History Rubric

Here is, in rubric form, the expectations we’ve been discussing for the last two weeks.  Remember, that your project should include the following:

  1. the ‘role of the historian’ essay from each student-author
  2. a bulleted list [separately] of ‘essential elements of a history’ from each student-author
  3. the history itself
  4. any works cited or equivalent

Separately, we will submit:

  1. a copy of everything to turnitin.com
  2. answers to the questions from the orange/purple sheets from Thursday regarding the strengths of your work and consideration of the intended audience.

You will not submit your journals for the History Unit.  We will wait until after the mathematics unit to submit a combined History/Math journal.  Journals will be due the day of the final exam for Semester 1.

Final work day for History Projects is Friday…

On Friday, students will be expected to continue working on their history project – especially including or revising elements discussed in the Thursday post.  Quality histories will be a consistent coherent product.  With consistency in mind, students should be particularly careful to include the following in what is submitted:

  1. a polished draft of the ‘role of the historian’ essay  [50 points] . This will likely precede the written history.
  2. the written history including all relevant parts (i.e. works cited, about the author page, table of contents, etc.)
  3. the bulleted list crafted to distill the essential elements of what a historian should do in a history [taken from #1 above]  A model is below.

Lastly, please construct a user-friendly bulleted list for your evaluator that simplifies your personal argument in your ‘role of the historian’ essay.  Your work should include this bulleted list as a separate sheet placed within the work you submit.  Please make each students’ name is on the list that applies to their history.


The list should look like (but not be as foolish as) the following:

Student D. Braman

A quality history should:

  • show only two sides of any argument
  • give equal voice to any and all who would disagree with the historian
  • expect that the reader would know every word in the history
  • avoid using any source but Wikipedia
  • appeal to each of the five senses of the reader
  • assume that the reader enjoys reading a history without any visual evidence
  • force the reader to take action against the several federal men



Here’s what we did on Thursday –

We answered the following questions about our own histories.  Written answers will be collected on the day the final product is submitted – Monday, December 17th.

Consider what you’ve invested into the project.  Look at what you’ve produced. What about it makes you proud?

How many hours does it represent?

Many would argue that a good historian does not rely on one main source, but instead, considers a diverse range of sources in order to craft the best possible history.

How many sources did you consult prior to writing your history?  ________

How many of these sources influenced the history that you ultimately wrote?  ________

How many of these sources currently appear as citations in your work? ________

Is that number appropriate?  Why?  What should the ‘rule’ be?

The central expectation – besides making your best effort – is that you have explained what ideal historians should do when crafting a history… and then do your best to achieve that ideal history.  Given that you have set, in essence, your own standard and then worked to achieve it, please describe the target audience you are hoping to reach with your history.

What do you hope that your audience will learn and/or be able to do once your history has been consumed and digested?

Which of the following things would appeal to this audience?  In particular, which of the following will help your reader achieve the objective you have in mind?

a cover a title a title page an appendix or glossary
headings subheadings a table of contents a works cited page
in-text citations footnotes endnotes an ‘about the author’ page
an introduction a foreward a bibliography a header/footer
charts or graphs photographs timelines excerpts from primary documents
quotes from historical figures reflection questions suggested readings excerpts from other historians
political cartoons maps visual organizers bolded words