Role of US Diplomats
Course
Political Science II
Unit II
Foundations and
Development of
Globalization
Essential
Question
How do diplomatic
relations affect
American power
around the world?
TEKS
§130.184(c)
(4)(A)(B)
Prior Student
Learning
None
Estimated Time
4 to 5 hours
Rationale
Diplomacy is the primary tool used by the US to retain its position in the
world. The stronger a country’s diplomatic relations, the stronger the nation
is in the world. Future politicians must realize how valuable diplomatic
relations are to the security and power of the US.
Objectives
The students will be able to:
1. Analyze the complex relationships between the Executive and
Legislative branches in diplomatic relations
2. Compare the powers of the Executive and the Legislative branches in
US diplomatic relations
3. Analyze the responsibilities of key diplomatic positions
4. Conduct research about global diplomatic relations
5. Present their research findings about global diplomatic relations
6. Compare and contrast diplomatic relations in US history
7. Create a mock newspaper article
8. Create a diplomatic solution to a current political issue
Engage
Post the following scenario and question for a class discussion.
 Scenario: China has invaded Russia, Korea, and several Southeast
Asian countries. It has started shutting down American trade
destinations in the region. The stock market has dropped by almost
200 points over the past day because of fears over the growing war.
American military bases are in the direct path of Chinese forces.
There is a possibility that China will take them instead of allowing a
US presence to remain in the region. Our allies there have asked the
US to intervene either diplomatically or militarily.
 Question: How should the US respond to this sudden and
aggressive action by China? Should we attempt to avert a war by
resolving the conflict with discussion or should we begin preparing for
military action? Consider and explain the consequences that could
result from either response—both would have good and bad
consequences.
Use the Discussion Rubric for assessment.
Key Points
I. Overview of US diplomacy
A. Diplomatic relations
1. Are relationships between two or more countries in the world that
affect politics, economics, and culture
2. Are needed usually to solve crises such as war, trade disputes,
signing of treaties, and civil strife
a) Allow nations to establish relationships for trade, foreign
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relations, and internal/ external problems
b) Affect the US because it is the only superpower on the planet
(1) Relations between the US and other countries
(a) Keep peace
(b) Form partnerships for economic or political reasons
(c) Allow conflicts to be resolved eventually either
through ending wars or discussing the conflictcausing issues
(2) The US can use its influence to end these issues
B. Key figures
1. President (Commander in Chief)
a) Is empowered by the Constitution to appoint representatives
of our nation to other nations
b) Has the power and prestige to
(1) Mediate between countries during difficult times
(2) Create profitable relations between countries
2. Ambassadors
a) Are appointed by the president for past accomplishments or
current support for the president’s policies
b) Represent our country in foreign countries
c) Act only with the express permission of the US government to
support the policies of the US government, not their own
agendas
3. Secretary of State
a) Supervises diplomatic activities of the government
b) Meets with leaders around the world during times of political
or economic crisis to mediate an end to the problems
c) Is the mouthpiece for the foreign policy of the president and
the US government
4. Secretary of Defense
a) Supervises the military situations and activities of the US
b) Makes sure that all sections of the armed forces
(1) Meet the standards set by the president
(2) Are ready to respond to any threat at any moment
5. National Security Advisor
a) Gives direct information regarding certain situations that
threaten or concern the interests of the US
b) Analyzes current events that could affect US interests
c) Provides options to the president for dealing with problems
C. Role of the US President
1. Creates and monitors diplomatic relations
2. Appoints people to the positions (listed above) that become a
council of advisors that determine the course of action necessary
to protect US interests
3. Has the final say regarding all measures in foreign policy but can
use the information given by the council of advisors to clarify the
situation
4. Can ask for a declaration of war but does not have the power to
declare it
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D. Role of Congress
1. Declare war after a vote to do so passes in both houses
2. Raise all funds for the government
3. Approve all diplomatic appointments that the president makes
4. Approve treaties (by a 2/3 vote) before they take effect
5. Designate certain nations the status of Most Favored Nations
a) These nations are special in their economic and political worth
to the US
b) This designation announces to the world that these countries
are important to US interests
E. The relationship between the POTUS and Congress in diplomacy
1. Bipartisan support
a) Both political parties come together and support the president
with the diplomatic needs of America
b) All branches are controlled by the political parties, so they
must work together in times of crisis
2. Examples
a) Woodrow Wilson during World War I
b) Abraham Lincoln during the Civil War
