20th Century World History: Grade 9 Des Moines Public Schools

2016-17 CURRICULUM GUIDE The Des Moines Public Schools Curriculum guide contains the prioritized standards, required pacing, materials and resources, and assessment correlates for the school year. This document is intended to be used in conjunction with the District Assessments and classroom assessments to scaffold our students in mastery of the Iowa Core State Standards.

20th Century World History: Grade 9

Schools: East, Hoover, Lincoln, North and Roosevelt1 year – 1.0 credit

Our unique 20th Century World History course is a change not only in what we teach, but in how we teach world history. This course is a focused study of the world in the 20th Century for all ninth-graders. 20th Century World History focuses on key issues, events and people of the 20th Century and helps students build the connections into the past to understand why things came to be that way. This course will be an in-depth look at historical themes from a global perspective. This course will include instructional units on imperialism, world wars, the post-colonial world, conflict and genocide.

The 20th Century History course provides students with an opportunity to develop skills such as, but not limited to, interpreting primary sources, developing academic vocabulary related to topics and eras studied, making connections between history and geography, establishing an historical context for topics, people and events studied by organizing information gathered from secondary sources, connecting historical topics, people and events to the present day, and extending their learning through additional resources provided by instructor. The course concludes with a synthesis project in which students have guided choice to investigate a historical topic from the 20th Century.

Link to 9th Grade Curriculum 101 Office Mix: https://mix.office.com/watch/1jklsjiek17xo Link to Course Page: http://socialstudies.dmschools.org/20th-c-world-history.html

1

Unit Content and Skill Standards

Content Topics Unit Content and Skill Standards

Content Topics

Unit 1Imperialism5 weeks

Iowa Core Standards: 9-12.H.3, 9-12.H.5, 9-12.H.6, 9-12.H.7, RH.9-12.4

Common Core English/Language Arts Standards in History and Social Sciences: RH.9-10.1, RH.9-10.2, RH.9-10.8, W.9-10.2

History Imperialism (Historical Analysis)

Source Analysis Writing informative

text

Unit 4The Cold War6 weeks

Iowa Core Standards:9-12.H.3, 9-12.H.5, 9-12.H.6, 9-12.H.7, RH.9-12.4

Common Core English/Language Arts Standards in History and Social Sciences: RH.9-10.9, W.9-10.2

History Cold War (Historical Analysis)

Analyzing Multiple Sources (DBQ)

Writing informative text

Unit 2World War I 6 weeks

Iowa Core Standards: 9-12.H.1, 9-12.H.8, RH.9-12.4

Common Core English/Language Arts Standards in History and Social Sciences: RH.9-10.1, RH.9-10.2, RH.9-10.8, W.9-10.2

History World War I (Chronology & Consequence)

Source Analysis Writing informative

text

Unit 5 20th Century Crises6 weeks

Iowa Core Standards:9-12.H.2, 9-12.H.4, RH.9-12.4

Common Core English/Language Arts Standards in History and Social Sciences: RH.9-10.9, W.9-10.2

History 20th Cent Crises (Historical Change)

Analyzing Multiple Sources (DBQ)

Writing informative text

Unit 3 Interwar Years and World War II7 weeks

Iowa Core Standards:9-12.H.2, 9-12.H.4, RH.9-12.4

Common Core English/Language Arts Standards in History and Social Sciences: RH.9-10.1, RH.9-10.2, RH.9-10.8, W.9-10.2

History World War II (Historical Change)

Source Analysis Writing informative

text

Unit 6 Globalization and Synthesis Project6 weeks

Iowa Core Standards:9-12.H.1, 9-12.H.8, RH.9-12.4

Common Core English/Language Arts Standards in History and Social Sciences: RH.9-10.9, W.9-10.2

History Contemporary Themes (Chronology & Consequence)

Analyzing Multiple Sources (DBQ)

Writing informative text

2

Standards-Referenced Grading Basics

The teacher designs instructional activities and assessments that grow and measure a student’s skills in the elements identified on our topic scales. Each scale features many such skills and knowledges, also called learning targets. These are noted on the scale below with letters (A, B, C) and occur at Levels 2 and 3 of the scale. In the grade book, a specific learning activity could be marked as being 3A, meaning that the task measured the A item at Level 3.

