Day of the Decades: Rubric for INDIVIDUAL INTERVIEW

Group #: ___________________

Name: ______________________________

Directions for the grader: Choose four of the six questions provided. You may ask students
for more details or accept their initial response; this is up to you as their mentor. You may give
values in between the extremes stated (for example, students might earn 12 points on one
question, and 4 on another). Students may only use THEIR OWN index cards as reference
materials (up to 3 cards).

Buy Me!
Buy Me!
Buy Me!

Superior (20 pts): Very Good (15

Student shows
pts): Student
knowledge
shows solid and
beyond
comfortable
requirement
command of
expectations
information
Explain the concept of mass marketing.

Basic (10 pts):

Student knows
brief and basic
responses to
questions posed

Incomplete (5
pts): Student is
unsure, incorrect,
inaccurate,
incomplete in
responses

Question 1
What were some of the pioneer companies that used mass marketing early on?
Question 2
How do companies today use mass marketing?
Question 3
What are some changes that have occurred in mass marketing over the years?
Question 4
What is the purpose of mass marketing?
Question 5
Who do you think is the largest company using mass marketing today? Why?
Question 6
Last
Question

Explain what you did to contribute to the finished project (research,

preparation, involvement, construction, shopping, prep work, etc.).

Total: ____________________ / 100 points

Day of the Decades: Rubric for INDIVIDUAL INTERVIEW

Group #: ___________________

Name: ______________________________

Directions for the grader: Choose four of the six questions provided. You may ask students
for more details or accept their initial response; this is up to you as their mentor. You may give
values in between the extremes stated (for example, students might earn 12 points on one
question, and 4 on another). Students may only use THEIR OWN index cards as reference
materials (up to 3 cards).

Marilyn
Monroe

Superior (20 pts): Very Good (15

Basic (10 pts):
Student shows
pts): Student
Student knows
knowledge
shows solid and
brief and basic
beyond
comfortable
responses to
requirement
command of
questions posed
expectations
information
Who were Marilyn Monroe and James Dean?

Incomplete (5
pts): Student is
unsure, incorrect,
inaccurate,
incomplete in
responses

Question 1
Explain how Marilyn Monroe and James Dean have impacted our culture.
Question 2

Question 3

Name a modern celebrity who is like Marilyn Monroe and James Dean and
explain how/why.

Question 4

Explain how modern celebrities are similar to or different from celebrities in

the 1920s.
What is the cost of being a celebrity?

Question 5
How has the cost of being a celebrity changed since the 1920s?
Question 6

Last
Question

Explain what you did to contribute to the finished project (research,

preparation, involvement, construction, shopping, prep work, etc.).

Total: ____________________ / 100 points

Day of the Decades: Rubric for INDIVIDUAL INTERVIEW

Group #: ___________________

Name: ______________________________

Directions for the grader: Choose four of the six questions provided. You may ask students
for more details or accept their initial response; this is up to you as their mentor. You may give
values in between the extremes stated (for example, students might earn 12 points on one
question, and 4 on another). Students may only use THEIR OWN index cards as reference
materials (up to 3 cards).

How Boy
Bands
Change(d)
the World

Superior (20 pts): Very Good (15

Basic (10 pts):
Student shows
pts): Student
Student knows
knowledge
shows solid and
brief and basic
beyond
comfortable
responses to
requirement
command of
questions posed
expectations
information
How did the Beatles rise to international success?

Incomplete (5
pts): Student is
unsure, incorrect,
inaccurate,
incomplete in
responses

Question 1
How did technology impact the Beatles fame?
Question 2
How did the Beatles music reflect the world events of their times?
Question 3

Question 4

Compare the Beatles to One Direction: what are some similarities and
differences?

Question 5

How has the music of the Beatles or One Direction impacted the world around
them?
How long did the Beatles stay together and who went forward as solo artists?

Question 6

Last
Question

Explain what you did to contribute to the finished project (research,

preparation, involvement, construction, shopping, prep work, etc.).