c) Franklin Roosevelt during World War II
II. The Purposes of Diplomatic Relations
A. Priorities of US diplomats
1. Keep US interests around the world safe
2. Protect the power of the US by maintaining and strengthening
treaties and agreements with other nations
3. Maintain the US’s economic strength with natural resources—
such as protecting oil supplies in other countries
4. Protect the economic interests of US businesses, especially in
areas where they have money invested
5. Protect allies of the US who are threatened
6. Keep good relations with countries who offer friendship to the US
a) Good relations help protect the US from possible threats
b) Good relations provide improved economic and political
connections within a region
7. Prevent enemies from enlarging their spheres of influence
a) Terrorism and nuclear weapons are the top reasons for US
intervention in diplomatic relations with countries in the Middle
East and Asia (e.g. Iran, North Korea, and Syria)
B. When diplomatic relations help/further US interests
1. Times of war
a) When the US is on the verge of war it is important to have
allies that will join the conflict and share the financial and
military burdens
b) It is easier for the US to win wars with allies than alone
2. Trade Agreements
a) The US is the world’s largest consumer nation
b) Americans demand items that are inexpensive to produce and
to import
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(1) Good relations can decrease the cost of goods through
trade agreements
(2) The taxes and dues for trading can be negotiated so that
both countries make massive profits instead of paying
higher taxes
3. Humanitarian Crisis
a) Situations arise in the world that require nations to come
together and stand against injustices or help in situations
where people need it
b) Starvation, natural disasters, civil war, ethnic cleansing are
examples of crises that can be helped through collaboration
between nations
c) The US is the leading nation with the financial and military
resources to help fix these problems
C. How diplomatic relations can hurt US interests
1. Create Enemies
a) Nations that disagree with US diplomatic policies or think that
the US oversteps its powers can form alliances that may
destroy or harm US interests
b) Some of these nations are enemies because of their systems
of government or historical circumstances
2. Economic Competition
a) Nations that are not US allies can form economic unions that
might hurt the economic power of the US (i.e. The
Organization of the Petroleum Exporting Countries (OPEC))
b) These nations can raise prices, which may cause economic
harm to the US
3. Public Opinion
a) Diplomatic relations can create conflict in public opinion,
which divides the nation
b) For example, some citizens believe that the US is
overinvolved in world affairs, while others believe that the US
is not involved enough
III. Instances of US Diplomatic Relations
A. War of 1812
1. Great Britain forced US sailors to serve on British ships during the
Napoleonic Wars
2. Britain and the US competed for trade and influence in the
Americas—economic competition through trading with Canada
and South American colonies
3. The British attempted to take territory claimed by the US in order
to strengthen its borders between Canada and the US
4. The British did not respect US independence and its sphere of
influence in the new world
5. Eventually the US government was forced to take a stand in order
to avoid losing power to Great Britain
B. Both World Wars
1. The US entered both world wars because of threats to its interests
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(economy and national security)
a) Japan and the US competed for trade and political influence
in Asia
b) Japanese expansion threatened American imperial power and
economics in Asia
c) Germany’s expansion threatened to overrun lands used for oil
production, trade routes that were needed by the US to
continue economic dominance, and eventually threatened
democracy with dictatorship
d) The Holocaust and Crimes Against Humanity committed by
the Axis Powers were humanitarian crises that motivated the
US to intervene
e) US allies (Great Britain, France, and other Western powers)
required assistance, and it was in the interest of the US to
protect them
C. The Cold War
1. The US led the Western World (which consisted primarily of US
allies) against the communist powers of the Soviet Union
2. Diplomatic relations were paramount in keeping America’s many
alliances together in order to contain and defeat communism
a) North Atlantic Treaty Organization (NATO), Southeast Asia
Treaty Organization (SEATO), and the United Nations (UN)
were formed to secure and protect Pro-American
governments around the world
b) Communism was seen as an evil entity that would overthrow
capitalism and eventually destroy the prestige of the US
c) There was serious competition between capitalist and control
economies (i.e. democracy vs. communism) to determine who
would be the superpower of the 20th Century
d) There was the constant threat of regional or nuclear wars that
could expand into another world war, but diplomacy allowed
the two sides to negotiate and avert nuclear disaster
Activities
1. Diplomatic Relations Graphic Organizer – Have the students create a
graphic organizer that illustrates the relationship between the executive
and legislative branches concerning diplomatic relations. The students’
work should answer the following questions:
 How do both of the branches affect diplomacy on their own?
