MR. WINCHELL
4
 Students
exceptionally
explain the appeal
of their colony.
 Students
exceptionally
explain their
colony’s
economic,
political, and
geographic
systems.
 Students
exceptionally
create a visual
symbol of their
colony.
 Students
exceptionally
present their
colony to the class
and participate in
the other
presentations.
COLONIAL TRAVEL BROCHURE US HISTORY PROJECT
3
 Students
effectively explain
the appeal of their
colony.
 Students
effectively explain
their colony’s
economic,
political, and
geographic
systems.
 Students
effectively create
a visual symbol of
their colony.
 Students
effectively
present their
colony to the class
and participate in
the other
presentations.
2
 Students
adequately
explain the
significance of
their colony.
 Students
adequately
explain their
colony’s
economic,
political, and
geographic
systems.
 Students
adequately create
a visual symbol of
their colony.
 Students
adequately
present their
colony to the class
and participate in
the other
presentations.
2015-2016
1
 Students poorly
explain the
significance of
their colony.
 Students poorly
explain the effects
of their colony’s
economic,
political, and
geographic
systems.
 Students poorly
create a visual
symbol of their
colony.
 Students poorly
present their
colony to the class
and participate in
the other
presentations.