Evolution of Political Theory
Course
Political Science I
Unit I
Political Theory
Essential
Question
How has political
theory evolved
over time?
TEKS
§130.183(c)
(1)(B)(C)(D)(E)
Prior Student
Learning
None
Estimated Time
3 to 5 hours
Rationale
Introduces students to the ways that political theory has evolved over time in
American society and career opportunities in the United States.
Objectives
The students will be able to:
1. Identify the political theories of the classical political theorists.
2. Analyze how the classical political theories evolved into modern
contemporary political theories.
3. Identify historical events that caused the evolution of political theories.
4. Explore how political theories may continue to evolve into the future.
5. Understand how the evolving political theories develop career
opportunities.
Engage
Post the following quote for the class: “Man is born free, but is everywhere in
chains,” by Jean Jacques Rousseau. Ask the students to reflect in writing on
the meaning behind the quote. After the students’ reflection time, discus the
quote and the students’ thoughts about it. Use the Discussion Rubric for
assessment.
Key Points
I. What are the major political theories of the classical political theorists?
A. Natural Rights
1. Natural rights are inherent in human beings, not dependent on
governments, which include life, liberty, and property
a) The concept of natural rights was central to English
philosopher John Locke’s theories about government and
was widely accepted among America’s Founders
b) John Locke’s theory of natural rights
(1) People exist in a state of nature in which there are no
formal laws or governments; instead, laws of nature
govern people, laws determined by people’s moral
sense
(a) Natural law
(i) Brings natural rights, which include life,
liberty, and the right to property
(ii) Can justify a challenge to the rule of a
tyrannical king because it is superior to
manmade law
(2) Became the basis for the concept of the “consent of
the governed”
(a) This concept was adopted 100 years later by the
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Founding Fathers of the United States of
America while writing the Declaration of
Independence and the United States
Constitution
(3) Adapted from other classical political theorists
(a) Plato
(i) Had a concept of “natural law”
(ii) One of the first philosophers to write about
the concept of natural rights
(iii) We live in an orderly universe which we
call “nature”
(iv) “Laws should guide by an order that is
natural and rational”
(v) Plato’s important question: “What is just?”
(b) Aristotle
(i) Wrote mainly about a “natural Aristocracy,”
but was greatly admired by the Founding
Fathers
(ii) Believed that the characteristics of other
types of governments were also important
to support the “natural rights” of citizens
(iii) Considered natural rights to also be the
rule of God
B. Popular Sovereignty
1. The notion that ultimate authority in society rests with the
people
2. Adapted by John Jacques-Rousseau from John Locke’s “social
contract theory”
a) Rousseau stated that each individual possesses the Godgiven right of self-determination and the ability to be
governed
b) Rousseau’s theory on government was belief in a true
Democracy
c) He compared representative government to slavery
3. The only legitimate government is one that promotes the
interests of the people and governs with their consent
a) Government is the instrument for carrying out the people’s
will
4. Sparked the American Revolution in 1776
a) The concept of individual rights is eventually what led to
the creation of a capitalist economy in the US
b) The concept of capitalism is the exact opposite of classical
political theorist Karl Marx
(1) Marx believed that government should control all
means of production and remove any sort of social
class in society
II. What caused these classical political theories to evolve into contemporary
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political theories?
