Grading Rubrics

Inquiry-Based Discussions

As you read the assigned chapter(s) in the textbook, think about the assigned Inquiry-Based Discussion prompt. When you are done reading the chapter, formulate a response to the prompt and share your thoughts on Flipgrid in a 3 - 5 minute video. Your response must include the following:

  • Provide background information for historical context surrounding this time period.

  • Cite 3-5 pieces of evidence to support your claim

  • Reply to a classmate and engage in a discussion. In doing so, add value to the conversation with new information rather than simply agreeing or disagreeing.

You will be evaluated based on the rubric below. Your video analysis on Inquiry-Based Discussions will count for 15% of your grade.

Criteria & Description

Context

  • Response includes historical context and demonstrates clear understanding of the topic/theme/time period

Evidence

  • Response includes 3 - 5 pieces of evidence

  • Response demonstrates critical thinking/reasoning

Mechanics

  • Adheres to time limits & due dates

Scale

1 – unacceptable

2 – acceptable but in need of

improvement

3 – competent

4 – good

5 – superior

Video Analysis

There will be several assigned documentary films you will be required to view throughout the course. For each film you will be asked to respond to four questions on a Discussion Forum. Read and reply to another student's comments and engage in a discussion.

  • What did you already know about the film’s topic?

  • What information in the film was new to you?

  • What did you like/dislike about the film?

  • What would you like to know more about?

You will be evaluated based on the rubric below. Your responses to Video Analysis Discussion will count for 15% of your grade.

Criteria & Description

What did you already know about the film’s topic?

  • Response includes a paragraph about prior knowledge with 1-3 details about the topic

What information in the film was new to you?

  • Response includes a paragraph with at least 3 - 5 pieces of evidence from the film

What did you like/dislike about the film?

  • Response includes a paragraph that evaluates the film’s content and aesthetic

What do you want to know more about?

  • Response includes a paragraph about student inquiries that may fill gaps in knowledge

Procedural

  • Adheres to due dates

  • Demonstrates proper grammar/spelling

  • Replies to a peer adds new information, including source information, to the discussion rather than simply agreeing or disagreeing

Scale




1 – unacceptable

2 – acceptable but in need of

improvement

3 – competent

4 – good

5 – superior

Primary Source Analysis

There will be several assigned primary source documents you will be asked to analyze throughout the course.. For each document you will be asked to respond to a series of scaffolded questions and respond on a Form and/or participate in a class discussion.

You will be evaluated based on the rubric below. Your responses to Primary Source Analysis Discussions will count for 15% of your grade.

Unsatisfactory

1 Point

The reader does not discuss and shows little understanding of the historical context. The reader fails to adequately understand the content and meaning of the document.

Limited

2 Points

There is little or no analysis of the document, and discussion of it is largely limited to summarizing the content of the document.

Developing

3 Points

The analysis of the document shows some insight, but is flawed in some way, because of either failure to properly understand the document, factual errors in understanding the history, or weaknesses in logic.

Satisfactory

4 Points

The analysis of the document is solid and straightforward, showing a good understanding of the content of the document and an ability to use that understanding to illustrate the document, its author and/or the time period

Exceptional

5 Points

The analysis of the document is sharp, sophisticated and insightful, reflecting both an understanding of the general content of the document and and ability to engage with the specifics of the document to gain insight into the document, its author and/or the time period.

Diverse Interpretations Essays

Another way I will evaluate your work is through your writing. You will be assigned several readings from a series entitled Taking Sides--Clashing Views in World History. These readings pose a single question and offer two diverse interpretations--a Yes position and a No position. You will be asked to summarize each position and decide which author’s arguments are more valid. You must respond in a 1 - 2 page essay (4 paragraphs), which you can word process and attach to your discussion post, or type directly in a text box in Blackboard’s discussion board.

  • Paragraph 1: Introduction that includes a Thesis Statement and historical context--provide background information on the time period and provide YOUR response to the question. Which argument do you think is more credible and why?

  • Paragraph 2: Summary of the Yes position citing three pieces of evidence from the text

  • Paragraph 3: Summary of the No position citing three pieces of evidence from the text

  • Paragraph 4: Analysis/Evaluation that identifies which position you agree with and why and is supported by at least two pieces of evidence from outside scholarly sources (Wikipedia, dictionary.com, and related sites do not count).

  • Note: You must also cite your sources within the text of your essay and include a References page in the APA format.

You will be evaluated based on the rubric below. Your written analysis on Diverse Interpretation Essays will count for 40% of your grade.

Diverse Interpretations Essay