Mission 5: Up From the Dust Activity Rubric

Essential Questions:

Name:________________________

What conditions did ordinary Americans face during the early years of the Great Depression, and how did they respond?
How did the Great Depression and the Dust Bowl impact American farm owners, tenants, and sharecroppers?
Should government provide relief for struggling Americans in times like these?
Standards

I Can
Statements

Exceeds
4

Meets
3

Approaches
2

Does Not Meet

1

Not Scorable

CCSS.ELA-LITERACY.SL.9
-10.1

I can work cooperatively

with a small group to
make decisions in the
farm game.

Student listens to
ideas of other and
offers his/her own
ideas before making
decisions in the
game.

Student listens to the

ideas of others but
may be distracted
once when another
student is talking OR
not offer an idea on a
problem.

Student listens to the

ideas of others but
may be distracted
when another
student is talking OR
not offer ideas on the
problem.

Student is often off

task or distracted.
May not pay
attention to other
group members or
not offer ideas on the
problem.

Student is not part of

a group due to
absence or refusal to
participate.

I can work cooperatively

with a small group to
make decisions in the
farm game.

Student consistently
demonstrates
interpersonal
communication skills
such as facing group
and staying on task.

Student mostly
demonstrates
interpersonal
communication skills
such as facing
group.

Student sometimes
demonstrates
interpersonal
communication skills
such as facing group
but is sometimes off
task.

Student does not

demonstrate
interpersonal
communication skills.
May not face group
or may be off task.

Student is not part of

a group due to
absence or refusal to
participate.

Initiate and participate

effectively in a range of
collaborative discussions
(one-on-one, in groups, and
teacher-led) with diverse
partners on grades 9-10
topics, texts, and issues,
building on others' ideas and
expressing their own clearly
and persuasively.

CCSS.ELA-LITERACY.WH
ST.9-10.9
Draw evidence from
informational texts to
support analysis, reflection,
and research.

I can solve different

kinds of non-familiar
problems in both
conventional and
innovative ways when
making decisions in the
game.

During the game,

the student
discusses the pros
and cons of each
decision he or she
needs to make.

During the game,

the student
discusses the pros
and cons of most of
the decisions he or
she needs to make.

During the game,

the student
discusses the pros
and cons of a couple
of the decisions he
or she needs to
make.

During the game the

student randomly
chooses responses
with little thought
about the pros and
cons of the
decisions.

Student is not part of

a group due to
absence or refusal to
participate.

I can analyze historical

artifacts and documents
to draw inferences and
make predictions.

The student reads

the historical
documents to inform
the decisions he or
she makes.

The student reads

some of the historical
documents to inform
the decisions he or
she makes.

The student reads

some of the historical
documents to inform
the decisions he or
she makes but may
fail to understand the
connections.

The student either

does not open or
does not read the
historical documents.

Student is not part of

a group due to
absence or refusal to
participate.

I can analyze historical

artifacts and documents
to draw inferences and
make predictions.

The student
references related
documents in the
written answers,
makes clear
connections, and
draws conclusions.
Answers are clear,
accurate, and show
effort and thought.

The student
references related
documents in the
written answers and
makes connections.
Answers are mostly
clear, accurate, and
show some effort
and thought.

The student
references related
documents in the
written answers but
fails to make
connections or draw
conclusions. Some
answers are clear
and accurate.

The student does not

reference the
documents in his or
her answers.
Many answers are
not clear or accurate.
Little effort or
thought.

Student is not part of

a group due to
absence or refusal to
participate. .

(X3)

Total Points: ________/28 points