A. Belief in universal foundations
1. Schools and universities
a) The Age of Enlightenment (1600s–1700s) – a cultural
movement of intellectuals that began in Europe in the
17th/18th century and eventually spread to the US
b) Before the Age of Enlightenment, education was a
privilege for only the most wealthy citizens in society
c) During the Age of Enlightenment, education was provided
to citizens of all classes
(1) Literacy rates in Europe rose to around 60 percent by
the 18th century (Melton, p.81)
(2) The increase of literacy rates led to an increase in
(a) College/university attendance
(b) Printing educational materials
d) Schools and universities allowed citizens to share ideas
and philosophies about subjects like politics, government
and religion
2. Books
a) The increase in literacy rates
(1) Created a higher demand for books in Europe
(2) Caused a change in the content of the books
(a) Most printed books prior to this time were
religious books
(b) By 1790 only 10 percent of books printed were
of religious content (Melton, p.82)
b) The Age of Enlightenment ushered in a new type of
literature
(1) Citizens became more interested in the writings of
political and scientific thinkers
(2) This allowed citizens to learn and share ideas about
different subject, including politics, philosophy, and
government
B. Ending Oppression
1. Expansion of rights to citizens
a) The expansion of education in society allowed citizens to
become more educated about social issues
(1) The concept of natural rights expanded to more
social groups within society
(2) Citizens could read books about the structure of
government and their rights within society
b) When the Founding Fathers wrote the Constitution and the
Declaration of Independence the rights they spoke of only
applied to white, male property owners
c) As education progressed in the US and social ideas were
exchanged, oppression of the people began to subside
d) There have been several historical events in American
history during which rights were expanded to an
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oppressed group of people
2. Ending oppression in the US
a) Although the Declaration of Independence states, “All men
are created equal,” this only applied to white, male
property owners until 1850
(1) The idea of expanding voting rights to all white males
began in 1820 by Andrew Jackson
(2) By 1850 all voting restrictions on white males had
been eliminated
(3) This was known as “Universal Manhood Suffrage”
b) This was the first time that evolving political theory in the
US expanded rights to a group of people, ending their
oppression in society
c) This occurred several more times in the US and continued
to shape political theory among American citizens
d) Ending oppression in the US was the result of social
events like war and large social movements
(1) The Civil War
(2) Women’s Suffrage
III. What historical events in the US caused a change in political theory?
A. 1700s–1800s
1. The Founding Fathers wrote the Constitution and Declaration of
Independence which expanded rights to citizens following the
American Revolution
a) Prior to the American Revolution the rights of citizens were
protected under the law of the British Royal Government
b) Colonists believed that since they were being governed by
the British, they deserved representation in the British
Parliament
c) The British did not comply with this request and so the
colonists began fighting the American Revolution against
the British
2. Victory against the British ushered in new concepts of political
rights and freedoms
a) The Founding Fathers gained inspiration from John Locke,
Thomas Hobbes, and Jean-Jacques Rousseau when
writing the Declaration of Independence and the
Constitution
b) The Founding Fathers deeply admired these classical
political theorists and their thoughts on natural rights and
rule of law
c) Although the theories gave rights to Americans, they were
specific to only a small group of white, male property
owners
3. As political parties began to form in the US and citizens
became more educated, political theory in the US evolved
a) The US began to expand westward, and Andrew
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Jackson’s concept of “Universal Manhood Suffrage” was
widely accepted by US citizens
4. Although the US expanded rights to all males, they excluded
any rights to slaves
5. The issue of slavery became a polarizing issue in the US by the
mid-1800s
6. By 1861 in the US, the issue of slavery was one of the reasons
that caused the division of the states into the US and the
Confederate States
7. The Civil War was fought over issues such as slavery
a) The war was fought between the Union and the South until
1865
b) In 1864 Abraham Lincoln worked with the House of
Representatives and the Senate to ratify the 13th
Amendment which abolished slavery in the US
c) The 13th, 14th, and 15th amendments (a.k.a. the slavery
amendments) expanded rights to African-American
citizens in the US
8. The 15th amendment extended the right to vote to AfricanAmerican males, but still excluded all females in the US
B. 1900s
1. By the 1900s, women were the only citizens in the US who
were still not afforded the right to vote
2. Women organized and petitioned political leaders that they too
deserved the right to vote under the concept of “all men are