 How do the branches cooperate to maintain a successful diplomatic
appearance to the world?
 What happens to US diplomatic power if the branches cannot
cooperate?
Use the Diplomatic Relations Graphic Organizer for the activity and the
Individual Work Rubric for assessment.
2. Who’s Who in US Diplomatic Relations Presentation – Have the students
conduct research to learn the following:
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
Who occupies currently the key diplomatic offices described in the
lesson?
 What are their major accomplishments in their current positions?
 What are their stances on issues they are responsible for protecting
or fixing?
The students may use Who’s Who in US Diplomatic Relations handout
for the activity. Use the students’ research for a class discussion. Use the
Individual Work Rubric and the Discussion Rubric for assessment.
3. Diplomatic Relations Group Project – Divide the class into five groups.
Have each group select a country from a different continent. Have the
students conduct research on the current diplomatic relations between
their assigned country and the US. The groups should gather the
following information for their assigned countries:
 Current trade agreements
 Recent political problems between it and the US
 Current type of government
 Motivations for the US to assist or conflict with it
 Economic competition between it and the US
 Wars it has had, including ones with the US as an ally or a foe
After the students complete their research, have them create a
computer-based presentation and present it to the class. Use the
Presentation Rubric, the Peer Evaluation Rubric, and the Group
Evaluation Rubric for assessment.
4. Diplomatic Relations and War History Activity – Have the students use
the Diplomatic Relations and War History Activity handout and their class
notes and knowledge of the three examples of US diplomatic relations
(Section III) to complete this assignment. Have the students work in
groups to create posters that illustrate the issues that motivated the US
to get involved into each war. After the posters are complete, have the
students create (as a class or individually) a Venn Diagram that
compares the wars and the US’s motivations for them. The students
should be able to discern between positive and negative diplomatic
relations during this exercise. Use the Peer Evaluation Rubric and the
Discussion Rubric for assessment.
Assessments
Role of US Diplomats Quiz and Key
Diplomatic Relations and War History Activity Handout and Key
Newspaper Article Rubric
Discussion Rubric
Group Evaluation Rubric
Individual Work Rubric
Peer Evaluation Rubric
Presentation Rubric
Materials
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Role of US Diplomats computer-based presentation
Diplomatic Relations Graphic Organizer
Who’s Who in US Diplomatic Relations Handout
Diplomatic Relations and War History Activity Handout and Key
Diplomatic Relations Chart
Computers with presentation software and/or Internet access
Computers with word processing software and Internet access
Posters with drawing materials and/or old magazines, scissors and glue
Resources
Remy, Richard C. United States Government: Democracy in Action. New
York City: Glencoe, McGraw-Hill, 2003. Ch. 22. Print.
