GLOBAL 1 HONORS FINAL OPTIONS

 Julius Caesar  Constantine  Hammurabi  Siddartha Gautama  Shi Huangdi  Alexander the Great  Pericles  Aristotle  Plato  Socrates  Ashoka  Chandragupta  Confucius  Mansa Musa  Sundiata Keita  Ibn-Sina  Al-Razi  King John of England  Joan d’Arc  Leonardo da Vinci  Michelangelo  Raphael  Donatello  Johannes Gutenberg  Martin Luther  Montezuma  Christopher Columbus RUBRIC FOR OPTION 1 Criteria/Grading Scale 15 – Beginner 20 – Approaching 25 - Meeting Accuracy & Content Knowledge  Some of the content from the project sheet is addressed  Many historical/ chronological inaccuracies  Some of the content from the project sheet is addressed  Some historical/ chronological inaccuracies  Exceeded beyond the necessary content in the project sheet No historical/ chronological inaccuracies Required Guidelines  Included none of the  Included some of the  Exceeded beyond the

substantial amount  Contains multiple formatting errors  Spelling, grammatical, or mechanical errors distract from the assignment  May not include a works cited/reference page  May contain multiple formatting errors  May contain numerous spelling, grammatical or mechanical errors slight/minor formatting error  May include one or two spelling, grammatical or mechanical errors  Includes a works cited page requirement  Does not contain spelling, grammatical or mechanical errors  Includes works cited/reference page Song Selection  Fewer than three songs are relevant to the selected historical era(s), figures(s), event(s), and or civilization(s).   Three songs are relevant to the selected historical era(s), figures(s), event(s), and or civilization(s).  All four songs are relevant to the selected historical era(s), figures(s), event(s), and or civilization(s).  All four songs are relevant to the selected historical era(s), figures(s), event(s), and or civilization(s). Analysis  Songs’ connection to history were not sufficiently or effectively made  Evidence lacks specificity, relevance and accuracy  Lacks insightful connections  Song’s lyrics may not have been presented and analyzed  Songs’ connection to history were not sufficiently or effectively made  Some evidence may lack specificity, relevance and may be inaccurate  Lacks insightful connections  Some connections may be more effectively explained than others.  Most evidence is specific, relevant and accurate  Some connections are more insightful than others.  Presented a selection of song lyrics that are effectively connected to the historical topics for the most part.  Effectively explains the connection between all four songs and the era(s), figures(s), event(s), and or civilization(s).  Made insightful connections using historical evidence for all four songs  A selection of lyrics for each song is presented and effectively connected to the historical topics.  Evidence is specific, relevant, and accurate

page Originality & Clarity  Essay includes little student creativity  Writing/graphics make it difficult for peers or the teacher to understand content  Writing/graphics are unclear and irrelevant  Essay includes some student creativity  Writing/graphics make it somewhat difficult for peers or the teacher to understand content  Some writing/graphics are unclear and irrelevant  Project is creative  Writing/graphics make it easy for students and the teacher to understand  Writing/graphics are clear and relevant  Reflects student originality Attractiveness  Essay still in “draft” stage  Contains multiple formatting errors  Spelling, grammatical, or mechanical errors distract from the assignment  Essay could use more time on overall presentation  May contain multiple formatting errors  May contain numerous spelling, grammatical or mechanical errors  Essay is exceptionally attractive in terms of overall presentation  Does not contain spelling, grammatical or mechanical errors OPTION 4: Columbian Exchange DBQ Essay Task: Using the attached documents of "first encounters," determine the initial impressions that each side created of the other, reaching some conclusions about how these initial impressions and attitudes might have influenced the ways Europeans and non-Europeans chose to deal with each other in the New World. Question: Describe the initial attitudes of Europeans and non-Europeans in their first encounters. Analyze how these attitudes shaped their interactions. LINK TO THE DOCUMENTS (MAKE SURE YOU ARE SIGNED INTO YOUR SCHOOL EMAIL ADDRESS) => https://livewpcsdk12ny-my.sharepoint.com/:w:/g/personal/ashleytomaselli_wpcsd_k12_ny_us/EVc828oYpTlNuNP- WvRoC3sBDqzZR75BPPO6oyUfToYJZQ?e=bSLUbi  Written Portion must include : o a thesis statement o specific, accurate, and relevant evidence to support your ideas