created equal”
a) In 1920, the US finally ratified the 19th amendment which
granted women the right to vote in the US
b) This amendment meant that all citizens in the US over the
age of 21 could vote
3. As more and more people became involved in the political
process, politics began to change in the US
4. By World War II, the US began to see the change from classical
political theory, to contemporary political theory
a) During this time the US saw Developmentalism Theory
begin to develop
b) The US had just finished fighting World War II, and after
the men returned home, the US saw a dramatic increase
in the demand for household appliances and products
c) The US economy had shifted from a wartime economy to
a developing economy
d) The developing economy and victory over the Nazi’s
propelled the US to become one of the world superpowers
and a major economic figure
e) The US remained this way until a major social change
began to occur in the 1960s
5. The Civil Rights Movement of the 1960s
a) Although African Americans had the right to vote, most of
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the southern states had enacted a law known as the Jim
Crow Laws
(1) These laws meant that public facilities could be
separated by race as long as they were of equal
standards
b) Obviously unhappy with the segregated facilities, AfricanAmericans began to mobilize social forces and protest the
laws
c) These protests gained national attention and had a
dramatic effect on the political agenda of the early 1960s
d) The Civil Rights Movement is an example of
Behavioralism Theory because the behavior of African
Americans in this group setting was beyond the expected
norms and truly impacted the political agenda of this time
period
C. 2000s
1. Social Networking
a) Has changed the political process since the creation of
social networking 2000s
b) Allows candidates to cheaply and effectively send
information to voters using social networking and video
sharing sites
c) Considered an example of David Easton’s PostBehavioralism Theory by some
(1) This technology has been used to effect the political
process in a positive way
(2) More citizens are becoming involved in the political
process because of the easy access to social
networks
(3) It has also been helpful with getting younger voters
involved in the political process
2. Scientific Research
a) New technology has opened up several new career fields
in political science
b) Politicians now hire researchers who use scientific
research to predict voter trends and turnout
c) This information is crucial to a candidate’s campaign
because it can determine areas to which campaign money
should be directed
IV. How will political theories continue to evolve in society?
A. Constant change of the needs and wants of citizens
1. Systems Theory
a) An abstract way of examining the political process today
b) Helps predict how the political landscape will change in the
future
c) There will always be competition in society, which in turn
will always create a demand for change
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d) Issues are cyclical and will always be in a continuous cycle
of social and political change
(1) Recently the issue of gun control is a great example
of the Systems Theory in use
(2) Society has created a division about gun control and
political groups are competing to create legislation
that will protect their viewpoints about it
(3) Once a decision is made, Systems Theory will start
over again with a new issue
e) Will continue to be the model for decision making for years
to come because there are a wide range of topics that are
highly controversial and polarizing, such as
(1) Abortion
(2) Same-sex marriage
(3) Taxes
(4) Immigration
2. As society creates demand over issues the political agenda will
evolve
B. Political parties must win office to survive
1. In order to influence the decision making process, political
parties must win offices on the local, state, and national levels
a) Voting rights were expanded to all citizens ages 18 and
older, which broadened the voting base
b) The 26th Amendment to the US Constitution expanded
these rights to citizens
2. Rational Choice Theory
a) Explains how candidates are elected in contemporary
politics
b) Now that the concept of “natural rights” has expanded to
all groups of people in the US, there are many different
opinions in society and all groups can influence elections
c) Candidates must try and influence all groups in society in
order to gain votes
d) Because candidates often shift their opinions to a more
centrist position so that it will appeal to more voters
(1) Candidates with strong conservative or strong liberal
opinions rarely gain enough popular support to be
elected on the national level
e) May become obsolete in the future
(1) As politics has become more polarized over the past
several years, candidates with strong political beliefs
are gaining more and more support on the state level
(a) Sarah Palin in Alaska
(b) Rick Perry in Texas
(2) These strong conservative candidates have created a
faction among the Republican Party that is known as
the Tea Party
3. Political theories will continue to evolve throughout society as
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opinions change and citizens become more involved in the
