Table of Contents

Modern World History Writing Resources

PageIntroduction 2

Writing Opportunities in Adopted Materials Organized by unit/topic Africa 3 China 4 Europe 5 Latin America 7 The Middle East 8 Soviet Union 9 DBQs 10 Writing Opportunities in TCI 11 Sample year-long writing plan by theme 13 Blank template for year-long writing plan 19Supporting Materials for Common Assignment Lesson plans for a persuasive essay on the Industrial Revolution 20 Sample student essays on the Industrial Revolution 31 Writing a thesis statement 43 Revising a thesis statement 44 Teacher/peer response 46 Self evaluation 48 Using a model text: The Condition of the Working Class in England in 1844 49 Writing an introduction 52 First draft review 55 Peer conferencing 56 Writing drafts 57 Arguments and counter arguments 59 Finding sources 60 Evaluating sources 61

Scoring guides Critical response 64DBQ 65Essay 66Imaginative writing 67

Differentiation in Modern World History 68

Resources 71

1

Introduction

“Writing for understanding activities in a social studies classroom give students rich

experiences, such as role-playing, discussing complex issues, or acting out key events to

write about. Students develop ideas and form opinions during the experience, before

beginning to write. The experience becomes a springboard for writing, challenging

students to clarify ideas, organize information, and express what they have learned. These

activities give all learners, even those with lesser linguistic skills, something memorable

to write about.

Writing in a Social Studies classroom should: 1. Give students a rich experience to write about.2. Have students record their ideas, thoughts, and feelings in a prewriting activity.3. Provide students with an authentic writing assignment.4. Guide students through the writing process.” *

*Adapted from TCI: http://www.teachtci.com/tci-approach/teaching-strategies/writing-understanding.html

Materials developed and compiled by:

Cassandre Lanzas, Grant High SchoolEmily Cornet, Marshall CampusSarah Epstein, Roosevelt Campus

2

Writing Opportunities in Modern World History

AFRICA

Topic Mode Writing Assignment Writing StandardSlave Trade Persuasive Imagine you are an African ruler.

Write a letter to a European leader in which you try to convince him or her to stop participating in the slave trade. P.136

9.12.2, 9.12.3

Colonialism Expository How would you react to the colonizers? p. 338

9.12.2, 9.12.3

Colonialism Expository Write an expository essay explaining which European motive behind imperialism in Africa was the most powerful. p. 344

9.12.1

Colonialism Persuasive Write a speech that you might deliver to colonial rulers expressing your views on European imperialism in Africa. p. 350

9.12.2, 9.12.3

Colonialism Persuasive Write an editorial to an underground Indian newspaper, detailing grievances against the British and calling for self government. p. 361

9.12.2, 9.12.3

Revolutions Expository Imagine you are a reporter covering a revolution in one of the African nations. Write a headline and article describing it. p. 582

9.12.2, 9.12.3

Apartheid Expository Working in small teams, write biographies of South African leaders who were instrumental in the revolutionary overturn of apartheid. p. 611

9.12.2, 9.12.6

3

CHINA

Topic Mode Writing Assignment Writing StandardWestern Influence

Expository Imagine you are Jesuit missionary Matteo Ricci. Write an expository essay describing your impressions of Chinese rule and culture. p. 115

9.12.2, 9.12.4

Western Influence

Persuasive Why might you seek out of resist foreign influence? p. 370

9.12.1

Western Influence

Narrative Write a dialogue between two of Dowager Empress Cixi’s advisors- one arguing for continued isolation, the other for openness to foreign influence and trade. p. 375

9.12.2, 9.12.4

Western Influence

Persuasive In the role of a Western Japanese official, write a letter to the government of a Western Power explaining why you think it is necessary for your country to build an empire. p. 379

9.12.1, 9.12.2

World Wars Narrative Imagine your are a foreign diplomat living in Asia during World War II. Write journal entries describing the Japanese advance across Asia and the Pacific during 1941 and 1942. p. 501

9.12.4, 9.13

Western Influence

Expository Write a two (or five) paragraph expository essay for either the United States or the Soviet Union supporting its involvement in Asia. p. 547

9.12.2, 9.12.4

Democracy Expository Imagine you are a Chinese student visiting the West. Write a letter home in which your explain what you have seen abroad. p. 629. Possible adaptation: Imagine you are a Chinese student writing a letter to a Western student explaining the changes you see.

