Grade 12 - Quarter 2 - Conflict Unit - T

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Click here for a message from your CCPS secondary literacy team.

This instructional unit is designed to elicit student mastery of each strand of the Common Core State Standards: Reading, Writing, Speaking & Listening, and Language (which includes Vocabulary and Grammar). Rather than teaching units of isolated concepts, educators are encouraged to design and implement lessons that synthesize inter-related skills. In order to write effective argumentation, for example, students must read and comprehend multiple, complex texts; confer with peers to deepen understanding; complete each step of the writing process (planning, drafting, revising, editing, publishing); and employ knowledge of vocabulary, grammar, and syntax. There is joy in “doing” literacy in this fashion, as students can understand how the rigor and relevance of each task intertwine.

Miss, why are we doing this? “Why are we reading, if not in hope of beauty laid bare, life heightened and its deepest mystery

probed? Can the writer isolate and vivify all in experience that most deeply engages our intellects and our hearts? Can the writer renew our hope for literary forms? Why are we reading if not in hope that

the writer will magnify and dramatize our days, will illuminate and inspire us with wisdom, courage, and the possibility of meaningfulness, and will press upon our minds the deepest mysteries, so that we may feel again their majesty and power? What do we ever know that is higher than that power which, from

time to time, seizes our lives, and reveals us startlingly to ourselves as creatures set down here bewildered? Why does death so catch us by surprise, and why love? We still and always want waking.”

― Annie Dillard, The Writing Life

But why analyze literature?

Carol Jago advises us to “try not to think of analysis as dissection – carving up a text as you would a frog in biology – but instead as careful scrutiny of a living frog. Examine the text from many angles.

Consider the music of the language. Measure what you are reading against what you already know. You take pleasure in listening to favorite songs again and again. The same can be true of poems and

stories. Each time you return and reread, they open up a bit more, like a flower opening up in the sun. Literary analysis should not be painful for either the poem or the reader. We don’t need to do violence

to a work of art in order to understand it.”

- Carol Jago, With Rigor for All

Dillard, A. (1989). Retrieved from http://www.nytimes.com/books/99/03/28/specials/dillard-drop.html

Jago, C. (2010). With rigor for all:meeting common core standards for reading literature. (2nd ed., p. 10). Portsmouth, NH: Heinemann.

Egad! This is a lot of paper!

http://screencast.com/t/fg4zcWIR2O9u

http://screencast.com/t/DiyTY8rc

Grade 12 – Quarter 2 – “Conflict”

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TEACHER VERSION

Key Insights

Theme: Political Conflict

Text 1 (Lexile 1300): From “Gulliver’s Travels” by Jonathan Swift: Conflict in the name of politics can start small issues spinning out of control.

Text 2 (Lexile 1550): “Speech Against Reform” by Sir Robert Peel: The author argues in front of Parliament for modest reforms, and for the elected officials to listen to the wishes of a majority of the people.

Text 3: “The Second Coming ” by William Butler Yeats: In the absence of order, the world spins out of control.

Text 4: Science Connection: “A Brief History of White House Solar Panels” by Tom Murse. Conflicting personal beliefs lead to changes in the structure of the White House.

http://usgovinfo.about.com/od/thepresidentandcabinet/tp/History-of-White-House-Solar-Panels.htm

Text 5: Social Studies Connection: Discovery Science video (Log in through Angel before opening link): “Sports and Games II”. Political conflict sometimes spans decades.

http://app.discoveryeducation.com/search?Ntt=women+sports

Text 6: Continued Social Studies connection: Article, “The Truth about Title IX” by Karen Blumenthal

http://www.thedailybeast.com/articles/2012/06/22/the-truth-about-title-ix.html

Thematic Connections

Add-On Vocabulary Connections

Grammatical Connections

Culminating Writing Assignments

Optional Rubric Vocabulary Connection

Text 1: From “Gulliver’s Travels” Edict Rendered Expostulate Schism Doctrine Quelled Exiles

Text 2: “Speech Against Reform” Concessions Reverence Agitated Deplore Irreparable Deluded

Text 3: “The Second Coming” Gyre Vexed Anarchy Indignant Conviction Revelation Spiritus Mund

Text 4: “A Brief History of White House Solar Panels” Saga Arbites Embargo Renewable Harnessing Photovoltaic

Text 5: “Sports and Games II” Text 6: “The Truth About Title IX” Tumultuous Skirmishes

ESSENTIAL QUESTION: How does political conflict lead to social reform?

Click here to see how to make a new vocabulary list on

Vocabulary.com.





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TEACHER VERSION

“Meaning is created not purely and simply from the words on the page, but from the transaction with those words that takes place in the reader’s mind.”

- Kylene Beers, Notice and Note: Strategies for Close Reading

University of Arkansas, E. E. C. (Designer). (2012). Mentor texts. [Web Graphic]. Retrieved from http://seanconnors.net/englished/?page_id=37

Beers, K. (2013). Notice & note: Strategies for close reading. (p. 35). Portsmouth, NH: Heinemann.

This is an example of an annotated text. We recommend your students’ texts should look like this during instruction.


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TEACHER VERSION

Directions for Implementation of Intertextual Unit

1) Teacher reads aloud with prosody the excerpt from the Close Reading Template (middle section). 2) Students read the text independently for a purpose…marking the text, metacognitive markers…for

whatever skill on which the teacher is focused. 3) While students are reading for a purpose, they are also figuring out/defining the Vocabulary (on

right). 4) After completing the second reading and vocabulary, students work independently or in groups to

answer the teacher-generated questions by citing evidence from the text to support their answer and create their two (2) student-generated questions (use the Greenberg Response Worksheet) (consider using Close Reading Note Cards – next page).

5) After answering and creating the questions, students get into small groups to discuss the questions and answers (teacher and student).

6) Next, go back to whole group setting to review questions and answers together (teacher and students, if time allows).

7) Students will then reflect on everything (independent, small group and whole group) and revise their original answers and make sure they have textual evidence to support them.

8) Students finish by either summarizing the text or reflecting on what they learned (bottom).

Repeat for the other documents in the unit on successive days.

9) Please refer to the Grammatical Connections sheet for guidance in addressing the relevant grammar instruction in this unit.

10) As the students examine and discuss each text, the teacher and students acknowledge that all texts are connected by a common theme. Please see the Thematic Connections page.

11) After each text has been examined closely, the teacher introduces the Tic-Tac-Toe assignments. The students have the opportunity to choose one or two assignments to work on as projects. The center (essay) is a requirement for every student to complete.

12) The students begin work on one or two projects. **Recommendation: Presentation to class of one project 13) The students produce an essay (center square assignment) by employing the entire writing process

(pre-writing, organizing, drafting, revising, editing, and publishing).

Note: We recommend reading/teaching the entire texts, when available, before, during, or after implementing this unit. For example, Twain’s “The Cub Pilot on the Mississippi” can be found in the Prentice Hall textbook, pages 66-76. You could read the entire text first before studying the excerpt found in this unit.

Note: The intended design is that the teacher draws students’ attention to the literary elements, grammatical constructs, affixes, etc., that are present in the texts, while progressing through the steps of the unit.

For ELL/ESE/Striving Readers/Advanced Learners, we recommend that you plan and implement the appropriate strategies for your unique students to maximize their understanding and growth as you lead them into their zone of proximal development.


