rubric

CATEGORY	4 = Exceeds the Standard	3 = Meets the Standard	2 = Partially Meets the Standard	1 = Does not Meet the Standard	Score
Cause/Effect Sequence of Events	Timeline covers at least 10 events showing clear causes/effect relationship of events leading to WW II. Facts were accurate for all events reported on the timeline.	Timeline contains at least 7-8 events Causes/effect relationships are evident. Facts were accurate for almost all events reported on the timeline.	Timeline contains at least 5-6 events. Causes/effect relationships can be surmised by the reader. Facts were accurate for most of the events reported on the timeline.	Timeline contains fewer than 5 events. Causes/effect relationship are evident. Facts were often inaccurate for events reported on the timeline.
Dates	An accurate, complete date has been included for each event.	An accurate, complete date has been included for almost every event.	An accurate date has been included for almost every event.	Dates are inaccurate and/or missing for several events.
Graphics	All graphics are relevant and balanced with text use.	All graphics are relevant, but there appear to be too few or too many.	Some graphics are relevant and their use is balanced with text use.	Several graphics are not relevant.
Sources	Source information collected and cited for all graphics, facts and quotes.	Source information collected for all graphics, facts and quotes. Most cited.	Source information collected for graphics, facts and quotes, but not cited.	Very little or no source information was collected.
Total					/16

CATEGORY	4 = Exceeds the Standard	3 = Meets the Standard	2 = Partially Meets the Standard	1 = Does not Meet the Standard	Score
Introduction (Organization)	The introduction is inviting, states the main topic and previews the structure of the paper.	The introduction clearly states the main topic and previews the structure of the paper, but is not particularly inviting to the reader.	The introduction states the main topic, but does not adequately preview the structure of the paper nor is it particularly inviting to the reader.	There is no clear introduction of the main topic or structure of the paper.
Support for Topic (Content)	Relevant, telling, quality details give the reader important convincing information that goes beyond the obvious or predictable. All supporting details serve to substantiate thesis statement.	Supporting details and information are relevant and convincing but one key issue is unsupported. Most supporting details serve to substantiate thesis statement.	Supporting details and information are relevant, but several key issues are unsupported. Support for thesis statement is weak.	Supporting details and information are typically unclear or not related to the topic. Thesis statement lacks proof.
Sentence Structure (Sentence Fluency)	All sentences are well-constructed with varied structure.	Most sentences are well-constructed with varied structure.	Most sentences are well-constructed but have a similar structure.	Sentences lack structure and appear incomplete or rambling.
Transitions (Organization)	A variety of thoughtful transitions are used. They clearly show how ideas are connected.	Transitions clearly show how ideas are connected, but there is little variety.	Some transitions work well; but connections between other ideas are fuzzy.	The transitions between ideas are unclear or nonexistant.
Conclusion (Organization)	The conclusion is strong and leaves the reader with a feeling that they understand what the writer is "getting at."	The conclusion is recognizable and ties up almost all the loose ends.	The conclusion is recognizable, but does not tie up several loose ends.	There is no clear conclusion, the paper just ends.
Grammar & Spelling (Conventions)	Writer makes no errors in grammar or spelling that distract the reader from the content.	Writer makes 1-2 errors in grammar or spelling that distract the reader from the content.	Writer makes 3-4 errors in grammar or spelling that distract the reader from the content.	Writer makes more than 4 errors in grammar or spelling that distract the reader from the content.
Capitalization & Punctuation (Conventions)	Writer makes no errors in capitalization or punctuation; so the paper is exceptionally easy to read.	Writer makes 1 or 2 errors in capitalization or punctuation, but the paper is still easy to read.	Writer makes a few errors in capitalization and/or punctuation that catch the reader's attention and interrupt the flow.	Writer makes several errors in capitalization and/or punctuation that catch the reader's attention and greatly interrupt the flow.
Total					/28