9.12.2, 9.12.4

4

EUROPE

Topic Mode Writing Assignment Writing StandardDemocracy Persuasive Write an editorial supporting or

rejecting the idea that the only way to gain democracy in a country that does not have a democratic government is to wage a revolution. p. 31

9.12.1, 9.12.2

Renaissance Expository How did the Renaissance revolutionize European art and thought? Support your opinions in a three (or five) paragraph essay. p.43

9.12.1, 9.12.2

Reformation Narrative Imagine Martin Luther and a leader of the Catholic Church are squaring off in a public debate. Write a brief dialogue (or narrative) between the two. p. 60

9.13

Reformation Persuasive Write a two (or five) paragraph essay on whether church leaders should be political rulers. p. 66

9.12.1, 9.12.2

Reformation Expository Write an essay analyzing the effects of Protestantism on the Christian Church. p.69

9.12.1, 9.12.2

Religion Expository Research major religious reforms of the 20th century and present findings in a research paper. p.69

9.12.1, 9.12.2

Government Expository What are the benefits and drawbacks of having an absolute ruler? p.154

9.12.1, 9.12.2

Government Persuasive Write a persuasive essay for an underground newspaper designed to incite the British people to overthrow Charles I. p. 183

9.12.1, 9.12.2

Scientific Revolution

Expository Write a three/five paragraph essay summarizing the difference in scientific understanding before and after the various scientific breakthroughs. p.213

9.12.2, 9.12.4

French Revolution

Expository How would you change an unjust government? p.216

9.12.2, 9.12.3

French Revolution

Expository What, if anything, would lead you to take part in a violent revolution? p.216

9.12.2, 9.12.3

French Revolution

Persuasive In the role of a member of the Third Estate, write a brief speech explaining why the French political system needs to change. p. 221

9.12.2, 9.12.4

French Persuasive In the role of a newspaper editor in 9.12.2, 9.12.4

5

Topic Mode Writing Assignment Writing StandardRevolution the early 1800s, write an editorial-

pro or con- on the Congress of Vienna and its impact on the politics in Europe. p. 241

French Revolution

Narrative Imagine that you lived in Paris throughout the French Revolution. Write journal entries on several of the major events of the revolution. p. 243

9.12.4, 9.12.6, 9.12

Industrial Revolution

Persuasive As a factory owner during the Industrial Revolution, write a letter to a newspaper justifying working conditions in your factory. p.294

9.12.1, 9.12.2

Industrial Revolution

Expository Write a three/five paragraph expository essay indicating how these people would view the changes in industry: an inventor, an entrepreneur, a skilled worker, and a hand weaver. p. 309

9.12.2, 9.12.4

Colonialism Persuasive Write an editorial that might have appeared in a newspaper in the 19th century New Zealand. In the editorial, address the issue of British settlers taking land from the Maori and the Maori response. p. 335

9.12.1, 9.12.2

Colonialism Expository How would you react to the colonizers? p. 338

9.12.2, 9.12.3

Colonialism Expository Write an expository essay explaining which European motive behind imperialism in Africa was the most powerful. p. 344

9.12.1, 9.12.2

Colonialism Persuasive Write a speech that you might deliver to colonial rulers expressing your views on European imperialism in Africa. p. 350

9.12.1, 9.12.2

Colonialism Persuasive Write an editorial to an underground Indian newspaper, detailing grievances against the British and calling for self government. p. 361

9.12.1, 9.12.2

Colonialism Persuasive Compose a letter to the editor expressing a Hawaiian’s views on the US businessman who pushed for the annexation of Hawaii for economic gain. p. 365

9.12.1, 9.12.2

Colonialism Expository Write a news article about the effect of colonialism. p.367

9.12.1, 9.12.2

World War Expository In an expository essay, describe the 9.12.1, 9.12.2

6

Topic Mode Writing Assignment Writing Standardeffects of the new technology on warfare. Use examples from your reading. p. 415

World War Expository Write a paragraph/essay explaining how the concept of total war affected the warring nations economies. p. 422

9.12.1, 9.12.2

LATIN AMERICA

Topic Mode Writing Assignment Writing StandardColonialism Narrative Write a dialogue in which a Native

American and a conquistador debate the merits of Spain’s colonialism of the Americas.p.125

9.12.2, 9.13

Colonialism Expository Write a response to this statement: “Through its policies, Spain gave up its right to rule in South America.” p. 252

9.12.1, 9.12.2

Mexican Revolution

Expository Juarez’s motto was “Liberty, Order, and Progress.” Diaz’s slogan was “Order and Progress.” Write an expository essay explaining what this difference in goals meant for the people of Mexico. p. 393

9.12.2, 9.13

Globalization Persuasive Do you think sustainable growth is possible? Why or why not? p. 646

9.12.1, 9.12.2

Globalization Persuasive Should developing nations have to meet the same environmental standards as developed nations? p. 682

9.12.1, 9.12.2

Globalization Persuasive Should developed nations take any responsibility for preventing the destruction of the rain forests? Explain. p. 682

9.12.1, 9.12.2

Globalization Persuasive Imagine you are an editorial writer for a newspaper in a developing nation. Write a brief editorial expressing your views on free trade versus protectionism.