political process
V. What career opportunities will be available as political theory changes?
A. Political Consultant
1. Plays many different roles during a political campaign
a) Can be responsible for coordinating grassroots
campaigns, fundraising events, performing public relations
during the campaign, and even serving as the campaign
spokesperson
b) Have become highly valuable to campaigns because they
also handle any sort of damage control that might be
necessary
2. Most often requires a bachelor’s degree in a field such as
political science, public relations, or communications
3. Requires strong interpersonal skills and the ability to work in a
flexible environment
a) Since political consultants work on political campaigns,
they mainly work long hours, but only during election
cycles
4. Must also be up-to-date on current political trends and political
platforms
a) Since platforms are continually changing, a political
consultant is responsible for broadcasting a candidate’s
stance on political issues
5. Continue to be an important part of the political process
6. Can be a very profitable career, depending on the level of
consulting
B. Lobbyist
1. Must persuade politicians to vote on legislation that favors the
interest(s) they represent
2. Most have college degrees with majors such as political
science, journalism, law, communications, public relations, or
economics
3. Very influential when it comes to legislation
a) Cannot personally give money to politicians but can help
to raise money from outside sources for their campaigns
b) Corporations and organizations pay lobbyists substantial
salaries to influence legislation
Activities
1. Political Consultant. Divide the students into groups of five. Assign one
student from each group the role of a politician running for office. Have
the remaining group members act as political consultants who organize a
campaign for the politician. Have the students present their campaign
plans to the class. Use the Presentation Rubric and the Group Evaluation
Rubric for assessment.
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2. Lobbying for African Americans. Have the students research the political
attitude during the time period prior to the ratification of the 15th
Amendment and identify why African Americans were not allowed to
vote. Then have the students act as lobbyists for the African American
community and create a presentation to persuade legislators to ratify the
15th Amendment. Use the Presentation Rubric or the Role Play Rubric for
assessment.
3. Systems Theory in Use. Have students identify a political issue
(economic or social) and create a flowchart showing the sequence and
the stages of the American political process that it must move through.
The flowchart should clearly identify the differing ideologies, how these
ideologies impact society and the decision-making process of the
legislators. Use the Individual Work Rubric for assessment.
Assessments
Evolution of Political Theory Quiz and Key
Discussion Rubric
Group Evaluation Rubric
Individual Work Rubric
Presentation Rubric
Research Rubric
Role Play Rubric
Materials
Evolution of Political Theory computer-based presentation
Evolution of Political Theory Key Terms
Resources
Bertram, Christopher, "Jean Jacques Rousseau", The Stanford
Encyclopedia of Philosophy (Winter 2012 Edition), Edward N. Zalta
(ed.), http://plato.stanford.edu/archives/win2012/entries/rousseau/
Bose, Meena, John Dilulio, and James Wilson. American Government:
Institutions and Policies. 13th. Boston: Wadsworth Cenage Learning,
2013. Ch. 4. Print
Edwards, George, Robert Lineberry, and Martin Wattenberg. Government in
American: People, Politics and Policy. 15th. New York City: Pearson
Education, 2011. Ch. 1, Ch. 11. Print
Harrison, Brigid, and Jean Harris. American Democracy Now. 2nd. New York
City: McGraw Hill, 2011. Ch. 1, Ch. 9. Print
Kraut, Richard, "Plato", The Stanford Encyclopedia of Philosophy (Summer
2012 Edition), Edward N. Zalta (ed.),
http://plato.stanford.edu/archives/sum2012/entries/plato/
Mathews, John Mabry. Legislative and Judicial History of the Fifteenth
Amendment. Union, N.J.: Lawbook Exchange, 2001
Melton, James Van Horn. The Rise of the Public in Enlightenment.
Cambridge: Cambridge University Press, 2001. Print.
O'Conner, Karen, Larry Sabato, and Alixandra Yanus. American
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Government: Roots and Reform. 11th. New York City: Pearson
Education, 2011. Ch. 1. Print.
Patterson, Thomas. The American Democracy. 9th. New York City: McGraw
Hill, 2009. Ch 1. Print.