Total: ____________________ / 100 points

Day of the Decades: Rubric for INDIVIDUAL INTERVIEW

Group #: ___________________

Name: ______________________________

Directions for the grader: Choose four of the six questions provided. You may ask students
for more details or accept their initial response; this is up to you as their mentor. You may give
values in between the extremes stated (for example, students might earn 12 points on one
question, and 4 on another). Students may only use THEIR OWN index cards as reference
materials (up to 3 cards).

Lets Get
Physical

Superior (20 pts): Very Good (15

Incomplete (5
Basic (10 pts):
Student shows
pts): Student
pts): Student is
Student knows
knowledge
shows solid and
unsure, incorrect,
brief and basic
beyond
comfortable
inaccurate,
responses to
requirement
command of
incomplete in
questions posed
expectations
information
responses
What contributed to the running craze that began in the 1970s?

Question 1
How was aerobics created and how did it impact fitness businesses?
Question 2
Why did companies encourage their employees to work out?
Question 3
Who were the fitness icons of the decade?
Question 4
How did the major fitness icons impact the world around them?
Question 5
What were new fitness inventions of the 1970s?
Question 6

Last
Question

Explain what you did to contribute to the finished project (research,

preparation, involvement, construction, shopping, prep work, etc.).

Total: ____________________ / 100 points

Day of the Decades: Rubric for INDIVIDUAL INTERVIEW

Group #: ___________________

Name: ______________________________

Directions for the grader: Choose four of the six questions provided. You may ask students
for more details or accept their initial response; this is up to you as their mentor. You may give
values in between the extremes stated (for example, students might earn 12 points on one
question, and 4 on another). Students may only use THEIR OWN index cards as reference
materials (up to 3 cards).

The
H.G.P.

Superior (20 pts): Very Good (15

Incomplete (5
Basic (10 pts):
Student shows
pts): Student
pts): Student is
Student knows
knowledge
shows solid and
unsure, incorrect,
brief and basic
beyond
comfortable
inaccurate,
responses to
requirement
command of
incomplete in
questions posed
expectations
information
responses
What is the Human Genome Project, and what have we learned from it?

Question 1
How does gene insertion work?
Question 2
How are genes, proteins, and disease related?
Question 3
Tell me about a disease that could be treated with genetic technology.
Question 4

Question 5

Question 6

Last
Question

Why might people be against genetic technology? What are the risks or
ethical issues involved?
If one of your family members was affected by a genetic disease, would you
want them to be treated with this kind of genetic technology? Why or why
not?
Explain what you did to contribute to the finished project (research,
preparation, involvement, construction, shopping, prep work, etc.).

Total: ____________________ / 100 points

Day of the Decades: Rubric for INDIVIDUAL INTERVIEW

Group #: ___________________

Name: ______________________________

Directions for the grader: Choose four of the six questions provided. You may ask students
for more details or accept their initial response; this is up to you as their mentor. You may give
values in between the extremes stated (for example, a project may earn an Effort score of
15). Students MAY use THEIR OWN index cards as reference materials.

C.S.I.:
Create
Your Own
Crime
Scene

Superior (20 pts): Very Good (15

Incomplete (5
Basic (10 pts):
Student shows
pts): Student
pts): Student is
Student knows
knowledge
shows solid and
unsure, incorrect,
brief and basic
beyond
comfortable
inaccurate,
responses to
requirement
command of
incomplete in
questions posed
expectations
information
responses
How has fingerprint technology changed over the last 100 years?

Question 1

Question 2

Question 3

Would it be beneficial to open up a cold case file of an unsolved crime from 50

years ago? Why?
What schooling or training is necessary to have a career in crime scene
investigation?
What personality traits would make a good CSI?

Question 4
What evidence is necessary to convict a person?
Question 5

Question 6

Last
Question

When planning and building your fake crime scene, what kind of evidence did
you include that might point to a different suspect?
Explain what you did to contribute to the finished project (research,
preparation, involvement, construction, shopping, prep work, etc.).

