Scoring Rubric for US Policies Towards Communism and the Soviet Union

Thinking and reasoning skills
History Standard (D) 912.4.2: Summarize and Interpret how and why people create, maintain, or change systems of power, authority, and governance.

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Knowledge: The student satisfies the basic requirement of identification: can list and/or define the three US policies towards communism and a minimum of three Soviet responses to these policies. The student can also identify and define the factors that demonstrate how and why people create, maintain, or change systems of power.

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Application: The student identifies and provides specific examples of the US policies of containment toward the USSR as they relate to systems of governance. The student can identify how these policies and the subsequent Soviet responses lead to the creation of alliances and power structures seen throughout the Cold War.

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Analysis: The student successfully addresses the systems of power and governance created by the US and USSR during the cold war and the effects those systems had on the global community. Citing specific events, the student will describe in detail how the creation of these power systems caused at least three major events during the Cold War.

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Synthesis: The student shows a complete understanding of the US policies on communism and containment as they pertain to the US, USSR, and the global community and is able to accurately predict how changes within the systems of power could lead to different outcomes. The student’s answer will reflect that their understanding of the systems of power can be applied to current day situations.

Scoring Rubric for Proxy Wars

Thinking and reasoning skills
History Standard (H) 912.4.8: Analyze cause and effect relationships and other historical thinking skills in order to interpret events and issues.

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Knowledge: The student can list and/or define a military or non-military Proxy War

Application: The student identifies and provides one example of a Proxy War (Military or NonMilitary) that explains the event in the correct context and accurately describes why the event was a proxy war (who, where, why, and outcome).

Analysis: The student successfully addresses one Proxy War and is able to describe how and why it demonstrated the policy of containment.

Synthesis: The student shows an understanding of the definition, as well as the cause and effect of the chosen Proxy War. Student is able to defend their stance as to whether the policy of containment was effective or not by citing specific examples.

Scoring Rubric for Space Race Spinoffs
History Standard (G) 9-12.4.7: Infer and justify the role of innovation on the development and interaction of societies. Knowledge: The student is able to discuss how a Space Race innovation was originally used by NASA. Application: The student is able to provide an example of how a Space Race innovation was used by other societies Analysis: The student is able to describe potential benefits the innovation had on societies Synthesis: Student is able to justify why the particular innovation they chose had the greatest impact on society by supporting their claims with specific evidence

Scoring Rubric for Genocide CFA 1
Depth of Knowledge 1 2 3 4

Standard 4.4 History Standard (D) 9-12.4.4: Evaluate and explain the role of individuals and groups within a society as promoters of change or the status quo.

Student is able to define the terms Genocide and Conflict

Student is able to provide an example of a Genocide or Conflict and describe where the event took place and who were the minority and majority groups

Student is able to analyze how the event is an example of genocide or conflict by providing specific evidence and details of the how the event began, what occurred, and ended

Student is able to evaluate, using the “8 Stages of Genocide Model”, why the event created change within the society and how and why majority groups were able to maintain power over the minority groups.

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