9.12.1, 9.12.2

7

THE MIDDLE EAST

Topic Mode Writing Assignment Writing StandardNon-violence Persuasive Write a persuasive essay supporting

the use of non-violent resistance. p.457

9.12.1, 9.12.2

Israeli-Palestinian Conflict

Persuasive Some have said that the Palestinian-Israeli conflict represents the struggle of right against right. Explain why you agree or disagree. p. 589

9.12.1, 9.12.2

Israeli-Palestinian Conflict

Persuasive In your view, was religion a unifying or destructive force as colonies around the world because new nations? p. 594

9.12.1, 9.12.2

Terrorism Expository Write a paragraph explaining how advances in science and technology have increased threats to global security. p. 652

9.12.2, 9.12.4

Terrorism Expository What might cause individuals to use terror tactics to bring about change? p. 658

9.12.2, 9.12.4

Terrorism Persuasive Is it important for the US Government to respect peoples’ civil rights as it wages a war against terrorism? Why or why not? p. 658

9.12.1, 9.12.2

Terrorism Expository Conduct research to find information on how science and technology are used to combat terrorism. Then, write an illustrated report titled “Science and Counterterrorism.” p. 658

9.12.2, 9.12.4

Terrorism Persuasive Do you think the United States was justified in invading Iraq? Why or why not? p. 693

9.12.1, 9.12.2

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THE SOVIET UNION

Topic Mode Writing Assignment Writing StandardRussian Revolution

Expository Write a (five) paragraph analysis of Lenin’s leadership in the success of the Bolshevik Revolution. p. 440

9.12.2, 9.12.5

Life Under Stalin

Narrative As an industrial worker, a female doctor, a Russian Orthodox priest, or a Communist Part member, write a journal entry about your life under Stalin. p.445

9.12.4, 9.13

Life Under Stalin

Narrative Write a science fiction story about a totalitarianism state that uses modern technology to spread propaganda and control people. p. 459

9.12.4, 9.13

Cold War Persuasive Write a two/five paragraph persuasive essay on which means was the most successful for the United States and which was most successful for the Soviet Union. p. 559

9.12.2, 9.12.5

Fall of Communism

Persuasive It has been said that Gorbachev’s reforms led to another Russian Revolution. In your opinion, what did this revolution overthrow? Support your opinion in a two/five paragraph essay. p. 617

9.12.2, 9.12.5

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Document-Based Questions

UNIT TOPIC MODE ASSIGNMENTIntroduction Early Wars

Among European Nations

Expository Identify two early European wars and discuss how they impacted the nations and their people. For each war, describe the historical conflict, and discuss the impact the conflict itself had on history.

Introduction Roman Empire Expository Describe the rise and long duration of the Roman Empire. Discuss the difficulties associated with such a vast empire, and explain what led to its fall.

Unit 1 Trade in the Ancient World

Expository Discuss two different eras of trade among two societies, cultures, or nations and how such trade impacted each side’s way of life. For each system of trade discussed, explain how physical geography affected or influenced it.

Unit 1 Agriculture: 4000 BC – AD 500

Expository Discuss the role agriculture played in the emergence of early civilizations and to what extent physical geography impacted agriculture and civilizations. Describe how daily life changed for people as civilizations emerged throughout the world.

Unit 2 Tang and Song China between 600-1200

Expository Identify two major advances or innovations of the Tang dynasty and discuss how each impacted China and the world. Identify two major advances or innovations of the Song dynasty and discuss how each impacted China and the world. Compare the accomplishments of the Tang and Song dynasties. In which areas was each most influential?

Unit 2 Europe: 500-1200

Expository Discuss the reforms that were implemented by the church between 900 and 1200, and explain why the church was so ready for reform. Why were the Crusades launched, and what role did they play in the changing of the church, the revival of its people, and the deterioration of its relationship with the Muslim world.

