Canadian and International Law (CLN 4U):

Environmental Law Presentation

You have recently been assigned an environmental law topic. With your partner(s), you will
be responsible for conducting extensive research and informing the class about the
information you have collected through a well planned out presentation. Below are some
ideas to keep in mind as you put your presentation together. Keep in mind, that these are just
suggestions and that the layout of your presentation will be left up to your discretion.
1. What is your topic? What are the issues involved?
a. (Note: usually, an issue revolves around some aspect of powerthose who
have it and those who dont)
2. Who does the issue affect? (Note: this may often involve multiple perspectives)
a. The empowered
b. The oppressed
c. Lobby groups
d. Groups with responsibility to protect, etc.
3. The Facts
a. Statistics
b. Statutes & Laws
c. Cases
d. Other Primary Sources
4. Scholarly or Expert Opinions, Theories, Solutions
a. From experts
b. From credible organizations
c. From legal scholars
5. Analysis and Thoughts on the Future
a. A personal analysis of the issue given all of the above points.
Presentation Format
The presentation format should be polished and professional. Communication skills will be
taken into account and evaluated. You will have only 10-15 minutes for your presentation,
and it can be delivered in a format that may include (but is not limited to):
- PowerPoint presentation
- Use of media clips

- Song lyrics
- Centres

- Interactive activity with class

- Other creative ideas?

CLN4U Environmental Law Presentation Rubric

Criteria

Level 4 (80% - 100%)

Level 3 (70%-79%)

Level 2 (60-69%)

Level 1 (50%-59%)

Knowledge

- extensive knowledge of the topic which

extends well beyond course material and
examples
- accurate use of legal terminology that
involves new language introduced through
the presentation and in appropriate context
- insightful identification of key issues,
ideas and facts to support inquiry
- each student appears to be a credible
expert in the field
- ideas and positions are exceedingly
supported by credible evidence
- abundant evidence of critical and creative
thinking
- extremely convincing points of view
presented
- evidence of in-depth analysis on the topic

- knowledge of the topic which extends

beyond course material and examples
- accurate use of legal terminology that
involves some new language introduced
through the presentation
- solid identification of key issues, ideas
and facts to support inquiry
- each student appears to know a lot
about the topic.

- limited knowledge of the topic which

depends exclusively on course material
and examples.
- some inaccurate use of legal
terminology through the presentation
- insightful identification of key issues,
ideas and facts to support inquiry
- one or more group members cannot
add value to the presentation through
information or explanation.
- ideas and positions are not supported
by credible evidence
- critical and creative thinking is not
evident
- points of view presented are not
convincing
- no evidence of analysis on the topic

- exceptionally clear, concise, convincing in

every way
- planned, polished and professional
- extremely well balanced involvement of
all group members (if applicable)
- creative and original in delivery, including
use of graphics, images, text and
technology
- the handout is a highly valuable addition
to the learning of the class
- no use of the vernacular very confident
and professional presenters!
- insightful application of the law towards
building an argument
- insightful selection of information/ events
to support the topic and/or position
- ideas and thoughts were exceptionally
well connected
- exemplary responses to questions posed
by students and teacher demonstrates
obvious ability to apply learning to new
contexts

- clear, concise, convincing

- planned and professional
- well balanced involvement of all group
members (if applicable)
- creative in delivery, including use of
graphics, images, text and technology
- the handout is helpful to peer learning
- some vernacular used, but presenters
were confident overall.

- adequate knowledge of the topic which

attempts to extend beyond course material,
but largely dependant upon it.
- mostly accurate use of legal terminology
without the introduction of new language
through the presentation
- key issues, ideas and facts to support
inquiry are identified but not at great depth
- one or more group members appear to
have trouble with the topic
- ideas and positions are supported by
evidence and some opinion (not always
distinguished)
- limited critical and creative thinking is
evident
- somewhat convincing points of view
presented
- limited evidence of analysis on the topic
- somewhat clear but not exceptionally
convincing
- evidence of planning is limited as is
evident by a choppy presentation
- not all group members contribute equally s
- adequate presentation ideas, but not fully
realized in delivery.
- the handout is not a helpful addition to the
learning of the class
- vernacular is used
- presenters are not very polished and have
trouble with confidence
- limited application of the law towards
building an argument
- reasonable selection of information/events
to support the topic and/or position
- ideas and thoughts were occasionally well
connected
- adequate responses to questions posed by
students and teacher demonstrates some
ability to apply learning to new contexts

/10

Thinking/
Inquiry
/10

Communication

/20

Application
/10

- ideas and positions are supported by

credible evidence
- evidence of critical and creative
thinking
- convincing points of view presented
- adequate evidence of analysis on the
topic

- adequate application of the law towards

building an argument
- strong selection of information/ events
to support the topic and/or position
- ideas and thoughts were well connected
- good responses to questions posed by
students and teacher demonstrates
ability to apply learning to new contexts

- unclear and not convincing

- unplanned, unpolished and/or
unprofessional
- not all group members contribute
equally or at all
- uninspired presentation
- the handout is absent or is a distraction
to the learning of the class
- liberal use of vernacular that is
distracting
- presenters are not confident or poised
- application of the law towards building
an argument is absent or inappropriate
- questionable selection of
information/events to support the topic
and/or position
- ideas and thoughts were not well
connected
- poor responses to questions posed by
students and teacher demonstrates
limited ability to apply learning to new
contexts