Accommodations for Learning Differences
For reinforcement, the students will conduct research on the current
diplomatic positions in the US and complete the Diplomatic Relations Chart.
Use the Individual Work Rubric for assessment.
For enrichment, students will research current events and select an issue
that they feel could be improved or resolved with diplomatic relations. Then
the students will create a newspaper article illustrating their opinion of
possible diplomatic solutions. Their argument must explain clearly and
concisely how diplomatic relations can resolve the issue. Use the
Newspaper Article Rubric for assessment.
State Education Standards
Texas Essential Knowledge and Skills for Career and Technical Education
§130.184. Political Science II (One to Two Credits).
(4)
The student explores diplomacy as the management of
international relations by negotiation. The student is expected
to:
(A)
connect the ancient practice of sending emissaries to
current embassy activities;
(B)
identify embassy and ambassador roles in international
relations;
College and Career Readiness Standards
Social Studies Standards
I. Interrelated Disciplines and Skills
F. Problem-solving and decision-making skills
1. Use a variety of research and analytical tools to explore
questions or issues thoroughly and fairly.
2. Analyze ethical issues in historical, cultural, and social
contexts.
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Name________________________________ Date__________________________
Role of US Diplomats Quiz
1. _____Which statement best describes the principle use of diplomatic relations?
A. It allows nations to establish relationships for trade, foreign relations, and
internal/external problems
B. It allows countries to represent their people in other countries to protect their own national
interests
C. It allows governments to force the masses to live under repressive dictatorial
governments
D. It allows countries to split their populations into different sectors of society to better their
nations economically and politically
2. _____Which statement best describes the use of bipartisan support in diplomatic relations?
A. Brings together all three branches of government to support the diplomatic initiatives of
the President of the US
B. Brings together the principle international leaders to debate problems and solutions to
affected countries
C. Brings together both political parties to support the president with the diplomatic needs of
America
D. Brings together the president along with members of his own political party in order to
support the government’s principle diplomatic initiatives
3. _____Which of the following are NOT good diplomatic relation initiatives for any
government?
A. Securing trade agreements between different countries that allow for economic growth
B. Securing military agreements that allow for the exchange of security arrangements
between the nations in the pact
C. Securing humanitarian aid for nations that have experienced a natural disaster or crisis
that threatens their populations
D. Securing support for starting a war of aggression for a national goal of imperial expansion
4. _____US Presidents have the power to influence diplomatic relations through all of the
following ways EXCEPT which of the following?
A. Declaring war on any nation that threatens US economic, political, or military interests
B. Appointing ambassadors and other diplomats to nations around the world
C. Being a central public figure that sways opinions
D. Utilizing the knowledge and skills of the individuals in his or her cabinet
5. _____Which of the following is NOT a way that Congress can affect diplomatic relations?
A. Congress must approve all diplomatic appointments before the president’s diplomats can
take their positions
B. All treaties must be approved by a Congressional majority before taking effect
C. Congress may declare war without a majority or assistance from the Executive branch
D. Congress controls all finances needed for diplomatic initiatives of the government
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6. _____Which war did the US enter to protect its economic, political, and military power in
1917?
A. World War Two
B. The Cold War
C. World War One
D. The Spanish-American War
7. _____Which of the following is NOT a result of US diplomatic relations during the Cold War?
A. Secured alliances with communist countries to create a Pro-American communist block
against the Soviet Union
B. Allowed for the creation of alliances that were military and economic blocks, and
protection from communist aggression
C. Protected the principles of democracy
D. Used force of arms and finances to create a larger military base of power around the
world
8. _____America’s entrance into World War Two was based on the diplomatic desire to do
which of the following?
A. Protect US economic, political, and cultural superiority across the globe by assisting allies
and destroying enemies deemed threats to US power
B. Contain the threat of Nazism, communism, and militarism which were clearly superior to
democracy
C. Begin US expansion and the creation of a US empire
D. All of the above
9. _____Agreements between countries based on military, economic, political, or cultural
issues are called which of the following?