Unit 3 Art, Architecture, and Literature during the European Revolution

Expository Identify one Renaissance artist and one Renaissance writer and discuss how each impacted art or literature, and life in Europe. For each, discuss what methods, styles, or techniques were used and how and why those became essential elements in their work.

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WRITING OPPORTUNITIES IN TCI MATERIALS

Unit/Lesson Topic Mode Writing Assignment Writing Standard

1.4 The Rise of Democracy

Narrative Creating a Storybook About the French Revolution

9.12.29.13.6

2.2 The Era of the Industrial Revolution

Persuasive Editorial: Investigating the Effects of the Industrial Revolution

9.12.19.12.29.12.4

4.4 Challenges to Modernization – the World Wars

Expository Analyze six modern paintings in order to determine how the painting relates to war and the modern world.

9.12.49.13.3

Culminating Project

Western Europe in the Modern World : Culminating Project

Persuasive Design a Museum on Modern Western Europe

9.12.19.12.2

2.3 The Soviet Union Under Stalin

Expository Investigating Perspectives on Soviet Daily Life (propaganda article)

9.12.19.12.2

4.1 The Fall of the Soviet Empire

Expository Analyze dissenting or nonconformist views about life in Soviet paintings, poems or songs.

9.12.29.12.49.13.5

Culminating Project

The Rise and Fall of the Soviet Union: Culminating Project

Expository To what degree did life improve during the Soviet era?

9.13.39.13.7

1.5 Communist China

Narrative Writing a journal from the perspective of a Chinese villager

9.12.29.13.16

2.4 Modern Japan Persuasive Writing a newspaper article responding to the prompt: “Education for Japanese and American students is mostly the same”

9.12.19.12.2

3.3 Asian Cultural Connections with the United States

Narrative Writing an oral history of an Asian American

9.12.2

Culminating Project

Communist China & Modern Japan Culminating Project

Persuasive To what degree did life in the modern era improve for Chinese, Japanese and Asian Americans?

9.13.2

2.4 Modern Mexico

Expository Imagine you are a tourist who has just taken a bus tour of

9.12.4 9.13.3

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Unit/Lesson Topic Mode Writing Assignment Writing Standard

Mexico City. You will now write a letter to a friend describing what you learned about the city.

3.2 Case Study: Brazilian Rainforest

Persuasive Write a proposal to a Brazilian government advisory board explaining how to resolve he conflict over resource use in the Amazon.

9.13.2

1.1 Overview of Africa

Expository Write a poem about Africa’s diversity. Reference economy, architecture, social class, environment, clothing, technology, and religion.

9.12.4

3.3 Case Study: South Africa

Persuasive Write lyrics to a song protesting apartheid.

9.12.1

4.2 African Cultural Connections to the United States

Expository/ Reflective Writing

Write a letter to an African friend explaining what African traditions have survived and how they have influenced American traditions.

9.13.7

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Sample Year-long Writing Plan by Theme

Belief Systems and Perspectives

Colonialism and Imperialism

Content Hinduism, Buddhism, Confucianism, Taoism, Judaism, Christianity, Islam, Humanism

Pre-colonial society in Africa, Asia, or Latin America

European colonialism in Africa, Asia, Latin America and/or post-Ottoman Middle East

Social Studies Standards

MWH.1 MWH.3 SSA.3MWH.2 MWH.4

MWH.1 MWH.3 MWH.5 SSA.3MWH.2 MWH.4 SSA.2

Skills to Support

OrganizationCompare/contrast

AnalysisOrganizationUse of Outside Resources

Writing Standards

9.11 9.13 9.11 9.13

Traits IdeasOrganizationPresentation

IdeasOrganization

PromptGenreMode

ESSAY: Are there fundamental differences between eastern and western religions? Prove your position/argument.PROJECT: Show 3 - 5 examples of religion’s impact on historical events.CRITICAL RESPONSE: Predict changes that would have occurred due to the 1968 Vatican II encyclical.IMAGINATIVE WRITING:

Imagine you had to decide whether to remain Catholic or to join Martin Luther’s protest. Write your thoughts.

ESSAY: What responsibilities do former colonial powers have to assist their former colonies today?PROJECT: Apply the “building blocks of colonialism” (see resources) to one or more historical or current situations.CRITICAL RESPONSE: Critically analyze a piece of writing by a colonial representative OR from someone being colonized. For example: the poem “White Man’s Burden” by Rudyard Kipling: or the documentary “The Coming of Pink Cheeks” by Chief Kabongo (see resources - Rethinking Globalization).IMAGINATIVE WRITING: Explore colonialism and resistance to it from the perspective of the colonizers, the colonized, or both.

