I. Communication



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Pasadena City College, History Rubrics – 7 February 2012





I. Communication.

Demonstrate through original written and/or oral analysis their ability to identify important events in historical eras; evaluate variables of historical phenomena; and analyze the causes and impact of significant change in a global context.



Inadequate

Student cannot successfully identify important historical events in a variety of eras, analyze the causes and consequences of those events, and draw connections between those events.

Developing

Student shows limited understanding of the events themselves and a marginal comprehension of cause and consequences.

Adequate

Student can identify events with some understanding of causes and consequences, and can connect those events to the contemporary world.

Accomplished

Student has a clear understanding of historical events, their causes and consequences. An accomplished student can clearly and coherently explain the relationship between a variety of historical events, persons, and influences.

Mastery

Student clearly and elegantly weaves important historical events together into a comprehensible and insightful narrative, and draws connections between these events and the modern world.






II. Cognition.

Demonstrate awareness and critique the value of varied sources of historical information.



Inadequate

Student cannot identify valued historical information in any type of source, be it primary or secondary source, lecture, or text. The student can neither place a source in a current community studies nor current events in a historical context.

Developing

Student can demonstrate awareness of historical value in varied historical sources or information. Student can relate the value to current events.

Adequate

Student can critique/argue the value of varied sources to a particular event or topic and compare and contrast reliability of any type of historical source.

Accomplished

Student can demonstrate awareness of historical source and critique/argue its significance to a particular topic.

Mastery

Student can demonstrate awareness and critique value of historical source to a historiographical tradition. In addition, the student can assess the importance of the source to historical understanding of a community study or current event.







III. Information Competency

Demonstrate responsibility as self-directed listeners, readers, and researchers. Demonstrate respect for the diversity of opinions on historical debates from textbooks plus other varied sources. Demonstrate incorporation of varied sources - including textbooks, primary documents, or academic journal articles - in student writings.



Inadequate

Student is unable to complete assignments on their own or to find historical information in a variety of ways or to follow directions.

Developing

Student is able to start but not complete assignments requiring listening, reading and research, and sometimes choose one point of view only and stick with that.

Adequate

Student demonstrates the ability to begin an assignment requiring information gathering, and is able to present it and reach a preliminary conclusion.

Accomplished

Student has been able to find much of the information required for completing the assignment, and is able to demonstrate knowledge of the diversity of opinions on historical issues.

Mastery

Student has found most of the appropriate information, has been able to distinguish what should be reported, and has demonstrated a good understanding of different points of view about it.







IV. Social Responsibility

Compare and contrast the experiences and issues of marginalized groups with that of the dominant power structure, including concerns of race, class, and gender.



Inadequate

Student cannot identify marginalized groups in relation to dominant power structures in history. Nor can the student explain the relevant issues of race, class or gender and their importance in historical analysis and interpretation. Student shows lack of motivation of course material and does not participate in class discussions.

Developing

Student can identify marginalized groups in relationship to dominant power structures. In addition, he/she can explain the importance of the historical issues relevant to race, class or gender. Student shows some effort but does not produce adequate work. The student is not always prepared for class.

Adequate

Student can compare or contrast the experiences of marginalized groups that of dominant power structures in history relevant to race, class or gender.

Accomplished

Student can compare or contrast most important issues surrounding the experiences of marginalized groups with that of dominant power structures in history in more than one of the major issues of social responsibility.

Mastery

Student shows superior understanding of minority perspectives within the context of history. Student can compare and contrast the experiences of marginalized groups with that of the dominant power structures in history in three or more of the issues dealing with social responsibility including race, class and gender.







V. Personal Development

Apply their analysis of history to their own civic responsibilities.



Inadequate

The student does not demonstrate personal responsibility for attendance, assignments, or learning. The student does not demonstrate understanding of the importance of history to his/her life.

Developing

The student understands the importance of history to his/her personal life and demonstrates some personal responsibility for his/her academic learning.

Adequate

The student shows personal responsibility for his/her academic learning and citizenship roles.

Accomplished

The student shows growth and demonstrates extra effort in his/her academic learning and citizenship roles.

Mastery

The student demonstrates increased social understanding. The student applies the lessons of history to his/her civic responsibilities.


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