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SUPERIOR |
EXCELLENT |
GOOD |
FAIR |
NOT EVIDENT |
HISTORICAL
ARGUMENT |
Well-formulated historical argument supported by thorough analysis |
Historical argument supported by some analysis |
Basic historical argument supported by basic analysis |
Weak historical argument with little or no analysis |
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| Annual theme woven throughout the project |
Annual theme addressed in the project |
Annual theme mentioned in the project |
Annual theme connection is unclear |
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WIDE
RESEARCH |
Integrates body of credible research into a fully developed historical argument |
Provides a body of detailed and credible information |
Provides a body of credible information |
Provides a body of mostly credible information |
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PRIMARY
SOURCES |
Primary sources develop the historical argument |
Primary sources support the historical argument |
Primary sources illustrate the historical argument |
Primary sources are present, but do not connect to the historical argument |
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HISTORICAL
CONTEXT |
Analyzes the short-term and long-term causes of the historical event(s) |
Identifies the short-term and long-term causes of the historical event(s) |
Explains the causes of the historical event(s) |
Identifies key people, events, and ideas leading to the historical event(s) |
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MULTIPLE
PERSPECTIVES |
Integrates multipleperspectives throughoutthe historical argument |
Demonstrates howmultiple perspectives shape the topic |
Includes more than one perspective |
Provides only one perspective |
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HISTORICAL
ACCURACY |
Historical information is accurate |
Historical information includes only minor errors |
Historical information includes several errors that impede understanding |
Historical information includes major errors that impede understanding |
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SIGNIFICANCE
IN HISTORY |
Draws an evidence-based conclusion about the topic's significance in history |
Draws a reasoned conclusion about the topic's significance in history |
Draws a conclusion about the topic's significance in history |
Attempts to draw a conclusion about the topic's significance in history |
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| Analyzes the short-term and long-term impact |
Explains the short-term and long-term impact |
Explains the short-term OR long-term impact |
Attempts to explain the short-term OR long-term impact |
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| STUDENT VOICE |
Student ideas, analysis, argument, and conclusions are original and persuasive |
Student ideas are distinct from research |
Student ideas reflect research |
Student ideas are difficult to discern from research |
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