Grade_8-WWII-Assignment&Rubric

8th grade students will compose a short essay that will analyze primary source documents from the WWII time period. Students will engage the research process to uncover particular types of propaganda, and then explore the origin, purpose, value and limitations of each document. Through this endeavor, students should discover and draw conclusions regarding the intent, audience, and effect of the propaganda and its persuasive powers. Propaganda Assignment:
 * WWII- Propaganda: Powers of Persuasion**

Major Parts of the Propaganda assignment

 * //I.// Graphic Organizer**- Inspiration- either web chart or outline

A. Summary of the use of a specific type of Propaganda used during WWII 1. Select a type of propaganda 2. The who, what, where, when, how, and why 3. Thesis statement
 * II. Essay**

B. Analysis of actual pieces of propaganda 1. Narrative- introduction of the document/cartoon (piece of propaganda) 2. Evidence- the actual picture or make reference- 3. Analysis-Using the origin, purpose of the document discuss the value and limitation

C. Repeat process for two other documents

D. Conclusion 1. Discuss the effects of the document in history 2. Combine the analysis of your documents to prove your thesis 3. Works Cited

1. Copy images from your essay to a voice thread 2. Record your voice reading your essay on the appropriate document 3. Upload on the 8th grade Weebly
 * III.** **Voice Thread**

=**Rubric:**= Teacher Name: Erik Graham
 * || ===Persuasive Essay: WWII Propaganda===

Student Name: ||
 * CATEGORY || **4 - Above Standards ** || **3 - Meets Standards ** || **2 - Approaching Standards ** || **1 - Below Standards ** || **Score ** ||
 * **Summary ** || The opening summary is well researched in MLA format and provides seamless and insightful background into a particular type of propaganda answering the questions who what where when why and how? || The opening summary is well researched in MLA format and provides background into a particular type of propaganda answering the questions who what where when why and how? || The opening summary is researched somewhat in MLA format and provides background into a particular type of propaganda answering some of the questions who what where when why and how? || The opening summary provides background into a particular type of propaganda. || ||
 * **Focus or Thesis Statement ** || The thesis statement names the topic of the essay and outlines the main points to be discussed. || The thesis statement names the topic of the essay. || The thesis statement outlines some or all of the main points to be discussed but does not name the topic. || The thesis statement does not name the topic AND does not preview what will be discussed. || ||
 * **Narrative ** || The narrative in the body paragraphs clearly and eloquently describe the main topic and provide logical transitions from one subject to the next. || The narrative in the body paragraphs clearly describe the main topic and provide logical transitions from one subject to the next. || The narrative in the body paragraphs clearly describe the main topic. || There is no narrative. || ||
 * **Analysis ** || The analysis of the essay strongly proves the writer's thesis. The writer masterfully understands and explains the evidence in using to prove the main || The analysis of the essay proves the writer's thesis. The writer understands and explains the evidence in using to prove the main idea/thesis. || The analysis of the essay somewhat proves the writer's thesis. The writer explains the evidence in using to prove the main idea/thesis. || There is little to no analysis || ||
 * **Closing paragraph ** || The concluding paragraph should insightfully explain the historical realities of the document and eloquently tie together the analysis to prove the writer's thesis. || The concluding paragraph should explain the historical realities of the document and tie together the analysis to prove the writer's thesis. || The concluding paragraph should somewhat explain the historical realities of the document and somewhat tie together the analysis to prove the writer's thesis. || There is no conclusion - the paper just ends. || ||
 * **Sources ** || All sources used for quotes, statistics and facts are credible and cited correctly. || All sources used for quotes, statistics and facts are credible and most are cited correctly. || Most sources used for quotes, statistics and facts are credible and cited correctly. || Many sources are suspect (not credible) AND/OR are not cited correctly. || ||
 * **Grammar & Spelling** || Author makes no errors in grammar or spelling that distract the reader from the content. || Author makes 1-2 errors in grammar or spelling that distract the reader from the content. || Author makes 3-4 errors in grammar or spelling that distract the reader from the content. || Author makes more than 4 errors in grammar or spelling that distract the reader from the content. || ||
 * **Capitalization & Punctuation** || Author makes no errors in capitalization or punctuation, so the essay is exceptionally easy to read. || Author makes 1-2 errors in capitalization or punctuation, but the essay is still easy to read. || Author makes a few errors in capitalization and/or punctuation that catch the reader's attention and interrupt the flow. || Author makes several errors in capitalization and/or punctuation that catch the reader's attention and interrupt the flow. || ||