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Origins of the Cold War Project Rubric
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Origins of the Cold War Project Rubric

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Wiggins, Grant, and McTighe. Understanding by Design. 1st. Alexandria, VA: Association for Supervision and Curriculum Development, 1998.

Wiggins, Grant, and McTighe. Understanding by Design. 1st. Alexandria, VA: Association for Supervision and Curriculum Development, 1998.

Published in: Education, News & Politics
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  • 1. Perspective – Credible Points Possible Interpretation – - How did each event Meaningful help start the Cold War? - Why does it matter or - How did each event why is each event look from different important? points of view (American vs. Russian vs. People not involved)? Insightful: a penetrating Profound: a powerful and 5=A and novel viewpoint; illuminating interpretation effectively critiques and and analysis of the encompasses other importance /meaning/ plausible perspectives significance; tells a rich and insightful story: provides a rich history or context Thorough: a revealing Revealing: a nuanced 4=B and coordinated critical interpretation and analysis view; makes own view of the importance/ more likely by meaning/ significance: tells considering an insightful story; provides the likelihood of other a telling history or context perspectives Considered: a reasonably Perceptive: a helpful 3= critical and interpretation or analysis of comprehensive look at the importance/ meaning/ all points of view in the significance; tells a clear context of one's own; and instructive story makes clear that there is C a likelihood to other points of view. Aware: knows of Interpreted: a plausible 2= different points of view interpretation or analysis of and somewhat able to the importance/ meaning/ place own view in significance; makes sense perspective, but of a story weakness in considering D worth of each perspective or critiquing each perspective, especially one's own Uncritical: unaware of Literal: a simplistic or 1=F differing points view; superficial reading; prone to overlook or mechanical translation; a ignore other decoding with little or no perspectives; has interpretation; no sense of difficulty imagining wider importance or other ways of seeing significance; a restatement of what was taught or read. things Wiggins, Grant, and McTighe. Understanding by Design. 1st. Alexandria, VA: Association for Supervision and Curriculum Development, 1998.

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