Scorng Gudelnes and Notes for Long Essay Queston Queston: Compare and contrast the patterns of mmgraton n the perod 1880 to 1928 to the patterns of mmgraton n the perod 1965 to 2000. In your response, analyze the reasons for the smlartes AND the dfferences between the two perods. (Hstorcal thnkng skll: Comparson) Currculum Framework Algnment Learnng Objectve MIG-1.0: Explan the causes of mgraton to colonal North Amerca and, later, the Unted States, and analyze mmgraton s effects on U.S. socety Hstorcal Thnkng Skll Targeted: Comparson Addtonal Sklls: Argumentaton Synthess Key Concepts n the Currculum Framework 6.2.I, 7.2.II, 8.3.I, 9.2.II Scorng Gudelnes Maxmum avalable ponts: 6 Please note: Å Each pont of the rubrc s earned ndependently, e.g., a student could earn the pont for synthess wthout earnng the pont for thess. Å Unque evdence from the student response s requred to earn each pont, e.g., evdence n the student response that qualfes for ether of the targeted skll ponts, could not be used to earn the pont for thess. A. Thess (1 pont) Targeted Skll: Argumentaton (E1) 1 pont Presents a thess that makes a hstorcally defensble clam and responds to all parts of the queston. The thess must consst of one or more sentences located n one place, ether n the ntroducton or the concluson. 0 ponts Does not present a thess that makes a hstorcally defensble clam and responds to all parts of the queston. 1
B. Argument Development: Usng The Targeted Hstorcal Thnkng Skll (2 Ponts) Targeted Skll: Comparson (C2) 1 pont Descrbes smlartes AND dfferences among hstorcal ndvduals, events, developments, or processes. 1 pont Explans the reasons for smlartes AND dfferences among hstorcal ndvduals, events, developments, or processes. 0 ponts Does not descrbe nor explan the reasons for smlartes AND dfferences among hstorcal ndvduals, events, developments, or processes. C. Argument Development: Usng Evdence (2 Ponts) 1 pont Addresses the topc of the queston wth specfc examples of relevant evdence. 1 pont Utlzes specfc examples of evdence to fully and effectvely substantate the stated thess or a relevant argument. 0 ponts Does not address the topc of the queston wth specfc examples of relevant evdence. Scorng Note: To fully and effectvely substantate the stated thess or a relevant argument, responses must nclude a broad range of evdence that, through analyss and explanaton, justfes the stated thess or a relevant argument. D. Synthess (1 pont) Targeted Skll: Synthess (C4 or C5) 1 pont Extends the argument by explanng the connectons between the argument and ONE of the followng. a) A development n a dfferent hstorcal perod, stuaton, era, or geographcal area. b) A course theme and/or approach to hstory that s not the focus of the essay (such as poltcal, economc, socal, cultural, or ntellectual hstory). 0 ponts Does not extend the argument by explanng the connectons between the argument and the other areas lsted. Scorng Note: The synthess pont requres an explanaton of the connectons to dfferent hstorcal perod, stuaton, era, or geographcal area, and s not awarded for merely a phrase or reference. 2
On Accuracy: The components of ths rubrc each requre that students demonstrate hstorcally defensble content knowledge. Gven the tmed nature of the exam, the essay may contan errors that do not detract from the overall qualty, as long as the hstorcal content used to advance the argument s accurate. On Clarty: These essays should be consdered frst drafts and thus may contan grammatcal errors. Those errors wll not be counted aganst a student unless they obscure the successful demonstraton of the content knowledge and sklls descrbed above. Scorng Notes A. Thess (1 pont) Responses earn one pont by presentng a thess that makes a hstorcally defensble clam that responds to all parts of the queston (1 pont). Whle the thess does not need to be a sngle sentence, t does need to be dscrete, meanng t cannot be peced together from across multple places wthn the essay. It can be located n ether the ntroducton or the concluson, but not splt between the two. An acceptable thess would outlne ways n whch there were both smlartes and dfferences between patterns of mmgraton between 1880 1928 and 1965 2000. Examples of acceptable thess: Å The perods of 1880 1928 and 1965 2000 saw majorty of ther mmgrants comng from dfferent places around the globe. However, these two tme perods saw greater smlartes n the sense both attempted to restrct the number of mmgrants and both tme perods saw large amounts of prejudce and segregaton aganst the mmgrants that came to the Unted State. Therefore, these tme perods saw greater smlartes than dfferences. Å Amercan socetal vews on mmgrants and mmgraton have n some ways remaned consstent n vewponts even though the targets are dfferent. Immgraton from 1880 1928 and 1965 2000 dffered more n patterns of mmgraton n the rate of assmlaton and the places that they came from and contrbuted to. Therefore mmgraton patterns n the two perods, 1880 1928 and 1965 2000, were sgnfcantly more dfferent than alke. 3
