Rubrics

Choose one of the following options and follow the rubric:
 * // Perform a dance // - Choreograph a traditional dance to traditional music from the country you chose. Your dance should not only be symbolic, but the costumes should be as well. It should be at least two minutes in length.
 * // Design and create traditional clothing // - Research the traditional clothing of the country you chose. Be sure to know the symbolism behind them. All items on the clothing should be true to the culture of the country as well. These may be done through detailed sketches or actual models.
 * // Design and create traditional jewelry // - Research the traditional jewelry of the country you chose. Be sure to know the symbolism behind them. All items, including structure, should be true to the culture of the country as well. These may be done through detailed sketches or actual models.
 * // Write and perform skit/role play // - Write and rehearse a skit depicting every day life in the country you chose; keep in mind the culture and traditions. Your final performance should include props, costumes, and scenery true to your assigned country. It should be at least two minutes in length.

All Team members are able to discuss their product and its history/tradition/culture with great ease from memory. || Choose one of the following options and follow the rubric: Choose one of the following options and follow the rubric: Choose one of the following options and follow the rubric:
 * CATEGORY || ** 4 ** ||
 * ** Quality of Construction ** || The product shows considerable attention to construction/planning. The items are neatly trimmed. For clothing and jewelry, all items are carefully and securely attached; there are no stray marks, smudges or glue stains. For the play, all group members have lines/choreography and contribute equally and purposefully. ||
 * ** Creativity ** || Several of the items/props/choreography used in the product reflect an exceptional degree of student creativity in their creation and/or display. ||
 * ** Design ** || Objects on clothing/jewelry/costumes are trimmed to an appropriate size and interesting shape and are arranged well, some in front and some behind. Props/scenery/costumes are used purposefully. ||
 * ** Attention to Tradition and Culture ** || There is great planning and purpose of how every item in the clothing/jewelry/skit/play/dance is related to the assigned country's tradition/culture. The relationship is clear without explanation. ||
 * ** Time, Effort, Teamwork, and Presentation ** || Class time was used wisely. Much time and effort went into the planning and design of the collage. All team members contributed equally to the construction/planning of the project.
 * 1) // Design National Zoo exhibit or National Museum exhibit // - All animals or artifacts included in your exhibit must be true and/or symbolic to the country you chose. This may take the form of a 3D model or drawing. It should be colorful, neat, and attractive. Your exhibit should have the same amount of sections as there are people in your team. There should be a focus for your exhibits to ensure the entire exhibit is cohesive.
 * 2) // Design a Botanical Garden // - All plants included in your garden must be true and/or symbolic to the country you chose. This may take the form of a 3D model or drawing. It should be colorful, neat, and attractive. Your garden should have the same amount of sections as there are people in your team. There should be a focus for your gardens to ensure the entire garden is cohesive.
 * ** Category ** || ** 4 ** ||
 * ** Diorama **** /Exhibit/ **** Garden ** || Diorama/Exhibit/Garden is a product of the students’ creativity. Students’ great amount of time, and effort put into the project is evident. Student displays a great deal of knowledge of the history, science, culture, and tradition of the product with ease. ||
 * ** Attention to Design, Tradition, and Culture ** || Student structures the diorama/exhibit/garden using accurate knowledge of history, science, culture, and tradition of the country chosen. ||
 * ** Exhibit ** || Students are very familiar with teammates’ work and are able to contribute to discussion about the exhibit/diorama/garden as a whole. ||
 * ** Presentation ** || Student is able to discuss their product and its history, tradition, and culture with great ease from memory. ||
 * // Write and perform a song // - The words of the song must be symbolic to the history, culture, and tradition to the country you chose. The music must sound like traditional music from your assigned country. Each member of your team must have an equal part in the creation of the song and performance. It should be at least two minutes in length.
 * // Create a music video or documentary // - Find a focus for your music video or documentary for the country you chose. It should concentrate on the history, culture, and/or tradition of your assigned country. Also, it should be complete with audio, interviews, and photos to support the focus of your video or documentary.
 * // Design a tour of the country // - Pick twelve (12) must-see points of interests and/or historical landmarks in the country you chose. Be sure to include the tour guides voice-overs for each stop on your tour (100 words each). Do not forget to include transportation for your tour, a title for your tour, and a map. All team members must have an equal part in your tour.
 * ** CATEGORY ** || ** 4 ** ||
 * ** Point of View - Awareness of Audience ** || Strong awareness of audience in the design. Students can clearly explain why they felt the words, audio and graphics chosen fit the target audience. ||
 * ** Voice - Consistency ** || Voice quality is clear and consistently audible throughout the presentation. For the tour, all "voice overs" include historical, cultural, traditional facts/aspects of the country. ||
 * ** Style ** || For documentary, tour, and music video uses a conversational style throughout. The song is a product of student creativity. ||
 * ** Voice - Pacing ** || The pace (rhythm and voice punctuation) fits the story line/tour and helps the audience really "get into" the video/tour. ||
 * ** Originality ** || All of the music/tour spots are purposefully chosen and obviously relates to the assigned country's history, culture, and tradition. ||
 * ** Soundtrack - Emotion ** || Music stirs a rich emotional response that matches the story line/ country well. ||
 * ** Images ** || Film/music/tour images create a distinct atmosphere or tone that matches different aspects of the country. The film/music for the video may communicate symbolism and/or metaphors. ||
 * ** Economy ** || The story/song/tour is told/given with exactly the right amount of detail throughout. It does not seem too short nor does it seem too long. ||
 * ** Point of View - Purpose ** || Establishes a purpose early on and maintains a clear focus throughout. ||
 * ** Grammar ** || Grammar and spelling were correct and contributed to clarity, style and character development/ aspects of the country. ||
 * // Artwork or Sculpture // - Research and study the traditional artwork of the country you chose. Create a piece of artwork or a sculpture which depicts the history, culture, and tradition of your chosen country. This should not simply be a recreation of an existing piece of art—yours should be __based__ on the traditional artwork. All aspects of the artwork should be symbolic.
 * // Storytelling // - Look at the traditional stories of the country you chose. With your team write your own story based on the traditional stories you found. Stay true to the country you chose. You will have to do an oral and active reading the day of presentations.
 * // Architecture of homes/buildings // - This may take the form of a 3D model or drawing. Research the architecture of the traditional homes and buildings of the country you chose. Design your own small city with your teammates using your findings. It should stay true to the history, traditions, and culture of the country you chose. The city should be complete with roads and signs.
 * // Cookbook // - Research the traditional foods of a particular culture in the country you chose. Your cookbook should have twelve (12) recipes complete with pictures of the finished product. The cookbook should provide readers with tips and traditional table settings. Each teammate must contribute the same amount of recipes. It should have a front cover and back cover.
 * ** CATEGORY-Storytelling ** || ** 4 ** ||
 * ** Sequence ** || Writes and tells story in an organized sequence leaving out no important parts of story. The cookbook is in an organized sequence (appetizers, soups, salads, main course, etc) ||
 * ** Vocabulary ** || Uses a varied vocabulary appropriate for the audience, and also successfully tries to enlarge the audience's vocabulary. ||
 * ** Role Shifting ** || Teammates shift roles smoothly almost all the time. It is very easy for the audience to tell which character is speaking. The cookbook is seamless and cohesive. ||
 * ** Setting ** || Lots of vivid, descriptive words are used to tell the audience when and where the story takes place or how to follow through with the recipe. ||
 * ** Characters ** || The main characters are named and clearly described (through words and/or actions). The audience knows and can describe what the characters look like and how they typically behave. Ingredients are listed separately and clearly, but are also included in the recipe itself. ||
 * ** Problem ** || It is very easy for the audience to understand what problem the main character(s) face and why it is a problem. ||
 * ** Solution to Problem in Story ** || The solution to the problem is easy-to-understand and is logical. There are no loose ends. There are attractive, clear pictures of the end product. ||
 * ** Voice ** || Always speaks loudly, slowly and clearly. Is easily understood by all audience members all the time ||
 * ** Acting/dialogue ** || The student uses consistent voices, facial expressions and movements to make the characters more believable and the story more easily understood. ||
 * ** Connections/Transitions ** || Connections between events, ideas, and feelings in the story are creative, clearly expressed and appropriate. Cookbook has seamless transitions between steps and between recipes. ||
 * ** Written Copy ** || The students turn in a grammatically flawless and complete copy of the story/cookbook in the correct format. ||

