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Rubric
Competency Progression Rubric Competency-first rubric
Category
Learning Goal
Stage 1
Stage 2
Stage 3
Stage 4
Research Skills
Historical Research and Analysis - Students will conduct thorough research on a significant event or figure in New Mexico's history, analyzing and synthesizing information from various sources to support their float design.
  • I can gather information from different sources about a significant event or figure in New Mexico's history and explain how this information will help me design my parade float.
  • I can gather information from multiple sources about a significant event or figure in New Mexico's history and summarize the key points to support my float design.
  • I can effectively gather information from multiple sources about a significant event or figure in New Mexico's history, and I can explain how my research supports the design elements of my parade float.
  • I can effectively gather detailed information from multiple sources about a significant event or figure in New Mexico's history, analyze the information to understand its historical context, and use this understanding to create a well-informed and accurate representation for my parade float design.
Design and Innovation
Creative Design and Problem Solving - Students will apply design thinking principles to create a visually compelling parade float that effectively communicates a historical narrative.
  • I can use my creativity to design a parade float that tells a story about New Mexico's history, showing my understanding of the historical event or figure through my design choices.
  • I can use design thinking to create a parade float that includes multiple elements reflecting key historical events or figures in New Mexico's history, showing an understanding of how these elements work together to tell a cohesive story.
  • I can use design thinking principles to create a detailed sketch and prototype of my parade float that clearly communicates a historical narrative about New Mexico
  • I can explain how my design choices effectively represent the historical event or figure I chose.
  • I can effectively use design thinking to create a parade float that visually tells a clear and engaging story about a significant event or figure in New Mexico's history, incorporating detailed elements that reflect my research and creativity.
Interpersonal Skills
Collaboration and Teamwork - Students will work collaboratively in teams to plan, design, and construct their parade floats, demonstrating effective communication and cooperation.
  • I can actively listen to my teammates' ideas and contribute my own thoughts during our float planning and design discussions, ensuring everyone feels heard and valued.
  • I can contribute ideas during brainstorming sessions and listen to my teammates to help plan our parade float design.
  • I can actively participate in team discussions by sharing my ideas and listening to others, ensuring that our group makes decisions together and everyone contributes to the float design process.
  • I can effectively collaborate with my team by actively listening to others' ideas, contributing my own thoughts, and helping to resolve any disagreements to ensure our parade float project is successful.
Communication Skills
Presentation and Communication - Students will present their parade floats and historical research to an audience, clearly explaining the significance of their chosen theme and the creative process behind their design.
  • I can share my float design with others, explaining the main idea and some details about the historical event or figure it represents.
  • I can explain the main idea of my parade float and describe a few key historical events or figures related to my theme using simple language and examples
  • I can answer basic questions from the audience about my design and the history it represents.
  • I can confidently present my parade float to an audience, clearly explaining the historical significance of my theme and the creative decisions I made during the design process.
  • I can confidently present my parade float to an audience, clearly explaining the historical significance of my chosen theme and detailing the creative process behind my design, while engaging the audience with eye contact and responding thoughtfully to their questions.
Civic Engagement
Community Engagement and Reflection - Students will engage with the community during the parade and reflect on the feedback received, articulating insights gained from the project experience.
  • I can share my float with community members during the parade and listen to their feedback, then think about what I learned from their comments and how it helped me understand New Mexico's history better.
  • I can share my parade float with community members during the exhibition and listen to their feedback
  • I can reflect on what I learned from their comments and describe how it helped me understand New Mexico's history better.
  • I can confidently present my parade float to community members, explaining its historical significance and creative process
  • I actively listen to feedback and reflect on how it enhances my understanding of New Mexico's history and my role in sharing it with others.
  • I can confidently present my parade float to community members, clearly explaining its historical significance and creative process
  • I actively listen to feedback from the audience and reflect on their insights to understand different perspectives and improve my future projects.