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TEACHER VERSION

For Teachers using Achieve 3000: OPTIONAL Below are three Achieve 3000 articles that are thematically connected to this unit. Using the Search function in Achieve 3000, assign these titles to your students: 1. Trouble on the Field 2. Women’s Group Speaks Out for Darfur 3. Peace Has Its Price

PWImpact Connection: OPTIONAL Below are three articles from PWImpact that are thematically connected to this unit. Log in (ask your dept. chair or reading coach for username and password). Enter the titles in the search field once you log in. 1. 2. 3.


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TEACHER VERSION

Front

Back

Closer Reading of the Text: (OPTIONAL): Following the teacher’s close reading for each passage and the students’ silent rereading, have students take a notecard and write a short summary of the passage. Then ask students to walk around and read each other’s notecards, adding to their own summary to make it the strongest summary they can.

1. Write a summary of the text on the first five lines of this card. 2. Fill up the rest of the card with information your peers wrote on

their cards.

On the back of the notecard, students answer one of the questions below, emphasizing the citing text component.

Answer any one of these questions. Be sure to cite the text. What puzzled you? What bothered you? What surprised you? What delighted you? With what did you disagree? How does this text connect to something else you’ve read?


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TEACHER VERSION

Guiding Text-Dependent Questions Text Under Discussion Vocabulary and Student-Generated Questions “Synopsis of Writing to Read,” Carnegie. Teacher: How is this text organized to benefit teachers and curriculum developers? Student:

?

Teacher: What is the strongest argument here to support the claim that writing improves comprehension? Student:

?

1. Have students write about the text they read. In general, having students in grades 2–12 organize and integrate ideas from a text into a coherent whole fostered analysis of and facilitated reflection on the important information. Positive effects were realized for writing about science, social studies, and English texts. a. Have students respond to a text. Instructional methods in this subcategory involved writing personal reactions as well as analyzing and interpreting the text. For example, students might have produced written responses to open-ended questions about the text (Wong, Kuperis, Jamieson, Keller, & Cull-Hewitt, 2002). b. Have students write summaries of a text. Activities in this subcategory included writing synopses as short as one sentence to longer paragraphs created by following a series of steps. For example, Rinehart, Stahl, and Erickson (1986) taught the following rules for writing a summary: 1) identify or select the main information; 2) delete trivial information; 3) delete redundant information; and 4) write a short synopsis of the main and supporting information for each paragraph. Other practices involved completing outlines or graphic organizers that were subsequently converted to summaries. c. Have students write notes about a text. Note-taking involved a range of activities from unstructured directives from the teacher to take notes to more formal outlining or recording specific information in columns. In another practice, students were explicitly taught to create concept maps that depicted the relationships among important textual ideas using circles linked with words or lines (Chang, Chen, & Sung, 2002). The approaches may have improved the reading comprehension of students in grades 3–12 because they required students to condense important information and to organize it so that it can be related to other information (including prior knowledge). This process helped students generate new understandings of text. d. Have students answer questions about a text in writing, or create and answer written questions about a text. Writing the answers to a teacher’s or a student’s own questions about a text was a means of rehearsing information and making text information available for further study and transformation. Practices, such as having students respond to questions embedded throughout a text and verify their answers (Peverly & Wood, 2001), had positive effects on reading comprehension for students in grades 6–12.

coherent – logical, clear, and consistent condense important information –

Summary_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________.

Teacher writes text-dependent questions that lead the students

to discover meaning/theme.

Students are asked to write their own complex questions

that elicit higher order discussion/debate

This is called “parallel vocabulary instruction.” Bold terms are defined because their meaning

can’t be determined from context. Underlined terms

are not defined because their meaning can be determined from the

The most powerful feature of Cornell Notes is the summary. Students are asked to Think, Reread, Write, Prove, Share, and Strengthen

their synthesized ideas, which can inform written analysis of multiple texts.

The Carnegie Institute determined that these four instructional approaches yielded the highest results on literacy assessments. Coincidentally, these same

four instructional approaches are manifested in this instructional unit.


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TEACHER VERSION

Thematic ConnectionsConnection: In both texts, criticism of current government policies is examined. In text 1, Swift criticizes the governments of England and France through satire. In text 2, Peel is resistant to reform. Although criticism to the government may be valid, he is opposed to changing the constitution.

Connection: In both texts, criticism of current political policies sparks the writing of each piece. Swift had a gripe with English and French policies, and therefore, wrote a satire. Edith Green had a gripe against sex discrimination in schools, and therefore, pushed for Title IX.

Connection: In both texts, conflicts in politics affect the world of sports. In text 4, the video shows how the political turmoil of the 1960s affected the actions of sports athletes. In text 5, sports changes continue in the 1970s to end sex discrimination.

Connection: In both texts, troubling political events are referenced. In text 2, Parliament is in conflict demanding reform. In text 3, Yeats reflects on the troubling events of the early 20th century and foreshadows a second coming. It appears that Yeats is demanding reform.

Connection: In both texts, world conflicts take center stage. In text 3, Yeats summarizes the distressing events after World War I through imagery and symbols. In the end, his poem serves as a warning. In text 4, the video summarizes the concerning issues of the 1960s. It seems history repeats itself since the conflicts in different time periods are remarkably similar.

“Gulliver’s Travels” Swift creates a satire to criticize the conflict between Great Britain and France during the early 1700s. He creates two fictional empires, Lilliput and Blefuscu, and details the in-fighting between the two empires and within Lilliput, there is internal conflict.

“Speech Against Reform”

Sir Robert Peel delivers his speech against Parliamentary reform. He does not like this reform because he feels it is not in the best interest of England. Peel does not oppose reform in general, but does oppose reform of the constitution.

“The Truth about IX”

This newspaper article explains the importance of Title IX--“to end sex discrimination in schools that receive Federal money”. Title IX became a heated debate among women’s sports.

“Sports and Games II” The Discovery Science video chronicles the political turmoil of the 1960s and how it affected sports. References to Muhammad Ali, Black Power, and women in sports are showcased.

“The Second Coming”

To reflect the political turmoil after World War I, Yeats warns of a second coming. To depict the tumultuous setting, Yeats uses conflicting symbols to portray the end of the world.

Political Conflict

1. A fight, battle, or struggle, especially a prolonged struggle; strife

2. Controversy; quarrel 3. Incompatibility or

interference, as of one idea, desire, event, or activity with another Essential Question: How does political conflict lead to social reform?


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TEACHER VERSION

Intertextual unit of Instruction: Grammatical Connections

Semicolons LACC.1112.L.1.2

“Use a semicolon to join two independent clauses. Joining two independent clauses this way implies that the two clauses are related and/or equal, or perhaps that one restates the other.”

From “Speech Against Reform”: “I expected that the present ministers would bring in a reform bill on their ac-ceptance of office; but I believe, in my conscience, that the concessions made by them to the popular demands have been far more extensive that was at all necessary.” (paragraph 1)

From “Second Coming”: “The ceremony of innocence is drowned; the best lack all conviction, while the worst are full of passionate intensity.” (lines 6-8)

Directions: Write two sentences using a semicolon joining two independent clauses.

Student Responses:

1. Brian is a good typist; he makes few mistakes. 2. Ms. Sanchez is a successful real estate salesperson; however, she was unable to sell her own house.

Apostrophes LACC.1112.L.1.2

“Use an apostrophe to form possessives of nouns and to show the omission of letters.”

From “The Truth About Title IX”: “After studying the issue, Weinberger concluded it wasn’t fair that many schools spent thousands of dollars on boys’ sports—sometimes millions—and almost nothing on girls’.” (paragraph 16)

From “Gulliver’s Travels”: “It is allowed on all hands, that the primitive way of breaking eggs before we eat them, was upon the larger end; but his present Majesty’s grandfather, while he was a boy, going to eat an egg, and breaking it according to the ancient practice, happened to cut one of his fingers.” (paragraph 1)

Directions: Write two sentences using an apostrophe in the form of a possessive or an omission of letters.

