Last update 8/20/2018 V. Firetag

Rubric for a Historical Analysis Essay For prompts requiring an analysis of an event’s impact on history. Recommended for grades 9-12 History courses. Directions:

• In each row, highlight the best description. Each line description is worth one point. • Tally the score down each column. • Divide the total amount by 52 for a final average.

Criteria “A” or Advanced “B” or Proficient “C” or Emerging “D” or Developing

Claim/Focus 1. Makes a clear claim and maintains a strong focus defending a directly stated position (thesis)

2. Uses the whole essay to support and develop the claim and thoroughly address the prompt

1. Makes a claim and maintains focus defending an identifiable position (thesis)

2. Uses most of the essay to support and develop the claim and address the prompt

1. Makes a claim that is overly simplistic or vague and does not fully address the demands of the prompt

2. May not stay focused on the purpose and task

1. Does not make a claim or state a position. Does not address the purpose, task, or demands of the prompt

2. May read as a summary rather than an analysis

Analysis/ Evidence

1. Demonstrates historical awareness (of chronological placement, historical trends, and historical decision-making) through clear, focused explanations and thoughtful analysis

2. Cites the most appropriate and valid historical evidence and draws information from multiple sources.

3. Extrapolates insightful reasoning and understanding of evidence.

4. The essay clearly proves the claim.

1. Demonstrates historical awareness (understanding of chronological placement, historical trends, and historical decision-making) through adequate explanations and analysis

2. Cites sufficient and appropriate historical evidence and draws information from multiple sources.

3. Demonstrates sufficient reasoning and understanding evidence

4. The essay proves the claim.

1. Demonstrates some historical awareness (understanding of chronological placement, historical trends, and historical decision-making)

2. Cites minimal or irrelevant historical evidence that lack depth and detail

3. Demonstrates some reasoning and/or understanding of the evidence

4. The essay struggles to prove the claim.

1. Demonstrates little to no historical awareness (understanding of chronological placement, historical trends, and historical decision-making)

2. Cites minimal or insufficient evidence instead relying heavily on summary

3. Shows little to no critical understanding of evidence.

4. The essay does not prove the claim

Organization 1. Thesis (argument/opinion) clearly states the purpose of the paper

2. Organizational structure is fully evident and purposeful

3. Relationships between ideas is cohesive

4. Effective introduction and a conclusion introduce and summarize the claim and analysis.

1. Thesis (argument/opinion) states the purpose of the paper but may need more clarity

2. Organizational structure is evident 3. Relationships between and among ideas

are clear 4. Introduction and conclusion introduce

and summarize the claim and analysis.

1. A thesis (argument/opinion) exists but is unclear or does not help the reader understandings the paper’s purpose

2. Organizational structure is simple 3. Relationships between ideas are not

consistently clear 4. Introduction or conclusion may be

missing or not adequately developed.

1. Thesis does not exist 2. Organizational structure is unclear 3. May read as a series of

unrelated ideas or a summary because of a lack of connections made by the author

4. Introduction or conclusion may be missing or not adequately developed

Lang/Style 1. Has an established, formal style and objective tone

2. Uses mostly correct, varied sentence structure, precise language, and topic-specific vocabulary

3. Few spelling and grammatical errors are present

1. Has an established, formal style 2. Uses mostly correct, varied sentence

structure and topic-specific vocabulary 3. May have some grammatical errors, but

they do not interfere greatly with meaning/reading.

1. Attempts to establish a formal style that may not be maintained throughout

2. Has some sentence variety and inconsistent use of topic-specific vocabulary

3. Contains spelling and grammatical errors that interfere with meaning/reading

1. Does not establish and/or maintain a formal style

2. Uses little variety in sentence structure and vocabulary is general and not topic-specific.

3. Contains numerous errors that interferes with meaning/reading

Score X 4= X 3.5= X2.5= X1.5=