To what extent did WWI alter the status of Americans between 1914-1920

To what extent did WWI alter the status of Americans between 1914-1920

 

•For 15 points (daily rubric)

•Task and assessment: Read chapter 19-3 in your text: Include all aspects of the Priestley reading/note  organizer.•Be content specific, write in complete sentences, and your summary should be a claim that directly answers the prompt

WWI
1/26

To what extent did WWI alter the status of Americans between 1914-1920

For 15 points (daily rubric)
Task and assessment: Read chapter 19-3 in your text: Include all aspects of the Priestley reading/note organizer.
Be content specific, write in complete sentences, and your summary should be a claim that directly answers the prompt

Priestleyreading/note taking organizer

Title/Purpose Points (3 Points)

Topics

Content/Vocabulary (6 Points) Connection (3 Points)

Summary/Thesis(3 Points)

PriestleyAssessment Rubric

Knowledge of evidence from
the lesson/topic: includes

facts/supporting

details;

themes/issues;

and

concepts/ideas

Analysis: Evaluation, application and

synthesis of evidence.

Includes a thesis and

demonstration of higher level

analysis

Effort/Organization/Creativity
: Demonstrates clear use of class

time working on assessment

with maximum effort

5 • Significant
facts/supporting details are

included and accurately

described

• Has little or no factual
inaccuracies

• Identifies and logically
organizes almost all relevant

evidence

4-5 Items of Content

Present

•Complex Thesis is present and uses
appropriate and
comprehensive critical

thinking skills and habits of

mind to analyze, evaluate, and

synthesize evidence

• Reaches informed
conclusions based on

the

evidence

• Almost all ideas in the presentation
are expressed in a way that provides

evidence of the student’s knowledge

and reasoning processes

• The assessment is well focused
with a well defined

Thesis or position

• Assessment shows substantial
evidence of

Organization/

effort

• Assessment shows attention

to

the details and great effort

Assessment demonstrates

that time was used well on

task and more than just the

minimum was done for

project

3 • Facts/supporting details
are included

• May have a major factual
inaccuracy, but most

information is correct

• Identifies and organizes
most of the relevant evidence

2-3 Items of Content

Present

• Simple Thesis is present and
uses partial critical

thinking skills and habits of
mind to analyze, evaluate, and
synthesize evidence
• Reaches informed
conclusions based on the
evidence

• Most ideas in the presentation are
expressed

in a way that provides evidence

of the

student’s

knowledge and reasoning processes

• The assessment demonstrates a
focus and

thesis with several narrative

gaps and minimal effort

• assessment demonstrates
adequate evidence

of organization

Assessment demonstrates

the adequate time was

spent on task

1 • Some facts/supporting
details are included

• Has some correct and
some incorrect information

• Identifies some relevant
evidence and omits most of

the other evidence

1-0 Items Present

• No Thesis present and
uses unclear,

inappropriate, or incomplete

critical thinking skills and

habits of mind to analyze,

evaluate, and synthesize

evidence

• Reaches incomplete or
inaccurate conclusions based

on the evidence

• Some ideas in the presentation are
expressed

in a way that provides evidence of the
student’s
knowledge and reasoning processes

• Few or no facts/supporting
details are included and lack of

effort

• Information is largely
inaccurate, absent or irrelevant

• Important evidence
relevant to the problem is not

identified

Assessment demonstrates

the below average time was

spent on task

� Exceeds standard (total points 11 – 15)
� Meets standard (total points 8 – 10)
� Approaches standard (total points 5 -7)
� Begins standard or absent (total points 1 -4)

Score

A Social Science Rubric
This model is an analytic rubric. It separates the skills a student possesses into three

dimensions:

knowledge, reasoning, and communication. The three dimensions are interrelated. They

overlap

to show what students know and what they can do. Each dimension of the rubric is

divided into

four levels. Each level is defined by several criteria, which reflect a student’s abilities and

skills.

Collectively, Levels 4 and 3 are designed to differentiate among students whose

knowledge,

reasoning, and communication skills are developed. Collectively, Levels 2 and 1

represent a

student’s knowledge, reasoning, and communication skills that are still developing. Level

4

represents work of a student who exhibits the most developed skills; Level 1 represents

the work

of a student with the lowest level of developing skills.
The gap between Level 3 and Level 2 is wider than the gap between any of the other levels

because it

differentiates between a student whose skills are still developing and a student whose skills are

developed.
An analytic rubric is especially appropriate and useful for assessment in the social sciences. Teachers know

that

their students may perform at a more or less developed level in one dimension than in another.

For

example, a

student may perform at Level 4 in knowledge, at Level 3 in reasoning, and at Level 2 in communication.

An analytic

rubric allows teachers to take these differences into account when assessing their students.

