthumbnail/placeholder?w=200&h=50 width="200" height="50" caption="checkbox"]]None of the artifacts are accompanied by a caption that articulately explains the importance of that particular work including title, author, date, and description of the importance of the artifact. ||^   ||
 * Writing Mechanics || **3 points** || **2 points** || **1 point** || **0 points** ||  ||
 * ^  || [[image:http://angedreah-da.wikispaces.com/site/embedthumbnail/placeholder?w=200&h=50 width="200" height="50" caption="checkbox"]]The text has no errors in grammar, capitalization, punctuation, and spelling. || [[image:http://angedreah-da.wikispaces.com/site/embedthumbnail/placeholder?w=200&h=50 width="200" height="50" caption="checkbox"]]The text has a few errors in grammar, capitalization, punctuation, and spelling. These require minor editing and revision. || [[image:http://angedreah-da.wikispaces.com/site/embedthumbnail/placeholder?w=200&h=50 width="200" height="50" caption="checkbox"]]The text has errors in grammar, capitalization, punctuation, and spelling requiring editing and revision.
 * **Annotations** || **3 points** || **2 points** || **1 point** || **0 points** ||  ||
 * ^  || [[image:http://angedreah-da.wikispaces.com/site/embedthumbnail/placeholder?w=200&h=50 width="200" height="50" caption="checkbox"]]Each artifact is accompanied by a caption that articulately explains the importance of that particular work including title, author, date, and description of the importance of the artifact. || [[image:http://angedreah-da.wikispaces.com/site/embedthumbnail/placeholder?w=200&h=50 width="200" height="50" caption="checkbox"]]Most of the artifacts are accompanied by a caption that articulately explains the importance of that particular work including title, author, date, and description of the importance of the artifact. || [[image:http://angedreah-da.wikispaces.com/site/embedthumbnail/placeholder?w=200&h=50 width="200" height="50" caption="checkbox"]]Some of the artifacts are accompanied by a caption that articulately explains the importance of that particular work including title, author, date, and description of the importance of the artifact. || [[image:http://angedreah-da.wikispaces.com/site/embedthumbnail/placeholder?w=200&h=50 width="200" height="50" caption="checkbox"]]None of the artifacts are accompanied by a caption that articulately explains the importance of that particular work including title, author, date, and description of the importance of the artifact. ||^   ||
 * Writing Mechanics || **3 points** || **2 points** || **1 point** || **0 points** ||  ||
 * ^  || [[image:http://angedreah-da.wikispaces.com/site/embedthumbnail/placeholder?w=200&h=50 width="200" height="50" caption="checkbox"]]The text has no errors in grammar, capitalization, punctuation, and spelling. || [[image:http://angedreah-da.wikispaces.com/site/embedthumbnail/placeholder?w=200&h=50 width="200" height="50" caption="checkbox"]]The text has a few errors in grammar, capitalization, punctuation, and spelling. These require minor editing and revision. || [[image:http://angedreah-da.wikispaces.com/site/embedthumbnail/placeholder?w=200&h=50 width="200" height="50" caption="checkbox"]]The text has errors in grammar, capitalization, punctuation, and spelling requiring editing and revision.

(4 or more errors) || The text has many errors in grammar, capitalization, punctuation, and spelling requiring major editing and revision.

(more than 6 errors) ||^  || © COPYRIGHT 2003-2008 Joan Vandervelde
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">TOTAL POINTS ** || /45 ||
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 * **<span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">TOTAL POINTS ** || /45 ||
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 * **<span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">TOTAL POINTS ** || /45 ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">TOTAL POINTS ** || /45 ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">TOTAL POINTS ** || /45 ||

All Rights Reserved. ||

**<span style="font-family: 'Arial','sans-serif';">References **
 * <span style="font-family: 'Arial','sans-serif';">On-Line Sources: **