Contribution Criteria	Exemplary 5-4	Accomplished 3	Developed 2	Beginning 1	Score
Information	All information presented was accurate demonstrating a thorough and profound understanding of the inherent complexities associated with the conflict. Goes beyond what is required	Most information presented was accurate demonstrating a clear, in-depth and revealing understanding of the inherent complexities associated with the conflict.	Most information presented demonstrated a developed, perceptive and adequate understanding of the inherent complexities associated wth the conflict.	Information presented was sketchy and full of inaccuracies with no real evidence of understanding beyond the superficial. No sense of wider significance; simple restatement of facts or ideas
Use of Facts/Examples	Peace Proposal is based upon sound arguments. Every major point was well supported with several relevant facts, statistics and/or examples.	Peace Proposal is based upon sound arguments. major points were adequately supported with relevant facts, statistics and/or examples.	Peace Proposal is based upon sound arguments. major points were adequately supported with relevant facts, statistics and/or examples.	Arguments of the Peace Proposal lacked sound supporting evidence. some points were not supported.
Organization	All arguments were clearly tied to an idea (premise) and organized in a tight, logical fashion.	Most arguments were clearly tied to an idea (premise) and organized in a tight, logical fashion.	All arguments were clearly tied to an idea (premise) but the organization was sometimes not clear or logical.	Arguments were not clearly tied to an idea (premise).
Writing	Is expressive, focused, insightful, original and well organized.	Is thoughtful, original, well organized.	Shows some thoughtfulness, originality and organization.	Lacks thoughfulness, originality and/or organization was difficult to follow.
Teamwork	Peer and self assessment rubrics clearly demonstrate that the project was a group effort. The rubrics provide evidence that the members brainstormed, discussed, assumed roles and solved problems. Provides evidence that the group members helped one another, shared ideas, developed and evaluated their finished product	Peer and self assessment rubrics provide evidence that the members divided tasks, shared workload and managed problems in a manner that advanced the group goal	Peer and self assessment rubrics provide evidence that the members occasionally helped one another but required teacher assistance to help guide and resolve differences One person documents that he/she did most of the work and/or problems were not managed in a way that advanced the group goal	Peer and self assessment rubrics demonstrate that the group was unable to divide tasks effectively or resolve differences Too many inconsistancies are evident from the rubrics suggesting that there was too little or no collaboration