Identifying primary evidence

You have not

managed to identify

a primary source or

to justify the use of

the source you selected.

You demonstrate ability to identify primary sources and/or justify their use by historians.

You demonstrate ability to identify a useful primary sources and are beginning to show that you know how to persuade

your readers of its

significance.

You have identified a useful primary source and almost persuaded

your readers that it

is significance for study of the French Revolution or Europe under Napoleon.

You have identified a useful primary source and persuaded

your readers that it

is significance for study of the French Revolution or Europe under Napoleon.

Use of supporting

primary and

secondary evidence

to make a case

Your work shows

that you need to

learn more about

supporting your

claims with evidence.

You have used

primary and

secondary evidence

and are taking steps

to show that you

know how important

it is for supporting

your claims.

You have used

primary and

secondary evidence

and are beginning to

show that you know

how important it for

persuading your

readers.

You have used

primary and

secondary evidence

and have almost

persuaded your

readers that it is

significant for study of the French Revolution or Europe under Napoleon.

You have used

primary and

secondary evidence

and persuaded your

readers that it is

significant for study of the French Revolution or Europe under Napoleon.

Historical argument and persuasion.

Your work shows

that you need to

learn more about

how to express and

sustain an argument

that is persuasive.

You are taking steps

to show how

important it is to let

your reader know

what your view is,

and to build that

view throughout

your writing.

You are beginning to

show that you know

how important it is

to express and to

build an argument

throughout your

writing.

Overall it is clear

what your argument

is, and you almost

always show that

you know how to

build the case for it

throughout your

writing.

It is crystal clear

what your argument

is, you build that

argument

throughout the

assessment task,

and it is persuasive

to your readers.

Clarity and

conciseness of

expression

You are not yet

writing with

confidence and need to learn more about effective academic writing.

You are taking steps

to show how

important it is to edit

your work and to use

expression that is

clear and accessible

to readers.

You are beginning to

show how important

written expression is

for persuading

readers.

You have shown

how important

written expression is

for persuading

readers and your

work needs only a

little fine tuning.

Your writing is

succinct and clear

and well-tuned to the format.

Creativity

You are not sure yet

what your approach

as a writer is and the

approaches of other

writers are currently

stronger in your

writing.

You are taking some

style steps that

show that you are

trying to distinguish

your approach as a

writer from that of

others. Your readers

encourage you to

keep trying.

You are working on finding your approach as a writer and you are trying out different things to help your readers. They appreciate your efforts and encourage you to

keep trying.

Your approach as an

author shines

through in parts of

this work and you

are clearly working

hard to help your

readers. They really

want to read more!

You write for your

readers with great flair and substance. they really want to read more!

Referencing

Your work shows

that you need to

learn more about,

and to apply

disciplinary and

academic

expectations about

acknowledgment of the

sources of

information you

have used.

You generally

acknowledge the

sources of

information you

have used in

accordance with the

expectations of the

discipline and

academic

community.

You acknowledge

the sources of

information you

have used in

accordance with the

expectations of the

discipline and academic

community.

You acknowledge

the sources of

information you

have used in

accordance with the

expectations of the

discipline and

academic community.

You acknowledge

the sources of

information you

have used in

accordance with the

expectations of the

discipline and

academic community.

Responsiveness to instructions and feedback

You have not built on advice and learning activities.

You have paid attention to activities and advice offered in class but haven't fully applied the principles to your own source analysis.

You have begun to build on learning activities and advice offered in class for the purposes of your own source analysis.

You have built on learning activities and advice offered in class for the purposes of your own source analysis.

You have been very effective in building on learning activities and advice offered in class for the purposes of your own source analysis.

Use of supporting

primary and

secondary evidence

to make a case

Your work shows

that you need to

learn more about

supporting your

claims with evidence.

You have used

primary and

secondary evidence

and are taking steps

to show that you

know how important

it is for supporting

your claims.

You have used

primary and

secondary evidence

and are beginning to

show that you know

how important it for

persuading your

readers.

You have used

primary and

secondary evidence

and have almost

persuaded your

reader that it is

significant for the topic of your writing.

You have used

primary and

secondary evidence

and persuaded your

reader that it is significant for the topic of your writing.

Historical argument

and persuasion

Your work shows

that you need to

learn more about

how to express and

sustain an argument

that is persuasive.

You are taking steps

to show how

important it is to let

your reader know

what your view is,

and to build that

view throughout

your writing.

You are beginning to

show that you know

how important it is

to express and to

build an argument

throughout your

writing.

Overall it is clear

what your argument

is, and you almost

always show that

you know how to

build the case for it

throughout your

writing.

It is very clear

what your argument

is, you build that

argument

throughout the

assessment task,

and it is persuasive

to your readers.

