United States History: 1865 to the Present Alternative Assessment Rubric
Question: Throughout America’s history many groups have been affected by the decisions of this nation. Describe the effects, both positive and negative, that
these decisions have had on ONE of the following groups: Native Americans, Women, Immigrants, African Americans, Veterans, or the underprivileged. Be sure to
include specific events, documents, and/or people significant to that group.
Reporting
Category
Reconstruction
to Modern
America
4*
3
2
1
Student addressed essential skills and
referenced the majority of the
following for their chosen group.
 Who could hold elected office
 Black Codes
 Freedman’s Bureau
 Jim Crow laws
 Frederick Douglass
 Increase of Immigration after the
Civil War
 Political machines (political
corruption)
 Discrimination of immigrants
 Tenements and Ghettos
 Racial segregation
 African American responses to
racial segregation
 Women’s suffrage
 Citizenship of Native Americans
 Booker T. Washington
 W.E.B DuBois
 Big Business
 Progressive Movement
 Temperance Movement
Student referenced the majority
of the following for their chosen
group.
 Who could hold elected office
 Black Codes
 Freedman’s Bureau
 Jim Crow laws
 Frederick Douglass
 Increase of Immigration after
the Civil War
 Political machines (political
corruption)
 Discrimination of immigrants
 Tenements and Ghettos
 Racial segregation
 African American responses to
racial segregation
 Women’s suffrage
 Citizenship of Native
Americans
 Booker T. Washington
 W.E.B DuBois
 Big Business
 Progressive Movement
 Temperance Movement
Student referenced some of
the following for their chosen
group.
 Who could hold elected
office
 Black Codes
 Freedman’s Bureau
 Jim Crow laws
 Frederick Douglass
 Increase of Immigration
after the Civil War
 Political machines
(political corruption)
 Discrimination of
immigrants
 Tenements and Ghettos
 Racial segregation
 African American
responses to racial
segregation
 Women’s suffrage
 Citizenship of Native
Americans
 Booker T. Washington
 W.E.B DuBois
 Big Business
 Progressive Movement
 Temperance Movement
Student referenced little to
none of the following for their
chosen group.
 Who could hold elected
office
 Black Codes
 Freedman’s Bureau
 Jim Crow laws
 Frederick Douglass
 Increase of Immigration
after the Civil War
 Political machines (political
corruption)
 Discrimination of
immigrants
 Tenements and Ghettos
 Racial segregation
 African American responses
to racial segregation
 Women’s suffrage
 Citizenship of Native
Americans
 Booker T. Washington
 W.E.B DuBois
 Big Business
 Progressive Movement
 Temperance Movement
United States History: 1865 to the Present Alternative Assessment Rubric
Question: Throughout America’s history many groups have been affected by the decisions of this nation. Describe the effects, both positive and negative, that
these decisions have had on ONE of the following groups: Native Americans, Women, Immigrants, African Americans, Veterans, or the underprivileged. Be sure to
include specific events, documents, and/or people significant to that particular group.
Reporting
Category
4*
3
2
1
Turmoil and Student addressed essential skills and Student referenced the majority
Student referenced some of the
Student referenced little to none
Change
referenced the majority of the
of the following for their chosen
following for their chosen group. of the following for their chosen
following for their chosen group.
group.
group.
 Spanish American War
 Spanish American War
 Spanish American War
 Spanish American War
 World War I
 World War I
 World War I
 World War I
 World War II
 World War II
 World War II
 African American job prospects  World War II
 African American job prospects
 African American job prospects  African American migration
 African American job prospects
 African American migration
 African American migration
 African American migration
 Harlem Renaissance
 Harlem Renaissance
 Harlem Renaissance
 Harlem Renaissance
 The problems African
 The problems African Americans
 The problems African
Americans faced in the North
 The problems African
faced in the North and Midwest
Americans faced in the North
and Midwest
Americans faced in the North
and Midwest
and Midwest
 The plight of migrant workers
 The plight of migrant workers
 The plight of migrant workers
 The plight of migrant workers
 Women’s jobs during WWII
 Women’s jobs during WWII
 Women’s jobs during WWII
 Women’s jobs during WWII
 Internment Camps
 Internment Camps

Internment
Camps
 Breaking down of racial barriers
 Breaking down of racial barriers  Internment Camps
 Breaking down of racial barriers
 Breaking down of racial barriers
United
States since
World War Ii
Student addressed essential skills and
referenced the majority of the
following for their chosen group.
