Download 1865 to the Present Alternative Assessment Rubric

United States History: 1865 to the Present Alternative Assessment Rubric
Question: Throughout America’s history many groups have been affected by the decisions of this nation. Describe the effects, both positive and negative, that
these decisions have had on one of the following groups: Native Americans, Women, Immigrants, African Americans, Veterans, or the underprivileged. Be sure
to include specific events, documents, and/or people significant to that group.
Reporting
Category
4*
3
2
1
Reconstruction
to Modern
America
Student referenced primary and
secondary source documents and/or
addressed the majority of the
following from different perspectives.
 Who could hold elected office
 Black Codes
 Freedman’s Bureau
 Jim Crow laws
 Frederick Douglass
Student referenced the majority
of the following.
 Who could hold elected office
 Black Codes
 Freedman’s Bureau
 Jim Crow laws
 Frederick Douglass
Student referenced some of
the following.
 Who could hold elected
office
 Black Codes
 Freedman’s Bureau
 Jim Crow laws
 Frederick Douglass
Student referenced little to
none of the following.
 Who could hold elected
office
 Black Codes
 Freedman’s Bureau
 Jim Crow laws
 Frederick Douglass
Civics and
Economic
Student referenced primary and
secondary source documents and/or
addressed the majority of the
following from different perspectives.
 The effects of the 13th Amendment
 The effects of the 14th Amendment
 The effects of the 15th Amendment
Geography
Student referenced primary and
secondary source documents and/or
addressed the majority of the
following from different perspectives.
 Reasons for westward expansion
 Forced relocation of American
Indians
 Outcome of treaties with American
Indians
 Result of westward expansion on
American Indian population
Student referenced the majority
of the following.
 The effects of the 13th
Amendment
 The effects of the 14th
Amendment
 The effects of the 15th
Amendment
Student referenced the majority
of the following.
 Reasons for westward
expansion
 Forced relocation of American
Indians
 Outcome of treaties with
American Indians
 Result of westward expansion
on American Indian population
Student referenced some of
the following.
 The effects of the 13th
Amendment
 The effects of the 14th
Amendment
 The effects of the 15th
Amendment
Student referenced some of
the following.
 Reasons for westward
expansion
 Forced relocation of
American Indians
 Outcome of treaties with
American Indians
 Result of westward
expansion on American
Indian population
Student referenced little to
none of the following.
 The effects of the 13th
Amendment
 The effects of the 14th
Amendment
 The effects of the 15th
Amendment
Student referenced little to
none of the following.
 Reasons for westward
expansion
 Forced relocation of
American Indians
 Outcome of treaties with
American Indians
 Result of westward
expansion on American
Indian population
United States History: 1865 to the Present Alternative Assessment Rubric
Question: Throughout America’s history many groups have been affected by the decisions of this nation. Describe the effects, both positive and negative, that
these decisions have had on ONE of the following groups: Native Americans, Women, African Americans, Veterans, or the underprivileged. Be sure to include
specific events, documents, and/or people significant to that group.
Reporting
Category
Reconstruction
to Modern
America
Turmoil and
Change
4*
3
2
1
Student referenced primary and
secondary source documents and/or
addressed the majority of the
following from different perspectives.
 Increase of immigration after the
Civil War
 Political Machines (political
corruption)
 Discrimination of immigrants
 Tenements and Ghettos
 Racial Segregation
 Citizenship of Native Americans
 Booker T. Washington
 W.E.B DuBois
 Women’s Suffrage
 Big Business
 Progressive Movement
 Temperance Movement
Student referenced primary and
secondary source documents and/or
addressed the majority of the
following from different perspectives.
 Spanish American War
 World War I
 World War II
 African American job prospects
 African American migration
 Harlem Renaissance
Student referenced the majority
of the following.
 Increase of immigration after
the Civil War
 Political Machines (political
corruption)
 Discrimination of immigrants
 Tenements and Ghettos
 Racial Segregation
 Citizenship of Native Americans
 Booker T. Washington
 W.E.B DuBois
 Women’s Suffrage
 Big Business
 Progressive Movement
 Temperance Movement
Student referenced some of
the following.
 Increase of immigration
after the Civil War
 Political Machines
(political corruption)
 Discrimination of
immigrants
 Tenements and Ghettos
 Racial Segregation
 Citizenship of Native
Americans
 Booker T. Washington
 W.E.B DuBois
 Women’s Suffrage
 Big Business
 Progressive Movement
 Temperance Movement
Student referenced some of
the following.
 Spanish American War
 World War I
 World War II
 African American job
prospects
 African American migration
 Harlem Renaissance
Student referenced little to
none of the following.
 Increase of immigration
after the Civil War
 Political Machines
(political corruption)
 Discrimination of
immigrants
 Tenements and Ghettos
 Racial Segregation
 Citizenship of Native
Americans
 Booker T. Washington
 W.E.B DuBois
 Women’s Suffrage
 Big Business
 Progressive Movement
 Temperance Movement
Student referenced little to
none of the following.
 Spanish American War
 World War I
 World War II
 African American job
prospects
 African American migration
 Harlem Renaissance
Student referenced the majority
of the following.
