S P E E C H R U B R I C
Above
Emerging
Explanation of • does not present information, arguments,
Ideas & ideas, or findings clearly, concisely, and
Information logically; argument lacks supporting
evidence; audience cannot follow the line of
reasoning
• selects information, develops ideas and uses
a style inappropriate to the purpose, task,
and audience (may be too much or too little
information, or the wrong approach)
Organization • does not meet requirements for what should
be included in the presentation
• does not have a past, present and solutions
section
• uses time poorly; the whole presentation, or
a part of it, is too short
Eyes & Body • does not look at audience; reads notes
• does not use gestures or movements
Proficient
• presents information, findings, arguments
and supporting evidence in a way that is not
always clear, concise, and logical; line of
reasoning is sometimes hard to follow
• attempts to select information, develop
ideas and use a style appropriate to the
purpose, task, and audience but does not
fully succeed
• meets most requirements for what should be
included in the presentation
• has a past, present and solutions section, but
they are not clear or interesting
• generally, times presentation well, but may
spend too much or too little time on a topic,
a/v aid, or idea
• makes infrequent eye contact; reads notes
most of the time
• uses a few gestures or movements but they
do not look natural
Exemplary Standard

• presents information, findings, arguments
and supporting evidence clearly, concisely,
and logically; audience can easily follow the
line of reasoning
• selects information, develops ideas and uses
a style appropriate to the purpose, task, and
audience
• meets all requirements for what should be
included in the presentation
• has a clear and interesting a past, present
and solutions section
• organizes time well; no part of the
presentation is too short or too long
• keeps eye contact with audience most of the
time; only glances at notes
• uses natural gestures and movements
 Issues of the Gilded Age Speech

In groups of four, teams will create a compelling speech on an issue from the gilded age in three parts; with the first and second describing how problems played out in the past
and the present, and the third part of the speech will feature a proposed solution that the country should follow to make this issue better today. Each part of the speech should be
presented by a different team member. The first two parts require use of evidence to highlight why the issue deserves attention from the public These speeches should not be read
out word for word but instead be based off of an outline of points the teams want to make. These outlines will be submitted as part of the team’s grade for their speeches, meaning
it should show detail and thought.

Issues

-Food - Medicine -Factories -Agriculture -Housing

-Wages -Work Day Hours -Big Business - Automation of labor -Immigrant labor

Speech Format

The Issue in the 19th century

This section should show in detail at least three key facts that explain how the team’s assigned issue played itself out in the late 1800’s for those in America. It should provide the
audience with an understanding of how this problem is important to understand for us today. Time length: Minimum of two minute.

The Issue Today

With this section, the speech should detail how the issue has evolved into the present day as we face it in our lives. There should be an inclusion of what the problem is, how it
impacts us and why it should have our attention. Time length: Minimum of two minutes.

A Possible Solution

The last section is where your team’s speech outlines one way that our society can overcome the issue going forward into the future to relieve those who struggle from it. This can
be a policy or law from the government or an action that people take as a community. The speech should take this time to make the case to the audience why this is the best path
forward in your opinion. Time length: Minimum of two minutes