history essay rubric grade 11

See also this . Just how is historical writing similar to or different from other types of writing that you may have done? Study this so that you will understand some of the similarities and differences. It covers much the same information but in a slightly different format. Critical thinking is a key component of good historical writing. You should review this . . to help in this task. . . Here's another Enjoy. to help organize and integrate information from various sources into logical categories. to learn how to correct this problem. .

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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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.

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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