Historical Figure Activity

Here is the updated rubric that will be used to score each group's activity.  Feel free to add questions or comments in the Comment section.

	Exemplary 10	Accomplished 7	Developing 4	Ineffective 2
Knowledge Presented	Through the activity the student demonstrates strong knowledge and understanding of historical figures’ contributions to the field of Deaf Education or the accomplishments as a d/Deaf individual.	Through the activity the student demonstrates a knowledge of basic facts of historical figures’ contributions to the field of Deaf Education or the accomplishments as a d/Deaf individual.	Activity demonstrates a limited knowledge of the historical figures.	Activity demonstrates little to no knowledge of the historical figures.  The emphasis is more on the activity rather than on communicating information about the individuals’ lives.
Student Interaction	Students were engaged throughout the activity.  Every student showed an interest and remained open throughout the presentation.  All students put forth their best effort to be involved and learn information presented in the activity.	Students were engaged throughout the activity.  Students attempted to be involved and learn information presented in the activity.	Students were not always engaged in the activity.  They did attempt to be involved and learn information presented in the activity.	Students struggled to be involved or did not participate in the activity.  It was mainly information being shared one way.
Accuracy of Content	All information made for the activity was correct	All but one of the facts used in the presentation and activity was correct.	All but two of the facts used in the Presentation and activity was correct.	Several facts were unclear or incorrect.
Activity	The emphasis of the activity was on content. The activity enhanced the opportunity to learn. Materials contributed to the learning and did not detract from the time or distract from the learning. Directions for playing or participating in the activity were clearly explained in a timely, efficient manner.	Some thought went into making the activity interesting and fun to play. The materials used enhanced the learning.	Most of the focus was on the activity rather than the content. The activity overshadowed learning the necessary information. Materials contributed to the activity but detracted from the learning. Directions were unclear or were not explained in a timely manner.	More focus was on the activity than the content. The activity overshadowed learning the necessary information. Materials contributed to the activity but detracted the learning. Directions were unclear or for playing or were not explained in a timely manner.
Creativity	Significant thought went into making the activity interesting and fun to play as shown by creative questions, activity pieces and/or a board.	Students put time and thought into the activity. It was both interesting and fun. .	Student tried to make the activity interesting and fun. However, aspects of the activity made it difficult to understand and enjoy the activity.	Little thought was put into making an activity. It lacked creativity and wasn't fun
Conducting Activity	The student spoke clearly using proper grammar. The design of the presentation matched the identified Intended audience. The student maintained a flow throughout the presentation using a variety of engaging techniques such as transitions.	The student spoke clearly and had few grammatical errors. The presentation was designed for a specific audience other than a college class. The student maintained a flow throughout the presentation.	At times the student rushed or stumbled over what they were saying. There were few grammatical errors. Difficult to determine what age group or audience was intended. The presentation seemed disjointed with facts rather than a flow of information	The student spoke clearly but the Presentation was disjointed and did not flow.