Resources for teacher and student use

Modern World History, Chapters Prologue, 1, 4, 6, 11, 13, 20

History Alive Curriculum: Communist China and Modern Japan

Persepolis: The Story of a Childhood, Marjane Satrapi

Modern World History, Chapters 4, 7, 11, 12, 16Rethinking Globalization: Teaching Justice in an Unjust World, Bill Bigelow and Bob PetersonHistory Alive: Western Europe and the Modern World

Things Fall Apart, by Chinua Achebe

13

Economics/Politics: The Dynamics of Institutions

and Structures

Geography Themes

Content Rise of Nation-StatesIndustrial RevolutionDevelopment of capitalismDevelopment of socialismDevelopment of democratic structuresInternational organizations and agreements such as the United Nations, World Bank, IMF, WTO, NAFTA, OPECLabor Rights and StrugglesGlobalization and tradeRole of colonialism in economic development

5 Themes of Geography – Movement, Human-Environment Interaction, Location, Place, Region

Impact of Region and Place on Development of Culture

Impact of Germs on Historical Development

Social Studies Standards

MWH.1 MWH.5 MWH.10 SSA.3MWH.3 MWH.9 SSA.2

MWH.1 MWH.5 MWH.7 MWH.9MWH.3 MWH.6 MWH.8 MWH.10

Skills to Support

PersuasionAnalysisTechnology

Use of Outside ResourcesUnderstanding Perspective

Writing Standards

9.11 9.13 9.11 9.13

Traits IdeasOrganizationPresentation

IdeasOrganizationPresentation

PromptGenreMode

ESSAY: Should the European Union be expanded to include more of Eastern Europe?PROJECT: Create a multimedia presentation on the effects of the diamond industry in Sierra Leone.CRITICAL RESPONSE: Critically analyze the website of an economic organization, e.g. WTO; World Bank.IMAGINATIVE WRITING: Write an interior monologue of a peasant who has moved to the city for work.

ESSAY: What does it mean when people say that the bird flu knows no boundaries?PROJECT: Build a 3-D map of a country or region. Include resources. CRITICAL RESPONSE: Study old and new maps of a place and explain the changes.IMAGINATIVE WRITING: Write journal entries of a participant in the Yalta conference showing a perspective on the drawing of post-WWII borders

Resources for teacher and student use

Modern World History, Chapters 2, 4Rethinking Globalization: Teaching Justice in an Unjust World, Bill Bigelow and Bob PetersonThe World is Flat, by Thomas Friedman

Perthes World Atlas

Guns, Germs and Steel, by Jared Diamond

14

Theme Human Rights Mass MediaContent UN Declaration of Human Rights

Geneva ConventionTortureWomen’s rights in cultural contextDiamond Industry and Conflict DiamondsAnti-Apartheid StruggleCivil Rights movementsPovertyRefugees and ImmigrantsGenocide

Media literacy and biasGender and racial stereotypesParticipating in the mediaHistorical interpretation of the mediaGlobalization of culturePropaganda AdvertisingEntertainment or News?Freedom of pressCensorship

Social Studies Standards

MWH.1 MWH.5 SSA.1MWH.3 MWH.9 SSA.2

MWH.2 MWH.4 SSA.1MWH.3 MWH.5 SSA.2

Skills to Support

PersuasionUse of Outside Sources

Use of Outside SourcesAnalysisTechnology Skills

Writing Standards

9.11 9.13 9.11 9.13

Traits IdeasOrganizationPresentation

IdeasOrganizationPresentation

PromptGenreMode

ESSAY: Should the social rights in the UN Declaration of Human Rights be legally enforceable in the United States?PROJECT: Create a presentation to persuade your parent to donate to a worthy human rights organization.CRITICAL RESPONSE: Evaluate a government’s compliance with the UN Declaration of Human Rights.IMAGINATIVE WRITING: Write a story depicting yourself as a UN peacekeeper or NGO representative in Darfur.

ESSAY: Does media coverage distort understanding of current or historical events?

PROJECT: Construct ads that illuminate the techniques of advertising companies.CRITICAL RESPONSE: Critically

analyze a piece of media.

IMAGINATIVE WRITING: Pick a historical event. Create a radio broadcast from the perspective of a voiceless person who challenges the status quo.

