Understanding the Rubrics

1. Understanding the Rubrics There’s a point – difference between College Board & Mrs. T

2. Short Answer Questions Scoring Guide (10 minutes)

3. SAQ College Board (3 points) Mrs T (6 points) Grade book = 30 points Part A (0-1) Accurately addressed the prompt (1) Part B (0-2) Accurately addressed the prompt (1) WITH sufficient evidence (2) Part C (0-2) Accurately addressed the prompt (1) WITH sufficient evidence (2) Grammar (0-1) • Prompt A – 1 point • Prompt B – 1 point • Prompt C – 1 point • Test = 4 questions = total 12 points on APUSH EXAM

4. Mrs. T’s grade book

5. LONG ESSAY Rubric & Scoring Guide (35 minutes)

6. LE • College Board = 6 point Maximum • Thesis (1) • Support for Argument (2) • Application of Targeted Historical Thinking Skill (2) • Synthesis (1)

7. LE-THESIS 0-1 point • Skill Assessed: argumentation + targeted skill • “States a thesis that directly addresses all parts of the question. The thesis must do more than restate the question”

8. LE-SUPPORT FOR ARGUMENT (0-2 POINTS) • Skill assessed: argumentation, use of evidence

9. LE-APPLICATION OF TARGETED HISTORICAL THINKING SKILL (0-2 POINTS) • For questions assessing CONTINUITY AND CHANGE OVER TIME

10. LE-APPLICATION OF TARGETED HISTORICAL THINKING SKILL (0-2 POINTS) • For questions assessing COMPARISON

11. LE-APPLICATION OF TARGETED HISTORICAL THINKING SKILL (0-2 POINTS) • For questions assessing CAUSATION

12. LE-APPLICATION OF TARGETED HISTORICAL THINKING SKILL (0-2 POINTS) • For questions assessing PERIODIZATION

13. LE-SYNTHESIS (0-1 point) • Skill assessed: synthesis-response synthesizes the argument, evidence, & context into a coherent & persuasive essay by accomplishing one+ of the following as relevant to the question

14. LE College Board 6 points Mrs T’s (10 points) Grade book 50 points Thesis (2) Support for Argument (3) Application of Targeted Historical Thinking Skill (3) Synthesis (1) Factual Accuracy & Grammatical Errors (1) • Thesis (1) • Support for Argument (2) • Application of Targeted Historical Thinking Skill (2) • Synthesis (1)

15. Mrs. T’s grade book

16. How to write & score DBQs (60 minutes)

17. DBQ • 7 POINT RUBRIC • Thesis (1) • Synthesis (1) • Contextualization (1) • Analysis • Documents (3) • Outside examples (1)

18. THESIS (0-1 point) • Skills assessed: argumentation + targeted skill • “States a thesis that directly addresses all parts of the question. The thesis must do more than restate the question.”

19. Synthesis (0-1 points) Skill assessed: synthesis Response synthesizes the argument, evidence, analysis of documents, and context into a coherent and persuasive essay, by accomplishing one or more of the following as relevant to the question:

20. Contextualization (0-1 point) • Skill assessed: Contextualization • Accurately and explicitly connects historical phenomena relevant to the argument to broader historical events and/or processes

21. Analysis (0-4 points) • Analysis of historical evidence and support of argument (0-3 points) AND/OR • Analysis of outside examples to support thesis/argument (0-1 points)

22. Offers plausible analysis of historical examples beyond/outside the documents to support the stated thesis or a relevant argument 1 point

23. DBQ College Board 7 point Rubric Mrs T’s (10 points) 100 points in grade book Thesis (2) Analysis Documents (3) Support of Argument (2) Contextualization (1) Synthesis (1) Accuracy (1) • Thesis (1) • Analysis • Documents (3) • Outside examples (1) • Contextualization (1) • Synthesis (1)

24. Mrs T’s grade book

25. What do they mean? • Intended Audience • Purpose • Historical Context • Author’s Point of View

26. Intended Audience • Authors aim what they write to particular groups of people. Observing the ‘intended audience’ of a source involves identifying a person or group the author expects to inform or influence in creating the source. • When constructing your argument go beyond what is noted in the source line of the document. No credit for repeating info in the source line. • In describing author’s intended audience include the phrases “the author’s intended audience was ______” and “is shown by______.”

27. Author’s Purpose • Can be thought of as the goal sought by the author. It involves identifying the author’s end-game, what they hope to accomplish, and why they are writing the document. • Common purposes: inform, entertain, persuade, influence, teach, record, author’s job/profession requirements, describe, self-aggrandizement, regulate (laws or rules). • Write sentences which describe the purpose conveyed. In describing author’s purpose in creating a source include the phrases “the author’s purpose in writing was to ______” and “is shown by______.”

28. Historical Context • Connecting a document to specific historical events, circumstances of time and place, and/or to broader regional, national, or global processes. • Places the document within broader trends contemporary to the source. It might also connect the document across time to earlier and later eras, or across space to events happening in different places. • Identify the historical trend or process in which the document fits. Write a sentence which describes the context, explain how the document participates in that historical trend or process. • Include the phrase “the historical context of this document is ______ “.

29. Author’s Point of View • Go beyond the basic identity of the source author and the source itself, as described in the document source line. Ask yourself questions about the author and the source. What is the author’s profession, gender or social class, religion, identifiable ethnicity, nationality, or other allegiance to a particular group? Explain how one of these factors may have influenced the content of the source. • Statement should both identify an influence that may have shaped the author or source and explain how that particular influence specifically affected the content of the document. • Put simply, to do POV identify an important aspect of WHO the author is, and explain HOW the author’s personhood might have impacted what they wrote.