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iRubric: Primary Source US History 8th Grade Unit 1 rubric

iRubric: Primary Source US History 8th Grade Unit 1 rubric

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Primary Source US History 8th Grade Unit 1 
Primary Source US History 8th Grade Unit 1
Rubric Code: KXA4XA7
By btkblevins
Ready to use
Public Rubric
Subject: History  
Type: Exam  
Grade Levels: 6-8

Powered by iRubric Criteria for Essay
  Above Standards

10-9

(N/A)

At Standard Level

8-7

(N/A)

Approaching Standards

7-6

(N/A)

Below Standards

5 and below

(N/A)

Content
5 pts

Above Standards

In developing the thesis, the student discusses 3 or more pieces of evidence with a variety of both primary and secondary sources to support their claims as to how historians interpret history.
At Standard Level

In developing the thesis, the student discusses 2 or more pieces of evidence with a variety of both primary and secondary sources to support their claims as to how historians interpret history.
Approaching Standards

In developing the claim, the student discusses vaguely or inaccurately 2 or more pieces of evidence to support their claims as to how historians interpret history.
Below Standards

The student discusses vaguely or inaccurately 1 or more pieces of evidence to support their claims as to how historians interpret history.
Introduction/Thesis Statement
2 pts

Above Standards

Develops a clear thesis identifying two types of historical sources and how historians use the sources to interpret history. It engages the reader and creates interest.
At Standard Level

Develops a clear thesis identifying two types of historical sources and how historians use the sources to interpret history.
The thesis creates interest and is fairly well developed. But while it contains accurate and complete information regarding the topic being described, it is not very engaging.
Approaching Standards

Develops a thesis identifying historical sources. It contains a thesis statement, but it either does not give accurate and complete information about the topic, or it lacks detail and creativity.
Below Standards

Does not establish a thesis identifying historical sources.
Body Paragraph
1 pts

Above Standards

Each body paragraph contains a clear topic sentence that focuses each paragraph around one point.
Details/examples in the body paragraphs are clear and well developed, and there are enough details to create vivid images in the reader's mind.
At Standard Level

Each body paragraph contains a clear topic sentence that focuses each paragraph on one point.
Details/examples are clear and presented from general to specific, but they are not well developed.
Approaching Standards

Each body paragraph does NOT contain a clear topic sentence.
There are details/examples, but they are either unclear or not presented from general to specific.
Below Standards

Body paragraphs do not contain a topic sentence.
Details/examples are either wrong or lacking.
Conclusion/Summary
1 pts

Above Standards

The conclusion effectively unifies the essay around the theme of the thesis and uses different language to create a summary of the introduction.
At Standard Level

The conclusion unifies the essay around the theme of the thesis but could use different language to create a summary of the introduction.
Approaching Standards

The conclusion makes a point about the thesis, but it does little to summarize the question answered through the thesis.
Below Standards

There is no conclusion, or it does not summarize the thesis accurately.
Mechanics &Overall Style
1 pts

Above Standards

No errors in punctuation, spelling, grammar, or capitalization. Logical progression of details with a clear and effective order that enhances the essay and provides a vivid description of the topic with appropriate and effective transitions.Writing is smooth, skillfull, and coherent.
At Standard Level

A few minor errors in punctuation, spelling, grammar, or capitalization, but they do not detract from the overall meaning and effectiveness of the paragraph.Logical progression of details with a clear and effective order. Transitions are present, but they do not enhance the overall effectiveness of the paragraph.
Approaching Standards

A few errors in punctuation, grammar, spelling, and capitalization that. while distracting, the meaning and intent of the paragraph can still be discerned.Organization is clear. Some transitions are present, while others are either inappropriate or missing.
Below Standards

Distracting and major errors in grammar, punctuation, spelling, and capitalization.No discernable organization. Transitions are not present.Writing is confusing and hard to follow. Contains fragments and/or run-on sentences. The tone and purpose is inconsistent and difficult to determine.
The word choice is inadequate.



Keywords:
  • Descriptive Paragraph, rubric, writing components



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