1. Boys’ sports will include two new programs this year—volleyball and paddle boarding. 2. Another copy of the text wasn’t available for purchase for AP English Literature.


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TEACHER VERSION

Guiding Text-Dependent Questions Text Under Discussion Vocabulary and Student-Generated Questions Swift, Jonathan. “from Gulliver’s Travels” from Pearson/Prentice Hall. p. 606. (2010) Teacher: According to the speaker, for what reason did the Emperor publish the original edict, and what did it say? (Write the answers on the following pages.) Student: (Write your questions on the following page.) Teacher: Based on the contents of the text, what can you infer about the “Brundecral”? (Write the answers on the following pages.) Student: (Write your questions on the following page.)

Besides, our histories of six thousand moons make no mention of any other regions, than the two great empires of Lilliput and Blefuscu. Which two mighty powers have, as I was going to tell you, been engaged in a most obstinate war for six and thirty moons past. It began upon the following occasion. It is allowed on all hands, that the primitive way of breaking eggs before we eat them, was upon the larger end; but his present Majesty’s grandfather, while he was a boy, going to eat an egg, and breaking it according to the ancient practice, happened to cut one of his fingers. Whereupon the Emperor, his father, published an edict, commanding all his subjects, upon great penalties, to break the smaller end of their eggs. The people so highly resented this law that our histories tell us there have been six rebellions raised on that account; wherein one emperor lost his life, and another his crown. These civil commotions were constantly fomented by the monarchs of Blefuscu; and when they were quelled, the exiles always fled for refuge to that empire. It is computed that eleven thousand persons have, at several times, suffered death rather than submit to break their eggs at the smaller end. Many hundred large volumes have been published upon this controversy; but the books of the Big-Endians have been long forbidden, and the whole party rendered incapable by law of holding employments. During the course of these troubles, the emperors of Blefuscu did frequently expostulate by their ambassadors, accusing us of making a schism in religion, by offending against a fundamental doctrine of our great prophet Lustrog, in the fifty-fourth chapter of the Brundecral (which is their Alcoran). This, however, is thought to be a mere strain upon the text, for the words are these: That all true believers shall break their eggs at the convenient end; and which is the convenient end, seems, in my humble opinion, to be left to every man’s conscience, or at least in the power of the chief magistrate to determine.

edict: quelled: exiles- n. someone who is barred from their native land as punishment for political reasons. rendered: expostulate: schism n. a split or division between strongly opposed sections or parties, caused by differences in opinion or belief. doctrine:

Summary_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________.


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TEACHER VERSION

Think Reread Write Prove Share Strengthen Collaboratively

To ensure that you’re thinking deeply, think about the guiding, text-dependent questions from your teacher and other students before rereading certain parts of the text. Write your answers in full, complete sentences. Prove your answers are valid by citing a word, phrase, or sentence from the text. Share your answers with a partner, your group, or the whole class, and invite them to strengthen your answers through revision or by citing a different part of the text.

From “Gulliver’s Travels”

First Teacher-generated question: According to the speaker, for w hat reason did the Emperor publish the original edict, and what did it say?

Revision:

Your question: ________________________________________________________________________________________________________?

Answer (yours or another student’s):

Revision:

Check for 3: Capitalization, Punctuation, Complete Sentences


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TEACHER VERSION

Second Teacher-generated question: Based on the contents of the text, what can you infer about the “Brundecral”?

Revision:

Your question: ________________________________________________________________________________________________________?


Revision:

Revised summary of text:


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TEACHER VERSION

Guiding Text-Dependent Questions Text Under Discussion Vocabulary and Student-Generated Questions Peel, Sir Robert. “Speech Against Reform” Prentice Hall Literature (2010) Teacher: Why does the speaker feel so passionately about speaking his mind regarding reform? (Write the answers on the following pages.) Student: (Write your questions on the following page.) Teacher: Why does the speaker claim that he will continue his opposition? (Write the answers on the following pages.) Student: (Write your questions on the following pages.)

I expected that the present ministers would bring in a reform bill on their ac-ceptance of office; but I believe, in my conscience, that the concessions made by them to the popular demands have been far more extensive than was at all necessary. I was not prepared for so extravagant a measure, still less could I have thought that they would venture to bring in so large a measure of reform within three months after they had taken office, and while the country was yet agitated by the events of the French Revolution. No issue of this discussion can be satisfactory, for, decide as we may, there must be much irreparable evil. I may be obliged to submit by necessity to a plan of reform which I cannot successfully oppose; but believing, as I do, that the people of this country are grossly deceived, grossly deluded, in their expectations of the practical benefits they will derive from reform, I shall not be precluded from declaring my opinion, and opposing that reform as long as I can. . . . I am satisfied with the constitution under which I have lived hitherto, which I believe is adapted to the wants and habits of the people, I deplore a disposition, which seems too prevalent, to innovate unnecessarily upon all the institutions of the country. I admit, that to serve the sovereign, and the public in an office of honor and dignity, is an object of honorable ambition; but I am ready to sacrifice that object, rather than incur the responsibility of advocating measures which, I believe on my conscience, will tend to the destruction of the best interests of the country. I will continue my opposition to the last, believing, as I do, that this is the first step, not directly to revolution, but to a series of changes which will affect the property, and totally change the character, of the mixed constitution of this country. . . . On this ground I take my stand, not opposed to a well-considered reform of any of our institutions which need reform, but opposed to this reform in our constitution, because it tends to root up the feelings of respect, the feelings of habitual reverence and attachment, which are the only sure foundations of government. . . .

concessions: something done or agreed to usually grudgingly in order to reach an agreement or improve a situation agitated: irreparable: deluded: to deceive or mislead deplore reverence:

Summary_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________.


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TEACHER VERSION



From “Speech Against Reform”:

First Teacher-generated question: Why does the speaker feel so passionately about speaking his mind regarding reform?

Revision:

Your question: ________________________________________________________________________________________________________?


Revision:



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TEACHER VERSION

Second Teacher-generated question: Why does the speaker claim that he will continue his opposition?

Revision:

Your question: ________________________________________________________________________________________________________?


Revision:



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TEACHER VERSION

Guiding Text-Dependent Questions Text Under Discussion Vocabulary and Student-Generated Questions "The Second Coming" by William Butler Yeats. From the introduction to “Things Fall Apart” by Chinua Achebe Teacher: Why does Yeats put so many conflicting symbols in the poem? (Write the answers on the following pages.) Student: (Write your questions on the following page.) Teacher: What allusions can be inferred from the poem? (Write the answers on the following pages.) Student: (Write your questions on the following page.)

Turning and turning in the widening gyre The falcon cannot hear the falconer; Things fall apart; the centre cannot hold; Mere anarchy is loosed upon the world, The blood-dimmed tide is loosed, and everywhere The ceremony of innocence is drowned; The best lack all conviction, while the worst Are full of passionate intensity. Surely some revelation is at hand; Surely the Second Coming is at hand. The Second Coming! Hardly are those words out When a vast image out of Spiritus Mundi Troubles my sight: a waste of desert sand; A shape with lion body and the head of a man, A gaze blank and pitiless as the sun, Is moving its slow thighs, while all about it Wind shadows of the indignant desert birds. The darkness drops again but now I know That twenty centuries of stony sleep Were vexed to nightmare by a rocking cradle, And what rough beast, its hour come round at last, Slouches towards Bethlehem to be born?

gyre: a spiral or vortex anarchy: n. a state of disorder that results from not recognizing or rejection of authority. conviction: revelation: Spiritus Mundi: Universal spirit or soul, in which the memories of the entire human race are preserved. indignant: vexed:

Summary_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________.


