Grading Rubric Exemplary Accomplished Developing Beginning (Capstone) (Milestone) (Milestone) (Benchmark) 10 8 5 3 Determine the Extent of Information Needed Diversity of Communities and Cultures Analysis of Knowledge Ethical Self- Awareness Ethical Issue Recognition Score (0-10) Demonstrates evidence of adjustment in own attitudes and beliefs because of working within and learning from diversity of communities and cultures. Promotes others' engagement with Reflects on how own attitudes and beliefs are different from those of other cultures and communities. Exhibits curiosity about what can be learned from diversity of communities and Has awareness that own attitudes and beliefs are different from those of other cultures and communities. Exhibits little curiosity about what can be learned from diversity of communities and cultures. Expresses attitudes and beliefs as an individual, from a one-sided view. Is indifferent or resistant to what can be learned from diversity of communities and cultures. Connects and extends knowledge (facts, theories, etc.) from one's own academic study/field/discipline to civic engagement and to one's own participation in civic life, politics, and Analyzes knowledge (facts, theories, etc.) from one's own academic study/field/discipline making relevant connections to civic engagement and to one's own participation in civic life, politics, and government. Begins to connect knowledge (facts, theories, etc.) from one's own academic study/field/discipline to civic engagement and to tone's own participation in civic life, politics, and government. Begins to identify knowledge (facts, theories, etc.) from one's own academic study/field/discipline that is relevant to civic engagement and to one's own participation in civic life, politics, and government. Student can recognize ethical issues when presented in a complex, multilayered (gray) context AND can recognize cross- relationships among the issues. Student can recognize ethical issues when issues are presented in a complex, multilayered (gray) context OR can grasp cross- relationships among the issues. Student can recognize basic and obvious ethical issues and grasp (incompletely) the complexities or interrelationships among the issues. Student can recognize basic and obvious ethical issues but fails to grasp complexity or interrelationships. Student discusses in detail/analyzes both core beliefs and the origins of the core beliefs and discussion has greater depth and clarity. Student discusses in detail/analyzes both core beliefs and the origins of the core beliefs. Student states both core beliefs and the origins of the core beliefs. Student states either their core beliefs or articulates the origins of the core beliefs but not both. So ci a l R es p on si b ili ty Has difficulty defining the scope of the research question or thesis. Has ...

1. Grading Rubric
Exemplary Accomplished Developing Beginning
(Capstone) (Milestone) (Milestone) (Benchmark)
10 8 5 3
Determine the
Extent of
Information
Needed
Diversity of
Communities and
Cultures
Analysis of
Knowledge
Ethical Self-
Awareness
Ethical Issue
Recognition
Score
(0-10)
Demonstrates evidence of
adjustment in own attitudes
and beliefs because of
working within and learning

2. from diversity of communities
and cultures. Promotes
others' engagement with
Reflects on how own
attitudes and beliefs are
different from those of other
cultures and communities.
Exhibits curiosity about what
can be learned from
diversity of communities and
Has awareness that own
attitudes and beliefs are
different from those of other
cultures and communities.
Exhibits little curiosity about
what can be learned from
diversity of communities and
cultures.
Expresses attitudes and
beliefs as an individual, from
a one-sided view. Is
indifferent or resistant to
what can be learned from
diversity of communities and
cultures.
Connects and extends
knowledge (facts, theories,
etc.) from one's own
academic
study/field/discipline to civic
engagement and to one's
own participation in civic

3. life, politics, and
Analyzes knowledge (facts,
theories, etc.) from one's
own academic
study/field/discipline making
relevant connections to civic
engagement and to one's
own participation in civic life,
politics, and government.
Begins to connect
knowledge (facts, theories,
etc.) from one's own
academic
study/field/discipline to civic
engagement and to tone's
own participation in civic life,
politics, and government.
Begins to identify knowledge
(facts, theories, etc.) from
one's own academic
study/field/discipline that is
relevant to civic
engagement and to one's
own participation in civic life,
politics, and government.
Student can recognize
ethical issues when
presented in a complex,
multilayered (gray) context
AND can recognize cross-
relationships among the
issues.

4. Student can recognize
ethical issues when issues are
presented in a complex,
multilayered (gray) context
OR can grasp cross-
relationships among the
issues.
Student can recognize basic
and obvious ethical issues
and grasp (incompletely) the
complexities or
interrelationships among the
issues.
Student can recognize basic
and obvious ethical issues
but fails to grasp complexity
or interrelationships.
Student discusses in
detail/analyzes both core
beliefs and the origins of the
core beliefs and discussion
has greater depth and
clarity.
Student discusses in
detail/analyzes both core
beliefs and the origins of the
core beliefs.
Student states both core
beliefs and the origins of the
core beliefs.

