Boom to Bust: from the Jazz Age to the Depression Years The Twenties and Thirties  How did the 20's and 30's affect Americans? RUBRIC

SOCIAL SCIENCE CONTENT = 10%

STANDARDS	EXEMPLARY [A]	DISTINGUISHED [B]	PROFICIENT [C]	MINIMAL [D]
from California Social Science Content Standards 11.5 Students analyze the major political, social, economic, technological, and cultural developments of the 1920s, in terms of:   the policies of Warren Harding, Calvin Coolidge and Herbert Hoover  the international and domestic events, interests, and philosophies that prompted attacks on civil liberties, including the Palmer Raids, Marcus Garvey's "back-to-Africa" movement, the Ku Klux Klan, immigration quotas and the responses of organizations such as the ACLU, the NAACP, and the Anti-Defamation League to those attacks  the passage of the 18th Amendment to the Constitution and the Volstead Act (Prohibition)  the passage of the 19th Amendment and the changing role of women in society  the Harlem Renaissance and new trends in literature, music, and art.... the growth and effects of radio and movies and their role in the world wide diffusion of popular culture  the rise of mass production techniques, the growth of cities, the impact of new technologies (e.g., the automobile, electricity), and the resulting prosperity and effect on the American landscape.             11.6 Students analyze the different explanations for the Great Depression and how the New Deal fundamentally changed the role of the federal government, in terms of: the monetary issues of the late 19th and early 20th century that gave rise to the establishment of the Federal Reserve and the weaknesses in key sectors of the economy in the late 1920's  the principal explanations of the causes of the Great Depression and steps taken by the Federal Reserve, Congress and the President to combat the crisis  the human toll of the Depression, natural disasters, unwise agricultural practices and their effect on the depopulation of rural regions and on political movements of the left and right with particular attention to the Dust Bowl refugees and their social and economic impact in California  the effects and controversies of New Deal economic policies and the expanded role of the federal  government in society and the economy since the 1930's  the advances and retreats of organized labor, from the creation of the American Federation of Labor and Congress of Industrial Organization to current issues of a post-industrial multinational economy, including the United Farmworkers in California	Student can provide accurate, detailed, comprehensive answers to at least 90% of oral or written questions about the major political, social, economic and cultural developments of the 1920ís and1930ís.	Student can provide accurate, detailed, comprehensive answers to at least 80%  of oral or written questions about the major political, social, economic and cultural developments of the 1920ís and1930ís.	Student can answer accurately at least 70% of oral or written questions about the major political, social, economic and cultural developments of the 1920ís and1930ís.	Student can use notes to answer accurately at least 60% of oral or written questions about the major political, social, economic and cultural developments of the 1920ís and1930ís.

NOTEBOOK = 25%

STANDARDS	EXEMPLARY [A]	DISTINGUISHED [B]	PROFICIENT [C]	MINIMAL [D]
Students compose interactive notebooks to organize and make sense of information and ideas contained in readings, lectures, films and other class activities, as well as past student knowledge.  Students use graphic organizers to clarify thinking.	Notebook contains at least 90% of assigned writings. Entries are labeled and are the original work of the writer or are identified by citation. The notebook shows ample evidence of critical thinking about unit ideas and connections to past knowledge. The notebook is neat and legible,  employs color, spacing and graphics to clarify thinking as well as regular left-side reflections, concept maps, and connections.	Notebook contains at least 80% of assigned writings: Entries are labeled and are the original work of the writer or are identified by citation. The notebook shows ample evidence of critical thinking about unit ideas and connections to past knowledge. The notebook is neat and legible,  employs color, spacing and graphics to clarify thinking and some left-side reflections, concept maps and connections..	Notebook contains at least 70% of assigned writings. Entries are labeled and are the original work of the writer or are identified by citation. The notebook shows some evidence of critical thinking about unit ideas. The notebook is neat and legible.	Notebook contains a majority of assigned writings. Entries are labeled and are the original work of the writer  or are identified by citation. The notebook is mostly neat and is legible.

LITERATURE - Grapes of Wrath = 20%

STANDARDS	EXEMPLARY [A]	DISTINGUISHED [B]	PROFICIENT [C]	MINIMAL [D]
from Santa Rosa City Schools 7-12 Language Arts Content and Performance Standards 11R3 Literary Response and Analysis The student reads and responds to culturally significant works of American, British and World literature. They conduct in-depth analyses of recurrent patterns and themes. 11W2 Written English Language Conventions The student demonstrates an understanding and control of the English language in written work.	Student includes four letters  in journal-scrapbook from a Joad family member to his/her character. Letters are detailed, accurate and expressive. Student selects passages, writes commentaries and draws illustration or symbols for all chapters in the Grapes of Wrath    Student participates actively in seminars, regularly volunteering ideas, building on the ideas of others, asking questions, and citing relevant portions of the text.	Student includes four letters  in journal-scrapbook from a Joad family member to his/her character. Letters are detailed and accurate.   Student selects passages, writes commentaries and draws illustration or symbols for nearly all chapters in the Grapes of Wrath      Student participates actively in required seminars, often volunteering ideas and, without prompting, citing relevant portions of the text.	Student includes at least three letters in journal-scrapbook from a Joad family member to his/her character. Letters are detailed and accurate.   Student selects passages, writes commentaries and draws illustration or symbols for most chapters in the Grapes of Wrath    Student participates actively in seminars, occasionally expressing ideas and citing relevant portions of the text when prompted.	Student includes at least three letters in journal-scrapbook from a Joad family member to his/her character.     Student selects passages, writes commentaries and draws illustration or symbols for many chapters in the Grapes of Wrath    Student participates passively in seminars, listening intently and responding when asked