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TEACHER VERSION



From “The Second Coming”

First Teacher-generated question: Why does Yeats put so many conflicting symbols in the poem?

Revision:

Your question: ________________________________________________________________________________________________________?


Revision:



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TEACHER VERSION

Second Teacher-generated question: What allusions can be inferred from the poem?

Revision:

Your question: ________________________________________________________________________________________________________?


Revision:



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TEACHER VERSION

Discussion Piece: LACC.11.12.SL.1.1

Do you think the author conveys a pessimistic or an optimistic view at the end of the poem?

Possible strategies to consider:

• Socratic Seminar • Philosophical Chairs • Think-Pair Share • Debate


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TEACHER VERSION

Text 4: Science Connection: “A Brief History of White House Solar Panels” by Tom Murse:


SC.912.N.2.4 (High) Explain that scientific knowledge is both durable and robust and open to change.

Scientific knowledge can change because it is often examined and re-examined by new investigations and scientific argumentation. Because of these frequent examinations,

scientific knowledge becomes stronger, leading to its durability. Knowledge

If a student masters this benchmark, students should “know” the following.

Performance If a student masters this benchmark, students should “do” the following or have some of these experiences.

• Students know that scientific thought can change as new information is obtained.

• Students will examine how specific theories have changed due to new information (i.e. Pluto’s status, Big Bang, Continental Drift, etc.)




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TEACHER VERSION

A Brief History of White House Solar Panels

From Tom Murse

President Barack Obama's decision in 2010 to install White House solar panels1 made environmentalists happy. But he wasn't the first president to take advantage of alternative forms of energy2 in the living quarters at 1600 Pennsylvania Avenue3. The first solar panels were placed on the White House more than 30 years earlier, but abruptly yanked down with little explanation nearly two decades later.

What happened to the original White House solar panels?

Here's a look back at a strange saga spanning six presidential administrations.

1. 1979 - President Jimmy Carter Installs 1st White House Solar Panels4

5The White House

President Jimmy Carter installed 32 solar panels on the presidential mansion amid the Arab oil embargo, which had caused a national energy crisis. The Democratic president called for a campaign to conservative energy and, to set an example to the American people, ordered the solar panels erected in 1979, according to the White House Historical Association.

Carter predicted that “a generation from now, this solar heater can either be a curiosity, a museum piece, an example of a road not taken, or it can be a small part of one of the greatest and most exciting adventures ever undertaken by the American people; harnessing the power of the Sun to enrich our lives as we move away from our crippling dependence on foreign oil.”

http://usgovinfo.about.com/bio/Tom-Murse-71566.htm

http://usgovinfo.about.com/od/thepresidentandcabinet/a/Solar-Panels-On-The-Whitehouse.htm

http://environment.about.com/od/renewableenergy/a/solar_power.htm

http://usgovinfo.about.com/library/weekly/aa110100a.htm

http://usgovinfo.about.com/library/weekly/aa110100a.htm

http://greenliving.about.com/b/2010/01/05/jimmy-carter-was-right-all-along.htm

http://0.tqn.com/d/create/1/0/b/N/6/-/JimmyCarter.png


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TEACHER VERSION

2. 1981 - President Ronald Reagan Orders Solar Panels on the White House Removed

6The White House

President Ronald Reagan took office in 1981, and one of his first moves was to order the solar panels removed. It was clear Reagan had a completely different take on energy consumption. "Reagan's political philosophy viewed the free market as the best arbiter of what was good for the country. Corporate self-interest, he felt, would steer the country in the right direction," the author Natalie Goldstein wrote in "Global Warming."

George Charles Szego, the engineer who persuaded Carter to install the solar panels, reportedly claimed that Reagan Chief of Staff Donald T. Regan "felt that the equipment was just a joke, and he had it taken down." The panels were removed in 1986 when work was being done on the White House roof below the panels.

3. 1992 - White House Solar Panels Moved to Maine College

8Jimmy Carter Library

Half of the solar panels that once generated energy at the White House were installed on the roof of the cafeteria at Maine's Unity College, according to Scientific American. The panels were used to warm water in summer and winter.

http://history1900s.about.com/od/ronaldreagan/p/reagan.htm

http://0.tqn.com/d/create/1/0/c/N/6/-/RonaldReagan.png

http://0.tqn.com/d/create/1/0/Z/N/6/-/SolarPanels.jpg


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TEACHER VERSION

4. 2010 - President Barack Obama Orders Solar Panels Reinstalled on White House9

10The White House

President Barack Obama, who made environmental issues a focus of his presidency, planned to install solar panels on the White House by spring of 2011. He also announced he will also install a solar hot water heater on top of the living quarters at 1600 Pennsylvania Ave.

"By installing solar panels on arguably the most famous house in the country, his residence, the president is underscoring that commitment to lead and the promise and importance of renewable energy in the United States," said Nancy Sutley, chairwoman of the White House Council on Environmental Quality.

Administration officials said they expected the photovoltaic system will convert sunlight into 19,700 kilowatt hours of electricity a year.

http://usgovinfo.about.com/od/thepresidentandcabinet/a/Solar-Panels-On-The-Whitehouse.htm

http://usgovinfo.about.com/b/2009/05/19/obama-sets-historic-fuel-efficiency-and-emissions-standards.htm

http://0.tqn.com/d/create/1/0/d/N/6/-/BarackObama.png


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TEACHER VERSION



From “A Brief History of White House Solar Panels”:

First Teacher-generated question: Based on the article, what can you infer about the role political affiliation play in the use of solar panels?

Revision:

Your question: ________________________________________________________________________________________________________


Revision:



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TEACHER VERSION

Second Teacher-generated question: Do you agree or disagree with Reagan’s decision to take down the solar panels? Refer to the text.

Revision:

Your question: ________________________________________________________________________________________________________?


Revision:



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TEACHER VERSION

Anthology Alignment Project Vocabulary Grid

These words require less time to learn (They are concrete or describe an object/event/

process/characteristic that is familiar to students)

These words require more time to learn (They are abstract, have multiple meanings, are a part

of a word family, or are likely to appear again in future texts) Meaning

can be learned

from context

renewable (paragraph 9) – Relating to a natural resource, such as solar energy, water, or wood, that is never used up or that can be replaced by new growth harnessing (paragraph 5) - To bring under control and direct the force of saga (paragraph 3) - A long detailed report; a narrative telling the adventures of a hero or a family

arbiter (paragraph 6) - One who has the power to judge

Meaning needs to

be provided

photovoltaic (paragraph 10) - Capable of producing a voltage when exposed to radiant energy, especially light

embargo (paragraph 4) - A prohibition; a ban


27

TEACHER VERSION

Text 5: Social Studies Connection: Discovery Science video (Log in through Angel before opening link): “Sports and Games II”

(Open Discovery Education in Angel before clicking on the link below)




28

TEACHER VERSION



From Title IX:

First Teacher-generated question: How did the political turmoil of the 1960s affect sports?

Revision:

Your question: ________________________________________________________________________________________________________


Revision:



29

TEACHER VERSION

Second Teacher-generated question: When Tommy Lee Smith and John Carlos raised their fists high above their heads on the Olympic podium, what did this gesture symbolize?

