What political, economic, or cultural forces might have made the late Bronze Age

What political, economic, or cultural forces might have made the late Bronze Age an “age of superpowers”?
For
the final step of the week, you will write two paragraphs per question
(approximately 250 to 300 words total) that answer the focus question(s)
posted in step 1 (and that you just read at the top of this page).
Your thesis is your clear answer to the question written in a sentence.
Overall, your whole submission should engage directly with primary and
secondary sources we examined. Go back to your short, initial response
in step 1. How did you end up answering this question? Tell us about
your journey through the sources in step 3 to your conclusion.
Try
to weave the source-specific questions and conclusions into the focus
question response. Make a ‘sandwich’ that puts the ‘meat’ of the source
analysis in the middle of your paragraphs. In a concluding sentence,
answer the ‘so what?’ question: why does this matter/ what does this
tell us.
Rubric
Essay Rubric
Essay Rubric
CriteriaRatingsPts
This criterion is linked to a Learning OutcomeConceptualizationThesis, depth of analysis
10 to >9.0 ptsExceeds standard
sophisticated thesis that acknowledges complexity of subject; sharp and focused argument; provokes further thinking on the topic
9 to >8.0 ptsAbove Standard
Clear
thesis; explores cause and effect of major developments; builds the
argument logically; develops authentic connections between evidence and
argument
8 to >7.0 ptsMeets Standard
Apparent thesis; Says something important about the time period; time period and topic are clearly defined
7 to >0 ptsApproaches standard
confusing
or absent thesis; describes the subject/evidence rather than analyzing
it; considers major developments in isolation; overly present-focused
10 pts
This criterion is linked to a Learning OutcomeEvidenceClarifies and grounds the argument
10 to >9.0 ptsExceeds standard
evidence
is extensive, creative, outside of the typical; quotes/ evidence framed
thoughtfully and consistently – “the sandwich” model; rich and varied
sources; connects varied sources cohesively
9 to >8.0 ptsAbove standard
argument
is grounded in specific, relevant sources; connects argument with
evidence, linking cause and effect; quotes/ evidence used appropriately
and not as filler
8 to >7.0 ptsmeets standard
presents specific evidence from relevant sources
7 to >0 ptsMeets Standard
evidence
may be weak, not relevant, or confusing; relies on generalizations or
vague statements; quotes used as filler or lacking context
10 pts
This criterion is linked to a Learning OutcomeWriting and Mechanicsquality of prose; accurate citation
10 to >9.0 ptsExceeds standard
sophisticated prose; no errors; accurate Chicago style citation; Tightly argued without extraneous verbiage
9 to >8.0 ptsAbove standard
college
level prose appropriate to subject matter and discipline; free of typos
and errors; varied vocabulary; precise historical terms used
appropriately; accurate Chicago style citation
8 to >7.0 ptsmeets standard
chooses
words that convey clearly the writer’s intent; minor errors in grammar;
repetition in words and phrases; Chicago style citation (minor errors
permitted)
7 to >0 ptsapproaches standard
uses
many colloquialisms; hard to decipher writer’s intent from writing;
many or major errors in grammar; many typos; signs writer did not take
assignment seriously; missing or largely incorrect citation
10 pts
Total Points: 30