| Criteria | Excellent (3) | Fair (2) | Poor (1) |
|---|---|---|---|
| Visual Aid | Presentation uses visual aid to support main points effectively rather than as a script | Presentation uses visual aid to support main point, but relies on it too heavily | Presentation does not use visual aid or uses it ineffectively |
| Time Management | Presentation is within the time limit (8-12 minutes) | Presentation is slightly over or under the time limit (7-8 or 12-13 minutes) | Presentation is significantly over or under the time limit (less than 7 or more than 13 minutes) |
| Background Information | Provides thorough background information on the author and historical context | Provides some background information, but lacks depth or detail | Provides little to no background information on the author or historical context |
| Uses Background to contextualize the primary source | Effectively relates background information to the primary source | Somewhat relates background information to the primary source | Does not relate background information to the primary source |
| Questions | Includes engaging open-ended questions to begin class discussion | Includes questions, but they are closed-ended or not engaging | Does not include questions for class discussion |
| Bibliography | Includes a properly formatted bibliography with at least 2 credible sources | Includes a bibliography, but it is missing sources or not properly formatted | Does not include a bibliography |
Overview
Each student will give a brief presentation (8-12 minutes) discussing the background of the primary source and its author. The presentation should provide context for the primary source to prepare the class for an engaging question. It should use at least two credible outside sources to provide background information on the author and historical context. It should relate the background information to the primary source. The presentation should conclude with at least 3 open-ended questions to facilitate class discussion.