Since the administration of the first Global History and Government Regents exam in June 2000, minor wording changes have been made to specific rubrics to improve the clarity of the scoring criteria. The scoring criteria that measures the students ability to use higher level thinking skills (Bullet 2) is now reworded to focus on the degree to which students make historical connections using analytical statements rather than simpler, more general, descriptive statements. The parentheses provided in bullet 2 refer to the cognitive process dimension as described in A Taxonomy for Learning, Teaching, and Assessing: A Revision of Blooms Taxonomy of Educational Objectives by Lorin W. Anderson, David R. Krathwohl, eds., with Peter W. Airasian, et al., eds., by Addison Wesley Longman, Inc., 2001. In a level 5 response, analytical statements show a students ability to analyze, evaluate, and/or create relevant historical information within the essay. The rewording of Bullet 2 clarifies this criterion.
The DBQ will consist of two parts. In the first part, students will be required to answer a key question on each document. This generally involves interpreting the main idea or point of view expressed in the document. This section will be "scaffolded" to the second part in which the student will write an essay using the documents to respond to a specific question. In this second part, students are asked to utilize all the sources, plus their understanding of history to respond to a question. This second part will require them to move beyond simply quoting all the documents. They will need to use the documents as evidence in support of a thesis that responds to the assigned (part two) question. The student will be required to use all documents and incorporate outside information. The student will have no choice on the DBQ.
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