When the time comes to identify the Topic Score for a topic, the teacher looks at all of the pieces of the Body of Evidence for that topic. The table to the right describes what Topic Score a student receives based on what the Body of Evidence shows. The scores listed on this table are the only valid scores that may be entered into the Topic Score assignment in a grade book.

DMPS Grading Resources: grading.dmschools.org

The common core state standard code is located on each scale.The Learning Goal is the complete Level 3 of the scale.

Each lettered bullet point represents one Learning Target.

3

Evidence shows the student can...

Topic Score

Demonstrate all learning targets from Level 2, Level 3, and Level 4

4.0

Demonstrate all learning targets from Level 2 and Level 3 with partial success at Level 4

3.5

Demonstrate all learning targets from Level 2 and Level 3

3.0

Demonstrate all Level 2 learning targets and some of the Level 3 learning targets

2.5

Demonstrate all learning targets from Level 2 but none of the learning targets from Level 3

2.0

Demonstrate some of the Level 2 learning targets and none of the Level 3 learning targets

1.5

Demonstrate none of the learning targets from Level 2 or Level 3

1.0

Produce no evidence appropriate to the learning targets at any level

0

*Students who demonstrate success at Level 3 learning targets but not Level 2 learning targets are the students for whom additional investigation and multiple opportunities are most vital.

Unit 1: Imperialism

Is imperialism ever justified? 5 weeks

Enduring Understandings Suggested Texts and ResourcesStudents think about the effects of power and its use in different parts of the world. The conditions of competition between powers that motivate those with more power to take from those with less.

The themes that characterize this period are among the driving forces of history. They continue to influence the events of the modern world. Through the lens of imperialism, students explore how power and control were used to manipulate the less developed nations of the world. Imperialists reaped political and economic gains, while those who were colonized lost even more.

During the 1800s, some nations sought to add to their empires by expanding into other countries with the use of force. The results of such imperialism were negative for less developed countries. Fierce nationalism, civil unrest, and revolution were often the results.

Modern World History – HoltChapter 9: Industrial Revolution *optional/may be of interestChapter 10. Age of Democracy and Progress *optional/may be of interestChapter 11: Age of ImperialismChapter 12: Transformations Around the Globe

TCI History Alive! World Connections: Chapter 1 and Chapter 17

Primary Sources“White Man’s Burden,” Berlin Conference, Letters from GandhiRAFT (speech, letter, political cartoon, posters)DBQ ProjectDBQ: What was the driving force behind European imperialism in Africa?

Choices CurriculumChoices Curriculum: Congo Choices Curriculum: India and Pakistan

NBC Learn Unit 1 Imperialism Resources

Heartland AEA ResourcesLearn 360 http://www.learn360.com/index.aspxNetTrekker http://school.nettrekker.comNewsela http://newsela.com/Link to Course Page: http://socialstudies.dmschools.org/20th-c-world-history.htmlLink to Curriculum 101 Office Mix: https://mix.office.com/watch/1jklsjiek17xo

4

Scales

Topic 4 3 2

History Imperialism

Historical Analysis 9-12.H.3, 9-12.H.59-12.H.6, 9-12.H.7

In addition to meeting the learning goal, the student demonstrates in-depth inferences and applications that go beyond the goal.

Example: Is imperialism ever justified? Take a stand and support your position using specific examples from history.

Discuss the motives/causes for imperialism, using two specific examples.

Explain the ways in which methods of control were used by imperialists.

Describe the effects of imperialism on the people, the politics, and the economy of a specific country or region.

Knowledge of concepts such as:-Causes and motives for imperialism (political and economic competition)-Methods of control used by imperialists (forms of rule) -Impacts of imperialism

Specific vocabulary such as:ethnicity, culture, language, ethno-centrism, prejudice, discrimination, racism, cultural diffusion, industrialization, imperialism

Source AnalysisRH.9-10.1 RH.9-10.2RH.9-10.8

In addition to meeting the learning goal, the response includes the use of extended, content-specific vocabulary or makes connections to prior learning and/or current events.

Accurately determines the central idea by citing evidence, addressing the historical context, and explaining the author’s point of view.

Determines the central idea by citing evidence, but fails to accurately address historical context and/or author’s point of view.

Writing Informative Text

Writes informative text that demonstrates a depth of knowledge by going above and beyond the grade level expectation. The student digs deeper into the content by connecting the writing to previous learning or to contemporary issues.

