Directions On your own, locate three reputable sources on the causes of the 2008 financial crisis. At least one such source should be a primary source. To ensure your sources are reputable, follow these guidelines when searching: The source clearly identifies who the author is. The source's author has expertise in the field in which the person is writing. For instance, if you are reading a source on an environmental issue, you would want the author to be someone who has research experience with the topic. The source is academic, meaning it is published by a respected site or source in the field of study, such as official government Web sites a university, academic journals, or reputable news sources. The source does not state opinions as facts. The source clearly cites where its information came from. The source is current and does not include dated information. Analyze each source, and organize your argument in chronological order. By arranging your reasoning in sequential order, you present a timeline of the various causes of the financial crisis in 2008. Finally, you will compare the information from your secondary sources with the information given in your primary sources. In the second half of your essay, evaluate the explanations for actions or events that occurred during the financial crises. Do your sources have differing points of view or different conclusions? Consider and explain which sources are more correct, based on your analysis. Prompt Your writing should be in complete, complex sentences and no less than 500 words in length. The financial crisis is a complex topic; be sure to prove your understanding of key economic terms and policies that contributed to the crisis. You will also need to cite the three sources you use to find information on the financial crisis. Rubric Criteria Points Possible Excellent Good Acceptable Unacceptable Points Earned Content ‧ Addresses prompt. ‧ Supporting details. ‧ Demonstration of reading comprehension. 50 Writing addresses all parts of the prompt in a thoughtful manner. Supporting details are provided, and excellent reading comprehension of sources is demonstrated. Writing addresses most parts of the prompt. Supporting details are provided, and grade-level reading comprehension of sources is demonstrated. Writing addresses only parts of the prompt, or overgeneralizes response to all parts. Some supporting details are provided, but are lacking. Grade-level reading comprehension of sources is mostly demonstrated. Writing does not address key parts of the prompt. No supporting details are provided, or are irrelevant. Reading comprehension of sources does not meet grade-level expectations. Citation ‧ At least three sources. ‧ Valid sources. ‧ Properly cited. 30 Three sources, all properly cited. One primary source. Demonstrates ability to select valid sources. Three sources with information provided, but not properly cited. One primary source. Mostly demonstrates ability to select valid sources. Two sources properly cited. One primary source. Appears unsure as to the selection of valid sources. Two or fewer sources with no proper citation. No primary source. Does not appear to understand the criteria for valid sources. Organization ‧ Structure ‧ Introduction ‧ Conclusion 10 Strong organization; seamless paragraph transitions; effective and engaging intro and conclusion. Organization is appropriate but conventional; attempt at introduction and conclusion. Attempts at organization, inappropriate use of lists or bullets; introduction and conclusion are not developed. No introduction or conclusion; no clear organizational framework or transitions. Conventions ‧ Age appropriate spelling, caps, punctuation, grammar. 10 Strong use of correct conventions; errors are few and minor. Most writing conventions correct; occasional high profile errors. Frequent errors; most do not interfere with readability. Frequent errors interfere with readability. Total 100