 Spanish American War
 World War I
 World War II
 African American job prospects
 African American migration
 Harlem Renaissance
 The problems African Americans
faced in the North and Midwest
 The plight of migrant workers
 The problems African Americans
faced in the North and Midwest
 The plight of migrant workers
 Women’s jobs during WWII
 Internment Camps
 Breaking down of racial barriers
Civics and
Economics
Student referenced primary and
secondary source documents and/or
addressed the majority of the
following from different perspectives.
 Greater Mobility
 Creation of Jobs
 Standard of living
 Rural electrification
 The Great Depression
 Unemployment
 New Deal Programs
United States
Student referenced primary and
since World War secondary source documents and/or
II
addressed the majority of the
following from different perspectives.
 United Nations
 Involvement in Cold War Conflicts
 Educational and Economic
Opportunities for veterans, women,
and minorities
 Shift from wartime to peacetime
 Effects of segregation
 Civil Rights movement
 Civil Rights court cases
 Civil Rights legislation
 Equal Rights Amendment
 New immigration issues
 Women’s jobs during WWII
 Internment Camps
 Breaking down of racial barriers
 The problems African
Americans faced in the
North and Midwest
 The plight of migrant
workers
 Women’s jobs during WWII
 Internment Camps
 Breaking down of racial
barriers
 The problems African
Americans faced in the
North and Midwest
 The plight of migrant
workers
 Women’s jobs during WWII
 Internment Camps
 Breaking down of racial
barriers
Student referenced the majority
of the following.
 Greater Mobility
 Creation of Jobs
 The Great Depression
 Unemployment
 New Deal Programs
Student referenced some of
the following.
 Greater Mobility
 Creation of Jobs
 The Great Depression
 Unemployment
 New Deal Programs
Student referenced little to
none of the following.
 Greater Mobility
 Creation of Jobs
 The Great Depression
 Unemployment
 New Deal Programs
Student referenced the majority
of the following.
 United Nations
 Involvement in Cold War
Conflicts
 Educational and Economic
Opportunities for veterans,
women, and minorities
 Effects of segregation
 Civil Rights movement
 Civil Rights court cases
 Civil Rights legislation
 Equal Rights Amendment
 New immigration issues
Student referenced some of
the following.
 United Nations
 Involvement in Cold War
Conflicts
 Educational and Economic
Opportunities for veterans,
women, and minorities
 Effects of segregation
 Civil Rights movement
 Civil Rights court cases
 Civil Rights legislation
 Equal Rights Amendment
 New immigration issues
Student referenced little to
none of the following.
 United Nations
 Educational and Economic
Opportunities for veterans,
women, and minorities
 Effects of segregation
 Civil Rights movement
 Civil Rights court cases
 Civil Rights legislation
 Equal Rights Amendment
 New immigration issues
Civics and
Economics
 Conversion from wartime to
peacetime
 Workforce shift back to men
 Labor Unions merge
 Re-entry of women into the
workforce
 G.I. Bill of Rights
 Desegregation of the armed forces
 Conversion from wartime to
peacetime
 Workforce shift back to men
 Labor Unions merge
 Re-entry of women into the
workforce
 G.I. Bill of Rights
 Desegregation of the armed
forces
 Conversion from wartime to
peacetime
 Workforce shift back to men
 Labor Unions merge
 Re-entry of women into the
workforce
 G.I. Bill of Rights
 Desegregation of the armed
forces
 Conversion from wartime to
peacetime
 Workforce shift back to men
 Labor Unions merge
 Re-entry of women into the
workforce
 G.I. Bill of Rights
 Desegregation of the armed
forces
Geography
Student referenced primary and
secondary source documents and/or
addressed the majority of the
following from different perspectives.
 Reasons for westward expansion
 Forced relocation of American
Indians
 Outcome of treaties with American
Indians
 Result of westward expansion on
American Indian population
Student referenced the majority
of the following.
 Reasons for westward
expansion
 Forced relocation of American
Indians
 Outcome of treaties with
American Indians
 Result of westward expansion
on American Indian population
Student referenced some of
the following.
 Reasons for westward
expansion
 Forced relocation of
American Indians
 Outcome of treaties with
American Indians
 Result of westward
expansion on American
Indian population
Student referenced little to
none of the following.
 Reasons for westward
expansion
 Forced relocation of
American Indians
 Outcome of treaties with
American Indians
 Result of westward
expansion on American
Indian population
*Rating Scale:
 Students will need to only reference the bullets associated with the particular group that they have chosen to write
about. They will need to hit the majority of the bullets associated with their group to be able to possibly receive a 4
or 3.
 To receive a 4 on this rubric students must reference a least one of the essential skills listed below in addition to
addressing the majority of the bullets in that reporting category.
-
Reference primary and secondary documents
-
Make connections between past and present events
-
Sequence events in United States history
-
Interpret ideas from different historical perspectives
-
Reference slogans and/or documents
-
Identify costs and benefits of specific choices made and consequences of those choices
-
How people and nations responded to positive and negative incentives