Standards for Superior Work (5)

Use of Evidence: Primary source information used to buttress every point with at least one example.

Evaluation of Evidence: Recognizes that there are gaps in the historical record and missing evidence and may on occasion turn the missing evidence to the argument’s advantage.

Clarity of Argument: Answer/essay has a clear, well-articulated, and appropriate thesis. Well-written and appropriate integration of quoted material into sentences.

Quality of Writing: Answer/essay is well written in complete sentences with subject/verb agreement. If a longer essay, each paragraph contains a topic sentence, followed by supporting evidence and ending with a summary sentence. Transitions between paragraphs are appropriate and clear. The answer/essay is generally free from spelling and grammatical errors.

Standards for Above-Average Work (4)

Use of Evidence: Examples used to support most points. Some evidence does not support point or may appear where inappropriate.

Evaluation of Evidence: Appreciates gaps in the evidence or missing evidence but has difficulty in handling missing or incomplete evidence.

Clarity of Argument: Answer/essay has an appropriate thesis, but its articulation is confusing and/or vague. Quotations well integrated into sentences.

Quality of Writing: Answer/essay is generally well written and easy to follow. Paragraphs may not always contain a clear topic sentence, and transitions may sometimes be lacking. The answer/essay may contain a few spelling and grammatical errors.

Standards for Average “Needs Help” Work (3)

Use of Evidence: Examples used to support some points, but other points lack supporting evidence or use evidence where inappropriate.

Evaluation of Evidence: Has problems with incomplete or missing evidence and tends to ignore evidentiary gaps. At times, attempts to fill the gaps with unwarranted speculation or unsupported arguments.

Clarity of Argument: The answer/essay lacks a clear thesis or has one that is inappropriate to the topic. Quotes may be poorly integrated into sentences.

Quality of Writing: Many paragraphs lack a clear topic sentence, and transitions are often weak. There are a number of places where word choice is weak and subject/verb agreement is lacking. There may be more than a few spelling and grammatical errors.

Standards for “Really Needs a Lot of Help” Work (2)

Use of Evidence: Very few or very weak examples. General failure to support statements, or evidence seems to support no statement.

Evaluation of Evidence: Does not see gaps in evidence or appreciate missing evidence. Attempts to “fill” lacunae with “manufactured” evidence or engages in wild speculation.

Clarity of Argument: The answer/essay has no thesis. Quotes are not integrated effectively.

Quality of Writing: Writing is weak with many grammatical and spelling errors.

Failing Work (1)

There has been minimal effort and no real understanding of the assignment.

Rubric for Grading Video or Digital Presentation Assignments

Standards for Superior Work (5)

Selection of Evidence: The primary source chosen is closely related to subjects under discussion and sheds new light on issues discussed.

Analysis of Evidence: The student identifies the key issues/ideas from the source and how they relate to the history of school desegregation.

Visualizing the Evidence: The student chooses images that present the issues/ideas in an arresting visual manner that advances the discussion.

Quality of Presentation: The material is clearly and concisely presented. The student makes eye contact with the audience, speaks with confidence and in complete sentences. Ideas flow naturally, one from the other.

Standards for Above-Average Work (4)

Selection of Evidence: The primary source chosen is related to subjects under discussion but merely restates issues/ideas dealt with in the other sources.

Analysis of Evidence: The student identifies some important issues/ideas from the source and how they relate to the history of school desegregation.

Visualizing the Evidence: The student chooses images that present the issues/ideas visually in a manner that reinforces the discussion.

Quality of Presentation: The material is presented in generally clear and concise manner. The student makes eye contact with the audience for the most part or speaks a bit haltingly. Ideas flow one from the other, with the occasional rough spot.

Standards for Average “Needs Help” Work (3)

Selection of Evidence: The primary source chosen is only tangentially related to subjects under discussion or is directly connected to a source already given.

Analysis of Evidence: The student identifies few important issues/ideas from the source and how they relate to the history of school desegregation.

Visualizing the Evidence: The student presents the issues/ideas visually, but the images do not add much to or reinforce the discussion.

Quality of Presentation: There is little clarity or concision in the presentation. The student makes eye contact with the audience only occasionally and speaks with little emphasis or energy. The ideas are interrupted by frequent asides or tangential points.

Standards for “Really Needs a Lot of Help” Work (2)

Selection of Evidence: The primary source chosen is unrelated to subjects under discussion.

Analysis of Evidence: The student identifies few if any important issues/ideas from the source and how they relate to the history of school desegregation.

Visualizing the Evidence: The student makes only a passing attempt to present the material visually, and the images do not add to or reinforce the discussion.

Quality of Presentation: The presentation is unclear, incoherent, or rambling. The student does not make eye contact with the audience and speaks without emphasis or energy.

Failing Work (1)

There has been no effort and no real understanding of the assignment.