Clarity and

conciseness of

expression

You are not yet

writing with

confidence and will need to pursue learning opportunities to develop your skills in academic writing.

You are taking some

style steps that

show that you are

trying to distinguish

your approach as a

writer from that of

others. Your readers

encourage you to

keep trying.

You are beginning to

show how important

written expression is

for persuading

readers.

You have shown

how important

written expression is

for persuading

readers and your

work needs only a

little fine-tuning.

It is very clear

what your argument

is, you build that

argument

throughout the

assessment task,

and it is persuasive

to your readers.

Creativity

You are not sure yet

what your approach

as a writer is and the

approaches of other

writers are currently

stronger in your

writing.

You are taking steps

to show how

important it is to edit

your work and to use

expression that is

clear and accessible

to readers

You are working on finding your approach  as a writer and you are trying out different things to help your readers. They appreciate your

efforts and encourage you to keep trying.

Your approach as an

author shines

through in parts of

this work and you

are clearly working

hard to help your

readers. They really

want to read more!

You write for your

readers with great flair and substance. They really want to read more!

Referencing

Your work shows

that you need to

learn more about,

and to apply

disciplinary and

academic

expectations about

acknowledgment of the

sources of

information you

have used.

You generally

acknowledge the

sources of

information you

have used in

accordance with the

expectations of the

discipline and

academic

community.

You acknowledge

the sources of

information you

have used in

accordance with the

expectations of the

discipline and academic

community.

You acknowledge

the sources of

information you

have used in

accordance with the

expectations of the

discipline and

academic community.

You acknowledge

the sources of

information you

have used in

accordance with the

expectations of the

discipline and

academic community.

Identifying different approaches

You have not yet demonstrated ability to identify differences in the ways historians approach their subject matter.

You have begun to identify differences in the ways historians approach their subject matter.

You can identify differences in the ways historians approach their subject matter and evaluate their arguments.

You demonstrate some understanding of different historiographical approaches to the themes examined, and ability to evaluate these approaches.

You demonstrate clear understanding of different historiographical approaches to the themes examined, and ability to evaluate these approaches.

Responsiveness to

Feedback

You have not yet

shown consistent

evidence of

identifying and of

responding to feedback.

You are

beginning to show

signs of responding

well to feedback.

You are showing signs of responding

effectively to feedback.

You are responding to feedback consistently and effectively.

You are responding to feedback consistently and using it to become a better historian.

Use of supporting

primary and

secondary evidence

to make a case

Your work shows

that you need to

learn more about

supporting your

claims with evidence.

You have used

primary and

secondary evidence

and are taking steps

to show that you

know how important

it is for supporting

your claims.

You have used

primary and

secondary evidence

and are beginning to

show that you know

how important it for

persuading your

readers.

You have used

primary and

secondary evidence

and have almost

persuaded your

reader that it is

significant for the topic of your writing.

You have used

primary and

secondary evidence

and persuaded your

reader that it is significant for the topic of your writing.

Historical argument

and persuasion

Your work shows

that you need to

learn more about

how to express and

sustain an argument

that is persuasive.

You are taking steps

to show how

important it is to let

your reader know

what your view is,

and to build that

view throughout

your writing.

You are beginning to

show that you know

how important it is

to express and to

build an argument

throughout your

writing.

Overall it is clear

what your argument

is, and you almost

always show that

you know how to

build the case for it

throughout your

writing.

It is very clear

what your argument

is, you build that

argument

throughout the

assessment task,

and it is persuasive

to your readers.

Clarity and

conciseness of

expression

You are not yet

writing with

confidence and will need to pursue learning opportunities to develop your skills in academic writing.

You are taking steps

to show how

important it is to edit

your work and to use

expression that is

clear and accessible

to readers

You are beginning to

show how important

written expression is

for persuading

readers.

You have shown

how important

written expression is

for persuading

readers and your

work needs only a

little fine-tuning.

Your writing is

succinct, clear and well-tuned to the format.

Creativity

You are not sure yet

what your approach

as a writer is and the

approaches of other

writers are currently

stronger in your

writing.

You are taking some

style steps that

show that you are

trying to distinguish

your approach as a

writer from that of

others. Your readers

encourage you to

keep trying.

You are working on finding your approach as a writer and you are trying out different things to help your readers. They appreciate your

efforts and encourage you to keep trying.

Your approach as an

author shines

through in parts of

this work and you

are clearly working

hard to help your

readers. They really

want to read more!

You write for your

readers with great flair and substance. They really want to read more!

Engagement with historians

Your work shows

that you need to

learn more about,

and to apply

disciplinary and

academic

expectations about engagement with historiography and

acknowledgment of the

sources of

information you

have used.