Unacceptable examples of thess: Å A thess that does not address all parts of the queston (addresses smlartes, but does not menton any true dfferences): It s possble to say that durng 1880s to 1928, mmgraton was mostly a result of a desre for a better standard of lvng whle durng 1965 to 2000, Immgraton represented the desre for a better lfestyle and protecton. Although both tme perods were marked by dfferent events, they both represented the mmgrants desre for a better lfe. Å An attempt at a thess that does not make a hstorcally defensble clam or address all parts of the queston: Immgrants have always fled ther countres to escape to Amerca for reasons that stayed the same and changed over tme. Both mmgrants from 1880 1928 and 1965 2000 have been smlar and dfferent reasons for comng to Amerca. Though dfferent people dd come durng dfferent tme perods and had assmlaton challenges. Also how the government treated them when they arrved. B. Argument Development: Usng The Targeted Hstorcal Thnkng Skll (2 ponts) a) Argument Development Descrbes Responses earn one pont by descrbng the smlartes AND dfferences between mmgraton patterns from 1880 1928 and 1965 2000. (1 pont) Example of acceptable descrpton of smlartes and dfferences (Comparson): Å Descrbes smlartes and dfferences between mmgraton patterns n 1880 1928 and 1965 2000: For the most part, common reasons for mmgratng have wthstood the test of tme. Other than the Russan Jews forced exodus, nventon of the easy and safe steamshp, and Amercan letters tellng stores of a good new lfe, the mmgraton motvaton n the late 1800s was mmcked n the late 1900s. In contrast, who s comng and ther assmlaton challenges nto Amercan socety vary. The New Immgrants of southern and eastern Europe (Italy, Greece, Russa, and Poland) had an ncredbly dffcult tme jonng the new culture The mmgrants of the late 1900s, on the other hand, were a whole new crowd from Latn Amerca, Asa, Vetnam, and Mexco. 4
Example of unacceptable descrpton of smlartes and dfferences (Comparson): Å Descrbes smlartes or dfferences but not both: Durng the perod of 1880 1920 and 1965 2000 had many smlar reasons to mmgrate to Amerca. Many of the pull factors were the job opportunty and economc status of Amerca. Freedom of relgon, whch s protected by the 1 st amendment. Also poltcal freedom, snce Amerca s a democracy, there s no persecuton for who you sde wth poltcally wthout worry. Also letters from famly member beng there sayng how great Amerca s. Push factors were also smlar too. Over populaton n these countres factored n too. b) Argument Development Explans Responses earn one pont by explanng the reasons for smlartes AND dfferences between mmgraton patterns from 1880 1928 and 1965 2000. (1 pont) Examples of acceptable explanatons of the reasons for smlartes AND dfferences between mmgraton patterns from 1880 1928 and 1965 2000 (Comparson): Å In an explanaton of the reasons for the dfferences between the government s response to Chnese and Vetnamese mmgraton: In the late 1800s, the government followed a lassezfare polcy and dd not ad the mmgrants much, so the only related legslaton passed was the Chnese Excluson Act of 1882 whch prohbted Chnese mmgraton for 10 years. On the contrary, the late 1900s mmgrants beneftted from the legal system. Because part of Lyndon Johnson s Bg Four Reforms was mmgraton, the Immgraton and Natonalty Act of 1965 doubled the number of mmgrants allowed to enter annually. Although he dd set lmts of mmgrants from the Western Hemsphere, he dd allow the admsson of close relatves of U.S. ctzens. When South Vetnam fell at the end of the Vetnam War n 1975, the U.S. government delberately set up refugee camps for the sole purpose of assmlaton. Å In an explanaton of the reasons for the smlartes between the factors motvatng mgrants to emgrate: Durng both tme perods, the people mmgratng dd not fnd the same equalty and rghts that natves had. Amerca was dealzed as the land of opportunty where a poor person could work up to acheve a hgher level n socety. There was not the same rgd socal structure that exsted n some other areas of the world and there 5