Shields, Christopher, "Aristotle", The Stanford Encyclopedia of Philosophy
(Summer 2012 Edition), Edward N. Zalta (ed.),
http://plato.stanford.edu/archives/sum2012/entries/aristotle/
Wolff, Jonathan, "Karl Marx", The Stanford Encyclopedia of Philosophy
(Summer 2011 Edition), Edward N. Zalta (ed.),
http://plato.stanford.edu/archives/sum2011/entries/marx/
Alexander Keyssar, The Right to Vote: The Contested History of Democracy
in the United States (2nd ed. 2009)
"Career: Lobbyist." Princeton Review. 2013: n. page. Web. 13 May. 2013.
Accommodations for Learning Differences
For reinforcement, the students will create a timeline that identifies certain
historical events in the US and the major political platforms/theories of that
particular time period. After creating the timeline, the students will identify, in
their opinion, which historical events most affected the change in political
theory of that time period. Use the Individual Work Rubric for assessment.
For enrichment, the students will write a 3–5 page research paper about how
the Age of Enlightenment affected Europe on a social basis. The paper
should also include how this eventually affected the US, following the
American Revolution. Use the Research Rubric for assessment.
State Education Standards
Texas Essential Knowledge and Skills for Career and Technical Education
§130.183. Political Science I (One to Two Credits).
(1)
The student analyzes classic and contemporary political
theories. The student is expected to:
(B)
draw conclusions about the classic political theorists
such as Plato, Aristotle, Cicero, Machiavelli, Confucius,
Hobbes, Locke, Hegel, and Marx;
(C)
define the characteristics of contemporary political
theories such as behaviorialism, postbehavioralism,
systems theory, modernization theory, structuralfunctionalism, developmentalism, rational-choice theory,
and new institutionalism;
(D)
compare the evolution of classic and contemporary
theories; and
(E)
predict and defend opinions about the future of political
science theory.
College and Career Readiness Standards
Social Studies Standards
I. Interrelated Disciplines and Skills
C. Change and continuity of political ideologies, constitutions, and
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political behavior
1. Evaluate different governmental systems and functions.
2. Evaluate changes in the functions and structures of government
across time.
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Evolution of Political Theory Key Terms
15th Amendment – the amendment to the Constitution granted African American men the right
to vote by declaring that the "right of citizens of the United States to vote shall not be denied
or abridged by the United States or by any state on account of race, color, or previous
condition of servitude
19th Amendment – the right of citizens of the US to vote shall not be denied or abridged by the
US or by any state on account of sex (O’Conner, Sabato, Yanus. 2011)
Consent of the Governed – the idea that in a democracy, the government’s power derives
from the consent of the people (Harrison, Harris. 2011)
Lobbyist – attempt to influence decisions made by officials in the government, most often
legislators or members of regulatory agencies. (The Princeton Review, 2013)
Natural Rights – are inherent in human beings, not dependent upon government, which include
life, liberty and property. The concept of natural rights was central to English philosopher
John Locke’s theories about government and was widely accepted among America’s
Founders. (Edwards, Lineberry, Wattenberg, 2011)
Political Consultant –are hired by political parties and candidates. Their job responsibilities can
include overall strategic expertise, whereas specialist services include such diverse talents
as survey research, television or radio production and placement, telemarketing, direct mail,
fund raising, media relations, computer use, and a host of additional forms of expertise
(American Association of Political Consultants, 2013)
Popular Sovereignty – the theory that government is created by the people and depends on
the people for the authority to rule (Harrison, Harris. 2011)
Rational Choice Theory – a popular theory in political science to explain the actions of voters
as well as politicians; it assumes that individuals act in their own best interest, carefully
weighing the costs and benefits of possible alternatives (Edwards, Lineberry, Wattenberg,
2011)
Systems Theory – a highly abstract view of politics; has the main tenet that the political system
is always changing when it comes to the decision-making process
Universal Manhood Suffrage – this concept was created by Andrew Jackson which would
extend voting rights to all white, male, adult citizens regardless of whether or not they owned
property; often known as “one man, one vote”
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Name________________________________ Date__________________________
Evolution of Political Theory Quiz
1. _____ The concept of Natural Rights was central to which of the following English
philosophers?