5. Student states either their
core beliefs or articulates the
origins of the core beliefs but
not both.
So
ci
a
l R
es
p
on
si
b
ili
ty
Has difficulty defining the
scope of the research
question or thesis. Has
difficulty determining key
concepts. Types of
information (sources)
selected do not relate to
concepts or answer
research question.
Defines the scope of the
research question or thesis
incompletely. Can

6. determine key concepts.
Types of information
(sources) selected partially
relate to concepts or
answer research question.
Defines the scope of the
research question or thesis
completely. Can
determine key concepts.
Types of information
(sources) selected relate
to concepts or answer
research question.
Effectively defines the
scope of the research
question or thesis.
Effectively determines key
concepts. Types of
information (sources)
selected directly relate to
concepts or answer
research question.
In
fo
rm
a
tio
n
Li
te

7. ra
cy
Pe
rs
on
a
l R
es
p
on
si
b
ili
ty
Grading Rubric
Exemplary Accomplished Developing Beginning
(Capstone) (Milestone) (Milestone) (Benchmark)
10 8 5 3
Sources and
Evidence
Content
Development

8. Influence of
Context and
Assumptions
Student's Position
(perspective,
thesis/hypothesis )
Conclusions and
Related
Outcomes
(implications and
consequences)
TOTAL:
Score
(0-10)
Demonstrates skillful use
of high-quality, credible,
relevant sources to
develop ideas that are
appropriate for the
discipline and genre of
writing.
Demonstrates consistent
use of credible, relevant
sources to support ideas
that are situated within
the discipline and genre
of the writing.
Demonstrates an attempt
to use credible and/or

9. relevant sources to
support ideas that are
appropriate for the
discipline and genre of
the writing.
Demonstrates an attempt
to use sources to support
ideas in the writing.
Uses appropriate,
relevant, and compelling
content to illustrate
mastery of the subject,
conveying the writer's
understanding, and
shaping the whole work.
Uses appropriate,
relevant, and compelling
content to explore ideas
within the context of the
discipline and shape the
whole work.
Uses appropriate and
relevant content to
develop and explore
ideas through most of the
work.
Uses appropriate and
relevant content to
develop simple ideas in
some parts of the work.

10. Specific position is
imaginative, taking into
account the complexities
of an issue. Limits of
position are
acknowledged. Others'
points of view are
Specific position takes
into account the
complexities of an issue.
Others' points of view are
acknowledged within
position.
Specific position
acknowledges different
sides of an issue.
Specific position is stated,
but is simplistic and
obvious.
Conclusions and related
outcomes are logical and
reflect student's informed
evaluation and ability to
place evidence and
perspectives discussed in
priority order.
Conclusion is logically
tied to a range of
information, including
opposing viewpoints;
related outcomes are

11. identified clearly.
Conclusion is logically
tied to information; some
related outcomes are
identified clearly.
Conclusion is
inconsistently tied to
some of the informatioon
discussed; related
outcomes are
oversimplified.
Thoroughly analyzes own
and others' assumptions
and carefully evaluates
the relevance of contexts
when presenting a
position.
Identifies own and others'
assumptions and several
relevant contexts when
presenting a position.
Questions some
assumptions. Identifies
several relevant contexts
when presenting a
position. May be more
aware of others'
assumptions than one's
Shows an emerging
awareness of present

12. assumptions. Begins to
identify some contexts
when presenting a
position.
W
rit
te
n
C
om
m
un
ic
a
tio
n
C
rit
ic
a
l T
hi
nk
in
g

13. Final Written Exercise
The most important lesson I have learned from this class is that
history, at least the history taught in
classrooms, is not an accurate, unbiased account of the past. In
reality, history presented by highly
regulated textbooks has been twisted in such a way that students
are not given a clear picture of past
events, individuals, and conflicts. Various interest groups and
demographics have essentially dictated
which information can rightfully be published, and which
information is too threatening to reach the
pages. According to author Alexander Stille, “American history
taught in schools has been rewritten and
transformed in recent decades by a handful of large publishers
who are more concerned to meet the
demands of both the multicultural left and the conservative
religious right” (The Betrayal of History). In
essence, textbooks have reworked history in such a way that it
has become falsified and flavorless. Facts
are presented without controversy, and important historical
figures are portrayed without blemish. As

14. historian James Loewen writes, “authors selectively omit
blemishes to make certain historical figures
sympathetic to as many people as possible” (Loewen, 26). This
quotation declares that authors withhold
relevant historical information from textbooks, which further
supports the idea that history has been
continually distorted in today’s classrooms.
In regards to Christopher Columbus, I learned that he was not
the “American hero” that textbooks
portray him as being. As we all know, he was credited for
“discovering America,” yet he was not the first
non-Native to reach the Americas. 2“People from other
continents had reached the Americas many
times before 1492. Europeans may already have been fishing off
Newfoundland in the 1480s” (Loewen,
33). Also, I was previously unaware that Columbus was
involved in the murder and persecution of many
Native Americans. In fact, he initiated a punishing policy that
“resulted in complete genocide” of the
Natives (Zinn, 7). Finally, I learned the shocking statistic that
there were as many as 120 million Native
Americans by 1492 (Discussion 2). Upon learning this number,
I was completely stunned, as I had

