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Pre-Columbian Lesson Goal
In a semantic features map, students will compare and contrast the major characteristics of Native American societies from three different regions of the Americas
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War and Industry Lesson Goal
In a multi-flow map, students will diagram the multiple causes and effects of the War of 1812.
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Civil Rights Lesson Goal
In a three-part essay, students will identify patterns of continuity and change over time citing civil rights documents from the 20s, 30s, and 50s.
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Read closely to determine what the text says
explicitly and to make logical inferences from it; cite specific textual evidence when wri,ng or
speaking to support conclusions drawn from the text.
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Los Amigos High School Close Reading Guide To Help Students Become Crit ical Readers & Thinkers
Before: During: After: ! Read the writing task (could
be a problem, prompt, text-dependent questions…)
! Contextualize the source ! Preview the text’s structure ! Number paragraphs/lines for
future analysis
! Read the text multiple times ! Annotate the text (use a
pencil so your learning can be adjusted and revised)
! Write in the margins in relation to the writing task
! Review key terms & vocabulary
! Clarify unfamiliar vocabulary & key terms
! Address the writing prompt by: a. answering the initial
prompt b. showing how you got
there [i.e. providing CD or showing your work]
How do I Annotate: Suggestions for Comments in the Margins:
! Circle key terms & unfamiliar vocabulary
! Underline or highlight the thesis, main ideas, and claims
! For prompts: Underline the question(s) that are being asked
! Write a question mark (?) near information that you need clarified
! Draw an arrow (") when you make a connection to something in the text or to an idea or experience outside the text.
! Draw tables, diagrams, or symbols that help you understand the task better
! Write an exclamation mark (!) for things that surprise or intrigue you
! Write comments & notes along the margins
! Questions to clarify ! Dialogue with the author in relation to the writing
task ! Explain connections to other texts or ideas ! Evaluate the validity of the statements made ! Identify relationships, patterns, formulas, or
concepts needed to answer the task.
Other Helpful Tools for Reading: SOAPStone – Subject/Occasion/Audience/Purpose/Speaker/ Tone TPCASTT – Title/Paraphrase/Connotation/Attitude/Shift/ Title/Theme
Annotation Suggestions
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APUSH Unit 1 SAQ B!!Directions !!Read each question carefully and write your responses on a blank sheet of paper. Use complete sentences; an outline or bulleted list alone is not acceptable. You do not need to create a thesis statement. !!!“The Great Awakening.... was "the first major inter colonial crisis of the mind and spirit" !in eighteenth century America. No previous occurrence in colonial history compared with it in scale or consequences. True, the flood tide of evangelical fervor soon subsided, but nothing could quite restore the old cultural landscape. The unitary ideal of the seventeenth century continued to be eroded in the post-Awakening years by further church separations. Moreover, as the Reverend William Shurtleff noted in 1745, the "dividing Spirit is not confined to those that are Friends" of the revival. Nor was it confined to the religious sphere. That "dividing Spirit" would be manifested everywhere after midcentury in the proliferation of religious and political factions.”!!
Patricia U. Bonomi, Under the Cape of Heaven: Religion, Society, and Politics in Colonial America 1986!!
1. Based on the passage above, complete the following three tasks:!a. Briefly explain in you own words the author’s main point.!b. Briefly explain how this concept influenced politics in the American colonies.!c. Provide ONE piece of evidence from this era of that is not included in the
passage, and explain how it supports or refutes the interpretation of author.
Text Dependent and Context Questions
Guide your readers
Four Essential Social Science Thinking SkillsExplaining patterns of change and continuity over time
What is changing?
What is staying the same
Comparing and contrasting
Explaining cause and effect
Periodization
How significant is change?
Does it mark the end of a era to the start of a new one?
Why?
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!Total _________/6 Name ___________________ Period_____ Seat _____
0 POINTS 1 POINT 2 POINTS
THESIS !(0-1)
Thesis is missing or only partially developed!Thesis may restate the prompt
Thesis addresses the prompt including the targeted thinking skill.
SUPPORT FOR ARGUMENT !
(0-2)
Lacks concrete details!Does not clearly connect the concrete details to the thesis or argument !
Includes concrete details but their use to advance the argument is limited.!Support does not clearly connect the evidence to the thesis or argument.
Supports the thesis using specific concrete details, clearly and consistently stating!how the evidence supports the thesis or argument, and establishing clear linkages!between the evidence and the thesis or argument
APLICATION OF CCOT (0-2)
Does not describe historical continuity and change over time
Describes historical continuity and change over time
Describes historical continuity and change over time, and analyzes specific examples that illustrate historical continuity and change over time
APPLICATION OF COMPARISON !