Revision:

Your question: ________________________________________________________________________________________________________


Revision:



30

TEACHER VERSION

Text 6: Article “The Truth About Title IX” by Karen Blumenthal (Continuation of Text 5)

http://www.thedailybeast.com/articles/2012/06/22/the-truth-about-title-ix.html “The Truth About Title IX”

Even in its 40th year, the legislation remains controversial and misunderstood. Karen Blumenthal unveils the secrets of the tiny law that became a very big deal.

by Karen Blumenthal | June 22, 2012 4:35 PM EDT

Of all the tumultuous events of 1972—Vietnam, Watergate, school busing, the Equal Rights Amendment—the year’s giant education bill seemed like just another piece of legislation.

In 1996, “Title IX babies" showed America their commitment to athletic competition, winning gold in gymnastics, soccer, synchronized swimming, basketball and softball. (Mike Hewitt / Getty Images)

But buried inside the law that President Richard M. Nixon signed on June 23, 1972, was a little amendment that would revolutionize sports, remake education for girls, and prove to be one of the most significant civil rights laws for women in American history.

Even in its 40th year, it remains controversial and misunderstood.

And it wasn’t even supposed to really matter.


http://www.thedailybeast.com/contributors/karen-blumenthal.html


31

TEACHER VERSION

Title IX of the Education Amendments of 1972 had a simple goal: to end sex discrimination in schools that receive federal money. Had the ERA passed, however, it wouldn’t have even been needed. But as approval of the constitutional amendment stalled in the states, Title IX became the law that endured—and made a difference.

Edith Green, a congresswoman from Portland, began working on the law in the early 1970s. Nicknamed “Mrs. Education” for her many years of work on higher education, she was appalled to learn that public schools could create special programs for boys that excluded girls. At the time, girls were often discouraged from taking advanced math and science classes, female teachers rarely became principals, and many law schools and medical schools had quotas that kept women to no more than 10 percent of the class.

All she wanted was for girls and women to get a fair deal. But over and over, her male colleagues told her, women just want to stay home and raise families. Men need those opportunities, but women don’t.

Headstrong and persistent, with what one reporter described as “an unladylike aptitude for hard political infighting,” Green refused to back down. When her first effort failed to gain traction, she waited until the big education bill was before the whole House Education and Labor Committee to sneak in an amendment. With supporters like Shirley Chisholm and Patsy Mink at the table, she proposed what would become Title IX.

One male representative was amused, suggesting that if the amendment passed, some airline stewardesses might be replaced with men. The room erupted in laughter at that ridiculous idea. But the amendment was approved.

The law would ultimately pass the House—but not before The New York Times took a stand against it, saying that ending quotas that limited female college admissions was “educationally unsound.”

The idea that the law could affect sports came up just once, as Indiana Sen. Birch Bayh tried to get a similar amendment into the Senate’s version of the bill. A colleague asked if that meant the boys would have to share athletic fields or locker rooms. No, Bayh replied, the law wouldn’t call for “desegregation of football fields,” but he acknowledged it would call for girls to have equal access to after-school activities.

When the law finally passed, most of Green’s original Title IX was intact, with a couple of exceptions: military schools were exempt. And because of an outcry from elite private schools like Harvard, which worried that accepting more women might “underutilize” its science classes and hurt alumni giving, private undergraduate admissions were exempted, too. (Even today, this exception remains.)

The amendment hardly merited more than a paragraph or two in news coverage.

The Department of Health, Education and Welfare was to write the new rules, but it wasn’t in any hurry. In mid-1973, about the time that tennis great Billie Jean King agreed to play Bobby Riggs in the “Battle of the Sexes,” the agency wrestled with what to do about sports. Ultimately, the decision fell to Secretary Caspar Weinberger, who would later lead the Defense Department under Ronald Reagan. Quipped one HEW staffer, “I don’t think Weinberger ever played anything other than library.”


32

TEACHER VERSION

After studying the issue, Weinberger concluded it wasn’t fair that many schools spent thousands of dollars on boys’ sports—sometimes millions—and almost nothing on girls.’ Athletics, he decided, would be covered under the law.

Two years after the law was passed, he held a press conference to announce the proposed rules. From now on, he said, girls could be crossing guards and run movie projectors, too. Male and female teachers should be paid equally. And all students should have an equal opportunity to compete in sports, with similar equipment, facilities and coaches.

Though sexual harassment wasn’t even a concept at the time Title IX was passed, over time, courts would expand the definition of the law to include sexual harassment of students by teachers, and even of one student by another.

With the door cracked open, girls and women rushed to embrace their new options. They stormed into law, medical, and veterinary schools, and female undergraduate enrollment surged. Gradually, female sports teams gained a toehold, though athletes often had to beg for uniforms, equipment and practice space.

Title IX never required that schools have quotas for athletes or spend the same amount on girls as on boys—there were always other ways to meet the law’s intent. But from the very beginning, football was a problem because its teams field dozens of players, meaning boys always had more chances to play than girls.

During the 1970s, coaches and the NCAA pushed back against the new law, trying repeatedly to water it down—or at least take football out of the equation—but Congress held firm. In the 1980s, the Reagan administration interpreted the law to cover only the programs receiving federal money, which excluded athletics—and to the surprise of many, the Supreme Court agreed in 1984. Until 1988, when Congress finally restored the original intent, Title IX had no teeth.

By then, attitudes had changed. A generation of ponytailed girls was flooding soccer and softball fields, basketball and volleyball courts, ready to play. The reality came home during the Atlanta Olympics in 1996, when the “Title IX babies"—those born in the early 1970s and later—showed America their commitment to athletic competition, winning gold in gymnastics, soccer, synchronized swimming, basketball and softball.

Today, more than 3 million girls play high school sports, up from fewer than 300,000 in 1972. Women make up close to half of law school and medical school classes and receive well over half of all bachelor’s degrees.

But skirmishes continue. Budget realities—and the demands of football—mean that sometimes girls have teams and boys don’t. Men’s gymnastics and wrestling have been particularly hard hit. Still, though women are a clear majority on campus, men have more spots on college teams. Enforcement has never been strict, and despite all the handwringing over four decades, no school has ever lost federal funding because of Title IX violations.


33

TEACHER VERSION

Yet in academic fields and on athletic fields, the power of Title IX continues to be felt every day. For all the legislative fights and legal arguments, the setbacks and successes, the little amendment reminds us of the power of opportunity, of what it means to say to all our kids, yes, you have a chance to play.

SCORECARD

1971-72 2010-2011

3,666,917 Boys in high school varsity sports 4,494,406 294,015 Girls in high school varsity sports 3,173,549 170,384 Men in college sports 252,946 29,977 Women in college sports 191,131

500,590 Bachelor’s degrees awarded to men 685,382* 386,683 Bachelor’s degrees awarded to women 915,986*

10,435 Men entering medical school 10,193 1,653 Women entering medical school 9,037 85,554 Men in law schools 76,737 8,914 Women in law schools 68,502

*2008-09. Sources: National Federation of State High School Associations, NCAA, National Center for Education Statistics, Association of American Medical Colleges, American Bar Association


34

TEACHER VERSION



From “The Truth About Title IX”:

First Teacher-generated question: What effect has Title IX had on girl sports? Cite evidence from the article to support your stance.

Revision:

Your question: ________________________________________________________________________________________________________?


Revision:



35

TEACHER VERSION

Second Teacher-generated question: What is ironic about Title IX?

Revision:

Your question: ________________________________________________________________________________________________________?


Revision:



36

TEACHER VERSION

Narrative Prompt: Choose one option for each column.

