History

A

B

C

D

E

Assignment Directions and Formatting

Follows all assignment formatting directions. Each section of the syllabus is included and fully fleshed out. Chicago style citations with footnotes or endnotes are included where necessary.

Follows the assignment formatting directions with only a few exceptions. Each required section of the syllabus is included, although one or more sections may be a bit brief or weak. Chicago style citations are included where applicable, but may be improperly formatted.

Attempts to follow formatting directions, but there are several mistakes. One or more required sections of the paper are missing or difficult to follow. Citations are not included each time they are necessary and are improperly formatted.

Has not followed the formatting directions. Almost all of the required sections of the paper are missing. No citations are provided where necessary or those that are provided are all improperly formatted.

No attempt to follow format guidelines.

Grammar/

Usage

Nearly perfect grammar and usage.

A few mistakes in grammar and usage, but these mistakes generally do not detract from the ease of reading the syllabus.

There are repeated mistakes in grammar and usage which detract from the ideas in the syllabus, and make it more difficult to follow.

Grammar and usage are so poor, it is difficult to understand most of the syllabus

Grammar and usage are so poor it is difficult to understand any of the syllabus.

Introduction

Introduction to the syllabus creates a clear overview of major themes and events in City Life in the United States since 1880. Shows clear and creative thinking about framing the history of city life in the U.S. since 1880s that demonstrates deep engagement with the course material. The introduction does not simply summarize events, but is able to highlight the most important themes and turning points in the history of the period.

Introduction to the syllabus creates a clear overview of major themes and events in City Life in the United States since 1880. Shows clear thinking about framing the history of city life in the U.S. since 1880s that reflects engagement with the course material. The introduction may lean toward basic summary of events rather than analysis of the most important themes and shifts.

There is an attempt to introduce the syllabus, but much of it is difficult to follow or disorganized. The introduction does demonstrate some engagement with course materials, but may have factual inaccuracies or be missing key events or themes.

There is an attempt to introduce the syllabus, but almost all of it is unclear or hard to follow. There is little evidence in the introduction of any engagement with course materials.

There is no clear introduction.

Course Materials Selection and explanation (body)

Course material selections are included and are all relevant to the time period at hand. Moreover, the course selection demonstrates clear and creative thinking about the major themes of the history of city life in the U.S. The course material selection has a clear narrative organization, perhaps focused around one or more thematic points. Explanations of the course materials chosen equally demonstrate not just basic knowledge of the history, but analysis of the major themes and turning points over course of the time period.

Course material selections are included, and with few exceptions they are all relevant to the time period at hand. Provides a detailed explanation of why the course materials are chosen that demonstrates knowledge of the history of cities in the U.S., though some of these explanations may be hard to follow. Explanations may lean toward summarizing events of the period rather than analyzing the important themes in city life.

Course materials are included, but some of them may not be relevant to the time period at hand or course materials might be missing for one or more time periods. There is an explanation of why the course materials are chosen that shows some knowledge of the history of cities in the U.S., but much of it is hard to follow or factually inaccurate.

There is some attempt to include course materials, but most of them are not relevant to the time period addressed or it is not clear what time period the course materials are meant to address. There is no real explanation of the reasons course material are chosen.

There is not clear attempt to choose course materials or explain them.

Conclusion

The conclusion demonstrates clear and creative thinking about how city life has evolved since 1880, both the change and continuities. The conclusion’s explanations of change and continuity make sense based on the themes the syllabus has focused on and the course materials chosen.

The conclusion demonstrates knowledge of how city life has evolved since 1880, both the change and continuities. The description of change and continuity may lean toward basic summary rather than analysis of the most important themes or some of the conclusion may be hard to follow or inaccurate.

The conclusion attempts to demonstrate how city life has evolved since 1880, both change and continuity but much of it is difficult to follow or factually inaccurate.

There is little attempt to demonstrate how city life had evolved since 1880. There is little evidence with engagement in course material.

There is no clear conclusion.