SBT

Rubric for Take-Home SBT (Source-Based Thesis/Argument)

Competence Point Value

(200 total)

Description of skill assessed

SBT answers the question by

advancing an appropriate world-

historical thesis*/argument.

(*A thesis is a sustained historical

argument supported with

evidence.)

30

(Is there one?; What is

its quality? Is it

sustained? Does it

govern a meaningful

organization?)

Depending on the question asked, appropriate argumentation

might explore: causation, comparison/contrast, trans-regional

connectivity, and/or patterns of continuity and/or change over

time. Argument should be advanced clearly by every paragraph

of the paper (and in fact should shape the paper’s organization).

SBT incorporates ALL the

documents provided to explore

that thesis effectively.

20

(All there? More than a

list? Grouped

meaningfully?)

Documents are not merely listed, but depending on question

might be compared, contrasted, grouped, or synthesized in ways

that get the argument across.

SBT analyzes the documents to

answer the question (including such

issues as type of source and point of

view).

(*ID of source MUST go beyond

simply labeling as primary or

ancient secondary, to explain

why/how that identification matters

for answering the question at

hand.)

40

(Source type and p.o.v.

identified?

Consideration of how

type/p.o.v. impacts

argument?)

Analyzes the sources’ unique perspective(s), keeping in mind the

type of source that is being used (and the strengths and limits of

that kind of source for answering the question at hand).

SBT mines the documents to pull

out useful details that help to make

the argument.

40

(Details from sources

used? How well are

they used?)

More than just repeating what is in the source; details from each

source are used in advancing the thesis. Don’t just say a source

is evidence for a point; EXPLAIN, with detail, how that is the

case. Do not excessively quote from sources.

SBT includes world historical

specifics (names, dates, places)

learned from WTWA and lecture.

30

(Relevant to the texts

at hand? Specifics

relevant to broader

world historical

context?)

Demonstrates mastery of basic world historical content relevant

to the question, i.e. the who, what, when, and where.

Chronological and geographical context especially important.

(This is NOT a research-based assignment, but you may need to

look-up a detail in a resource such as Wikipedia or, better yet, the

Berkshire Encyclopedia of World History. Cite properly, if

consulted)

SBT incorporates other documents

or ancient sources mentioned in

WTWA, lecture, or in discussion

section.

10

(Another ancient

document/source

mentioned?

Appropriateness of

other doc/source?)

Demonstrates understanding of which ancient sources discussed

in lecture, section, and WTWA (esp. the “Primary Source” pages)

--- as well as other ancient sources in SDMA or Museum of Man

--- are relevant to the question posed.

SBT explains the need for an

additional ancient source type that

would help answer the question.

10

(Appropriateness of

the hypothesized

source? Rationale

explained?)

Demonstrates an understanding of the types of ancient sources

available for exploring the world historical issue at hand.

SBT adheres to a style appropriate

to history-writing.

20

Proper spelling?

Proper grammar?

Proper Sentence

Structure? Proper

citation?

Writing (mechanics such as spelling, grammar, sentence

structure, word choice, etc.) is appropriate and does not distract

from the articulation of the argument. Citation (to Wikipedia,

WTWA, basic encyclopedias) is appropriate and demonstrates

proper attribution (as well as no plagiarism).