7/29/2019 Provence.dbq.Jan.22.Haitian.revolution.dbq.Rubric

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Name: _______________________________ Name of Student Whose Essay You Are Grading____________________________

Prompt: Describe the causes and effects of the Columbian Exchange

Point Thesis Paragraph Use of Evidence Support of Thesis Document Grouping POV Analysis

4 Student writes a complex,analytical thesis statementthat addresses the causesand effects of the HaitianRevolution and clearly

introduces the groups thatwill be used in the essay.

Supports thesis withappropriate evidence from

seven or more documents.Student must demonstrate

understanding of the basic

meaning ofseven documentsby addressing them

individually.

Student goes beyond linkingthe documents to the groups

and has sophisticated analysisof all documents used,

showing how the differences

relate to other trends inhistory or how opinions

change over time and from

source to source.

Student includes more thantwo groups in essay which all

support the thesis statement.The groups are sophisticated

and detailed, showing thought

and planning behind thegroupings.

Student correctly analyzespoint of view for a second

document.

3 The thesis must address thecauses and effects of theHaitian Revolution andclearly introduce the groups

that will be used in the essay.

Student must address six of

seven documents in the essay.

Student must demonstrate

understanding of the basic

meaning ofsix documents byaddressing the document

individually.

All documents support the

thesis statement and nonecontradicts the students

argument.

Student includes two logical

document groupings which

support the thesis statement.

Student correctly analyzes

point of view for one

documents through

considering and explaining

the tone, the characteristicsand experiences of the author,

the intended audience, and/orhow the intended outcome

may have influenced the

authors opinion.

2 Student fails to address thecauses and effects of theHaitian Revolution OR the

introduction of the grouping

is not completely clear,although student makes an

attempt.

Students address three of

seven documents in the essayor student addresses three

documents but one is

misinterpreted. Student mustdemonstrate understanding of

all four documents by

addressing the documents

individually.

The documents used supportthe students thesis statementone document may

contradict thesis or may be

lacking adequate explanationof how it ties to the thesis.

Student attempts to group

documents in two ways, butone group is incomplete (has

fewer than two documents) or

is illogical).

Student attempts to analyze

point of view in one documentbut analysis is not sufficient

due to student not moving

beyond mere description orconsideration of the

characteristics or experiences

of the author or intended

audience.

1 Student fails to address thecauses and effects of theHaitian Revolution AND the

student fails to introducegrouping in the thesis.

Student addresses fewer than

three documents in the essay

or two or more documents are

misinterpreted.

TWO or more of the

documents fail to support

thesis statement or contradict

the thesis, but student makesattempt to support thesis.

Student attempts to group

document but document

groupings do not make sense,

or are incorrect for bothgroupings.

Student attempts to address

point of view but attempt is

incomplete or inaccurate.

0

Student does not have a thesis

statement at all.

Student fails to address more

than two documents or alldocuments are misinterpreted.

Student does not attempt to

support thesis statement withthe use of documents.

Student fails to group

documents.

Student does not attempt POV

analysis.

7/29/2019 Provence.dbq.Jan.22.Haitian.revolution.dbq.Rubric

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Categories Scores EvidenceThesis

Use of Evidence

Support of Thesis

Grouping

POV