Systemic Oppression Project

Systemic Oppression Project Group______Topic______

Quality of Information and Sources / Group uses 10 sources and has web evaluations for all personal websites.
Quality of information suggests diligent and thoughtful research.
Group has effective logos and pathos elements within the project.
Works cited page is thorough and correct. / Group uses 10 sources and has web evaluations for all personal websites.
Quality of information suggests thoughtful research.
Group has effective logos and pathos elements within the project.
Works cited page substantially correct. / Group uses less than 10 sources and does not have web evaluations for all personal websites.
Quality of information suggests incomplete research.
Group has ineffective logos and pathos elements or is missing those elements within the project.
Works cited page is incorrect. / Group uses less than 10 sources and does not have web evaluations for all personal websites.
Quality of information suggests weak research efforts.
Group does not have logos and pathos elements within the project.
Works cited page is incorrect.
Structure / Introduction—creatively presents the excellent general and specific definitions for systemic oppression.
Body—logos and pathos evidence used effectively to answer the group’s inquiry questions.
Conclusion—makes a clear connection to oppression in Cry. / Introduction—creatively presents the adequate general and specific definitions for systemic oppression.
Body—logos and pathos evidence used effectively to answer the group’s inquiry questions.
Conclusion—makes a tenuous connection to oppression in Cry. / Introduction— presents the adequate general and specific definitions for systemic oppression.
Body—logos and pathos evidence used somewhat effectively to answer the group’s inquiry questions.
Conclusion—makes no connection to oppression in Cry. / Introduction— presents the general and specific definitions for systemic oppression.
Body—project does not contain logos and pathos evidence and does not answer the group’s inquiry questions.
Conclusion—makes no connection to oppression in Cry.
Creativity / Group use of multi-media enhances the effectiveness of the project.
Comprehension is increased because of multi-media selections and overall presentation plan. / Group use of multi-media enhances the effectiveness of the project.
Comprehension is somewhat increased because of multi-media selections and overall presentation plan. / Group use of multi-media slightly enhances the effectiveness of the project.
Comprehension is not increased because of multi-media selections and overall presentation plan. / Group use of multi-media does not enhance the effectiveness of the project.
Comprehension is compromised because of multi-media selections and overall presentation plan.
Presentation Skills / Group presentation is well-organized and rehearsed.
Each group member contributes to the class presentation.
Speakers have good eye contact and use volume, speed, and pitch to convey information effectively. Speakers use meaningful gestures. Speakers do not read information.
Groups do not have any technical glitches or wait time. / Group presentation is well-organized.
Each group member contributes to the class presentation.
Speakers have good eye contact. Speakers do not read information.
Groups do not have any significant technical glitches or wait time. / Group presentation is unorganized.
Each group member contributes to the class presentation.
Speakers have minimal eye contact Speakers read information.
Groups have significant technical glitches or wait time. / Group presentation is unorganized.
Each group member does not contribute to the class presentation.
Speakers have poor eye contact. Speakers read information.
Groups have major technical glitches or wait time.

______/200 Final Grade