(0-2)
Does not describe similarities and differences among historical developments
Describes similarities and differences among historical developments
Describes similarities and differences among historical developments, providing!specific examples and analyzes the reasons for their similarities and/or differences or, depending on the prompt evaluates the relative significance of the historical developments
APPLICATION OF CAUSATION !
(0-2)
Does not describe causes and/or effects of a historical development
Describes causes and/or effects of a historical development
Describes causes and/or effects of a historical development and analyzes specific examples that illustrate causes and/or effects of a historical development
APPLICATION OF PERIODIZATION !
(0-2)
Does not describe the ways in which the historical development specified in the prompt was different from or similar to developments that preceded and/or followed
Describes the ways in which the historical development specified in the prompt was different from or similar to developments that preceded and/or followed
Analyzes the extent to which the historical development specified in the prompt was different from and similar to developments that preceded and/or followed, providing specific examples to illustrate the analysis
SYNTHESIS (0-1) One additional point for doing any of the following:
Appropriately extends or!modifies the stated thesis or!argument
Explicitly employs!an additional appropriate!category of analysis!(e.g., political, economic,!social, cultural, geographical, race/ethnicity, gender) beyond!that called for in the prompt.
The argument appropriately connects the topic of the question to other historical periods, geographical areas, contexts, or circumstances
These skills measured in a rubric
Backward Plan1. Use a rubric with the basic social science thinking skills.
2. Write an essay or short answer prompt with a particular thinking skill in mind.
3. Write a learning goal with that thinking skill.
4. Write lessons and develop quality questions that focus on that thinking skill.
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!Total _________/6 Name ___________________ Period_____ Seat _____
0 POINTS 1 POINT 2 POINTS
THESIS !(0-1)
Thesis is missing or only partially developed!Thesis may restate the prompt
Thesis addresses the prompt including the targeted thinking skill.
SUPPORT FOR ARGUMENT !
(0-2)
Lacks concrete details!Does not clearly connect the concrete details to the thesis or argument !
Includes concrete details but their use to advance the argument is limited.!Support does not clearly connect the evidence to the thesis or argument.
Supports the thesis using specific concrete details, clearly and consistently stating!how the evidence supports the thesis or argument, and establishing clear linkages!between the evidence and the thesis or argument
APLICATION OF CCOT (0-2)
Does not describe historical continuity and change over time
Describes historical continuity and change over time
Describes historical continuity and change over time, and analyzes specific examples that illustrate historical continuity and change over time
APPLICATION OF COMPARISON !
(0-2)
Does not describe similarities and differences among historical developments
Describes similarities and differences among historical developments
Describes similarities and differences among historical developments, providing!specific examples and analyzes the reasons for their similarities and/or differences or, depending on the prompt evaluates the relative significance of the historical developments
APPLICATION OF CAUSATION !
(0-2)
Does not describe causes and/or effects of a historical development
Describes causes and/or effects of a historical development
Describes causes and/or effects of a historical development and analyzes specific examples that illustrate causes and/or effects of a historical development
APPLICATION OF PERIODIZATION !
(0-2)
Does not describe the ways in which the historical development specified in the prompt was different from or similar to developments that preceded and/or followed
Describes the ways in which the historical development specified in the prompt was different from or similar to developments that preceded and/or followed
Analyzes the extent to which the historical development specified in the prompt was different from and similar to developments that preceded and/or followed, providing specific examples to illustrate the analysis
SYNTHESIS (0-1) One additional point for doing any of the following:
Appropriately extends or!modifies the stated thesis or!argument
Explicitly employs!an additional appropriate!category of analysis!(e.g., political, economic,!social, cultural, geographical, race/ethnicity, gender) beyond!that called for in the prompt.
The argument appropriately connects the topic of the question to other historical periods, geographical areas, contexts, or circumstances
These skills measured in a rubric
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APUSH Unit 1 Exam C LEQ
Directions
A. Create a complete three-part essay that fully answers the prompt below. This includes an introduction with a thesis statement, and a body of several paragraphs, and a summary with a restatement of the thesis.
B. Make the thesis the last sentence in your 1st paragraph and highlight it. C. You should use only formal English. Personal Pronouns such as “I,
you, we, me, and us” should not be used. Do not use contractions. D. Write in blue or black ink only. E. Write only on the front side of the paper. F. Staple the rubric sheet to the back of your essay.
The Prompt Evaluate the extent to which trans-Atlantic interactions from 1600 to 1763 contributed to maintaining continuity as well as fostering change in labor systems in the British North American colonies.
Atlantic World Lesson Goal
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In a written response to an FRQ, students will be able to analyze the influence of the triangle trade in maintaining continuity and change in the Atlantic World.
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