A. Treaties
B. Trade Agreements
C. Embassies
D. Ambassadors
10. The US has been involved in most major disputes in global current events. How can
continuing global diplomatic relations benefit the US? (For full credit your short answer
should be 3-4 sentences.)
____________________________________________________________________________
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Role of US Diplomats Quiz Key
1. A
2. C
3. D
4. A
5. C
6. C
7. A
8. A
9. A
10. Answers will vary
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Name________________________________ Date____________________________
Newspaper Article Rubric
Objectives
Points
Conduct enough research to make a clear argument
Cite at least three sources
Consider at least three current events as potential topics
Provide a solution to each of the problems in his or her chosen current event
Provide image(s) of the current event in his or her article
Express his or her self creatively
Connect clearly the current event with his or her argument
Use the terminology gained in the lesson
State clearly the us diplomatic relations in regards to the current event
Use grammar, punctuation, and spelling accurately (less than 10 errors)
Total possible points (10 pts)
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Name_______________________________
Date________________
Group Evaluation
Group 1
Did the group take the assignment seriously?
No
1
2
3
4
5
6
7
8
9
Yes
10
Could you tell what the group was trying to portray?
No
1
2
3
4
5
6
7
8
9
Yes
10
Was the group portrayal creative?
No
1
2
3
4
5
6
8
9
Yes
10
8
9
Yes
10
7
Did the group include the correct elements?
No
1
2
3
4
5
6
7
Would you like to see this group demonstrate its talent for you in the future?
No
Yes
1
2
3
4
5
6
7
8
9
10
Total Score_______
Group 2
Did the group take the assignment seriously?
No
1
2
3
4
5
6
7
8
9
Yes
10
Could you tell what the group was trying to portray?
No
1
2
3
4
5
6
7
8
9
Yes
10
9
Yes
10
9
Yes
10
Was the group portrayal creative?
No
1
2
3
4
5
6
7
Did the group include the correct elements?
No
1
2
3
4
5
6
7
8
8
Would you like to see this group demonstrate its talent for you in the future?
No
Yes
1
2
3
4
5
6
7
8
9
10
Total Score_______
12
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Group 3
Did the group take the assignment seriously?
No
1
2
3
4
5
6
7
8
Could you tell what the group was trying to portray?
No
1
2
3
4
5
6
7
8
Was the group portrayal creative?
No
1
2
3
4
5
6
7
Did the group include the correct elements?
No
1
2
3
4
5
6
7
8
8
9
Yes
10
9
Yes
10
9
Yes
10
9
Yes
10
Would you like to see this group demonstrate its talent for you in the future?
No
Yes
1
2
3
4
5
6
7
8
9
10
Total Score_______
Group 4
Did the group take the assignment seriously?
No
1
2
3
4
5
6
7
8
Could you tell what the group was trying to portray?
No
1
2
3
4
5
6
7
8
Was the group portrayal creative?
No
1
2
3
4
5
6
7
Did the group include the correct elements?
No
1
2
3
4
5
6
7
8
8
9
Yes
10
9
Yes
10
9
Yes
10
9
Yes
10
Would you like to see this group demonstrate its talent for you in the future?
No
Yes
1
2
3
4
5
6
7
8
9
10
Total Score_______
13
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Group 5
Did the group take the assignment seriously?
No
1
2
3
4
5
6
7
8
Could you tell what the group was trying to portray?
No
1
2
3
4
5
6
7
8
Was the group portrayal creative?
No
1
2
3
4
5
6
7
Did the group include the correct elements?
No
1
2
3
4
5
6
7
8
8
9
Yes
10
9
Yes
10
9
Yes
10
9
Yes
10
Would you like to see this group demonstrate its talent for you in the future?
No
Yes
1
2
3
4
5
6
7
8
9
10
Total Score_______
Group 6
Did the group take the assignment seriously?
