JESSE HINGSON’S GENERAL RUBRIC FOR ARGUMENTATIVE ESSAY IN HISTORY
| 10 | 9 | 8 | 7 | 6>0 |
THESIS | Easily identifiable, plausible, novel, sophisticated, insightful, crystal clear. | Promising, but may be slightly unclear, or lacking insight or originality. | Unclear (contains vague terms), appears unoriginal, or offers relatively little that is new; provides little around which to structure the paper. | Difficult to identify and may blend restatement of obvious point. | Has no identifiable thesis or an utterly incompetent thesis. Shows obviously minimal lack of effort or comprehension of the assignment. |
STRUCTURE | Evident, understandable, appropriate for thesis. Excellent transitions from point to point. Paragraphs support solid topic sentences. | Generally clear and appropriate, though may wander occasionally. May have a few unclear transitions, or a few paragraphs without strong topic sentences. | Generally unclear, often wanders or jumps around. Few or weak transitions, and there are many paragraphs without topic sentences. | Unclear, often because thesis is weak or non-existent. Transitions confusing and unclear. Few topic sentences. | No evidence structure or organization. |
USE OF EVIDENCE | Primary and secondary source information incorporated to buttress every point. Examples support thesis and fit within paragraph. Excellent integration of quoted material into sentences. Factual information is incorporated. | Examples used to support most points. Some evidence does not support point or may appear where inappropriate. Quotations are integrated well into sentences. Some factual information is incorporated. | Examples support some points. Quotations may be poorly integrated into sentences. There may not be a clear point. Moderate amount of factual information is incorporated. | Very few or weak examples and factual information. General failure to support statements, or evidence seems to support no particular point. | No attempt has been made to incorporate factual information or interpret primary and secondary sources. |
LOGIC AND ARGUMENTATION | All ideas flow logically; the argument is identifiable, reasonable, and sound. Author anticipates and successfully defuses counter-arguments; makes novel connections which illuminate thesis | Argument is clear and usually flows logically and makes sense. Some evidence that counter-arguments acknowledged, though perhaps not addressed. Occasional insightful connections to evidence are made. | Logic may often fail, or the argument may often be unclear. May not address counter-arguments or make any connections with the thesis. May also contain logical contradictions. | Ideas do not flow at all, usually because there is no argument to support. Simplistic view of topic, and there is no effort to grasp possible alternative views. Very little or very weak attempt to relate evidence to argument. | Too incoherent to determine. |
MECHANICS | Language is clearly organized. Correct word usage, punctuation, sentence structure, and grammar; correct citation of sources; minimal to no spelling errors; absolutely no run-on sentences or comma splices. | Sentence structure and grammar strong despite occasional lapses; punctuation and citation style often used correctly. Some spelling errors and at least one run-on sentence, sentence fragment, or comma splice. | Minor problems in sentence structure and grammar. Multiple errors in punctuation, citation style, and spelling. May have several (two to five) run-on sentences, sentence fragments, and comma splices. | Huge problems in sentence structure and grammar. Frequent major errors in citation style, punctuation, and spelling. May have many (more than five) run-on sentences, sentence fragments, and comma splices. | Very difficult to understand owing to major problems in mechanics. |
*This rubric is a composite of several rubrics used in several American and World courses taught at Barry University , Bowdoin College , Yale University , Manatee Community College , and Florida International University .
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Gr. 11 HISTORY T2: Revision
Term 2: Grade 11 Revision
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Common Core State Standard Rubric for History/Social Studies 11-12
For the past few weeks, my colleague Todd Whitten and I have been sharing some work that we have done with the Common Core State Standards for History/Social Studies. During this process, we created rubrics based upon the 9-10th Grade Standards and the 11-12th Grade Standards. This week, we will be sharing those documents.
Below is what we created based upon the Common Core State Standards for History/Social Studies for 11-12th Grades . (Todd will be launching the rubric for the 9-10th grade on his blog later this week.)
When we were aligning activities with the Common Core (links below), this was our guiding document.
Let us know what you think!
Key Ideas and Details (Green Circle)
RH.11-12.1. Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.
Meets expectations and performs one of the following: |
RH.11-12.2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.
RH.11-12.3. Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.
Craft and Structure [Blue Square]
RH.11-12.4. Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison defines faction in Federalist No. 10).
