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Syllabus Resources
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Sample Syllabus
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Rubric Resources
Sample Rubric
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Sample Rubric
| Criteria | 3 pts | 2 pts | 1 pts | 0 pts |
| Close Reading | Student not only reported accurately on what was read, but was able to highlight key phrases that may have been buried in the midst of an otherwise ordinary paragraph. Student displayed an accurate sense of chronological narrative. | Student reported accurately on what was read, but may have missed opportunities to highlight key phrases. Student displayed an accurate sense of chronological narrative. | Student reported mostly accurately on what they read, but was missed phrases buried in the midst of an otherwise ordinary paragraph. Student may have been confused by or displayed an inadequate sense of chronological narrative. | Student did not report accurately on what was read and overlooked key phrases. Student’s sense of chronological narrative was inadequate. |
| Perceiving Historical Thesis | Work reflects an understanding that historians argue about the past rather than merely presenting it. Student shows understanding of author bias, as well as biases in their own writing. | Work acknowledges but does not reflect an understanding that historians argue about the past rather than merely presenting it. Student somewhat demonstrates understanding of author bias, as well as biases in their own writing. | Work does not seem to understand that historians argue about the past rather than merely presenting it. Student does not demonstrate understanding of author bias, as well as biases in their own writing. | Work takes historians as fact, rather than debate. Student does not reflect understanding of biases in writing whatsoever. |
| Using Written Sources as Evidence | Student demonstrates understanding that facts only become evidence when brought forward in relation to a particular thesis or explanation. Student utilizes accurate and specific examples as keys for providing solid evidence. | Student demonstrates knowledge that facts only become evidence when brought forward in relation to a particular thesis or explanation. Student utilizes mostly accurate examples as keys for providing solid evidence. | Student seems confused about the concept that facts only become evidence when brought forward in relation to a particular thesis or explanation. Student utilizes mostly accurate but vague examples as keys for providing solid evidence. | Student fails to demonstrates understanding that facts only become evidence when brought forward in relation to a particular thesis or explanation. Student utilizes inaccurate and vague examples as keys for providing solid evidence. |
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Rubric Creation Tool (Rubistar)
Course Workload Calculator
Lee University’s Center for Teaching Excellence is grateful to the CTE at Rice University for developing and sharing valuable resources such as this workload calculator. You can read more about the research and estimation details on their website.
