Use this rubric when students are writing a document-based history essay that answers a historical question with evidence from sources.
This page offers an example rubric for a US-style history/social studies DBQ. It keeps the writing and document-analysis expectations visible while treating standards codes as optional reference context.
TA39 drafts from the rubric you choose; you review, adapt, and decide what fits your assignment.
At a Glance
| Field | Details |
|---|---|
| Level | Grade 9 / early high school |
| Subject Area | History / Social Studies |
| Task Type | Document-based question essay |
| Useful For | DBQ essays, source-based historical arguments, primary and secondary source analysis |
| Framework / Curriculum Reference | Common Core Writing in History/Social Studies, WHST.9-10 |
| Scoring Model | 20 marks across five 4-point criteria |
| Reference Notes | Framework references are included for context. Teachers should adapt this example to their current curriculum, assessment policy, and assignment expectations. |
What This Rubric Covers
- Thesis and argument
- Use of documents
- Historical context and outside evidence
- Analysis and reasoning
- Organization and clarity
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For easier reuse, the rubric and scoring summary are packaged as a separate Markdown file inside this zip:
Rubric
Score: ___ / 20
| Criterion | What It Means | 4 - Standard Met | 3 - Approaching Standard | 2 - Nearly Approaching | 1 - Not Met |
|---|---|---|---|---|---|
| Thesis and Argument | The essay presents a clear, defensible thesis and line of reasoning. | Clear thesis that addresses the question and establishes a nuanced line of reasoning. | Clear thesis and line of reasoning, though some details may be underdeveloped. | Thesis is present but simplistic or partial. | Thesis is missing, unclear, or restates the question. |
| Use of Documents | Documents are used as evidence and connected to the thesis. | Uses most documents effectively, with analysis of point of view, purpose, audience, or context. | Uses multiple documents and connects them to the thesis. | Uses a few documents, often with limited explanation. | Uses few documents or lists details without analysis. |
| Historical Context and Outside Evidence | The argument is situated in broader historical context. | Strong context and at least two relevant pieces of outside evidence strengthen the argument. | Provides context and at least one relevant outside example. | Context or outside evidence is limited. | Little or no historical context or outside evidence. |
| Analysis and Reasoning | The essay explains historical relationships and complexity. | Thorough analysis of cause/effect, continuity/change, comparison, complexity, or multiple perspectives. | Some analysis beyond description, though complexity may be limited. | Mostly descriptive with limited analysis. | Little or no analysis. |
| Organization and Clarity | The essay is organized and easy to follow. | Strong introduction, developed paragraphs, smooth transitions, and clear conclusion. | Clear organisation with paragraphs and adequate transitions. | Some structure, but transitions or conclusion may be weak. | Poorly organised and difficult to follow. |
Performance Conversion
| Raw Score | Performance Description |
|---|---|
| 17-20 | Strong |
| 13-16 | Proficient |
| 8-12 | Developing |
| 5-7 | Beginning |
Teacher Adaptation Notes
- Replace document-count percentages with the number of documents in your actual task.
- Add local historical content standards if your state, district, or school requires them.
- If outside evidence is not expected, reduce that criterion or remove it.
- Make citation expectations clear before students begin writing.
Standards and Framework References
The standards listed here are US-specific reference examples, not requirements for using the rubric. They are included for teachers who want to see how the task can be mapped to US history/social studies writing expectations.
| Reference | How It Connects to This Rubric |
|---|---|
| Common Core WHST.9-10 | Useful context for writing arguments, informative texts, research, and evidence use in history/social studies. |
| Common Core RH.9-10 | Useful context for reading, citing, and analysing history/social studies sources. |
Source and Attribution
This example is based on a Grade 9 history DBQ rubric document prepared for TA39 rubric-library work and has been formatted for teacher review and adaptation in TA39.
This page is not an official Common Core assessment document and does not imply endorsement by NGA Center, CCSSO, or any state education agency.
Teachers should check the current syllabus, guide, school policy, or mark scheme before using or adapting this example.
Want to Build or Adapt a Different Rubric?
You can adapt this structure for a different assignment by keeping the scoring model clear, naming the criteria that matter most, and replacing the descriptors with language that matches the work students will actually submit.
TA39 can help turn a rubric or reference document into a format you can review and adapt. You still review the criteria, adjust the wording, and decide whether it fits your assignment.