Total: ____________________ / 100 points

Day of the Decades: Rubric for INDIVIDUAL INTERVIEW

Group #: ___________________

Name: ______________________________

Directions for the grader: Choose four of the six questions provided. You may ask students
for more details or accept their initial response; this is up to you as their mentor. You may give
values in between the extremes stated (for example, students might earn 12 points on one
question, and 4 on another). Students may only use THEIR OWN index cards as reference
materials (up to 3 cards).

Conspiracy:

Assassinations

Superior (20 pts): Very Good (15

Basic (10 pts):
Student shows
pts): Student
Student knows
knowledge
shows solid and
brief and basic
beyond
comfortable
responses to
requirement
command of
questions posed
expectations
information
Tell me who John F. Kennedy and Abraham Lincoln were.

Incomplete (5
pts): Student is
unsure, incorrect,
inaccurate,
incomplete in
responses

Question 1
Who were John Wilkes Booth and Lee Harvey Oswald?
Question 2
Describe what happened during Kennedys assassination.
Question 3
Describe what happened during Lincolns assassination.
Question 4

Question 5

Explain at least two facts or theories that link the assassinations and deaths of
Lincoln and Kennedy.

Question 6

Were the assassinations and deaths of Lincoln and Kennedy a string of

coincidences or conspiracies?

Last
Question

Explain what you did to contribute to the finished project (research,

preparation, involvement, construction, shopping, prep work, etc.).

Total: ____________________ / 100 points

Day of the Decades: Rubric for INDIVIDUAL INTERVIEW

Group #: ___________________

Name: ______________________________

Directions for the grader: Choose four of the six questions provided. You may ask students
for more details or accept their initial response; this is up to you as their mentor. You may give
values in between the extremes stated (for example, students might earn 12 points on one
question, and 4 on another). Students may only use THEIR OWN index cards as reference
materials (up to 3 cards).

Death,
Death,
and More
Death!

Superior (20 pts): Very Good (15

Incomplete (5
Basic (10 pts):
Student shows
pts): Student
pts): Student is
Student knows
knowledge
shows solid and
unsure, incorrect,
brief and basic
beyond
comfortable
inaccurate,
responses to
requirement
command of
incomplete in
questions posed
expectations
information
responses
What causes diseases such cholera, smallpox, and tuberculosis?

Question 1
What effect do diseases have on the human body?
Question 2
How were vaccines created, and how do they work?
Question 3

Question 4

Name two physicians that played a role in creation of vaccines, and explain
their role.
Who was Florence Nightingale?

Question 5
How did Florence Nightingale impact the medical field?
Question 6

Last
Question

Explain what you did to contribute to the finished project (research,

preparation, involvement, construction, shopping, prep work, etc.).

Total: ____________________ / 100 points

Day of the Decades: Rubric for INDIVIDUAL INTERVIEW

Group #: ___________________

Name: ______________________________

Directions for the grader: Choose four of the six questions provided. You may ask students
for more details or accept their initial response; this is up to you as their mentor. You may give
values in between the extremes stated (for example, students might earn 12 points on one
question, and 4 on another). Students may only use THEIR OWN index cards as reference
materials (up to 3 cards).

Wild
West
Horror
Story

Superior (20 pts): Very Good (15

Student shows
pts): Student
knowledge
shows solid and
beyond
comfortable
requirement
command of
expectations
information
What is a travelling circus?

Basic (10 pts):

Student knows
brief and basic
responses to
questions posed

Incomplete (5
pts): Student is
unsure, incorrect,
inaccurate,
incomplete in
responses

Question 1
Where and when did travelling circuses begin?
Question 2
What made a travelling circus popular or successful?
Question 3
What kind of acts and performances were given at a travelling circus?
Question 4
When and why did freak shows or side shows stop being part of circuses?
Question 5
How is the freak show viewed in modern society?
Question 6

Last
Question

Explain what you did to contribute to the finished project (research,

preparation, involvement, construction, shopping, prep work, etc.).