No
1
2
3
4
5
6
7
8
Could you tell what the group was trying to portray?
No
1
2
3
4
5
6
7
8
Was the group portrayal creative?
No
1
2
3
4
5
6
7
Did the group include the correct elements?
No
1
2
3
4
5
6
7
8
8
9
Yes
10
9
Yes
10
9
Yes
10
9
Yes
10
Would you like to see this group demonstrate its talent for you in the future?
No
Yes
1
2
3
4
5
6
7
8
9
10
Total Score_______
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Your Name___________________________________ Your Group Number_______
Peer Evaluation
1) Name of Student________________________________________
At what level of seriousness did they take this activity?
Not Very Serious
Very Serious
0
1
2
3
4
Did they make a significant contribution to the brainstorming process?
No
Yes
0
1
2
3
4
Did they make a significant contribution to preparing for the activity?
No
Yes
0
1
2
3
4
What was the level of their participation in the activity(s)?
None
A Lot
0
1
2
3
4
Would you want to work with this person in a group again based on
their level of productivity?
No
Yes
0
1
2
3
4
Total Score_______
2) Name of Student________________________________________
At what level of seriousness did they take this activity?
Not Very Serious
Very Serious
0
1
2
3
4
Did they make a significant contribution to the brainstorming process?
No
Yes
0
1
2
3
4
Did they make a significant contribution to preparing for the activity?
No
Yes
0
1
2
3
4
What was the level of their participation in the activity(s)?
None
A Lot
0
1
2
3
4
Would you want to work with this person in a group again based on
their level of productivity?
No
Yes
0
1
2
3
4
Total Score_______
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3) Name of Student________________________________________
At what level of seriousness did they take this activity?
Not Very Serious
Very Serious
0
1
2
3
4
Did they make a significant contribution to the brainstorming process?
No
Yes
0
1
2
3
4
Did they make a significant contribution to preparing for the activity?
No
Yes
0
1
2
3
4
What was the level of their participation in the activity(s)?
None
A Lot
0
1
2
3
4
Would you want to work with this person in a group again based on
their level of productivity?
No
Yes
0
1
2
3
4
Total Score_______
4) Name of Student________________________________________
At what level of seriousness did they take this activity?
Not Very Serious
Very Serious
0
1
2
3
4
Did they make a significant contribution to the brainstorming process?
No
Yes
0
1
2
3
4
Did they make a significant contribution to preparing for the activity?
No
Yes
0
1
2
3
4
What was the level of their participation in the activity(s)?
None
A Lot
0
1
2
3
4
Would you want to work with this person in a group again based on
their level of productivity?
No
Yes
0
1
2
3
4
Total Score_______
16
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5) Name of Student________________________________________
At what level of seriousness did they take this activity?
Not Very Serious
Very Serious
0
1
2
3
4
Did they make a significant contribution to the brainstorming process?
No
Yes
0
1
2
3
4
Did they make a significant contribution to preparing for the activity?
No
Yes
0
1
2
3
4
What was the level of their participation in the activity(s)?
None
A Lot
0
1
2
3
4
Would you want to work with this person in a group again based on
their level of productivity?
No
Yes
0
1
2
3
4
Total Score_______
6) Name of Student________________________________________
At what level of seriousness did they take this activity?
Not Very Serious
Very Serious
0
1
2
3
4
Did they make a significant contribution to the brainstorming process?
No
Yes
0
1
2
3
4
Did they make a significant contribution to preparing for the activity?
No
Yes
0
1
2
3
4
What was the level of their participation in the activity(s)?
None
A Lot
0
1
2
3
4
Would you want to work with this person in a group again based on
their level of productivity?
No
Yes
0
1
2
3
4
Total Score_______
17
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Name__________________________________________
Date____________________________________
Who’s Who in US Diplomatic Relations
President (Commander in Chief)
What are his or her policy goals?
Ambassadors
What are his or her political goals in his or her assigned country?