Role Audience Format Topic

Student Athlete City Council Speech

Support or refute Title IX Parent School Board Editorial

Member of Congress House of Education and Labor Committee

Magazine Center Spread

Refer back to the article for ideas. Use persuasive devices to support your claims. LACC.1112.W.1.3


37

TEACHER VERSION

Student Sample:

Dear School Board Members, Teachers, Parents and Students,

I come before you today as a parent of high school children who attend schools here in Collier County. I would like to propose that two sports be added to the competitive sports calendar—boys’ volleyball and girls' field hockey. According to Blumenthal’s article "The Truth about Title IX,” “...all students should have an equal opportunity to compete in sports, with similar equipment, facilities and coaches” (2012).

Discrimination is still happening today at the high schools. For example, many boys would like to play volleyball at the high school level, especially since the middle schools have competitive and an intramural program for their students. According to Coach Thomas, Varsity Girls’ Volleyball Coach at Palmetto Ridge High School, “Title IX requires that boys and girls sports be offered equally. For example if we have 10 sports for boys, we must have 10 sports for girls.”

Therefore, what I am proposing today is we offer boys’ volleyball at the high schools in Collier County. In doing so you are supporting young men who are nationally ranked and participating in the Olympic Development Program. For example, just at one high school in Collier County, we have a nationally ranked male in Beach and Indoor Competitive under 18 League. In addition, many young men in our area are participating in travel volleyball in order to gain the experience of competitive sports while honing their skills as volleyball players. This is a huge expense to their families monetarily, as well as, in time. This could lead to these athletes actually not doing so well on their school work because they are traveling all over the United States in order to find the competition at the level in which to improve their skills.

Therefore, in order to correct this injustice to our students, I am suggesting we add boys’ volleyball to our high school sports and for the girls we offer field hockey. Such a proposal has already been submitted according to Coach Thomas and is still awaiting approval. This in fact would help all of our students as this will allow more students to be able to compete competitively assuring them experiences in real-world situations such as hard-work, competitiveness, team work, and goal setting. This will also allow these students to participate in something greater themselves.

Thank you for your time and consideration of adding these two sports programs to the high school activities calendar for the next school year.

Ms. Williams, Parent


38

TEACHER VERSION

Anthology Alignment Project Vocabulary Grid

These words require less time to learn (They are concrete or describe an object/event/

process/characteristic that is familiar to students)

These words require more time to learn (They are abstract, have multiple meanings, are a part of a word family, or are likely to appear again in future

texts) Meaning

can be learned

from context

Skirmishes (paragraph 25)

Tumultuous (paragraph 1)

Meaning needs to

be provided


39

TEACHER VERSION

Each student is responsible for completing one to three activities from the following choices. You must complete the center square assignment. Holimon explains the Tic-Tac-Toe assignment board.

Create a rap that will serve as a political ad campaign about one of the texts featured. Make two specific points about the issues presented in the text you choose. Use quotes from the other 2 texts to illustrate your main points. DOK 2 LACC.1112.W.1.3

How would Sir Robert Peel feel about William Butler Yeats’ poem, “A Second Coming”? Write a newspaper review from the perspective of Sir Robert Peel explaining why you think his ideas either illustrate or refute your debate about reform. DOK 2 LACC.1112.W.1.3

Using Jing or Voice Thread, create a poem about conflict. You will have to bring political evidence to support and elaborate the theme-conflict. Create an original visual representation to go along with your poem. DOK 3 LACC.1112.W.1.3 LACC.1112.SL.2.4

Create a graphic novel that illustrates the political conflict of the Lilliputians. Use quotes from Sir Robert Peel and “The Second Coming” to explain the conflict. DOK 2 LACC.1112.W.1.2 LACC.1112.SL.2.4

How does political conflict lead to social reform? After reading all six texts write an essay that discusses the role of conflicts in politics in our daily lives. Use quotes from each text to support your claims and illustrate the effect politics have on citizens of the world. DOK 4 LACC.1112.W.1.2

Using what you learned from “Gulliver’s Travel” and the theme-conflict, write a satire based in contemporary society. DOK 4 LACC.1112.W.1.3

On an unlined piece of 8.5” x 11” paper/construction paper, create a “frame”, writing one quote from at least three of the texts on the top and two sides of the paper. Remember to cite the story using parenthetical documentation. On the fourth and bottom side of the frame, write three sentences analyzing how the selected quotes provide insight into understanding the texts’ theme. In the center frame, draw or paste four symbolic images that clearly represent the theme. If you use images from the Internet, you must cite them. Be prepared to share with the class how the drawings are appropriate symbols. DOK 3 LACC.1112.W.1.2 LACC.1112.SL.2.4

Design the front page of a newspaper. Include at least three different articles, bylines and photos to support your story. Your newspaper should have a title, date and city/state of origin. Include information from at least three different texts from this unit. DOK 3 LACC.1112.W.1.2 LACC.1112.SL.2.4

Create a photo-journal depicting the top 9 women of Title IX. Many women have been given opportunities in athletics because of Title IX. Research women who have made a difference in the sports arena due to opportunities afforded to them because of Title IX. For each photo, create a caption of who they are, how they were helped by Title IX, and how they relate specifically to one of the texts studied. Don’t forget to cite your sources. DOK 3 LACC.1112.W.1.2 LACC.1112.W.3.8 LACC.1112.SL.2.4

http://screencast.com/t/kxEm8jRpCp


40

TEACHER VERSION

Political Conflict: Did We Learn Anything From History?

If history has taught us anything, we know that conflict is inevitable. We may have all the knowledge to learn

from our past mistakes, yet, chances are, we will commit the same errors again. Let’s reflect on past history, shall we? In

the early 1700s, political tensions between England and France positioned Europe under the constant threat of war.

Politics not only created external conflict, but also created internal strife in the form of religion in England. Fast forward

to the 1920s, right after World War I. Instead of learning from the hard-fought lessons of that war, harsh political

policies led to further discrimination, collapsing countries, and another imminent war. In the 1960s, world politics were

still contentious, and society saw the rise of counter-movements such as Black Power.

Disillusioned with current political policies, Jonathan Swift decided to write a satire parodying the ridiculousness

of government viewpoints. In Gulliver’s Travels, Swift parodies England and France during the 1700s by comparing them

to the two empires of Lilliput and Blefuscu. By not openly criticizing these two world powers, Swift hopefully avoids

persecution. However, he insinuates that England’s and France’s policies to assume superior power over all Europe are

ridiculous. Swift tells us that Lilliput and Blefuscu, “…two mighty powers have…been engaged in a most obstinate war

for six and thirty moons past.” He adds the word obstinate to sharpen his attack that this war is a senseless and

stubborn conflict. He makes the judgment that there is no rhyme or reason to England’s and France’s foreign policy.

Swift makes further judgments by illustrating religious strife in the form of breaking an egg. Swift intentionally belittles

the dissension between the Catholics and Protestants, which has caused many deaths, to prove his point that English

policy is not sound. After the Emperor flippantly orders all subjects to break their eggs on the smaller end versus the

bigger end, “the people so highly resent... this law that our histories tell us there have been six rebellions raised on that

account.” When the Protestant Reformation took shape, Catholics in England were suddenly prohibited from practicing

their religion. Rebellions brewed as English Catholics refused to renounce their beliefs. The biggest clue to Swift’s subject

Below is a student sample for the culminating essay in the above tic-tac-toe board. This is provided as a model approach to the writing task. Teachers and students are encouraged to evaluate its efficacy.


41

TEACHER VERSION

matter comes when he refers to a great “schism in religion.” This religious conflict caused an irrevocable divide that

affected nearly the entire world.