Total: ____________________ / 100 points

Day of the Decades: Rubric for INDIVIDUAL INTERVIEW

Group #: ___________________

Name: ______________________________

Directions for the grader: Choose four of the six questions provided. You may ask students
for more details or accept their initial response; this is up to you as their mentor. You may give
values in between the extremes stated (for example, students might earn 12 points on one
question, and 4 on another). Students may only use THEIR OWN index cards as reference
materials (up to 3 cards).

Ticket To
Ride!

Question 1

Superior (20 pts): Very Good (15

Incomplete (5
Basic (10 pts):
Student shows
pts): Student
pts): Student is
Student knows
knowledge
shows solid and
unsure, incorrect,
brief and basic
beyond
comfortable
inaccurate,
responses to
requirement
command of
incomplete in
questions posed
expectations
information
responses
Explain the three types of transportation that grew during the industrial
revolution.
How did transportation change during the industrial revolution?

Question 2
How did improvements in transportation influence the industrial revolution?
Question 3
Explain one improvement that allowed for safer traveling.
Question 4
How did the transportation of goods change?
Question 5

Question 6

Last
Question

Do structures that were built during the industrial revolution still exist today?
Are they still effective routes for transportation?
Explain what you did to contribute to the finished project (research,
preparation, involvement, construction, shopping, prep work, etc.).

Total: ____________________ / 100 points

Day of the Decades: Rubric for INDIVIDUAL INTERVIEW

Group #: ___________________

Name: ______________________________

Directions for the grader: Choose four of the six questions provided. You may ask students
for more details or accept their initial response; this is up to you as their mentor. You may give
values in between the extremes stated (for example, students might earn 12 points on one
question, and 4 on another). Students may only use THEIR OWN index cards as reference
materials (up to 3 cards).

Robber
Barons

Question 1

Superior (20 pts): Very Good (15

Incomplete (5
Basic (10 pts):
Student shows
pts): Student
pts): Student is
Student knows
knowledge
shows solid and
unsure, incorrect,
brief and basic
beyond
comfortable
inaccurate,
responses to
requirement
command of
incomplete in
questions posed
expectations
information
responses
Explain the phrase, robber baron. What this term used to describe someone
positively or negatively?
Who were considered to be Robber Barons in the 1800s?

Question 2

Question 3

What kinds of unethical or criminal activities were the Robber Barons accused
of participating in?

Question 4

Did the Robber Barons of the 1800s make any charitable contributions or leave
any type of positive legacy?

Question 5

How are millionaires of today similar and different to the Robber Barons of the
1800s?

Question 6

Do you think the millionaires of the 1800s were Robber Barons or Captains of
Industry?

Last
Question

Explain what you did to contribute to the finished project (research,

preparation, involvement, construction, shopping, prep work, etc.).

Total: ____________________ / 100 points

Day of the Decades: Rubric for INDIVIDUAL INTERVIEW

Group #: ___________________

Name: ______________________________

Directions for the grader: Choose four of the six questions provided. You may ask students
for more details or accept their initial response; this is up to you as their mentor. You may give
values in between the extremes stated (for example, students might earn 12 points on one
question, and 4 on another). Students may only use THEIR OWN index cards as reference
materials (up to 3 cards).
This
Town
Aint Big
Enough!

Superior (20 pts): Very Good (15

Incomplete (5
Basic (10 pts):
Student shows
pts): Student
pts): Student is
Student knows
knowledge
shows solid and
unsure, incorrect,
brief and basic
beyond
comfortable
inaccurate,
responses to
requirement
command of
incomplete in
questions posed
expectations
information
responses
How did you become a judge, marshal, and sheriff during the 1800s?

Question 1
Describe one of the most notorious sheriffs or judges of the 1800s.
Question 2
How did you become Gunslinger or Bounty Hunter?
Question 3
Name and describe a notorious outlaw.
Question 4
What was a shoot out and what were the rules or traditions involved?
Question 5
How were trials held, and who decided the verdict or punishment?
Question 6

Last
Question

Explain what you did to contribute to the finished project (research,

preparation, involvement, construction, shopping, prep work, etc.).

Total: ____________________ / 100 points