Short Answer Question Set Rubric

SHORT ANSWER QUESTION SET RUBRIC

CONTEXT

(use doc. 1)

Level 2 / Level 3 / Level 4 / Level 5
Claim 3.1
Students can analyze how the context of time and place affect disciplinary based issues and historical events, and also compare issues and events across time and place. / Student places events in an inappropriate context of time and place. / Student places issues and events in the context of a time and place with some inaccuracies. / Student places issues and events in the appropriate context of time and place with minor inaccuracies. / Student places issues and events in the appropriate context of time and place. *
(*including the special organization of people, places and environment)
Claim 2
Students can analyze how events are related chronologically and the geographic, economic, political and /or historical causes and effects of those events. / Student describes the location and the spatial organization of people, places and/or environments, using simplistic terms (direction, distance) relating this description to events and/or time period. / Student explains the location and spatial organization of people, places and/or environments, using geographic reasoning relating this explanation to events and time periods with minor inaccuracies. / Student explains the location and spatial organization of people, places and/or environments, using geographic reasoning relating this explanation to events and time periods. / Student explains the location and spatial organization of people, places and/or environments, using geographic reasoning relating this explanation to events and time periods relating this explanation to events and time periods with some depth.

RELIABILITY

(use doc. 2)

Level 2 / Level 3 / Level 4 / Level 5
Claim 1
Students can analyze sources and use evidence to create and analyze disciplinary claim.**
(**geographic, economic, political, historical) / Student identifies origin and intent of sources and inaccurately describes how these factors influence the reliability of the sources. / Student identifies authorship, point of view, purpose, content, bias, format of source, location of source in time and/or place and/or intended audience of sources and describes with minor inaccuracies how some of these factors influence the reliability of the sources. / Student identifies authorship, point of view, purpose, content, bias, format of source, location of source in time and/or place and/or intended audience of sources and describes how some of these factors influence the reliability (strength or weaknesses/uses of the sources. / Student identifies authorship, point of view, purpose, content, bias, format of source, location of source in time and/or place and/or intended audience of sources and analyzes how some of these factors influence the reliability (strength or weaknesses/uses of the sources.

TURNING POINT

(use both docs)

Level 2 / Level 3 / Level 4 / Level 5
Students can analyze how events are related chronologically and the geographic, economic and/or historical causes and effects of those events. / Student defines the concept of a turning point. / Student defines the concept of a turning point and identifies a specific turning point. / Student identifies a specific turning point and provides evidence of subsequent changes. / Student identifies a specific turning point, provides evidence of subsequent changes, and evaluates the significance of those changes.
Students can analyze sources and use evidence to create and analyze disciplinary-based claims.**
(**geographic, economic, political, historical) / Student describes the relationship between a given set of sources/ documents and may use irrelevant and/or disconnected evidence. / Student explains how a given set of sources/documents are related, using relevant evidence. / Student interprets how a given set of sources/documents are related, using historical context and relevant evidence. / Student creates a historically accurate interpretation of how a given set of sources/documents are related, using historical context, current perspectives, and relevant evidence.