Dear GMP families, The rubric below is one that previous GMP students and I have developed to grade the Family History project. The research for this project (Internet, library, personal interviews, etc.) needs to be completed no later than Thursday, September 3rd, and I do need to see the student’s notes before s/he is allowed to make his/her product. The completed assignment itself (posterboard, family tree, etc.) is due starting Tuesday, September 8th. We will use only a little class time to discuss and work on this project, so almost all of the product will be completed at home. Oral presentations will begin on Wednesday, September 9th and continue until we are done (5-8 presentations per day). Family members are encouraged to attend if they want to; just let me know when you’d like to hear the presentation and I’ll schedule it for then and make sure your child presents at that time. If your child needs a little extra time to complete his/her project, please let me know. Please use this rubric to determine if your child’s product is high quality. There must be both a visual (e.g., posterboard) and a short written component (describing some facts and information) to the product, which can be included on the posterboard. It’s not recommended to write a formal report for this assignment. Call or e-mail me if you have any questions. Component Family History component (40%) Names component (20%) Geography component (20%) Suggested details for oral, visual and written product Possible Ways to Present Facts In order to get the highest marks for this project: For some family members, show (but don’t tell) the dates they were born/died. Discuss some interesting facts, jobs or talents they had, relationship to student, etc. Some type of family tree and timeline is required. Meanings of names, origin, nicknames, shared names, significance (named after something or someone?). First, middle, and last names. Information about where your family is mostly from (state or country). Focus on only one or two places and give some information about those places. Good speaking voice and eye contact, creativity, humor, Q&A period, within time limits. Family tree, poster board, timeline, audio recording, photographs, etc. Talk about and demonstrate all or nearly all of the suggested topics, but don’t just recite uninteresting dates and facts Creativity counts! Any visual and written format. Creativity is encouraged! Annotated maps (copied or made), globe, pictures Includes all of the suggested details in the product and presentation. Oral Presentations (20%) Extra Credit Use of clothing, food, music; dressing up, role-playing (up to 5%) Practice at home first. Don’t just read wordfor-word from notes. Anything! Includes all of the suggested details in the product and presentation. The audience learns something about a place. Oral presentation is between 5 and 15 minutes long. Includes one or more extra credit pieces. I’d also like to take this opportunity to discuss my general philosophy regarding the completion of all GMP projects, specifically parent help and spending money on projects. Parent Help – Parents are a great source of information, experience, and inspiration and I strongly encourage all parents to be involved with their child’s projects – up to a point. Parents should help their kids gather information, make suggestions, and provide advice as to what might or might not work on a project, and even help a little with some of the trickier hands-on stuff. Parents should also help with planning and time management, but ultimately the responsibility for finishing should be the student’s. If a report is required, parents should not write the report for their child other than making some suggestions and helping with the proofreading. The words must belong to the student. As much as possible, students should write or type their own reports, but until students develop more proficiency at keyboarding, I encourage parents to help with this (to prevent frustration). The bottom line is – have students do as much of the work by themselves as possible, with parents providing only minimal support and guidance to ensure that the assignment gets completed. Spending Money – I encourage families to complete projects as frugally as possible. In most cases, a simple posterboard is more than sufficient, and I prefer that parents don’t spend a lot of their own money. In fact, if any family is unable to buy supplies or material for an assignment, let me know and I will provide it for you. I have a classroom budget for that. I’d just need a note or e-mail from you. Remember that, since I am primarily grading assignments based on the rubrics and the amount of information presented, the most humble of presentations will receive just as good or even a better grade than the most elaborate and expensive of presentations. It’s the content that counts, not the bells and whistles. However, make sure that you and the student always check the project grading rubric to make sure you have completed all the components.