Cross – Disciplinary Rubrics for Assessing Critical Thinking, Oral and Written Communication, and Visual Literacy Diana Fortier, Assistant Professor of Economics/Business and Outcomes Ambassador Dr. Stacey Randall, Outcomes Manager. History Question .
Cross–Disciplinary Rubrics for Assessing Critical Thinking,
Oral and Written Communication, and Visual Literacy
Diana Fortier, Assistant Professor of Economics/Business and Outcomes Ambassador
Dr. Stacey Randall, Outcomes Manager
“The third is freedom from want, which, translated into world terms, means economic understandings which will secure to every nation a healthy peacetime life for its inhabitants -- everywhere in the world.”
What does the image below tell you about U.S. propaganda efforts at the beginning of World War II? How does it connect to President Roosevelt’s speech?
Video of the Martin Luther King
“I have a dream” speech
Question: How does the visual medium aid in illustrating King’s leadership skills?
Support with examples and evidence.
Watching the video allows one to see
Reaction of followers to words and actions
Stands behind the podium facing a large crowd
On a stage outdoors of the Washington Mall
Delivery: Changes pace, volume; adds gestures; shifts weight; adds eye contact
Emphasizes significance, and importance of his vision
King standing on stage, behind a podium
Camera scans the audience at key phrases
“the time is now”: Large crowd
“emancipation proclamation”: Lincoln Memorial
Audio/visual magnifies the impact of Kings’ words
Repetition of his words:
“I have a dream,” “Let the freedom ring’.
The Washington Mall
Connects to and units followers with common beliefs, American ideals and values
King communicates an inspirational vision of principles
Equality for all/emancipation proclamation
Analogies, biblical and historical references
Gettysburg address/Hymns and Spirituals
Visual and Context Strengths
Black and whites slow calm march on Washington
March of ‘dignity and discipline: King’s philosophy
nonviolence, ‘soul force’ not physical force
Freedom/rights for all of God’s children.
Scans of crowd and Washington Mall
unites and empowers with his words: American ideals and values
biblical and constitutional references: inspirational vision of principle
Visual and Context Weaknesses
Standing behind the podium minimizes speaker’s presence
Scans of the crowd
detract from King’s words
allow for viewer/photography/videographer bias
do not connect to his words
Faces behind the speaker detract from speaker
Graph the equation.
Student is able to identify what a graph is; but either leaves it blank or draws a point.
Student understands to draw a line which represents the equation but incorrectly plots points and/or the slope. Student draws a random line or an incorrect shape to represent the equation.
Student’s work reflects understanding of task to represent equation and draws appropriate line and/or the slope, but makes minor error (i.e. shifting the line over), showing understanding but not mastery.
Student correctly graphs the line by employing one of the graphing techniques (i.e. graphing using a table, using the x and y-intercepts, or slope intercept form.) Student successfully interprets meaning of task and its implications.
Graphical analysis: How will a student
understand and interpret demand and
supply curves on a graph?
Students think it is an image of a runway, and that it has nothing to do with economic graphs.
Student is able to recognize a market and interpret demand curves as down sloping, expressing an inverse relationship between two variables price and demand and that supply curves are up sloping expressing a positive relationship between two variables price and supply.
Student is able to graph and label many variables such as pairs of demand and supply, curves shift, different equilibriums, different quantities and different prices.
Student is able to understand the shifts of the curves, the reason for the shifts and is able to analyze and explain individual shift factors of demand and supply that contribute to the shifts.