HABITS OF WORK = 5%

STANDARDS	EXEMPLARY [A]	DISTINGUISHED [B]	PROFICIENT [C]	MINIMAL [D]
Timeliness: Students meet deadlines.	Completes virtually all work in a timely manner.	Completes nearly all work in a timely manner.	Completes most work on time.	Completes work but often misses deadlines.

JOURNAL-SCRAPBOOK = 30%

STANDARDS	EXEMPLARY [A]	DISTINGUISHED [B]	PROFICIENT [C]	MINIMAL [D]
from SRCS 7-12 Language Arts Standards 11W1 Writing Process The student writes effectively for a range of audiences and a variety of purposes while using the steps of the writing process. 11W3 Written Communication Applications Using conventions correctly and the writing process appropriately, the student writes...informational texts.           from California Social Science Content Standards 11.5 Students analyze the major political, social, economic, technological, and cultural developments of the 1920s. 11.6 Students analyze the different explanations for the Great Depression and how the New Deal fundamentally changed the role of the federal government. (See Social Science Content  for details.)	The scrapbook-journal presents information about the 20ís and 30ís as seen through the eyes of an invented character and shows understanding of the times. The first entry fully introduces the character and his/her background. There are at least 10 separate entries in the scrapbook -journal in addition to the  introductory letter and Grapes of Wrath letters.  Each includes text and one or more related artifacts (facsimiles). Each artifact has a caption explaining how/where this artifact was ìfound.î Entries mention specific and real people, quotes, dates. The text in the scrapbook is the original writing of the author or is clearly identified with quotes and sources.  Written materials are neatly hand-written in ink or typed and contain few spelling, punctuation or usage errors, unless appropriate to the invented character. Layout of the scrapbook/journal is neat and logical (chronological order). The project includes a works cited list. The scrapbook/journal has a cover which shows a connection to the times. Entries show great detail of information, connection to other events and ideas, and reflection by the character. Artifacts have an authentic look to them with detail which mirrors real-life artifacts.	The scrapbook-journal presents information about the 20ís and 30ís as seen through the eyes of an invented character and shows understanding of the times. The first entry fully introduces the character and his/her background. There are at least 10 separate entries in the scrapbook -journal in addition to the  introductory letter and Grapes of Wrath letters.  Each includes text and one or more related artifacts (facsimiles). Each artifact has a caption explaining how/where this artifact was ìfound.î Entries mention specific and real people, quotes, dates. The text in the scrapbook is the original writing of the author or is clearly identified with quotes and sources.  Written materials are neatly hand-written in ink or typed and contain few spelling, punctuation or usage errors, unless appropriate to the invented character. Layout of the scrapbook/journal is neat and logical (chronological order). The project includes a works cited list. The scrapbook/journal has a cover which shows a connection to the times. There are a variety of entries to create an interesting scrapbook-journal. Entries avoid significant anachronisms in language and action.	The scrapbook-journal presents information about the 20ís and 30ís as seen through the eyes of an invented character and shows understanding of the times. The first entry fully introduces the character and his/her background. There are at least 10 separate entries in the scrapbook -journal in addition to the  introductory letter and Grapes of Wrath letters.  Each includes text and one or more related artifacts (facsimiles). Each artifact has a caption explaining how/where this artifact was ìfound.î Entries mention specific and real people, quotes, dates. The text in the scrapbook is the original writing of the author or is clearly identified with quotes and sources.  Written materials are neatly hand-written in ink or typed and contain few spelling, punctuation or usage errors, unless appropriate to the invented character. Layout of the scrapbook/journal is neat and logical (chronological order). The project includes a works cited list. The scrapbook/journal has a cover which shows a connection to the times.	The scrapbook-journal is complete but fails to meet some of the criteria described under Proficient.

STOCK MARKET REPORT = 10%

FULL CREDIT [A}

MINIMAL CREDIT [D]

At least five companiesí stocks were tracked during the unit. Close to $10,000 was initially invested. New prices were posted at least once a week for a minimum of five weeks. Weekly stock gains and losses were kept for each stock held. Weekly portfolio balances were kept: for individual stocks and for the entire portfolio.  Stocks are sold and bought at least twice during the unit. The portfolio has been charted using a computer spreadsheet or charts developed by the class.  Charts include company name  ticker symbol purchase price and date total initial investment new prices on various dates and the gain/loss per stock stock and portfolio balances Sales and purchases of new stocks are noted. A Final Report is submitted, including the charts described above and   a narrative explaining your approach to this assignment and the results of your choices (the value of the portfolio and the gain/loss over the five weeks of investing). a reflection: What did you learn about investing in the stock market?

Report and charts are somewhat complete, but fail to meet some of the criteria described under Full Credit.