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DBQ

This is the rubric for Document-Based Questions the 8th Grade US history teachers use.

Rubric Code: WXX2BA4

By Ms_Aprel_King

Ready to use

Public Rubric

Subject: History

Type: Assessment

Grade Levels: 6-8, 9-12

DBQ Rubric
	Exceptional 5 pts	Very Good 4 pts	Fair 3 pts	Needs Improvement 2 pts	Unacceptable 1 pts
Introduction	Exceptional The introduction was clear, defined the purpose of the essay and laid out the argument of the writer in a brief but effective manner.	Very Good the introduction was clear, and defined the purpose of the essay.	Fair The introduction covered the goals of the essay, but was somewhat difficult to understand.	Needs Improvement The introduction made it difficult to understand the writer's purpose.	Unacceptable The introduction did not identify the purpose of the essay.
Thesis	Exceptional The thesis was the last sentence of the introduction. The thesis was clear, responded directly to the task being asked of the writer, and is arguable!	Very Good The thesis was the last sentence of the introduction. The thesis was clear, and responded directly to the task being asked of the writer.	Fair The thesis was included in the introduction, however it was not made clear what the writer was trying to prove.	Needs Improvement The thesis is difficult to identify and either is not an arguable statement, or is not a statement at all.	Unacceptable the thesis is absent or not identifiable at all.
Body Paragraphs	Exceptional The body paragraphs are each meeting a specific task that was defined in the expectations of the assignment. They use the documents provided to support their thesis throughout the essay.	Very Good The body paragraphs are each meeting a specific task that was defined in the expectations of the assignment. Documents provided are sometimes used to support the thesis.	Fair The body paragraphs are each meeting a specific task that was defined in the expectations of the assignment. Documents are used, but do not support the writer's thesis.	Needs Improvement The body paragraphs do not meet a specific task or expectation and are not well-constructed.	Unacceptable Body paragraphs are not immediately identifiable, and do not follow the expectations of the assignment.
Conclusion	Exceptional The conclusion is direct, it ties the main argument together and re-addresses the thesis. It briefly reinforces how the evidence used supports the thesis.	Very Good The conclusion is direct, it ties the main argument together and re-addresses the thesis. It reinforces how some of the evidence used supports the thesis.	Fair The conclusion is direct, it ties the main argument together but is not clear about the original thesis. Evidence (documents) used are mentioned but not specifically mentioned as supporting the thesis.	Needs Improvement The conclusion is confusing, does not re-state the thesis, and/or does not mention the evidence used to support the thesis.	Unacceptable the conclusion is missing, difficult to identify and/or not an effective conclusion to the essay.
Grammar	Exceptional There are no grammar issues that detract from the effectiveness of the writer. The paper is not difficult to read or understand due to any grammatical issues.	Very Good There are very few grammar issues, and they only slightly detract from the effectiveness of the paper. The paper is still overall easily understood.	Fair There are some grammar issues that do make understanding key points in the paper a challenge. More attention to grammar would have made this a more effective essay.	Needs Improvement The effectiveness of the paper is significantly changed by several grammar errors. The paper would be much more understandable and effective in its message if editing had been more thorough.	Unacceptable The paper is extremely difficult to follow and finding the main points is a struggle due to the grammatical errors.
Use of Documents	Exceptional The documents used are not just talked about, their support of the thesis is explained clearly by the writer. Documents are used accurately and given proper credit by the writer.	Very Good The documents used are not just talked about, their support of the thesis is explained clearly by the writer. Documents are mostly used accurately and given proper credit by the writer.	Fair The documents used are sometimes just talked about, their support of the thesis is not always explained clearly by the writer. Also, there may be difficulty giving credit to the document.	Needs Improvement The documents are not explained, they are simply referred to, and not given any kind of citation in the essay.	Unacceptable Documents are not used or too few are used to support the thesis effectively.
Effect	Exceptional The writer convinces the reader by fully supporting their thesis. Their writing is clear, flows well, and is not repetitive or difficult to follow.	Very Good The writer persuades the reader by supporting their thesis. The writing is mostly clear, however repetition and some confusing statements are present.	Fair The reader thinks about the evidence provided, however the writer needs to spend more time on the structure of the writing and the use of the evidence.	Needs Improvement The writer is unable to convince to the reader to understand their argument. The use of the evidence and/or the writing style do not persuade the reader.	Unacceptable The writer's work is too difficult to understand to persuade the reader to accept their thesis.
Topic Sentences	Exceptional The topic sentences on the paragraphs address the tasks clearly, creatively, and briefly. They "hit you over the head" so to speak, with the big idea of the paragraph.	Very Good The topic sentences on the paragraphs address the tasks clearly, creatively, and briefly. The are not perfectly clear, but they do identify the main idea of the paragraph.	Fair The topic sentences address the task, but do so with too many words and are not direct at all. They do not identify the main idea well.	Needs Improvement The topic sentences are not very effective. You need to read the entire paragraph before you have any idea what the point is.	Unacceptable The topic sentences are missing or not clear at all.

Subjects:

History

Types:

Assessment

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