Czarnezki’s IB History of the Americas Essay Rubric
IB
Grade
0
1-2
Class
Grade
F
F
Class
Grade
0
1-9
3-4
F
10-11
5-6
D
12-13
Description of Grade for Paper 3 (IB History of the Americas)
o
Essay does not meet any of the descriptors below.
o
o
o
o
o
o
o
o
o
o
o
o
Essay does not answer the question completely
Has little evidence of a 5 paragraph structure
Answer has no evidence to support thesis
No essay structure
Little understanding of question
Student has historical knowledge but no detail
Historical context and historical process are barely understood
Little historical evidence to support thesis
Basic structure of an essay is present claims have no evidence to support them
Some understanding of question.
Historical knowledge limited in quality and quantity.
Understanding of historical context and historical processes is present but not
fully developed.
The question is partially answered.
Basic structure of an essay is present, but claims have little evidence to support
them
Question is generally understood.
Relevant, in-depth historical knowledge is present but unevenly applied.
Knowledge is descriptive, not analytical.
There may be a limited argument not supported by evidence.
Analysis or critical commentary may be present.
There is an attempt to place events in historical context and show an
understanding of historical processes.
Structured 5 paragraph essay where student organizes essay in chronological
order or by historical theme.
Question is almost fully understood but not all parts of the question are
considered
Historical knowledge is mostly accurate.
Critical Commentary or Analysis may be present.
Events placed in historical context.
Historical processes such as compare and contrast are present.
Structured 5 paragraph essay where student organizes essay in chronological
order or by historical theme using evidence to support claims.
Responses that simply summarize the views of historians cannot earn an 11.
Answer is clearly focused on the question.
Relevant in-depth knowledge is used as evidence.
Analysis or critical commentary is used to indicate some in-depth understanding
but is not consistent throughout the essay.
Events placed in historical context.
Historical processes and compare & contrast are clearly understood.
Students may use different historical interpretations to support arguments.
Historical evidence is integrated with critical commentary.
Structured 5 paragraph essay where student organizes essay in chronological
order or by historical theme using evidence to support claims.
Answer is clearly structured and focused, & question is well understood.
Answer may challenge the question.
Accurate and detailed historical knowledge is used convincingly to support
critical commentary & analysis.
Historical processes such as comparison & contrast, placing events in context &
evaluating different historical interpretations are used appropriately and
effectively in the essay.
Answer is well structured and clearly expressed using evidence to support
relevant, balanced (takes into account different points of view from different
historians) arguments.
Knowledge or evidence is fully integrated with critical commentary in the
answer.
Structured 5 paragraph essay where student organizes essay in chronological
order or by historical theme using evidence to support claims.
o
o
7-8
C
14-15
o
o
o
o
o
o
o
9-11
B
16-17
o
o
o
o
o
o
12-14
A
18
o
o
o
o
o
o
o
o
o
15-17
A
19
o
o
o
o
o
o
o
Czarnezki’s IB History of the Americas Essay Rubric
18-20
A
20
o
o
o
o
o
o
o
Answer is clearly focused with a high degree of the awareness of the question.
Answer may challenge the question successfully.
Knowledge is extensive, evidence is accurately applied to support your answer.
Evaluation of different interpretations of events may be present.
Historical processes such as comparison & contrast and placing events in context
are used appropriately and expertly in the essay.
Answer shows a seamless integration of historical evidence and critical
commentary.
Structured 5 paragraph essay where student organizes essay in chronological
order or by historical theme using evidence to support claims.
Historical Context – When a student can correctly identify the time and place when something occurred.
She can also identify other events that occurred across the world at that time.
Historical Process – When a student can recognize, explain, and analyze the following:
 cause and consequences of an historical event
 change and continuity over time (in other words, what changes and what doesn’t.
 similarity and difference (compare and contrast)
 synthesize material studied across time and space
 relating human activities, experiences, and motivations in history to the bigger cultural and
social trends.
Critical Commentary – when a student takes historical evidence and analyzes it from a variety of
perspectives. For example, “One could interpret the Emancipation Proclamation as fulfilling Lincoln’s
desire to end slavery while others may see it as a component of a calculating military strategy...”
Analysis – when a student explains what the evidence means and how it proves that the claim you just
made and your thesis are true.