RH.11-12.5. Analyze in detail how a complex primary source is structured, including how key sentences, paragraphs, and larger portions of the text contribute to the whole.
RH.11-12.6. Evaluate authors’ differing points of view on the same historical event or issue by assessing the authors’ claims, reasoning, and evidence.
Integration of Knowledge and Ideas <Black Diamond>
RH.11-12.7. Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.
RH.11-12.8. Evaluate an author’s premises, claims, and evidence by corroborating or challenging them with other information.
RH.11-12.9. Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.
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As always, feel free to add more ideas or add to the discussion below!
Our common core series (so far):, technology, social studies, and the common core: part i technology, social studies, and the common core: part ii common core social studies activity for 11-12 (john locke’s second treatise of civil government) primary documents, social studies, and the common core: the declaration of the rights of man and citizen, for my other posts on the common core click here., share this:.
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About Michael K. Milton
4 responses to common core state standard rubric for history/social studies 11-12.
Hi Michael,
I teach US history (9th grade) at a high school in Michigan. I have found your rubrics extremely helpful in gauging proficiency levels in my students’ common core skills assessments. Can I use some of the material in your rubrics? Keep up the great work! Thanks
Please! Good luck Troy!
Just found your Site this evening. Your passion for the profession is rather evident, so I believe I will be touching base with you as the year continues to march on. Getting late so here’s the skeleton situation. Public HS in Duval County FL, five blocks from the beach, and that is by far not the best part. I was in another school teaching in a program called AICE or CIE (Cambridge International Examinations) where we had 150 kids in the program in each of the four grades. I moved to a school that is in its third year of the same program, and we will have the seniors next year and only 75 kids in the three grades (in a school of about 2,300- 2,400). I will be teaching three sections of the following two courses: Modern Euro 1789-1939 and International History 1945-1991, next year ( I do have 3 sections of the tenth grade Modern Euro currently). I have a great pro-active, technology loving Principal who just purchased me a cart (storage and recharging, 25 I-pads, and a MacAir). These items are coming in as we speak, but I have not had a summer to rip apart my courses and align them with this shift in delivery style with the technology. Thus you can see why your site and Todd’s seem to be a gift from the gods of academia.To boot both of these courses at the end of the year take an international exam that is 100% Essay format, thus I spend a great deal of time on writing development, so with Common Core coming on-line the technology I am really excited. If you care to see what I have been doing with my 10 graders in Modern Euro you can go to my wiki at: aiceeuropeansas.wikispaces.com/Home. We will also be using Common Core’s “PARCC” assessment process in FL. I will be going through both of your sites to get ideas, and I really appreciate you putting the info out there. As I begin to develop materials, I too will be more than happy to share everything and anything. I look forward to reading your advice and thoughts as we move forward! Ciao, Kevin Sacerdote FHS Neptune Beach, Fl
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1.3 Assessment procedures for source-based questions. Use a tick ( ) for each correct answer. Pay attention to the mark scheme e.g. (2 x 2) which translates to two reasons and is given two marks each ( ); (1 x 2) which translates to one reason and is given two marks ( ) )Paragraph question Paragraphs are to be as.
Good synthesis of information. Developed an original, well balanced and independent line of argument with the use of evidence and sustained and defended the argument throughout. Independent conclusion is drawn from evidence to support the line of argument. LEVEL 6. Very well planned and structured essay.
2.4 Assessment procedures of the essay 2.4.1 Keep the synopsis in mind when assessing the essay. 2.4.2 During the reading of the essay ticks need to be awarded for a relevant introduction (indicated by a bullet in the marking guideline/memorandum), each of the main points/aspects that is properly contextualized (also
2.4 Assessment procedures of the essay 2.4.1 Keep the synopsis in mind when assessing the essay. 2.4.2 During the reading of the essay ticks need to be awarded for a relevant introduction (indicated by a bullet in the marking guideline/memorandum), each of the main points/aspects that is
2.4 Assessment procedures of the essay 2.4.1 Keep the synopsis in mind when assessing the essay. 2.4.2 During the reading of the essay ticks need to be awarded for a relevant introduction (indicated by a bullet in the marking guideline/memorandum), each of the main points/aspects that is
5 main points there will be 7 ticks.2.4.3 Keep the PEEL struc. n mind when assessing an essay. PPoint: The candidate introduces the essay by taking a l. ne of argument/making a major point.Each paragraph should include a point that sustains the major point (line of argumen. E.
nd a conclusion.Marking of essay questionsMarkers must be aware that the content of the answer will be guided by th. textbooks in use at the particular centre.Candidates may have any other relevant introduction and/or conclusion than those included in a specific e. essay.2.3 Global assessment of the essayThe ess.
te. t for the Skills and Concepts. 2. GRADE 11. PROGRAMME OF ASSESSMENT FOR HISTORYIn Grade 11, the Programme of Assessment consists of tasks undertaken during the school year and co. nts 25% of the final Grade 11 mark. The other 75% is made up of e. of the year set assessment tasks. The learner SBA portfolio is concerned with t.
