Part II: APUSH Summer Assignment 2013

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Content / Student chose two qualityhistoric sites/monuments that misrepresent history or misinform the public in alignment with the author's thesis. / Student chose two historic sites/monuments that are generally in line with the author’s thesis and misrepresent history or misinform the public. / Student chose one historic site/monument that supports the author’s thesis. Site does not support the thesis or is not fully developed or analyzed. The / Student’s choice of historic sites/monuments does not match the author’s thesis.
Evidence/Details
*Credit cannot be awarded without citations. / Student analyzed the importance of the two historic sites/monuments and illustrated a clear connection between the false information and the author's thesis. Evidence is cited. / Student discusses the importance of the two historic sites/monuments and illustrated a clear connection between the false information and the author's thesis. Evidence is cited. / Student briefly introduces the importance of the two historic sites/monuments, but fails to create a connection between the subject and the author’s thesis. Evidence is cited. / Student only provides evidence for one of the historic sites/monuments fails to show its connection to the author’s thesis or the site does not support the criteria. Evidence is cited.
Analysis / Student cites high-quality and reliable sourcesfor the two historic sites/monuments chosen and utilizes information and details relevant to the purpose of the paper. / Student cites sources for the two historic sites/monuments chosen and utilizes information and details relevant to the purpose of the paper. / Student cites sources for two historic sites/monuments chosen, but fails to utilize the information and details in a way relevant to the paper. / Student cites sources for one historic site/monument chosen and fails to utilize the information and details in a way relevant to the paper.
Organization / Student writes a well organized paper that includes an introduction, thesis statement, body paragraphs with supporting evidence, and a conclusion. / Student writes a satisfactorily organized paper that includes an introduction, body paragraphs with supporting evidence, and a conclusion. / Student writes an organized paper that includes an introduction, body paragraphs with supporting evidence, and a conclusion, but it is lacking development. / Student writes a poorly organized paper that is missing one of the following elements: an introduction, body paragraphs with supporting evidence, and a conclusion.
Final Product / Student’s final product is professional and meets the following criteria: Typed, double spaced, size 12 font, Arial or Times New Roman.Assignments are properly labeled.Evidence is cited as outlined in the assignment description. Few to no spelling or grammar errors. / Student’s final product is approaching professional and meets 3 of the 4 criteria. Assignments are labeled. Evidence is cited as outlined in the assignment description. Some spelling or grammar errors. / Student’s final product needs improvement in terms of professionalism and only meets 2 of the 4 criteria. Assignments may not be labeled. Evidence is cited as outlined in the assignment description. Multiple spelling or grammar errors. / Student’s final product does not demonstrate professionalism and may only address 1 of the 4 criteria. Assignments are not labeled. Evidence is cited. Spelling and grammar are excessive.