Choose one of the following options and follow the rubric:
 * ** CATEGORY-Artwork, Architecture, and Cookbook ** || ** 4 ** ||
 * ** Planning/organization ** || Student can describe the intent and plan of artwork/sculpture and how his/her part will contribute to the whole. Works with team to come up with general plan of what will be done before beginning. ||
 * ** Thematic Accuracy ** || Each student's portion of the artwork/sculpture fits the history, traditions, and culture of the country chosen. ||
 * ** Drawings ** || Drawing/sculpture is recognizable, detailed and colored accurately. Overall, the drawing/sculpture is original and skillful. ||
 * ** Color Use ** || The colors/shapes of the artwork/sculpture fit well together and form a strong coherent statement. The color choice is appropriate for the theme and objects represented, or are purposely exaggerated in some way to make a point. ||
 * ** Craftsmanship ** || The team's artwork/sculpture has been crafted with great care. The lines/shapes are sharp, colors clear, cutting crisp, and text aligned. No smudges, drips, chips, tears, or erasures are seen. ||
 * ** Collaboration and Teamwork ** || The group worked well together with all members contributing significant amounts of quality work. All group members participated in discussion and actively listened to others. ||
 * // Plan for improving health/wellness // - Create a comprehensive plan to improve the health and wellness of the country you chose. You will have to do some research to determine what is plaguing or affecting your chosen country. Your plan should be written, but also in presentation format complete with diagrams, charts, and projected-images of how the plan will work. You must explain how your plan will help the country overall.
 * // Natural disaster plan // - Research what natural disasters typically affect your assigned country. Using these findings, create a natural disaster plan that will save most--if not all--of the people, homes, and ecosystems in your country. It must be detailed and well supported. Your plan must be complete with diagrams, charts, and projected-images of how the plan will work.
 * // Design a school // - Research what schools are like in your assigned country. Design a school (focus on elementary or secondary) to improve education in the country; this may be a 3D model or drawing. Your design must also include a sample student schedule with short class descriptions. Keep in mind what is important to citizens in your country as well as the history, traditions, and culture of the country. These should be included in the school model.


 * ** CATEGORY ** || ** 4 ** ||
 * ** Ideas/Research Questions ** || Researchers independently identify at least 4 reasonable, insightful, creative ideas to pursue when doing the research and plan. ||
 * ** Delegation of Responsibility ** || Each student in the group can clearly explain what information is needed by the group, what information s/he is responsible for locating, and when the information is needed. ||
 * ** Purposeful Design ** || The plan is designed for improvement and there is a clear purpose for the plan. The plan is cohesive and comprehensive. ||
 * ** Accuracy ** || All aspects of the plan are true to the country's history, tradition, culture, and geography. All of the research on these items are clearly used and implemented into the plan. ||
 * ** Requirements ** || All requirements are included. ||