A. Thomas Hobbes
B. Thomas Paine
C. John Locke
D. Karl Marx
2. _____ Popular Sovereignty can be best defined as which of the following?
A. Inherent rights of human beings, not dependent upon government
B. Government is created by the people and depends on the people for the
authority to rule
C. The idea in Democracy that the government’s power derives from the
consent of the people
D. Laws which naturally guide order and create an orderly universe
3. _____ Which of the following reasons caused classical political theory to evolve into
contemporary political theories?
A. Schools/Universities
B. Books
C. Ending oppression of certain groups in society
D. All of the above
4. _____ Universal Manhood Suffrage expanded the right to vote in the US to which group
in American society?
A. All African American males
B. All women
C. All white males
D. All citizens who are 18 years of age or older
5. _____ Which of the following statements best describes David Easton’s Rational
Choice Theory?
A. Voters will act in their best interests when voting for a particular candidate
B. The political system is always changing and is continually affecting the
decision-making process
C. Attempts to influence the decisions made by elected officials
D. Promotes the election of candidates by coordinating political campaigns
6. _____ Which of the following US Constitutional Amendments expanded voting rights to
all African American males?
A. 13th Amendment
B. 14th Amendment
C. 15th Amendment
D. 16th Amendment
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7. _____ After the end of World War II, the US shifted into which of the following
contemporary political theories?
A. Systems Theory
B. Developmentalism Theory
C. Rational Choice Theory
D. Post-Behavioralism Theory
8. _____ In order for political parties to be successful in the US, they must do which of the
following?
A. Raise more money for their campaign than the other political party
B. Have a “centrist” political agenda to appeal to more citizens
C. Have more media exposure than the other political party
D. Win political office to influence decision-making
9. _____ Political Consultants are often responsible for all of the following duties during a
political campaign except which of the following?
A. Coordinating grassroots campaigns
B. Coordinating fundraising events
C. Drafting legislation for elected officials
D. Public Relations
10. _____ Which of the following political concepts was not used by the Founding Fathers
when drafting the US Constitution and the Declaration of Independence?
A. Natural Aristocracy
B. Popular Sovereignty
C. Natural Rights
D. Natural Law
11. _____ Which of the following US Constitutional Amendments expanded the right to vote
to all women?
A. 14th Amendment
B. 18th Amendment
C. 19th Amendment
D. 21st Amendment
12. _____ Which of the following statements best describes the “Jim Crow” laws?
A. Laws that segregated African American and White citizens in all public
facilities
B. Laws that segregated men and women at voting locations
C. Laws that expanded voting rights to African American males
D. Laws that expanded rights to non-property owners in the early 1800s
13. _____ All of the following political philosophers were influential to the Founding Fathers
of the United States, except which of the following?
A. John Locke
B. Thomas Hobbes
C. Jean-Jacques Rousseau
D. Karl Marx
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14. _____ The Civil Rights Movement in the US during the 1960s is an example of which
contemporary political theory?
A. Systems Theory
B. Behavioralism Theory
C. Post-Behavioralism Theory
D. Rational Choice Theory
15. _____ Which of the following statements best summarizes the reason for the American
Revolution?
A. Colonists were being taxed for goods, but did not have representation in
the British government
B. The British soldiers attempted to overtake the city of Boston
C. The British loyalists in the colonies were the only citizens allowed to serve
in a public office
D. King George II of England ordered that all crops produced in the Colonies
were to be shipped to England
16. _____ Which of the following US Constitutional Amendments expanded to voting rights
to all citizens ages 18 or older?