was freedom of relgon. When mmgrants mgrated to Amerca, they stll ganed more freedom than they had n ther homeland, but most of ther jobs were low wage ndustral jobs. Example of unacceptable explanatons of the reasons for smlartes AND dfferences between mmgraton patterns from 1880 1928 and 1965 2000 (Comparson): Å The response explans the smlartes wth a dscusson of Amercans responses to threats to Amercan culture, but the response does not adequately explan the reasons for dfferences between the two mmgrant groups other than descrbng ther dfferent natonal orgns: Immgrants throughout the tme perod of 1880 to 1928 typcally came from Southern and Eastern Europe. These mmgrants were searchng for prosperty and wealth n Amerca. Throughout 1965 to 2000, the majorty of mmgrants came from Latn Amerca and the Carbbean. These mmgrants were also n search of economc freedom. Therefore, the majorty of mmgrants came from dfferent locatons when comparng the two tme perods. C. Argument Development: Usng Evdence (2 ponts) a) Usng Evdence Examples Responses can earn one pont by addressng the topc of the queston by referrng to specfc examples or relevant evdence (1 pont). Essays can earn ths pont wthout havng a stated thess or a relevant argument. Examples of specfc evdence that could be used to address the topc of the queston: Å Chnese Excluson Act of 1882 Å Immgraton and Naturalzaton Act of 1965/Hart-Celler Act Å Immgraton Reform and Control Act of 1986 Å Amerca Letters Å Russan pogroms Å New Immgrants Å Natvsm Å Ku Klux Klan Å Places of Orgn: Ireland, Chna, Russa, Eastern and Southern Europe, Asa, Vetnam, Latn Amerca, Carbbean 6
b) Usng Evdence Effectve Substantaton Responses earn a separate pont by utlzng specfc examples of evdence to fully and effectvely substantate a thess or relevant argument about how the mmgraton patterns between the two perods dentfed n the prompt were smlar to and dfferent from each other (1 pont). Fully and effectvely substantatng the thess goes beyond merely provdng many examples. Ths pont s earned by clearly and consstently lnkng sgnfcant evdence to the argument and showng how the evdence demonstrates that these mmgraton patterns were, ndeed, smlar and/or dfferent. Examples of evdence that could be used to substantate an argument: Å In a response wth a thess that the one of the key dfferences between the mmgraton patterns of these two perod s the rse of a more dspersed mnorty populaton: The 1965 Hart Celler Act also abolshed race-based mmgraton quotas, allowng far more mmgrants from overseas nto the Unted States. The 5% mmgrant populaton swelled to 11%. The publc embraced race and cultural pluralty. As a result, mmgrants become much more ntegrated wth non-mmgrant populatons. Instead of beng almost exclusvely confned to urban enclaves, mmgrants now lved n suburban communtes throughout the US. Å In a response wth a thess that government acton n the aftermath of mmgraton was a major dfference between mmgraton patterns between the perods: There were many dfferent government laws and actons taken aganst the mmgrants of two perods. Durng 1880 1928 there were restrctng mmgraton legslatons. The Quota Act and Immgraton Act of 1924 both focused on restrctng mmgratons based on ther orgn. Ths was deemed racally unjust by many mmgrants. The government n 1880 1928 dd lttle to help the fnancally crppled mmgrants due to ther popular belef of trckle down theory and Lassez Fare. The government legslatons durng 1965 2000 manly tred to help the mmgrants such as the Immgraton and Naturalzaton Act of 1965 whch doubled the number of mmgrants allowed to enter annually.the government durng 1965 2000 provded much more help to the mmgrants than the government n 1880 1928. 7
Examples of unsuccessfully attemptng to substantate an argument wth evdence: Å The response reles on evdence that does not go beyond basc examples, and does not, therefore, fully and effectvely substantate the thess wth evdence: Immgrants throughout the tme perod of 1880 to 1928 typcally came from Southern and Eastern Europe. These mmgrants were searchng for prosperty and wealth n Amerca. Addtonally, there was an mmense amount of Chnese mmgrants that came to Amercan and were typcally concentrated n the West Coast. Throughout 1965 to 2000, the majorty of mmgrants came from Latn Amerca and the Carbbean. These mmgrants were also n search of economc freedom. Therefore, the majorty of mmgrants came from dfferent locatons when comparng the two tme perods. Å The response uses evdence to fully substantate the argument, but smply states thngs wthout substantatng t (for example, whch laws were more neutral and far or how they were more far): In the early 