RATIONALE FOR
A SOCIAL SCIENCE RUBRIC
KNOWLEDGE – REASONING – COMMUNICATION

Dimension 1: Knowledge
Knowledge of evidence from the social sciences: facts/supporting details; themes/issues; and

concepts/ideas

Knowledge of evidence is basic to the social sciences. Students who have developed knowledge –

– Levels

4 and 3– are able to demonstrate their ability to identify, define, and describe key concepts,

themes,

issues, and ideas; they show their awareness of the connection between key facts and supporting

details;

and they are accurate in their use of facts and details. The levels are differentiated by the degree

to which

students can demonstrate their knowledge, that is, by being thorough, inclusive, and accurate.

Similarly, students who are developing knowledge — Levels 2 and 1 — are unable to demonstrate

their

ability to identify, define, and describe key concepts, themes, issues, and ideas; they show

an

inadequate

awareness of the connection between key facts and supporting details; and they are largely

inaccurate in

their use of facts and details.

Dimension 2: Reasoning
Analysis, evaluation, and synthesis of evidence.
While facts are the essential starting point for demonstrating ability in the social sciences, a

student must

also be able to demonstrate the ability to reason. Reasoning makes facts, issues, and concepts

meaningful.

When reasoning occurs, a student is engaged in the content and develops a deeper understanding

of the

subject. Reasoning involves translation, interpretation, application, analysis, synthesis, and

evaluation of

information. These reasoning processes require students to discover relationships among facts and

generalizations, values and opinions. Reasoning abilities and skills also include accessing,

classifying,

and applying information to provide a solution to a problem, to make a judgment, or reach a

logical

conclusion.

A student with developed reasoning ability must be able to organize evidence and select and

apply an

appropriate method for analysis, evaluation, and synthesis. To analyze and evaluate evidence

effectively,

whether that evidence is presented in a printed document, a song, poem, picture, or statistical

table, a

student must ask relevant questions.

These questions encompass the traditional five questions: who, what, where, when, and why.

A student with developed reasoning abilities also uses critical thinking skills and habits of mind

to

evaluate evidence. These thinking skills and habits of mind include comparing and contrasting,

identifying causes and effects, developing and recognizing alternative solutions, showing

relationships

among concepts, recognizing bias, separating fact from opinion, identifying inconsistencies in

logic,

avoiding present-mindedness, and maintaining an empathetic attitude toward the people under

study.

These habits of mind and thinking skills demonstrate not only what students know; they also

reveal

aspects of the student’s intellectual character. Students who possess habits of mind display self-

discipline

as a thinker. They help students acquire the habit of inquiring into social science content and

engaging in

discourse about their inquiry. Students with well developed thinking skills and habits of mind

create

projects with care and thoroughness.

While all developed students must be able to reach an informed conclusion, there are several

ways to

differentiate between students’ reasoning skills at Levels 4 and 3. Differentiation among these

higher

levels is a matter of the degree to which a student can identify and logically organize evidence

and then

select and apply an appropriate method for analyzing, evaluating, and synthesizing evidence.

Students can

also be differentiated by their ability to incorporate critical thinking skills and habits of mind in

their

process of reasoning. For example, a student at Level 4 will analyze and evaluate the evidence

from a

variety of perspectives; a student at Level 3 will use only one perspective, but one that is still

sufficient to

evaluate the evidence.

Students who are developing their ability in reasoning show important deficiencies. They fail to

organize

information for proper analysis and may omit evidence. A developing student may also select an

inappropriate method for analyzing, evaluating, and synthesizing evidence. Students who are in

the

process of developing reasoning skills have difficulty thinking critically. For example, they may

accept

evidence at face value without subjecting it to any critical analysis or evaluation. Finally, the

inability to

reach a reasonable, informed conclusion is indicative of a student who is still in the

developing

stage.

Dimension 3: Communication
Demonstrate knowledge and reasoning through oral, written, visual, dramatic, or mixed media

presentations

To be useful, a student’s knowledge and reasoning must be communicated to a wider audience.

Effective

communication requires focus and organization. For example, in history, a student must have a

clearly

defined thesis and an organized narrative that tells what happened in an interesting and informed

way. In

the other social sciences, a student must be able to identify issues and concepts clearly, explain

the

various parts of a problem, and present possible resolutions.

The most important aspect of communication is the student’s ability to express clearly his or her

ideas.

Clarity depends upon organization. A well-organized presentation includes a focus statement,

supplies

relevant examples to support main ideas, and offers conclusions based on evidence. Furthermore,

an

effective presentation, regardless of its type, provides evidence of a student’s

knowledge and

reasoning

processes.

The teacher, sometimes in conjunction with the student, establishes the context, or audience, for a

student’s presentation: an oral report presented to his or her classmates, a letter written to the

newspaper,

or an exhibit or model placed on display at a local business or historical society.

A student can select a variety of techniques to communicate his or her knowledge and reasoning

skills.

Each communication technique has its own conventions which teachers should take into account.

