History DP Paper 2: Rubric Breakdown

1-3 4-6 7-9 10-12 13-15

Address the Little The response The response The demands of the Responses are clearly
demands of understanding of indicates some indicates an question are focused, showing a
the question the question. understanding of understanding of understood and high degree of
the demands of the the demands of addressed. awareness of the
question the question, but demands and
these demands implications of the
are only partially question.
addressed

Structure The response is While there may be There is an Responses are Responses are well
poorly an attempt to follow attempt to generally well structured and
structured or, a structured follow a structured and effectively
where there is a approach, the structured organized, organized.
recognizable response lacks approach. although there is
essay structure, clarity and some repetition or
there is minimal coherence. lack of clarity in
focus on the places.
task.

Historical Little knowledge Knowledge of the Knowledge of Knowledge of the Knowledge of the
knowledge of the world world history topic the world history world history topic is world history topic is
history topic is is demonstrated, but topic is mostly mostly accurate and accurate and relevant.
present. lacks accuracy and accurate and relevant.
relevance. relevant.
Historical There is a Events are Events are placed Events are placed
context and superficial generally in their historical in their historical
concepts understanding of placed in context, and there context, and there
historical context. their is some is a clear
historical understanding of understanding of
context. historical concepts. historical concepts.

Utility and The student The student The examples The examples that The examples that
Relevance of identifies examples identifies specific that the the student the student
supporting to discuss, but examples to discuss, student chooses to discuss chooses to discuss
evidence these examples are but these examples chooses to are appropriate are appropriate
factually incorrect, are vague or lack discuss are and relevant, and and relevant, and
irrelevant or vague. relevance. appropriate are used to support are used effectively
and relevant. the to support the
The response analysis/evaluation. analysis/evaluation.
makes links The response The response
and/or makes effective makes effective
comparisons links and/or links and/or
(as comparisons (as comparisons (as
appropriate to appropriate to the appropriate to the
the question). question). question).
Historical The response There is some The response The response contains The response contains
Skills: contains little or no limited analysis, but moves beyond critical analysis, which clear and coherent
Critical critical analysis. the response is description to is mainly clear and critical analysis
Analysis primarily include some coherent.
narrative/descriptive analysis or
in nature rather critical
than analytical. commentary, but
this is not
sustained.

Historical There is some There is evaluation of

Skills: awareness and different perspectives,
Historiography evaluation of different and this evaluation is
perspectives integrated effectively
into the answer.
Historical Most of the main All, or nearly all, of
Skills: points are the main points are
Development substantiated and the substantiated, and the
of a coherent response argues to a response argues to a
argument consistent conclusion. consistent conclusion.