You generally

acknowledge the

sources of

information you

have used, and the

work of other historians, in

accordance with the

expectations of the

discipline and

academic

community. You have some idea about the different approaches used by historians.

You acknowledge

the sources of

information you

have used, and the

work of other historians, in

accordance with the

expectations of the

discipline and academic

community. You demonstrate some understanding of different approaches to the issues examined.

You acknowledge

the sources of

information you

have used, and the

work of other historians, in

accordance with the

expectations of the

discipline and

academic community. You demonstrate understanding of different approaches to the issues examined.

You acknowledge

the sources of

information you

have used, and the

work of other historians, in

accordance with the

expectations of the

discipline and

academic community. You are able to successfully evaluate different historiographical approaches to the issues examined.

Responsiveness to

Feedback

You have not yet

shown consistent

evidence of

identifying and of

responding to feedback.

You are

beginning to show

signs of responding

well to feedback.

You are showing signs of responding

effectively to feedback.

You are responding to feedback consistently and effectively.

You are responding to feedback consistently and using it to become a better historian.

Communication

You are having a

hard time following

instructions and/ or responding to activities clearly and succinctly.

You generally understand verbal instructions and are taking steps to demonstrate understanding of the importance of clear and succinct communication.

You understand

verbal instructions

well and are

beginning to show

how you formulate

clear and succinct

responses

You understand

verbal instructions

very well and frequently respond to

activities clearly and

succinctly and in

ways that helps

others to

understand.

You understand

verbal instructions

very well and

respond to activities

clearly and

succinctly and in a

way that helps

others to

understand. You

Generosity

You need to work on

your listening skills

and you have not

shown evidence of

taking the time to

encourage others,

thank them for

good ideas, or respond in ways that keeps discussion flowing.

You nearly always listen to others with courtesy. You are taking steps to

encourage others,

thank them for

good ideas, and respond respond in ways that keeps discussion flowing.

You listen to others with courtesy. You are demonstrating ability to

encourage others,

thank them for

good ideas, and respond respond in ways that keeps discussion flowing.

You listen to others with courtesy. You frequently

encourage others to join in. You show appreciation when your colleagues offer good ideas. You demonstrate clear awareness of the positive impact of others on the development of your own ideas.

You listen to others with courtesy. You always

encourage others to join in. You show appreciation when your colleagues offer good ideas. You demonstrate clear awareness of the positive impact of others on the development of your own ideas.

Persistence

You struggle to stick

with activities and to

identify strategies to

help you solve

difficult problems.

You sometimes need

help to get through

activities. You are

taking steps to show

that you can make a

strategy to work

through a problem.

You almost always

hang in there with

activities and ideas.

You are beginning to

show evidence of

formulating practical

and realistic steps in

response to

problems.

You hang in there

with activities and

ideas. You are

almost always

realistic and

practical when

thinking about what

you need to do to

break through a

problem

You hang in there

with activities and

ideas, even when

you are being

challenged. You are

realistic and

practical when

thinking about what

you need to do to

break through a

problem

Use of evidence and course materials

Your participation

shows that you have

not kept up with the

ideas covered in

learning activities and/or that you need to learn more about backing up

your claims.

You are taking steps

to show that you

know how important

it is to back up your

claims, and you

show awareness of

the ideas covered in

assigned reading and learning activities.

You are beginning to show evidence of

backing up your

claims and show

awareness of the

ideas covered in

assigned reading and learning activities.

You almost always back up your claims with evidence and show mastery of materials set for learning activities and supplementary material recommended throughout semester.

You always back up your claims with evidence and show mastery of materials set for learning activities and supplementary material recommended throughout semester.

Creativity

You are not yet sure

how or when to

express your ideas about the activities.

You take the

occasional leap and

sometimes land your

take on activities.

Hang in there and

keep on refining your approach to active participation.

You take the

occasional leap and

often land your take on activities. Your teachers and classmates want to

encourage you on.

Your style of approach to activities is

beginning to shine

through and your

teachers and

classmates see your

approach positively.

You have a clear style of approach. Your classmates and

teachers find your responses thoughtful, engaging, and substantive.

Responsiveness to

feedback

You have not yet

shown evidence of

revised approaches

to activities or ideas

on the basis of

feedback from your

teachers or

classmates.

You are taking steps

to strengthen your

approaches and

ideas in response to

the feedback of your

teachers and

classmates.

You are beginning to

show an ability to

revise your approaches and ideas in response to

the feedback of your

teachers and classmates.

You show an ability

to revise your

approaches and ideas in response to the feedback of your

teachers and sometimes in

response to your

classmates

You show an ability

to revise your

approaches and

ideas in response to

the feedback of your

teachers and

classmates