Adding his own commentary on world conflict, William Butler Yeats writes a warning to humanity that

Armageddon is fast approaching. In 1921, after World War I, Yeats published the “Second Coming” and infused it with

disturbing imagery and symbolism to predict the future. Claiming that we are on the threshold of an apocalypse, Yeats

is certain that “Things fall apart; the centre cannot hold.” The motif of things falling apart is common in history and

literature. It’s not a coincidence that Chinua Achebe titled his most famous novel Things Fall Apart. He used Yeats’

“Second Coming” as an allusion to criticize British colonization policies. When the British arrived in Nigeria to spread

their religion and ways of life, it signaled the death of tribal traditions. Additionally, Yeats speculates that the earth’s

centre has been weighed down with human errors and bad decisions that have led to wars, discriminations, economic

struggles, and growing anti-Semitism. Let’s not forget that nearly two decades later, Europe was primed for World War

II and the Holocaust. As the poem continues, the by-product of the world’s conflicts is symbolized by a “rough beast” as

it “slouches towards Bethlehem to be born.” Gone is the comforting image of Jesus returning to earth; instead, this new

image disturbs. Gone is the offer of salvation like Noah bestowed in the Old Testament. Our new savior is in the form of

a reprehensible monster much like the fear-inducing Sphinx. This last image leaves us cold as there is no mention of

redemption – just destruction. Is Yeats saying that we are all doomed?

Perhaps, we are doomed to repeat history. The world did not fare much better in the 1960s either. The video

titled “Sports and Games II” from Discovery Education reflects the upheavals of 1960s politics, specifically dealing with

the rise of Black Power. The video opens up with a profile on one of the most famous boxers in history – Cassius Clay.

Never heard of him? It wasn’t until Clay changed his name to express his Black Muslim beliefs did people start to notice

– and the name Muhammad Ali forever made its mark in history. Ali changed his name to reflect his Black Muslim pride

and almost instantly he became a controversial figure that “thrived on the attention of the press.” A new movement was

taking hold in the U.S. Tired of the injustices and discrimination, a title wave of Black Pride surfaced. In 1968 during the

Olympics in Mexico City, two African-American athletes won the gold and bronze in the 200m dash. As a sign of unity,


42

TEACHER VERSION

John Carlos and Tommy Lee Smith protested with their arms held high on the podium. This quickly became a symbol for

civil disobedience. The Black Panthers embraced their new members and took to the press. Black Panther founding

father, Stokely Carmichael, communicated the sentiment of the day, “we are going to pick our heroes from today on…”

A new dawn had ascended upon society stemming from the backlash of racial injustice. This new rhetoric aimed to

correct some political wrongs. However, the Black Panthers did not hesitate to use force in order to accomplish their

objectives. Is this a turn upward or a turn downward in life’s constant spiral? If Yeats was still alive, he would probably

consider it a bleak extension of the “turning and turning in the widening gyre.”

In retrospect, conflicting viewpoints in politics have caused much suffering and discord in society. From a more

optimistic perspective, one additional effect may be the hope for positive change. Swift wrote Gulliver’s Travels to

inform and to entertain, but hopefully to persuade the savvy that political agendas were skewed the wrong way. Despite

the pessimistic doomsday message, perhaps Yeats was hopeful that a stern warning would allow for positive change.

Although backlashes like the civil rights movement may be bloody and seem like only an extension of conflict, maybe

positive change can truly rise from the ashes. Instead of waiting for the rough beast to arrive, who knows, we might just

be waiting for the rebirth of that mythological Phoenix.

Intertextual Unit – Optional Rubric

43

TEACHER VERSION Sc

ore

Leve

ls Text-Dependent Questions and Answers

Summary And Revisions Vocabulary Tic-Tac-Toe

Assignments Essay

4

The student writes questions that are thoughtful and important to comprehending the text.

The student’s responses clearly demonstrate critical thinking that relates to the evidence being supported.

The student writes answers that are well thought out and cites evidence from the text.

The student references the question as part of the answer for the purpose of clarity.

The student’s summary highlights the most important concepts and/or events.

The student writes insightful, logically organized, meaningful summaries.

The student demonstrates evidence of revision in the final summary.

There are few, if any errors in grammatical conventions.

The student writes definitions that are accurate.

The student writes definitions that are student-friendly.

The student’s summary, revision, questions, and answers effectively incorporate the newly defined vocabulary terms.

When appropriate, the student effectively uses multi-media for clarification and illustration.

The format the student uses does not interfere with the reader’s understanding.

The student’s presentation (visual, written, oral) captures the audience’s attention.

The student accurately addresses all parts of the task.

See

arg

umen

tativ

e es

say

rubr

ic o

n fo

llow

ing

page

.

3

The student writes questions that are important to comprehending the text.

The student’s responses are accurate and grammatically sound.

The student references the question as part of the answer for the purpose of clarity.

The student’s summary features critical concepts and/or events.

The student writes logically organized summaries with few grammatical errors.

The student demonstrates evidence of revision in the final summary.

The student writes definitions that are mostly accurate.

The student writes definitions that are student-friendly.

The student’s summary, revision, questions, and answers incorporate the newly defined vocabulary terms.

When appropriate, the student uses multi-media for clarification and illustration.

The format the student uses does not interfere with the reader’s understanding.

The student maintains an awareness of the targeted audience.

The student completes each part of the assigned task.

2

The student writes questions that relate directly to the text, but they may deal only with “surface level” details.

The student’s responses are mostly accurate, and contain few grammatical errors.

It may be unclear what the student is responding to without (re)reading the question.

The student’s summary features some or part of the main concepts and/or events.

The student writes loosely organized summaries with few grammatical errors.

The student’s revised summaries indicate little improvement via revision.

The student writes definitions that are somewhat accurate.

The student writes definitions that are difficult for students to understand.

The student’s summary, revision, questions, and answers incorporate the newly defined vocabulary terms, but sometimes ineffectively.

When appropriate, the student uses multi-media, but it may be irrelevant.

The format the student uses may be confusing at times.

The student may switch intended audiences without reason.

The student may leave certain parts of the assigned task incomplete.

1

The student writes questions that may not directly relate to the text, and they may only deal with “surface level” details.

The student’s responses are inaccurate and/or contain frequent grammatical errors.

It is unclear how the student’s response is connected to the original question.

The student’s summary is missing crucial concepts and/or events.

The student writes poorly organized summaries with several grammatical errors.

The student’s revised summaries do not indicate improvement via revision.

The student writes definitions that are inaccurate and/or difficult to understand.

The student neglects to incorporate newly defined terms into the summary, revision, questions, and answers.

When appropriate, the student does not use multi-media, or does so ineffectively.

The format the student uses is counter-productive.

The student seems unaware of the intended audience.

The student fails to complete crucial parts of the assigned task.

Expanded Scoring Rubric for Analytic and Narrative Writing

44

TEACHER VERSION

Criteria Score Point 4 Score Point 3 Score Point 2 Score Point 1 Score Point 0 Comprehension of Key Ideas and

Details Does my writing provide an accurate analysis of what the text says? Do I cite textual evidence that supports my analysis?

My writing provided an accurate analysis of what the text says. I cited convincing evidence to support the analysis showing full comprehension of complex ideas expressed in the text.

My writing provided an accurate analysis of what the text says. I cited textual evidence to support the analysis, showing extensive comprehension of ideas expressed in the text.

My writing provided a mostly accurate analysis of what the text says. I cited evidence to support the analysis, showing a basic comprehension of ideas expressed in the text.

The writing provided a minimally accurate analysis of what the text says. The cited evidence showed limited comprehension of ideas expressed in the text.

The writing provided an inaccurate analysis or no analysis. The writing did not show comprehension of the text.

