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History 1050 Signature Assignment Instructions and Rubric
In an essay that is ap
History 1050 Signature Assignment Instructions and Rubric
In an essay that is approximately 750 words (3 type-written pages) in length, answer the question asked using Section 7.2 of the Kordas textbook (https://openstax.org/books/world-history-volume-1/pages/1-introduction – pages 280-285) and the websites from Module 5 (linked below). Your essay should contain a thesis or argument that answers the question and should use evidence from the textbook to support that argument. This assignment is due into Canvas as a Microsoft Word compatible file.
Module 5 website:
https://www.worldhistory.org/article/870/ancient-roman-family-life/
https://www.worldhistory.org/article/629/slavery-in-the-roman-world/
https://www.worldhistory.org/article/638/trade-in-the-roman-world/
https://www.ancient.eu/article/1205/early-christianity/
https://www.ancient.eu/Crisis_of_the_Third_Century/
Essay Question:
What recurring themes can be found in narratives or accounts of the experience of enslaved people in the Roman Empire? How indicative are individual accounts of the larger institution of slavery itself in the Roman Empire?
Using Primary Sources in Your Answer:
To answer the above questions, your essay must analyze at least one of the following primary sources you’ve read and viewed this semester:
Slavery in the Ancient Novel: Apuleius, The Golden Ass (pages 282-3 of the textbook)
Slavery in the Ancient Novel: Petronius, The Satyricon (pages 282-3 of the textbook)
Figure 7.8: Gladiators in the Arena (pages 283-4 of the textbook)
Link to Learning: Gladiatorial Training Camp near Carnuntum (pages 284 of the textbook)
Figure 7.9: Female Gladiators (pages 284-5 of the textbook)
Link to Learning: Reconstruction of the Colosseum (pages 285 of the textbook)
Your analysis of the primary source(s) should include the following information:
What type of source is this?
Who produced this source? When?
What was the context in which the source was created?
What biases or agendas do you see influencing the source?
Demonstrate how the source provides evidence to support your answer to the question. In addition, excellent essays will make broader connections between the social or ethical issues presented in the sources and those of other historical periods, including the present. Your essay must include documentation of the sources within the essay.
Citation format:
Citing Primary Sources: (Apuleius, The Golden Ass), (Petronius, The Satyricon), (Figure 7.8), (Gladiatorial Training Camp near Carnuntum), (Figure 7.9), Reconstruction of the Colosseum
Citing Textbook: (Kordas, et al., World History, Volume 1: To 1500, Chapter 7: Experiencing the Roman Empire, [page numbers])
Citing a course website [example/model only; be sure to have the actual author, title of the essay/source, title of the web page, and URL of the website you are using in the citation]: Mark Cartwright, “Slavery in the Roman World,” from World History Encyclopedia, https://www.worldhistory.org/article/629/slavery-in-the-roman-world/Links to an external site.
GRADING RUBRIC
Part 1: Introduction of problem, question, or issue (20 points)
18-20 points: The student clearly identifies the challenge and subsidiary, embedded, or implicit aspects of the question.
16-17 points: The student summarizes the question but some nuances and details are missing or glossed over.
14-15 point: The student summarizes the question or issue, though some aspects of the student’s answer are incorrect or confused.
12-13 points: The student fails to accurately identify and answer the question.
Part 2: Presentation, interpretation and analysis of evidence and sources (20 points)
18-20 points: The student examines and addresses evidence and sources that answer the question, including using at least one primary source as detailed in the assignment instructions.
16-17 points: The student provides evidence of search, selection, and source evaluation skills to answer the question, demonstrating the ability to discerns fact from opinion as well as recognizing bias in evidence.
14-15 points: The student demonstrates adequate skill in searching, selecting, and evaluating sources to answer the question, although their use of evidence is qualified and selective.
12-13 points: The student repeats information provided without question or dismisses evidence without adequate justification, and their choice of sources are simplistic or inappropriate.
Part 3: Consideration of context, assumptions, and historical interpretation (20 points)
18-20 point: The student’s analysis acknowledges the complexity of the issue in question and identifies the interactions between the historical context events and the assumptions of modern interpreters. The student clearly integrates multiple perspectives and justifies their own view while respecting views of others.
16-17 points: The student engages challenging ideas tentatively or in ways that overstate the conflict, and identifies but mostly dismisses alternative views.
14-15 points: The student provides some recognition of historical context and consideration of modern assumptions and their implications.
12-13 points: The student approaches the issue in anachronistic terms, and their analysis is grounded in absolutes, with little acknowledgment of their own biases.
Part 4: Development and presentation of a historical argument with logical progression (20 points)
18-20 points: The student presents and justifies clearly and in detail their own argument that answers the question while qualifying or integrating contrary views or interpretations.
16-17 points: The student’s argument includes original thinking that acknowledges, refutes, synthesizes, or extends other assertions, although some aspects have not been fully developed.
14-15 points: The student’s argument is clearly stated but with little original consideration.
12-13 points: The student’s argument is unclear, simplistic, or re-stated with little original consideration, or the student fails to accurately present, justify or develop an argument that addressed the question.
Part 5: Presentation of conclusions and their implications (20 points)
Conclusion: A synthesis of key findings drawn from research/evidence
18-20 points: The student identifies and discusses well-reasoned conclusions that address the question as well as discussing the connection of their conclusions to modern interpretations of the issues in question.
16-17 points: The student accurately presents well-reasoned conclusions that address the question, but their conclusions that are only loosely connected to modern interpretations of the issues in question.
14-15 points: The student accurately presents conclusions that address the question, but these conclusions are not necessarily well-reasoned and are not connected to modern interpretations of the issues in question.
12-13 points: The student fails to reach any conclusions that address the question, or their conclusions are simplistic, absolute, or anachronistic.
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