Writes informative text. Introduce a topic (sentence or a full

paragraph); Organize ideas and concepts (chronologically

or thematically); Develop the topic with relevant facts,

evidence and accurate examples that are appropriate to the topic.

Provide a concluding statement that supports the information or explanation presented.

Writes informative text.A level 2 writing sample fails to meet the level 3 standard in one or more areas: -Introduction -Organization -Use of evidence -ConclusionA level 1.5 writing sample fails to meet the level 3 standard in two areas.

5

Unit 2: World War I

Was World War I inevitable? Was the Treaty of Versailles a fair and effective settlement for lasting world peace? 6 weeks

Enduring Understandings Suggested Texts and ResourcesThe first half of the 20th century was one of the most violent periods in world history. Students explore rivalries among European powers that led to a system of military alliances that, sparked by a political assassination, draws Europe and other regions into World War I. The themes that are played out in World War I continue to characterize the development of the modern world – as science and technology in particular exert an increasingly important influence.

Modern World History – HoltChapter 13: The Great WarChapter 14: Revolution and Nationalism *optional/may be of interest

TCI History Alive! World ConnectionsChapter 19 and Chapter 20

Primary vs. Secondary Sourceshttp://wwar1.blogspot.com/http://www.firstworldwar.com/posters/index.htmEyeWitnesstoHistory.comhttp://www.pbs.org/greatwar/RAFT (speech, letter, political cartoon, posters)

DBQ ProjectDBQ: What was the underlying cause of World War I?DBQ: How did the Versailles Treaty help cause World War II?

NBC Learn Unit 2 WWI Resources

Heartland AEA ResourcesLearn 360 http://www.learn360.com/index.aspxNetTrekker http://school.nettrekker.comNewsela http://newsela.com/Link to Course Page: http://socialstudies.dmschools.org/20th-c-world-history.htmlLink to Curriculum 101 Office Mix: https://mix.office.com/watch/1jklsjiek17xo

6

Scales

Topic 4 3 2

HistoryWorld War I

Chronology & Consequence

9-12.H.19-12.H.8

In addition to meeting the learning goal, the student demonstrates in-depth inferences and applications that go beyond the goal.

Example:Evaluate whether or not World War I was inevitable using specific examples from history.

Summarize three causes of World War I. Determine how these causes led to world war.

Explain the ways in which new technology or strategies impacted World War I.

Describe, using examples, the political, social, and economic impacts of World War I.

Knowledge of concepts such as:-causes for WWI; describe changes in technology/war; effects of WWI

Specific vocabulary such as:-militarism, alliances, nationalism, imperialism, assassination (Franz Ferdinand); Central v. Allied Powers (Triple Entente v. Triple Alliance); trench warfare; Treaty of Versailles; League of Nations, total war

Source AnalysisRH.9-10.1 RH.9-10.2RH.9-10.8

In addition to meeting the learning goal, the response includes the use of extended, content-specific vocabulary or makes connections to prior learning and/or current events.

Accurately determines the central idea by citing evidence, addressing the historical context, and explaining the author’s point of view.

Determines the central idea by citing evidence, but fails to accurately address historical context and/or author’s point of view.

Writing Informative

Text

Writes informative text that demonstrates a depth of knowledge by going above and beyond the grade level expectation. The student digs deeper into the content by connecting the writing to previous learning or to contemporary issues.

Writes informative text. Introduce a topic (sentence or a full

paragraph); Organize ideas and concepts

(chronologically or thematically); Develop the topic with relevant facts,

evidence and accurate examples that are appropriate to the topic.

Provide a concluding statement that supports the information or explanation presented.

Writes informative text.A level 2 writing sample fails to meet the level 3 standard in one or more areas: -Introduction -Organization -Use of evidence -ConclusionA level 1.5 writing sample fails to meet the level 3 standard in two areas.

7

Unit 3: The Interwar Years and World War 2

Was World War II preventable? 7 weeks

Enduring Understandings Suggested Texts and ResourcesStudents explore themes of nationalism, revolution, and militarism in the study of World War II. The Great War ignited the Russian Revolution of 1917, which replaces czarist rule with the first Communist government.

New ideas in science, technology, and the arts emerge in the postwar period. In response to aggression by fascist Italy and Nazi Germany, Britain and France pursue a policy of appeasement, while the United States follows a path of isolationism. Student examine how roles of aggressive ideology, nationalism, and powerful weapons led to World War II. These themes and traits continue to shape politics today.

