MYP3 

Individuals and Societies 

Unit: Why Them, Then? 

Empire Essay 
Criteria assessed in this assignment are: 
 
Criterion A: Knowing and Understanding Maximum 8  
Criterion B: Investigating Maximum 8  
Criterion C: Communicating Maximum 8 
Criterion D: Thinking critically Maximum 8 
…………………………………………………………………………………… 
 

 
 
To what extent does the success of an EMPIRE
depend on the technology and systems used
within its territories? 
Your task is to write an argumentative essay exploring this question, using one of the empires studied 
throughout this unit as your example. Read and follow the instructions below carefully. 

● The​ introduction​ of the essay should be clear and set up your position on the above m question
with a thesis statement, and describe the main supporting ideas of the essay;
● The ​main body​ of the essay should include the examples, the arguments, and the supporting
facts. It is also necessary to divide the body into paragraphs and make them logically connected
to each other;
● The ​conclusion​ of the essay is your final wrap-up on the topic, your evaluation of the issue and
your suggestions. You should restate some of your main points and sum up your compelling and
persuasive argument!
● Font 12​, ​Times New Roman 
● Bibliography, MLA Format 
● 750 - 1000 words ​Word count ​(not including bibliography)
● After you have finished the essay, be sure to proofread and properly edit (with the help of
others) for spelling, grammar, style, and structure.
● Read it through ​carefully​, and then have at least two other people read it through to offer helpful
suggestions to improve it.

 
   MYP3 
Individuals and Societies 
All assignments must be typed in Times New Roman, font size 12. 
If you do not reach a standard described by any of the descriptors given below, you will achieve a grade 
of zero (0). 

 
Criterion A: ​Knowing and understanding 
0  1-2  3-4  5-6  7-8 
The student does not  The student: The student: The student: The student:
reach a standard  • ​makes a limited • ​uses some • ​uses relevant • ​uses a range of
described by any  attempt to use some humanities humanities humanities
of the descriptors  relevant terminology terminology terminology terminology
below.  • ​demonstrates basic appropriately accurately accurately and
knowledge and • ​demonstrates • ​demonstrates good appropriately
understanding of knowledge and knowledge and • ​demonstrates
content and understanding of understanding of detailed knowledge
concepts through content and content and and understanding of
some descriptions concepts through concepts through content and
and/or examples.  simple descriptions, descriptions, concepts through
explanations and explanations and thorough descriptions,
examples.  examples.  explanations and
examples. 
Indicators to achieve the levels above 
The student does not reach  Student uses a wide range
Student makes a limited Student uses terminology Student uses a range of
a standard described by any  of terminology accurately
attempt to use some that is generally accurate terminology accurately
of the descriptors.  and appropriately relevant
relevant terminology and/or appropriate relevant and appropriately relevant
to the thesis 
relevant to the thesis to the thesis to the thesis

The student does not reach  Dates and specific aspects

Dates and specific aspects Dates and specific aspects Dates and specific aspects
a standard described by any  of the empire chosen are
of the empire chosen are of the empire chosen are of the empire chosen are
of the descriptors.  always present, in order
not generally present, in sometimes present, in mostly present, in order
and relevant. 
order, or relevant. order and relevant. and relevant.

The student does not reach  Student demonstrates

Student demonstrates Student demonstrates Student demonstrates good
a standard described by any  detailed knowledge and
basic knowledge and knowledge and knowledge and
of the descriptors.  understanding of content
understanding of content understanding of content understanding of content
and concepts through
and concepts with simple and concepts through and concepts through
developed and accurate
descriptions and/or adequate descriptions, accurate descriptions,
descriptions, explanations
examples. explanations or examples. explanations and
and examples. 
examples.

 
Comment: 
Your 
Level 
 
 

 
 
 
 
 
 
   MYP3 
Individuals and Societies 
All assignments must be typed up in Times New Roman, font size 12. 
If you do not reach a standard described by any of the descriptors given below, you will achieve a grade 
of zero (0). 

 
Criterion B: ​Investigating 
0  1-2  3-4  5-6  7-8 
The student does not  The student: The student: The student: The student:
reach a standard  • ​formulates a very • ​formulates an • ​formulates a clear • ​formulates a clear
described by any  general research adequate research research question and focused
of the descriptors below.  question question • ​satisfactorily follows research question
• ​makes a limited • ​partially follows an an action plan to • ​follows an action
attempt to follow an action plan to investigate a research plan effectively to
action plan to investigate a research question investigate a
investigate a question • ​uses methods to research question
question • ​uses a method or collect and record • ​uses methods
• ​collects and records methods to collect and appropriate information accurately to collect
limited information, record some in line and record
not always in line information in with the research appropriate and
with the line with the research question varied information
research question question • ​satisfactorily in line with the
• ​makes a limited • ​partially addresses addresses the research research question
attempt to address the the research question.  question.  • ​effectively
research question.  addresses the
research question. 
Indicators to achieve the levels above 
The student does not reach         
a standard described by any 
Student​ ​makes a limited  Student ​uses a method or  Student ​uses methods to  Student ​uses methods 
of the descriptors. 
attempt ​to collect and  methods to collect and  collect and record  accurately to collect and 
record information  record ​some ​information  appropriate​ information  record ​appropriate and 
in line with the THESIS  in line with the THESIS  varied​ information in line 
with the THESIS 
The student does not reach         
a standard described by any 
Student makes a limited  Student partially ​answers  Student satisfactorily  Student completely 
of the descriptors. 
attempt ​to answer the  the question, providing  answers the question,  answers the question, 
research question,  some factual evidence as  providing adequate factual  providing significant factual 
providing little or no  support.  evidence as support.  evidence as support. 
factual evidence as support. 
The student does not reach         
a standard described by any 
Sources accessed are rarely  Some sources accessed are  Sources accessed are  A range of sources accessed 
of the descriptors. 
appropriate to the question.  sometimes appropriate to  generally appropriate to the  are always appropriate to the 
the question.  question.  question. 
 