A. 19th Amendment
B. 22nd Amendment
C. 24th Amendment
D. 26th Amendment
17. _____ Which political philosopher’s theory most truly represented a “true” Democracy?
A. John Locke
B. Jean-Jacques Rousseau
C. Thomas Hobbes
D. Thomas Paine
18. _____ During the Age of Enlightenment in Europe, which of the following social factors
caused political theory to evolve?
A. Expansion of the middle class society
B. The Industrial Revolution created more jobs
C. Voting rights were expanded to include all citizens ages 21 and older
D. An increase in the literacy rates among citizens
19. _____ Why do politicians often hire researchers during their political campaigns?
A. To coordinate grassroots campaigns
B. To make public speeches
C. To predict voter trends
D. To create a budget for campaign expenses
20. _____ Which Founding Father of the US was highly influenced by John Locke when
writing the Declaration of Independence?
A. George Washington
B. John Adams
C. Alexander Hamilton
D. Thomas Jefferson
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Evolution of Political Theory Quiz Key
1. C
2. B
3. D
4. C
5. A
6. C
7. B
8. D
9. C
10. A
11. C
12. A
13. D
14. B
15. A
16. D
17. B
18. D
19. C
20. D
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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
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 their 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
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 their talent for you in the future?
No
Yes
1
2
3
4
5
6
7
8
9
10
Total Score_______
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Copyright © Texas Education Agency, 2012. All rights reserved.
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 their 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 their talent for you in the future?
No
Yes
1
2
3
4
5
6
7
8
9
10
Total Score_______
18
Copyright © Texas Education Agency, 2012. All rights reserved.
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 their 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 their talent for you in the future?
No
Yes
1
2
3
4
5
6
7
8
9
10
Total Score_______
19
Copyright © Texas Education Agency, 2012. All rights reserved.
Name_______________________________________
Date_______________________________
Discussion Rubric
Objectives
4 pts.
Excellent
3 pts.
Good
2 pts. Needs Some
Improvement
1 pt. Needs Much
Improvement
N/A
Pts.
Participates in group discussion
Encourages others to join the
conversation
Keeps the discussion progressing
to achieve goals
Shares thoughts actively while
offering helpful recommendations to
others
Gives credit to others for their ideas
Respects the opinions of others
Involves others by asking questions
or requesting input
Expresses thoughts and ideas
clearly and effectively
Total Points (32 pts.)
Comments:
20
Copyright © Texas Education Agency, 2012. 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:
21
Copyright © Texas Education Agency, 2012. 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:
22
Copyright © Texas Education Agency, 2012. All rights reserved.
Name______________________________________
Date_______________________________________
Research Rubric
4 pts.
Excellent
Objectives
3 pts.
Good
2 pts. Needs Some
Improvement
1 pt. Needs Much
Improvement
N/A
Pts.
Question/goal
Student identified and communicated a question
or goal of the research
Research/Gathering information (if relevant)
Student used a variety of methods and sources
to gather information. Student took notes while
gathering information
Conclusion/Summary
Student drew insightful conclusions and
observations from the information gathered.
Information is organized in a logical manner
Communication
Student communicated the information gathered
and summary or conclusions persuasively.
Student demonstrated skill in the use of media
used to communicate the results of research
Reflection
Student reflected on the importance of the
research and its potential application
Total Points (20 pts.)
Comments:
23
Copyright © Texas Education Agency, 2012. All rights reserved.
Name:____________________________________
Date:_____________________________
Role Play Rubric
Objectives
4 pts.
Excellent
3 pts.
Good
2 pts. Needs Some
Improvement
1 pt. Needs Much
Improvement
N/A
Pts.
Relates to the audience
Provides fluent rendition of the
scenario
All required content is included
Acts with feeling and expression
Varies intonation
Presents characters appropriately
Gives the scenario its full range
Breaches are easily identified
Total Points (32 pts.)
Comments:
24
Copyright © Texas Education Agency, 2012. All rights reserved.