 United Nations
 Involvement in Cold War conflicts
 Educational and economic
opportunities for veterans, women,
and minorities
 Shift from wartime to peacetime
 Effects of segregation
 Civil Rights movement
 Civil Rights court cases
 Civil Rights legislation
 Equal Rights Amendment
 New immigration issues
Student referenced the majority of
the following for their chosen
group.
 United Nations
 Involvement in Cold War conflicts
 Educational and economic
opportunities for veterans,
women, and minorities
 Shift from war time to peacetime
 Effects of segregation
 Civil Rights Movement
 Civil Rights court cases
 Civil Rights legislation
 Equal Rights Amendment
 New immigration issues
Student referenced some of the
following for their chosen group.
 United Nations
 Involvement in Cold War conflicts
 Educational and economic
opportunities for veterans,
women, and minorities
 Shift from war time to peacetime
 Effects of segregation
 Civil Rights Movement
 Civil Rights court cases
 Civil Rights legislation
 Equal Rights Amendment
 New immigration issues
Student referenced little to none of
the following for their chosen group.
 United Nations
 Involvement in Cold War conflicts
 Educational and economic
opportunities for veterans,
women, and minorities
 Shift from war time to peacetime
 Effects of segregation
 Civil Rights Movement
 Civil Rights court cases
 Civil Rights legislation
 Equal Rights Amendment
 New immigration issues
Geography
Student addressed essential skills and Student referenced the majority
referenced the majority of the
of the following for their chosen
following for their chosen group.
group.
 Reasons for westward expansion
 Reasons for westward
expansion
 Forced relocation of American
Indians
 Forced relocation of American
Indians
 Outcome of treaties with American
Indians
 Outcome of treaties with
American Indians
 Result of westward expansion on
American Indian population
 Result of westward expansion
on American Indian population
Student referenced some of the
following for their chosen group.
 Reasons for westward
expansion
 Forced relocation of American
Indians
 Outcome of treaties with
American Indians
 Result of westward expansion
on American Indian population
Student referenced little to none
of the following their chosen
group.
 Reasons for westward
expansion
 Forced relocation of American
Indians
 Outcome of treaties with
American Indians
 Result of westward expansion
on American Indian population
Civics and
Economics
Student addressed essential skills and
referenced the majority of the
following for their chosen group.
 The effects of the 13th amendment
 The effects of the 14th amendment
 The effects of the 15th amendment
 Greater mobility
 Creation of jobs
 Rural electrification
 The Great Depression
 Unemployment
 New Deal programs
 Conversion from wartime to peace
time
 Workforce shift back to men
 Labor Unions merge
 Re-entry of women into the
workforce
 G.I. Bill of Rights
 Desegregation of the armed forces
Student referenced some of the
following for their chosen group.
 The effects of the 13th
amendment
 The effects of the 14th
amendment
 The effects of the 15th
amendment
 Greater mobility
 Creation of jobs
 Rural electrification
 The Great Depression
 Unemployment
 New Deal programs
 Conversion from wartime to
peacetime
 Workforce shift back to men
 Labor Unions merge
 Re-entry of women into the
workforce
 G.I. Bill of Rights
 Desegregation of the armed
forces
Student referenced little to none
of the following for their chosen
group.
 The effects of the 13th
amendment
 The effects of the 14th
amendment
 The effects of the 15th
amendment
 Greater mobility
 Creation of jobs
 Rural electrification
 The Great Depression
 Unemployment
 New Deal programs
 Conversion from wartime to
peacetime
 Workforce shift back to men
 Labor Unions merge
 Re-entry of women into the
workforce
 G.I. Bill of Rights
 Desegregation of the armed
forces
Student referenced the majority
of the following for their chosen
group.
 The effects of the 13th
amendment
 The effects of the 14th
amendment
 The effects of the 15th
amendment
 Greater mobility
 Creation of jobs
 Rural electrification
 The Great Depression
 Unemployment
 New Deal programs
 Conversion from wartime to
peacetime
 Workforce shirt back to men
 Labor Unions merge
 Re-entry of women into the
workforce
 G.I. Bill of Rights
 Desegregation of the armed
forces
*NOTE
 Students will be required to address only the bullets for the group they have chosen to write about. Students will need to reference
the majority of the bullets associated with that particular group to receive a 4 or 3.

To receive a 4 on this rubric students must reference at least one of the essential skills listed below in addition to addressing the
majority of the bullets in the column.
-Reference primary and secondary documents
-Make connections between past and present events
-Interpret ideas from different historical perspectives
-Sequence events in United States history
-Reference slogans and/or documents
-Identify costs and benefits of specific choices made and consequences of those choices.
-How people and nations responded to positive and negative incentives.