 
Comment: 
Your 
Level 
 
   

 
   MYP3 
Individuals and Societies 
 
If you do not reach a standard described by any of the descriptors given below, you will achieve a grade 
of zero (0). 

 
Criterion C: ​Communicating 
1-2  3-4  5-6  7-8 
The student: The student: The student: The student:
• ​communicates information • ​communicates information • ​communicates information • ​communicates information
and ideas in a style that is and ideas in a style that is and ideas in a style that is and ideas in a style that is
sometimes sometimes often completely
appropriate to the audience appropriate to the audience appropriate to the audience appropriate to the audience
and purpose and purpose and purpose and purpose
• ​structures information • ​structures information • ​structures information • ​structures information and
sometimes according to the sometimes according to the often according to the task ideas completely according
task instructions task instructions instructions to the task
• ​creates a list of sources of • ​creates a list of sources of • ​creates a list of sources of instructions
information sometimes information sometimes information often according • ​creates a list of sources of
according to the according to the to the task information according to the
task instructions.  task instructions.  instructions.  task instructions. 
Indicators to achieve the levels above 
 
There may be some evidence of  Sources of information are  Sources of information are 
documentation. MLA  documented, though there may be  documented, with occasional errors  All sources of information are 
omissions or consistent errors in  in adhering to conventions. MLA  documented according to a 
adhering to conventions. MLA  recognized convention. MLA. 
 
Essay structure, including thesis 
Essay structure, including thesis  Essay structure, including thesis  Essay structure, including thesis 
statement, topic sentences and 
statement, topic sentences and  statement, topic sentences and  statement, topic sentences and 
intro/body/conclusion format, is 
intro/body/conclusion format, is  intro/body/conclusion format, is  intro/body/conclusion format, is 
completely coherent and formally 
either absent or incoherent.  attempted with varying degrees of  generally coherent and formally laid 
laid out. 
success.  out. 

Presentation and expression are 

Presentation and expression are  Presentation and expression are  Presentation and expression are 
clear and effective, and attempts to 
unclear and imprecise.  occasionally unclear.  mostly clear; attention is paid to the 
use language, style and visual 
      audience and purpose in terms of 
representation that is appropriate 
appropriate language, style and 
to the audience.    
visual representation 

 
Conventions including word limit,  Conventions including word limit,  Conventions including word limit, 
cover sheet, format, font and  cover sheet, format, font and  cover sheet, format, font and  Conventions including word limit, 
formal structure is not observed  formal structure is sometimes  formal structure is mostly  cover sheet, format, font and 
well.  observed.  observed.  formal structure is always 
observed. 
The student: makes​ ​a limited​  The student: partially follows a  The student: satisfactorily follows a  The student: follows a simple plan 
attempt​ ​to follow a simple plan to  simple plan to answer their  simple plan to answer their  completely​ ​to answer their 
answer their question, in context.  question, in context. (Drafting).  question, in context. (Drafting).  question, in context. (Drafting). 
(Drafting). 
 
Comment: 
Your 
Level 
 
 
 
 
 
 

 
   MYP3 
Individuals and Societies 
 
 
If you do not reach a standard described by any of the descriptors given below, you will achieve a grade 
of zero (0). 
 

 
Criterion D:​ Thinking critically  
0  1-2  3-4  5-6  7-8 
The student does not  The student: The student: The student: The student:
reach a standard  • ​makes a limited • ​completes a simple • ​completes a • ​completes a detailed
described by any  attempt to analyse analysis of concepts, satisfactory analysis analysis of concepts,
of the descriptors  concepts, events, events, issues, models of concepts, events, events, issues, models
below.  issues, models or issues, models or
or arguments arguments or arguments arguments
• ​recognizes the • ​describes sources in • ​satisfactorily • ​effectively analyses
origin and purpose of terms of origin and demonstrates an and evaluates a range
some sources, as well purpose, recognizing ability to analyse and of sources in terms of
as some values evaluate origin and purpose,
values and limitations and limitations sources in terms of recognizing values
of sources • ​identifies different origin and purpose, and limitations
• ​identifies different perspectives and recognizing values • ​clearly recognizes a
perspectives suggests some of their and range of different
• ​makes connections implications limitations perspectives and their
between information • ​makes connections • ​recognizes different implications
in a limited attempt to between information perspectives and their • ​makes connections
make simple to make simple implications between information
arguments.  arguments.  • ​makes connections to make valid and
between information well supported
in order to make valid arguments. 
arguments. 
 
Indicators to achieve the levels above 
         
  Student makes few  Student makes some  Student somewhat  Student logically 
The student does not reach  connections between  connections between  consolidates information  consolidates 
a standard described by any  information to make  information to make  to make valid arguments.  information to make 
of the descriptors.  limited arguments.  simple arguments.    valid, well-supported 
    arguments. 
 
The student does not reach  Essay clearly and with 
Essay occasionally and with  Essay mostly describes the  Essay clearly and with some 
a standard described by any  detail describes the 
very little detail describes  relationship between  detail describes the 
of the descriptors.  relationship between 
the relationship between  technology/systems and an  relationship between 
technology/systems and 
technology/systems and an  empire’s success.  technology/systems and an 
an empire’s success. 
empire’s success.    empire’s success. 
 

 
 
 
 
Comment: 
Your 
Level