Tests will have approximately 20 multiple choice questions, five short answer questions, and one essay or constructed response. Between these tests will be quizzes (one or two per week) that should serve as checkpoints for both the student and teacher. Quizzes will have a maximum of ten questions. Projects - Finally, students will be expected ...
2.4 Assessment procedures of the essay 2.4.1 Keep the synopsis in mind when assessing the essay. 2.4.2 During the reading of the essay ticks need to be awarded for a relevant introduction (indicated by a bullet in the marking guideline), each of the main points/aspects that is properly contextualised (also
History Grade 11 - Topic 4 Essay Questions. An image of bold, selfless youth in late 1970s South Africa inspired by the black radical consciousness philosophy. ... "Grade 11 November 2019 History Paper 2 Exam," National Senior Certificate, November 2019. Eastern Cape Province Education. Williams, Donovan. "African nationalism in South ...
Holistic scoring is a quick method of evaluating a composition based on the reader's general impression of the overall quality of the writing—you can generally read a student's composition and assign a score to it in two or three minutes. Holistic scoring is usually based on a scale of 0-4, 0-5, or 0-6.
ORY SECTION 4 4.1 W. is Assessment? Assessment is a continuous, planned process of identifying, gathering and interpreting information to gauge learners' performance, and can t. ke various forms. It involves four steps: generating and collecting evidence of achievement; evaluating this evidence; recording the findings; and using.
Shows some evidence of a planned and constructed argument. Attempts to sustain a line of argument. Conclusions not clearly supported by evidence. LEVEL 2. Attempts to structure an answer. Largely descriptive /some attempt at developing an argument. LEVEL 1. Little or no attempt to structure the essay. LEVEL 7.
This booklet is meant to be used in tandem with the telematics programme, and consolidate what was taught in the classroom. The 2022 Telematics lessons will focus on the ability to read, analyse and interpret sources, as well as unpack the arduous skill of penning a stellar history essay all the time, every time.
Grade 11 History RESEARCH ASSIGNMENT FOCUS: CASE STUDY: STALIN'S LEADERSHIP ... Assessment rubric CRITERIA LEARNER NAME: Criterion 1 Planning (10) 5 4 2 - 3 0 - 1 Shows thorough/ ... History Essays Grade 12. HISTORY 100% (2) 3. Christendom - Mindmap. HISTORY 100% (1) 31. Module 2 notes. HISTORY 100% (1) 21.
The rubrics for the AP History Document-Based Question (DBQ) and Long Essay Question (LEQ) have been modified for the 2017-18 school year, using feedback received from AP teachers and Readers and in tandem with recently announced changes to the Course and Exam Description for each course.
A rubric is a set of clear standards that informs students of precise expectations for an assignment. The points below apply to longer written essays, to Thought Questions (classroom courses), and to online discussion postings. A rubric provides the teacher with a fair, consistent set of criteria for assessing performance.
Occasional insightful connections to evidence are made. Logic may often fail, or the argument may often be unclear. May not address counter-arguments or make any connections with the thesis. May also contain logical contradictions. Ideas do not flow at all, usually because there is no argument to support.
Term 2: Grade 11 Revision. Do you have an educational app, video, ebook, course or eResource? Contribute to the Western Cape Education Department's ePortal to make a difference.
During this process, we created rubrics based upon the 9-10th Grade Standards and the 11-12th Grade Standards. This week, we will be sharing those documents. Below is what we created based upon the Common Core State Standards for History/Social Studies for 11-12th Grades.
History Essay Rubric (applicable to both short essays and term papers) CMU-Q History Department Dr. Benjamin Reilly ([email protected]) Argument 30% Evidence 30% Clarity 20% Synthesis and Analysis 20% ... 11/18/2015 2:16:54 PM ...