1900s, when mgrants wanted to come to Amerca, many laws restrcted them from dong so, lke lteracy tests. In the 1920s, women would be barred from comng nto Amerca. Although the government clamed that t was so that men would not be tempted by Asan prosttutes, the law was mostly because of racst ntentons. Shortly after, all Asans were banned from mgratng nto the states. However, n the later mgrant group, natonal racst laws were no longer. Immgraton laws were made more to be more neutral and far. D. Synthess (1 pont) Essays earn a pont for synthess by extendng ther argument n one of two possble ways (1 pont). a) Responses can extend ther argument by explanng the connectons between ther argument and a development n a dfferent hstorcal perod, stuaton, era, or geographcal area. (Synthess profcency C4). These connectons must consst of more than just a phrase or reference. 8
Examples of synthess by connectng the argument to a development n a dfferent hstorcal perod, stuaton, era, or geographcal area: Å The response demonstrates synthess by connectng ther argument about the relgous dversty of the md 19 th century mmgrants to the perods specfed n the prompt: Both these perods are smlar to mmgraton durng the 1850s, there was an nflux of mgrants halng from western Europe. Immgrants from there were lookng for relgous and poltcal freedom as well as opportuntes Amerca was offerng. Because potato was the major crop for the Irsh peoples, when the potato famne ht, many Irsh people moved to Amerca. German people also moved to Amerca lookng for more jobs. Ths s smlar because the Irsh were Catholcs, whch contrasted wth the mostly Protestant Amercan people, brngng n more relgous dversty. Å The response connects the natvsm that faced mmgrants n the two perod specfed n the prompt wth that whch faced mmgrants n the early 19 th century: The mmgraton between 1880 and 1928, and 1965 and 2000, s smlar to the Irsh and German mgraton durng the 1830 s. The mmgrants n all of these tmes faced dscrmnaton and lack of economc opportunty. Also, lke the mmgrants of the 1880 s and 1990 s, the Irsh and German mmgrants had contrastng cultures to the Amercans and faced natvst backlash. Example that dd not accurately connect the argument to a development n a dfferent hstorcal perod, stuaton, era, or geographcal area: A response that does not connect the argument wth a dfferent perod, but merely mentons the September 11 attacks: Both sets of mmgrants came to Amerca for smlar reasons, however, they dffered n ethncty and assmlaton, as well as governmental reacton to them. Immgraton stopped the 1920 s because of the Red Scare whch led to fear of communsm and the Great Depresson whch led to the deportaton of Mexcans supported by presdent Herbert Hoover. The mmgraton of the second perod (1965 2000) halted because of the tragc 9 11 terrorst attack as well as a smlar contnuaton n the deportaton of Mexcans. 9
b) Responses can extend ther argument by explanng the connectons between ther argument and a course theme and/or approach to hstory that s not the focus of the essay (such as poltcal, economc, socal, cultural, or ntellectual hstory). (Synthess profcency C5) These connectons must consst of more than just a phrase or reference. Example of synthess by connectng the argument to a dfferent course theme or approach to hstory: Å Responses can employ relgous analyss n an essay based on economc opportunty and places of orgn: Amerca remaned a strong, unfed, prosperous naton that outsders from other countres strved to belong to, n part to flee a lack of economc opportunty. Amerca s economc success led the mmgrants to want to come to Amercan to be a part of the great naton and ts fnancal benefts. Smlarly, the Purtans, havng suffered relgous persecuton, were mmgrants and came to Amerca n order to fnd relgous freedom. Ther hope n fndng relgous freedom was smlar to the economc hopes of mmgrants n 1880 to 1928 and 1965 to 2000 n ths way. Example that dd not accurately connect the argument to a dfferent course theme or approach to hstory: Å A response that does not employ a dfferent course theme or approach to hstory, though t notes In synthess, and refers to ethnc composton patterns; the evdence employed to explan the spread of Hspanc culture s the same as that used earler n the essay: In synthess, the major shft from prevous European mmgraton began to change the racal and ethnc composton of Amerca. Latnos are the largest mnorty group n the U.S. accordng to the 2000 census, overcomng Afrcan-Amercans. As Hspanc nfluence contnues to grow, the Spansh language s beng mplemented on ballots and televson broadcasts. 10