Written Expression

(Development of Ideas)

Does my response address the prompt? Do I develop the claim or topic by using clear and convincing evidence?

My writing provided effective development of the claim or topic. I used clear and convincing reasoning, details, text-based evidence, and/or description. The development of my paper was consistently appropriate.

My writing provided effective development of the claim or topic. I used clear reasoning, details, text-based evidence, and/or description. The development of my paper was largely appropriate.

My writing provided some development of the claim or topic. I used some reasoning, details, text-based evidence, and/or description. The development of my paper was somewhat appropriate.

The writing provided development of the claim or topic. There was minimal reasoning, details, text-based evidence, and/or description. The development of the paper was limited.

The writing was underdeveloped, therefore inappropriate to the task.

Written Expression

(Organization) Does my writing introduce a claim, present logically organized ideas, and provide a concluding statement that supports my argument?

My writing includes a strong introduction and conclusion. I used a logical, well-executed progression of ideas, making it easy to follow.

My writing includes an introduction and conclusion. I used a logical progression of ideas, making it fairly easy to follow.

My writing includes an introduction and conclusion. I used logically grouped ideas, making the progression of ideas evident but not obvious.

The writing is limited. The progression of ideas is somewhat unclear.

The progression of ideas is unclear.

Written Expression (Clarity of Language)

Do I use a variety of sentences? Do I use words and phrases that show relationships between ideas? Do I establish and maintain a formal style of writing?

My writing established an effective style. I used precise language consistently, descriptive words and phrases, sensory details, linking and transitional words, and/or domain - specific vocabulary.

My writing established an effective style. I used mostly precise language, descriptive words and phrases, sensory details, linking and transitional words, and/or domain - specific vocabulary.

My writing established a mostly effective style. I used some precise language, descriptive words and phrases, sensory details, linking and transitional words, and/or domain -specific vocabulary.

The writing has a style that has limited effectiveness. There are limited descriptions, sensory details, linking or transitional words, and/or domain - specific vocabulary.

The writing has an inappropriate style. There is little to no precise language.

Knowledge of Language and Conventions

Did I check my spelling, punctuation, and capitalization? Did I look for other errors?

My writing indicated a command of the conventions consistent with effectively edited writing. There may have been a few minor errors in grammar and usage, however the meaning was clear throughout the response.

My writing demonstrated a command of the conventions consistent with edited writing. There were a few distracting errors in grammar and usage, but the meaning was clear.

My writing demonstrated an inconsistent command of the conventions. There were few patterns of errors in grammar and usage that may interfere with the reader’s understanding.

The writing demonstrated a limited command of conventions. There were multiple distracting errors in grammar and usage that sometimes interferes with the reader’s understanding.

The writing demonstrated little to no command of the conventions. There were frequent and varied errors in grammar and usage that often interferes with the reader’s understanding.


45

TEACHER VERSION

Construct Measured Score Point 4 Score Point 3 Score Point 2 Score Point 1 Score Point 0

Reading

Comprehension of Key Ideas and

Details

*Notes The type of textual evidence required is grade and prompt specific and included in the scoring guide.

The student response provides an accurate analysis of what the text says explicitly and inferentially and cites convincing textual evidence to support the analysis, showing full comprehension of complex ideas expressed in the text(s).

The student response provides an accurate analysis of what the text says explicitly and inferentially and cites textual evidence to support the analysis, showing extensive comprehension of ideas expressed in the text(s).

The student response provides a mostly accurate analysis of what the text says explicitly or inferentially and cited textual evidence, shows a basic comprehension of ideas expressed in the text(s).

The student response provides a minimally accurate analysis of what the text says and cited textual evidence, shows limited comprehension of ideas expressed in the text(s).

The student response provides an inaccurate analysis or no analysis of the text, showing little to no comprehension of ideas expressed in the text(s).

Writing Written

Expression

Development of Ideas

The student response addresses the prompt and provides effective and comprehensive development of the claim, topic and/or narrative elements1

by using clear and convincing reasoning, details, text-based evidence, and/or description; the development is consistently appropriate to the task, purpose, and audience.

The student response addresses the prompt and provides effective development of the claim, topic and/or narrative elements1 by using clear reasoning, details, text-based evidence, and/or description; the development is largely appropriate to the task, purpose, and audience.

The student response addresses the prompt and provides some development of the claim, topic and/or narrative elements1

by using some reasoning, details, text-based evidence, and/or description; the development is somewhat appropriate to the task, purpose, and audience.

The student response addresses the prompt and develops the claim, topic and/or narrative elements1

minimally by using limited reasoning, details, text-based evidence and/or description; the development is limited in its appropriateness to the task, purpose, and/or audience.

The student response is underdeveloped and therefore inappropriate to the task, purpose, and/or audience.

Writing Written

Expression

Organization

The student response demonstrates purposeful coherence, clarity, and cohesion2 and includes a strong introduction, conclusion, and a logical, well-executed progression of ideas, making it easy to follow the writer’s progression of ideas.

The student response demonstrates a great deal of coherence, clarity, and cohesion2, and includes an introduction, conclusion, and a logical progression of ideas, making it fairly easy to follow the writer’s progression of ideas.

The student response demonstrates some coherence, clarity, and/or cohesion , and includes an introduction, conclusion, and logically grouped ideas, making the writer’s progression of ideas usually discernible but not obvious.

The student response demonstrates limited coherence, clarity, and/or cohesion , making the writer’s progression of ideas somewhat unclear.

The student response demonstrates a lack of coherence, clarity and cohesion.2


46

TEACHER VERSION

Writing Written

Expression Clarity

of Language

The student response establishes and maintains an effective style, while attending to the norms and conventions of the discipline. The response uses precise language consistently, including descriptive words and phrases, sensory details, linking and transitional words, words to indicate tone3, and/or domain- specific vocabulary.

The student response establishes and maintains an effective style, while attending to the norms and conventions of the discipline. The response uses mostly precise language, including descriptive words and phrases, sensory details, linking and transitional words, words to indicate tone3, and/or domain-specific vocabulary.

The student response establishes and maintains a mostly effective style, while attending to the norms and conventions of the discipline. The response uses some precise language, including descriptive words and phrases, sensory details, linking and transitional words, words to indicate tone3 and/or domain- specific vocabulary.

The student response has a style that has limited effectiveness, with limited awareness of the norms of the discipline. The response includes limited descriptions, sensory details, linking or transitional words, words to indicate tone3, or domain-specific vocabulary.

The student response has an inappropriate style. The student writing shows little to no awareness of the norms of the discipline. The response includes little to no precise language.

Writing

Knowledge of Language and Conventions

The student response demonstrates command of the conventions of standard English consistent with effectively edited writing. Though there may be a few minor errors in grammar and usage, meaning is clear throughout the response.

The student response demonstrates command of the conventions of standard English consistent with edited writing. There may be a few distracting errors in grammar and usage, but meaning is clear.

The student response demonstrates inconsistent command of the conventions of standard English. There are a few patterns of errors in grammar and usage that may occasionally impede understanding.

The student response demonstrates limited command of the conventions of standard English. There are multiple errors in grammar and usage demonstrating minimal control over language. There are multiple distracting errors in grammar and usage that sometimes impede understanding.

The student response demonstrates little to no command of the conventions of standard English. There are frequent and varied errors in grammar and usage, demonstrating little or no control over language. There are frequent distracting errors in grammar and usage that often impede understanding.

Grade 12 - Quarter 2 - Conflict Unit - T

Documents

political conflict text

writing life

carol jago

common core standards

absence of order

hope of beauty

literary analysis

common core state standards