primary source analysis
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PrimarySourceAnalysesRubric1.pdf
Hist 152 Shimko
PRIMARY SOURCE ANALYSES RUBRIC
20 points 17 points 15 points 13 points 0 points
Paragraph
One
The first paragraph is a
thorough description of the
primary source, including a
description of the author and a
summary of the text.
The main points of the text
should be covered, avoiding a
summary of the historian’s
introduction to the source
(paragraph found before the
primary source begins).
The first paragraph covers
some of the major points of
the primary source, but not
all. The student avoids
merely summarizing the
background introduction to
the source (found before the
primary source begins).
The first paragraph
provides a cursory
summary of the primary
source document and/or an
incorrect summary.
The first paragraph is
very general and
seems to repeat the
historian’s abstract
about the source
rather than the
primary source,
which suggests the
student did not read
it.
There is no first
paragraph
describing the
primary source.
Paragraph
Two
The second paragraph provides
historical context relating to the
document (what was happening
at the time). It is clear that the
student has thoroughly read the
textbook in order to provide
historical context and has
explained the significance of
the document within history.
The second paragraph
provides some historical
context relating to the
document (what was
happening at the time). It is
clear that the student has read
the textbook in order to
provide historical context
and has partially explained
the significance of the
document within history.
The second paragraph
provides broad historical
context (a description of
the time period) that does
not directly relate to the
document. Nevertheless, it
is clear that the student has
read the textbook in order
to provide historical
context.
It is clear that the
student used either 1)
the historian’s
abstract about the
source or 2) outside
sources* or
*Without citation,
this would be
plagiarism and
would result in a
failing grade.
The student used
his/her own opinion
rather than the
textbook to ascertain
historical context –
OR—there is no
second paragraph
providing historical
context for the
document.
Paragraph
Three
The student provides thoughtful
commentary on the document,
explaining, for example, how
he or she has better understood
the time period as a result, how
the document represents or
does not represent the historical
period accurately (in other
words, did it seem true to what
was happening), and any
questions about the document.
The student provides
commentary on the
document, explaining, for
example, how he or she has
better understood the time
period as a result, how the
document represents or does
not represent the historical
period accurately (in other
words, did it seem true to
what was happening).
The student provides
commentary on the
document, explaining how
he or she has better
understood the time period
as a result.
The student provides
basic and/or shallow
commentary on the
document. The
paragraph is vague
and lacks critical
thought about the
primary source.
There is no third
paragraph for this
designated purpose.
Hist 152 Shimko
Spelling,
Grammar,
& Page
Count
Very few grammar or spelling
errors; paper is no shorter than
one page and no longer than
one and a half pages
A few grammar or spelling
errors; paper is no shorter
than one page and no longer
than one and a half pages
Some spelling and
grammar errors; paper is
no shorter than one page
and no longer than one and
a half pages
Many spelling and
grammar errors;
paper is less than one
full page or longer
than a page and a
half.
Excessive spelling
and grammar errors;
paper is less than
one full page or
longer than a page
and a half.
Citations Proper citations for references
to primary and secondary
sources.
Citations for all references to
primary and secondary
sources but not correctly
formatted.
1-2 citations missing/
improper formatting.
3-4 citations missing;
major mistakes in
citations
Very few or no
citations.
Total= 100 points