Secretary of State
What has he or she accomplished for US diplomatic relations?
Secretary of Defense
What countries does he or she believe are a direct threat to the US?
National Security Advisor
What are some problems that he or she is trying to protect the US from?
18
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Name________________________________________
Date__________________________________
Diplomatic Relations Chart
Directions: Research the people that hold the current diplomatic positions in the US. Write their names, the
amount of time they have served, and their duties on the chart below.
National Security
Advisor
President
(Commander in Chief)
Diplomatic
Relations
Secretary of Defense
Secretary of State
Ambassadors
19
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Name______________________________________
Date______________________________________
Diplomatic Relations Graphic Organizer
Executive Branch
What can the Executive Branch
do alone during diplomatic
relations?
1.
Both Branches
Cooperating
How can diplomatic relations be
successful if both branches of
government work together?
1.
2.
2.
3.
3.
4.
Legislative Branch
What can the Legislative Branch
do alone during diplomatic
relations?
1.
2.
3.
4.
4.
What would happen to US diplomacy and prestige if neither branch worked together?
1.
2.
20
Copyright © Texas Education Agency, 2014. All rights reserved.
Name______________________________________ Date______________________________________
Diplomatic Relations and War History Activity
Directions: Research each section regarding American interests during the war. What were the reasons that the US
entered the war?
World War I &
& World War
II
War of 1812
Cold War
21
Copyright © Texas Education Agency, 2014. All rights reserved.
Name______________________________________ Date______________________________________
Diplomatic Relations and War History Activity Key
Directions: Research each section regarding American interests during the war. What were the reasons that the US
entered the war?
World War I &
& World War
II of War
Times
War of 1812
Times of War
Trade Agreements/
Threat to trade
Humanitarian Crisis
Created enemies
Economic competition
Trade Agreements/Threat to
trade
Humanitarian Crisis
Creates enemies
Economic competition
Cold War
Times of War
Trade Agreements/Threat
to trade
Humanitarian Crisis
Created enemies
22
Copyright © Texas Education Agency, 2014. All rights reserved.
Name______________________________________
Date_______________________________________
Individual Work Rubric
4 pts.
Excellent
Objectives
3 pts.
Good
2 pts. Needs Some
Improvement
1 pt. Needs Much
Improvement
N/A
Pts.
Follows directions
Student completed the work as directed,
following the directions given, in order and to the
level of quality indicated
Time management
Student used time wisely and remained on task
100% of the time
Organization
Student kept notes and materials in a neat,
legible, and organized manner. Information was
readily retrieved
Evidence of learning
Student documented information in his or her
own words and can accurately answer questions
related to the information retrieved
*Research/Gathering information (if relevant)
Student used a variety of methods and sources
to gather information. Student took notes while
gathering information
Total Points (20 pts.)
Comments:
23
Copyright © Texas Education Agency, 2014. All rights reserved.
Name:____________________________________
Date:_____________________________
Presentation Rubric
4 pts.
Excellent
Objectives
3 pts.
Good
2 pts. Needs Some
Improvement
1 pt. Needs Much
Improvement
N/A
Pts.
Topic/Content
 Topic discussed completely and in-depth
 Includes properly cited sources (if used)
Creativity/Neatness
 Integrates a variety of multimedia effects to
create a professional presentation (transition
and graphics) or appropriate visual aid used
 Title slide, table of contents, bibliography are
included, using acceptable format
Mechanics
 Grammar, spelling, punctuation, and
capitalization are correct
 Image and font size are legible to the entire
audience
Oral Presentation
 Communicates with enthusiasm and eye
contact
 Voice delivery and projection are dynamic
and audible
Audience Interaction
 Presentation holds audience’s attention and
relates a clear message
 Clearly and effectively communicates the
content throughout the presentation
Total Points (20 pts.)
Comments:
24
Copyright © Texas Education Agency, 2014. All rights reserved.