Modern World History – HoltChapter 14: Revolution and Nationalism *optional/may be of interestChapter 15: Years of CrisisChapter 16: World War II

TCI History Alive! World ConnectionsChapter 23Chapter 24

Primary vs. Secondary Sourceshttp://avalon.law.yale.edu/subject_menus/wwii.asphttp://www.fordham.edu/halsall/mod/modsbook45.aspRAFT (speech, letter, political cartoon, posters)Web Quest (Dowler, Roosevelt)

DBQ ProjectDBQ: How did the Versailles Treaty help cause World War II?

NBC Learn Unit 3 The Interwar Years and WWII ResourcesNBC Learn WWII Collection

Heartland AEA ResourcesLearn 360 http://www.learn360.com/index.aspxNetTrekker http://school.nettrekker.comNewsela http://newsela.com/Link to Course Page: http://socialstudies.dmschools.org/20th-c-world-history.htmlLink to Curriculum 101 Office Mix: https://mix.office.com/watch/1jklsjiek17xo

8

Scales

Topic 4 3 2

History World War II

Historical Change9-12.H.29-12.H.4

In addition to meeting the learning goal, the student demonstrates in-depth inferences and applications that go beyond the goal.

Was World War II preventable?Use specific examples from history to help support your argument.

Summarize the causes of World War II.

Explain the impact of key battles and turning points in World War II, providing at least two examples.

Describe the political, social, and economic effects of World War II.

Knowledge of concepts such as:communism, fascism, totalitarianism, democracy; global depression; causes of WWII; Axis and Allied Powers, methods and strategies of war, effects of WWII

Specific vocabulary/events/leaders such as: Adolf Hitler, J. Stalin, Tojo, Roosevelt, Chamberlain, Churchill, appeasement, blitzkrieg, Pearl Harbor, Stalingrad, D-Day, Midway, atomic bomb, United Nations

Source AnalysisRH.9-10.1 RH.9-10.2RH.9-10.8

In addition to meeting the learning goal, the response includes the use of extended, content-specific vocabulary or makes connections to prior learning and/or current events.

Accurately determines the central idea by citing evidence, addressing the historical context, and explaining the author’s point of view.

Determines the central idea by citing evidence, but fails to accurately address historical context and/or author’s point of view.

Writing Informative

Text

Writes informative text that demonstrates a depth of knowledge by going above and beyond the grade level expectation. The student digs deeper into the content by connecting the writing to previous learning or to contemporary issues.

Writes informative text. Introduce a topic (sentence or a full

paragraph); Organize ideas and concepts

(chronologically or thematically); Develop the topic with relevant

facts, evidence and accurate examples that are appropriate to the topic.

Provide a concluding statement that supports the information or explanation presented.

Writes informative text.A level 2 writing sample fails to meet the level 3 standard in one or more areas: -Introduction -Organization -Use of evidence -ConclusionA level 1.5 writing sample fails to meet the level 3 standard in two areas.

9

10

Unit 4: The Cold War

In what ways did the Cold War change the world? 6 weeks

Enduring Understandings Suggested Texts and ResourcesStudents examine political, social, and economic changes occurring around the globe after World War II.

The rivalry between the USSR and United States sits at center stage. With much of Europe and parts of Asia in ruins after World War II, the United States and USSR emerge as rival superpowers. Their political and military confrontations dominate world affairs for the next 40 years.

Historical themes of power and authority, revolution, and science and technology are explored by students during this time period. Advances in science, communications, and technology improve life for many people and help create a global economy.

Modern World History – HoltChapter 17: Restructuring the Postwar WorldChapter 18: The Colonies Become New Nations *optional/may be of interest

TCI History Alive! World ConnectionsChapter 26Chapter 27

DBQ ProjectDBQ: The Soviet Union: What should textbooks emphasize?

