Student defines both sides of Erikson's crises for Gil's stage

Student defines only 1 side of the crises, either generativity or stagnation but not both; OR defines both sides but is vague

Student does not answer the question

Student discusses completely how Gil is working through the crises in terms of his career, his family, and his marriage AND provides good examples of all 3 from the movie

Student only discusses 2 of the 3 areas of Gils life (career, family & marriage) AND provides good examples from the movie

Student only discusses 1 of the 3 areas of Gil's life (career, family, or marriage) AND provides good examples from the movie

Student does not answer the question

Student defines both sides of all 3 of Erikson's crises for Frank's Early, Middle, and Late Adulthood stages.

Student defines both sides for only 2 of the 3 Crises (Early, Middle, and Late Adulthood); OR defines all 3 but is vague

Student defines both sides for only 1 of the 3 Crises (Early, MIddle, or Late Adulthood

Student does not answer the question

Student provides good examples from the movie of whether Frank completes Erikson's crises' successfully in all 3 stages (Early, Middle, & Late Adulthood)

Student provides good examples from the movie of whether Frank completes Erikson's crises' successfully in 2 OF 3 stages (Early, Middle, & Late Adulthood)

Student provides good examples from the movie of whether Frank completes Erikson's crises' successfully in 1 OF 3 stages (Early, Middle, OR Late Adulthood)

Student does not answer the question

Student defines both sides of the Crises for Character's stage of Lifespan

Student defines only 1 side of the crises but not both; OR defines both sides but is vague

Student does not answer the question

Student discusses completely how their Character is working through the Crises AND discusses concepts from the textbook which tie into Character's stage in Lifespan development

Student only discusses 1 or 2 examples of how Character is working through the Crises OR is vague OR does not reference the textbook

Student does not answer the question

Student uses multiple examples of vocabulary from the textbook AND correctly applies theories in answering the first 6 questions

Student uses some examples of vocabulary from the textbook AND correctly applies theories but is missing 1 or 2 key concepts in first 6 answers

Student is either missing vocabulary OR not applying theories in 1 of the first 6 answers

Student has very little vocabulary or attempts to apply theories in first 6 answers

No APA mistakes on Reference page

1 APA mistake on Reference page

2 APA mistakes on Reference page

3 APA mistakes on Reference page

4 APA mistakes on Reference page

More than 4 APA mistakes on Reference page

0-1 APA citation and/or grammar/spelling mistakes in paper

Missing word count OR 2-3 APA citation and/or grammar/spelling mistakes in paper

4-5 APA citation and/or grammar/spelling mistakes in paper

6-7 APA citation and/or grammar/spelling mistakes in paper

8-9 APA citation and/or grammar/spelling mistakes in paper

10 or more APA citation and/or grammar/spelling mistakes in paper

Exceeds Objective – Skillfully employs discipline specific concepts, methods and/or theories to understand behavior, institutions and/or change over time.

Meets Objective – Employs discipline specific concepts, methods and/or theories to understand behavior, institutions and/or change over time.

Somewhat Meets – Partially employs discipline specific concepts, methods and/or theories to understand behavior, institutions and/or change over time .

Does Not Meet Objective – Fails to employ discipline specific concepts, methods and/or theories to understand behavior, institutions and/or change over time.

Exceeds Objective – Skillfully applies research skills appropriate to the discipline.

Meets Objective – Applies research skills appropriate to the discipline.

Somewhat Meets Objective – Partially applies research skills appropriate to the discipline.

Does Not Meet Objective – Fails to apply research skills appropriate to the discipline.

Formulates a clear, sophisticated and controlling main idea or focus that is supported and extended throughout paper

Formulates a sufficient main idea or focus that is supported and extended throughout paper

Contains a main idea or focus, but minimally and with major digressions resulting in a lack of unity

Lacks any unifying thesis or thesis is completely off topic