For

example, assessing an oral report may include such conventions as effective use of voice,

gestures, eye

contact, and use of visual aids. Assessing a student-made exhibit might include such conventions

as the

use of color, neatness, captions, and the selection of appropriate pictures, photographs, maps, and

other

materials.

A student who has developed ability in communication demonstrates knowledge and reasoning

skills in a

clear and organized fashion. The presentation will also take into account the appropriate

conventions for

the selected activity. A higher assessment, Levels 4 and 3 is determined by the degree of clarity

and

organization, the quality of illustrations and supporting examples, and the power of the

conclusion. That

is, the main ideas and reasoning processes are focused, well developed, and clearly articulated in

the

student’s presentation. Finally, a presentation at the highest level of development meets all the

convention

standards for the type of activity the teacher assigns or the student selects.

A student who is developing his or her communication skills lacks the ability to present

knowledge and

reasoning clearly and effectively in an organized presentation. That is, a student who is still

developing

cannot successfully provide a thesis or a focus statement, or convey information through

examples that

support and elaborate a main idea, or present an informed conclusion. Lastly, a developing

student

neglects the details of the performance convention that he or she has selected as a means to

communicate

knowledge and reasoning. The difference between students performing at Levels 2, or 1 is a

matter of

degree in each of the criteria.

Critical Thinking Skills
• Identifying central issues

• Making comparisons

• Determining relevant information

• Formulating appropriate questions

• Expressing problems

• Distinguishing fact from opinion

• Recognizing bias

• Distinguishing false from accurate images.

• Analyzing cause and effect

• Drawing conclusions

• Identifying alternatives

• Testing conclusions

• Predicting consequences

• Demonstrating reasoned judgment

Habits Of Mind For Knowledge, Reasoning, And
Communication
• Understand the significance of the past and the present to their own lives and to the lives of

others

• Distinguish between the important and the inconsequential

• Perceive events and issues as they were experienced by people at the time

• Understand how human intentions matter

• Comprehend the interplay of change and continuity

• Realize that all problems may not have solutions

• Appreciate the often tentative nature of judgments

• Recognize the importance of individuals who have made a difference

• Appreciate the force of the non-rational, the irrational, and the accidental in human efforts

• Understand the relationship between people, time, and place as the context for events

• Recognize the difference between fact and conjecture

• Use evidence to frame useful questions

Adapted from Alternative Assessment in the Social Sciences:

AUTHORS

Lawrence W. McBride

Frederick D. Drake

Marcel Lewinski

Illinois State University

John C. Craig

Illinois State Board of Education

Priestley Purpose Reading Rubric

Student Name: ________________________________________

CATEGORY 3 2 1 0

Purpose Provides insightful
purpose questions or
points (2 total)

Provides basic
purpose points or
questions (1 total).

Does not provide
useful purpose points
or questions(1 or
fewer)

N/A

Connections Connections
consistently stays
focused on
highlighted points
and provides a
specific link to other
topics.

Connections stays
focused on
highlighted points
and provides a link to
other topics most of
the time.

Connections do not
stay focused on
highlighted points
and do not provide a
link to other topics
most of the time.

N/A

Comprehension Comprehension is
very evident
throughout reading
as evidence by a
valid highlighted
items, connections,
and summarization.

Comprehension is
evident throughout
reading as evidence
by highlighted items,
connections, and
summarization.

Comprehension is
not evident
throughout reading.
Lack of highlighted
items, connections,
and summarization.

N/A

Highlighting/
Content

Students accurately
highlighted items
pertaining to their
purpose points and
readings main ideas.

Students
demonstrate basic
highlighted items
pertaining to their
purpose points and
readings main ideas.

Students
demonstrate a lack of
highlighted items
pertaining to their
purpose points and
readings main ideas.

N/A

Summarization/
Position/
Thesis

Student develops a
well reasoned and
analytical summary
statement that
includes a variety of
focused
adj.,examples from
reading, and
inferences.

Student develops a
basic summary
statement that
includes some
focused
adj.,examples from
reading, and
inferences.

Student develops a
summary statement
that does not include
some focused
adj.,examples from
reading, and
inferences.

N/A

Purpose Reading Steps

History

Step 1
Preview: Identify Author, titles, topics, sub-topics, and visuals. Think about the possible argument or information within the reading and think topically (PERSIA).
Purpose: Develop at least 2 detailed questions or statements that will identify what content/argument you are to get from the reading. Write at the beginning of article.

Step 2
Purpose Read: While reading underline and highlight content or statements that answer your purpose points.
Your should use 2 highlighters and color code based upon which purpose point it is connected to.
Monitor: As you read, notice how content and analysis is being used by the author. You should be evaluative.
You may have to adjust your purpose points as well.

Step 3
Connect
In the margins, you are to write down any similarities to the content you have read.
These similarities should be things you have learned in the past or things you have experienced.

Step 4
Thesis (What is your/authors claim for the reading?)
Should include topics and should be complex-split and well developed.
Should answer your purpose points