NBC Learn The Cold War ResourcesNBC Learn The Beginning of the Cold War Collection

RAFT (speech, letter, political cartoon, posters)http://sheg.stanford.edu/?q=node/41http://avalon.law.yale.edu/subject_menus/coldwar.aspHTTP://LIBRARY.THINKQUEST.ORG/11046/DAYS/INDEX.HTML

Heartland AEA ResourcesLearn 360 http://www.learn360.com/index.aspxNetTrekker http://school.nettrekker.comNewsela http://newsela.com/Link to Course Page: http://socialstudies.dmschools.org/20th-c-world-history.htmlLink to Curriculum 101 Office Mix: https://mix.office.com/watch/1jklsjiek17xo

11

Scales

Topic 4 3 2

HistoryCold War

Historical Analysis 9-12.H.3, 9-12.H.59-12.H.6, 9-12.H.7

In addition to meeting the learning goal, the student demonstrates in-depth inferences and applications that go beyond the goal.

Example: How did the struggle between communism and democracy change the world? Evaluate which factor was most important in the Cold War conflict: the political beliefs, advancements in technology, etc. Defend your position with evidence and examples from history.

Compare and contrast forms of government: communism and democracy.

Summarize the goals of the USSR and the US. Be sure to include terms such as sphere of influence, satellite state, and containment.

Explain the ways in which technology played a role during the Cold War.

Trace the development of a proxy war.

Knowledge of concepts such as:-Cold War players and their goals-communism, democracy (as political ideology and characteristics of each system)-spread of communism vs containment-Marshall Plan, Truman Doctrine, NATO, Warsaw Pact

Specific vocabulary such as:-containment, satellite state, iron curtain, spheres of influence, deterrents, arms race, space race, proxy war

Analyzing Multiple Sources

(DBQ)

RH.9-10.9

In addition to meeting the learning goal, the response includes prior knowledge or outside information to enhance the position and recognizes and responds to the opposing viewpoint (counter claim).

Uses at least three documents on the same topic to take a stand on an issue (thesis). Accurately uses evidence from three or more sources to explain and support the position (claim).

Attempts to use more than one document on the same topic to take a stand on an issue (thesis). Evidence used from the sources to explain and support the position (claim) may have some misconceptions or inaccuracies.

Writing Informative Text

Writes informative text that demonstrates a depth of knowledge by going above and beyond the grade level expectation. The student digs deeper into the content by connecting the writing to previous learning or to contemporary issues.

Writes informative text. Introduce a topic (sentence or a full

paragraph); Organize ideas and concepts

(chronologically or thematically); Develop the topic with relevant facts,

evidence and accurate examples that are appropriate to the topic.

Provide a concluding statement that supports the information or explanation presented.

Writes informative text.A level 2 writing sample fails to meet the level 3 standard in one or more areas: -Introduction -Organization -Use of evidence -ConclusionA level 1.5 writing sample fails to meet the level 3 standard in two areas.

Unit 5: 20th Century Crises: Conflict and Genocide

Who has the responsibility in shaping and resolving 20th century crises? 6 weeks

Enduring Understandings Suggested Texts and ResourcesStudents will explore themes of conflict and genocide in the 20th Century. An emphasis of students’ study will be placed on examining ethnic hostilities, racism, and power that led to violent conflict and mass murder in different regions of the world.

Modern World History – HoltChapter 18: The Colonies Become New NationsChapter 19: Struggles for Democracy

TCI History Alive! World ConnectionsChapter 28 and Chapter 29Graphic Organizer: 8 Stages of Genocide Project: 8 Stages of Genocide NBC Learn Unit 5 20 th Century Crises: Conflict and Genocide Resources

HolocaustHolocaust Museum Web SiteEBSCO point/counterpointHolocaust: Echoes and Reflections CurriculumChoices Curriculum: The Holocaust

RwandaChoices Curriculum: RwandaCenter for Human Rights hr.org Film: “Sometimes in April”Film: “Hotel Rwanda”/ Guided Notes/ Discussion Questions

Arab/Israeli “The Six Day War” ArticleHeartland AEA ResourcesSIRS Researcher on www.iowaaeaonline.orgLearn 360 http://www.learn360.com/index.aspxLink to Course Page: http://socialstudies.dmschools.org/20th-c-world-history.htmlLink to Curriculum 101 Office Mix: https://mix.office.com/watch/1jklsjiek17xo

12

Scales

Topic 4 3 2

History20th Cent

Crises

Historical Change9-12.H.29-12.H.4

In addition to meeting the learning goal, the student demonstrates in-depth inferences and applications that go beyond the goal.

Example: Investigate a historical or current genocide or conflict and take a position on the global response (or lack thereof).

Analyze the causes and effects of a 20th Century genocide.

Analyze the causes and effects of a 20th Century conflict.