15. severely underestimated the size of their population.
As little kids, we are all told the story of the pious, freedom-
seeking Pilgrims who landed in Plymouth.
Additionally, we all learned about the “First Thanksgiving”
where the Native Americans and Pilgrims
peacefully united for a wonderful, bountiful feast. This story,
however, is historically inaccurate. In
reality, the Pilgrims were not seeking religious freedom at all,
because they had already found that in
the Netherlands (Discussion 3). Furthermore, the Pilgrims were
very economically driven. In fact, “profit
was the primary reason most Mayflower colonists made the
trip” (Loewen, 87). Nevertheless, American
society perpetuates the story of the brave Pilgrims because it
advances the “American psyche,” which
characterizes Americans as the immaculate, indelible race
(Loewen, 70).
Before this course, I did not have an accurate picture of the
realities of the American slave trade. In all
honesty, I had no idea that the slave trade was so large and
widespread. Yet, as I soon learned, slavery
absolutely dominated the economy of the South. 3For instance,
“in 1790, a thousand tons of cotton
were being produced every year in the South. By 1860, it was a

16. million tons. 4In the same period,
500,000 slaves grew to 4 million” (Zinn, 171). This excerpt
from A People’s History of the United States
demonstrates that slavery was a major force in American
society. Fast-forwarding to the present, I was
completely oblivious to the fact that slavery still exists today,
even here in the United States (Discussion
7). Also, I was upset to discover that “everything we touch
today-from the bricks that make up the
exterior of our homes, to the rug on the floors- has been touched
by the hand of a slave” (Discussion 7).
As a testament to my ignorance, I was under the impression that
slavery, for the most part, had become
nonexistent in today’s modern world.
One week ago, I did not even know what the Gilded Age was.
Now, I understand it as a time where a
handful of extremely wealthy individuals, such as Andrew
Carnegie and John D. Rockefeller, owned most
of the country’s wealth (Discussion 9). 1Laborers, however,
received “wages that barely kept their
families alive” (Zinn, 257). Worker compensation,
unfortunately, was only the tip of the iceberg.

17. Additionally, factory conditions during this time were
extremely hazardous. “In the year 1904, 27,000
workers were killed on the job, in manufacturing, transport, and
agriculture. 3In one year, 50,000
accidents took place in New York factories alone” (Zinn, 327).
The conditions described above ultimately
sparked the emergence of the Progressive movement, which
fought to ameliorate these circumstances.
1In general, the Progressives strove to “stabilize the capitalist
system by repairing its worst defects. and
restore some measure of class peace in a time of increasingly
bitter clashes between capital and labor”
(Zinn 354).
I found imperialism to be one of the most fascinating topics this
semester. In essence, imperialism was a
mechanism that allowed Americans “to find foreign purchasers
for [their] goods. and provide the means
of making access to foreign markets easy, economical, and safe”
(Zinn, 306). In my opinion, imperialism
is an example of American greed, which led to the abuse of its
power.
Regarding World War II, I want to spend a little bit of time
discussing the Holocaust. Previously, I
thought that the Jews were the only people targeted by the

18. Nazis. However, I learned that Africans,
Asians, the physically and mentally disabled, homosexuals, and
gypsies were all persecuted by the Third
Reich (Discussion 13). Also, I had never really seen what the
concentration camps truly looked like.
Needless to say, I was absolutely shocked to see thousands of
dead bodies just piled up, as if they were
not even there at all. Even more disgusting was the way the
Nazis just threw the bodies into pits, with
absolutely no respect whatsoever (Memory of the Camps). After
the Holocaust, the United States vowed
to never let anything of this nature happen again. However,
recently hundreds of thousands have died
in Darfur (Discussion 13). It is upsetting to me that the United
States has not done more to help stop this
genocide.
Throughout this class, I have learned that we, as U.S. citizens,
are not completely aware of the actions of
our government. For instance, I discovered that the government
has “orchestrated the oustings of
political leaders,” and that “we had a hand in assassinating
many foreign leaders” (Discussion 14). This
demonstrates that the United States believes that it should
intervene in foreign affairs, as long as this

19. intervention promotes our own interests. As in the Vietnam
War, the United States got unnecessarily
involved and ended up being embarrassed by a much less
powerful army. While the anti-war sentiment
in America was high, possibly the highest of all time, the
government still felt the need to deploy troops
to Vietnam. 5In my opinion, the U.S. government should make
more of an effort to heed public opinion.
To conclude, I want to discuss my general opinions of textbooks
and publishing companies. The general
trend throughout history is that the most wealthy, powerful, and
privileged have had the greatest
influence on events and outcomes of the past. In textbook
publishing, “members of the upper class have
had a hand in it” (Loewen, 306). This has to change, so that
future students are given an unbiased,
impartial layout of past events. If textbooks continue to cater to
the needs of particular groups, then
history will never be a worthwhile class to take. Considering the
“day-to-day resistance” that students
display towards classes, teachers and textbooks should do a
better job telling the exciting, historically

20. accurate story of the past in order to spark students’ interest
(Loewen, 341). Overall, I am glad to have
taken a class that focuses on the real story, rather than the
sugar-coated, bland version of history that
so many students must endure each year.