Critique the responses of the world community to a specific example of genocide or conflict.

Basic knowledge & concepts such as: causes and effects of conflictidentify the 8 stages of genocidegenocide examples: Holocaust and Rwandaconflict example: Israel/Palestine

Vocabulary such as: majority group, minority group, genocide, United Nations

Analyzing Multiple Sources (DBQ)

RH.9-10.9

In addition to meeting the learning goal, the response includes prior knowledge or outside information to enhance the position and recognizes and responds to the opposing viewpoint (counter claim).

Uses at least three documents on the same topic to take a stand on an issue (thesis). Accurately uses evidence from three or more sources to explain and support the position (claim).

Attempts to use more than one document on the same topic to take a stand on an issue (thesis). Evidence used from the sources to explain and support the position (claim) may have some misconceptions or inaccuracies.

Writing Informative

Text

Writes informative text that demonstrates a depth of knowledge by going above and beyond the grade level expectation. The student digs deeper into the content by connecting the writing to previous learning or to contemporary issues.

Writes informative text. Introduce a topic (sentence or a full

paragraph); Organize ideas and concepts

(chronologically or thematically); Develop the topic with relevant facts,

evidence and accurate examples that are appropriate to the topic.

Provide a concluding statement that supports the information or explanation presented.

Writes informative text.A level 2 writing sample fails to meet the level 3 standard in one or more areas: -Introduction -Organization -Use of evidence -ConclusionA level 1.5 writing sample fails to meet the level 3 standard in two areas.

13

Unit 6: Globalization and Synthesis Project

Why is it important to interpret the past? Why does 20th century world history matter to me? 6 weeks

Enduring Understandings Suggested Texts and ResourcesStudents synthesize their learning in 20th Century World History. This project offers students an opportunity to identify a theme for historical inquiry, research primary and secondary sources, and demonstrate their understanding and skill in history.

Modern World History – HoltChapter 20: Global Interdependence -Case Study 9/11

TCI History Alive! World ConnectionsChapter 30

Choices CurriculumInternational Trade: Competition and Cooperation in a Globalized World

Heartland AEA ResourcesNBC Learn http://nbclearn.comNewsela http://newsela.com/Learn 360 http://www.learn360.com/index.aspxResearch Sites: Compiled for each concept (see our resources folder)Link to Course Page: http://socialstudies.dmschools.org/20th-c-world-history.htmlLink to Curriculum 101 Office Mix: https://mix.office.com/watch/1jklsjiek17xo

14

Scales

Topic 4 3 2

History Contemporar

y Themes

Chronology & Consequence

9-12.H.19-12.H.8

In addition to meeting the learning goal, the student demonstrates in-depth inferences and applications that go beyond the goal.

Example: Justify which of the identified concepts you believe will have the greatest impact during your lifetime.

Interpret how the identified three concepts are still applicable and relevant to the present day.

Basic knowledge & concepts such as: Identify and describe at least three concepts from 20th Century World History.

Concepts: imperialism, militarism, nationalism, alliances, technology, global depression/recession, forms of government (democracy, communism, totalitarianism), causes of conflict, results of conflict, genocide

Analyzing Multiple

Sources (DBQ)

RH.9-10.9

In addition to meeting the learning goal, the response includes prior knowledge or outside information to enhance the position and recognizes and responds to the opposing viewpoint (counter claim).

Uses at least three documents on the same topic to take a stand on an issue (thesis). Accurately uses evidence from three or more sources to explain and support the position (claim).

Attempts to use more than one document on the same topic to take a stand on an issue (thesis). Evidence used from the sources to explain and support the position (claim) may have some misconceptions or inaccuracies.

Writing Informative

Text

Writes informative text that demonstrates a depth of knowledge by going above and beyond the grade level expectation. The student digs deeper into the content by connecting the writing to previous learning or to contemporary issues.

Writes informative text. Introduce a topic (sentence or a full

paragraph); Organize ideas and concepts

(chronologically or thematically); Develop the topic with relevant facts,

evidence and accurate examples that are appropriate to the topic.

Provide a concluding statement that supports the information or explanation presented.

Writes informative text.A level 2 writing sample fails to meet the level 3 standard in one or more areas: -Introduction -Organization -Use of evidence -ConclusionA level 1.5 writing sample fails to meet the level 3 standard in two areas.

15