Resources for teacher and student use

Modern World History Chapter 4, 11, 19Rethinking Globalization: Teaching Justice in an Unjust World, Bill Bigelow and Bob PetersonThe Line Between Us: Teaching About the Border and Mexican Immigration, Bill Bigelow http://www.amazon.com/Anne-Frank-Diary-Young-Girl/dp/0553296981/ref=pd_bbs_2?ie=UTF8&s=books&qid=1214669396&sr=8-2Anne Frank: The Diary of a Young Girl, by Anne Frank

Adbusters Magazine

Manufacturing Consent, by Noam Chomsky

15

A Long Way Gone, by Ismael Beah

16

Migration Resources and EnvironmentContent Refuges: Sudan (Darfur), Iraq,

Afghanistan, Palestine, etc.Slave trade (Past and present)Muslim MigrationsPresent-day migration to the U.S.Jewish Diaspora

Energy resource issuesWater resource issues Climate change/global warming,Resource extraction and environmental degradation (deforestation, desertification mining, etc.)WatershedsLoss of species diversityHunger and food distributionEcological footprint, sustainability, and voluntary simplicity

Social Studies Standards

MWH.1 MWH.5 SSA.1MWH.2 MWH.9 SSA.2

MWH.1 MWH.3 MWH.7MWH.2 MWH.6 MWH.10

Skills to Support

AnalysisPersuasion

PersuasionUse of Outside Sources

Writing Standards

9.11 9.13 9.11 9.13

Traits IdeasOrganizationPresentation

IdeasOrganizationPresentation

PromptGenreMode

ESSAY: Should governments restrict immigration? PROJECT: Exhibit the pathway and effects of one migrating group.CRITICAL RESPONSE: Analyze editorials for and against building a fence between the U.S. and Mexico.IMAGINATIVE WRITING: Write a journal of a Vietnamese teenager coming to the U.S. after the Vietnam War.

ESSAY: Should the Snake River dams be breached to preserve wild salmon populations?PROJECT: Map a watershed and identify the human-environment interactions.CRITICAL RESPONSE: Evaluate claims regarding the legitimacy of global warming.IMAGINATIVE WRITING: Write a story of living in Portland in the year 2050 after a global warming-caused drought.

Resources for teacher and student use

Modern World History, Chapters 3, 4, 6, 9, 16

Modern World History, Chapters 4, 9, 11, 20, Rethinking Globalization: Teaching Justice in an Unjust World, by Bill Bigelow and Bob PetersonAn Inconvenient Truth, by Al GoreThe Omnivore’s Dilemma, by Michael PollanStuff: the Secret Life of Everyday Things, by John C. Ryan and Alan Durning

17

Theme Revolutions Science and TechnologyContent French Revolution

Bolshevik RevolutionMexican RevolutionChinese Communist RevolutionCuban Revolution and Fidel CastroEngland’s Glorious RevolutionIndian IndependenceIranian overthrow of the ShahIrish RevolutionNicaragua (Sandinista)South Africa: anti-apartheid struggleCoup d'état (Iran, Chile, Guatemala, Brazil, Argentina)

Industrial RevolutionInformation RevolutionAnimal testingInternet data bases and right to privacyAccess to medical advancesWeapons developmentIntellectual property rights and patentsResearch and development of alternative energy sourcesEthics of biotechnology such as cloning, genetically modified food, stem cell research or human genome project

Social Studies Standards

MWH.1 MWH.3 SSA.2MWH.2 MWH.5

MWH.1 MWH.9 SSA.2MWH.3 SSA.1

Skills to Support

AnalysisInterpretation

Compare and ContrastPersuasion

Writing Standards

9.11 9.13 9.11 9.13

Traits IdeasOrganizationPresentation

IdeasOrganizationPresentation

PromptGenreMode

ESSAY: How can one measure the success of a revolution? How/Why do certain revolutions succeed or fail?

PROJECT: Make an annotated and illustrated timeline of a revolution.

CRITICAL RESPONSE: Read a revolutionary document and identify the reasons for its claims.

IMAGINATIVE WRITING: Interior monologue of someone in a revolution.

ESSAY: Are there adequate protections of privacy in the age of the Internet?PROJECT: Identify and compare the social, economic and environmental costs of 3-5 forms of energy generation.CRITICAL RESPONSE: Read an article in a scientific journal to identify the social implications that may arise.IMAGINATIVE WRITING: Write a diary entry from the perspective of an Iranian citizen about developing nuclear technology.

Resources for teacher and student use

Modern World History, Chapters 1, 6, 7, 8, 9, 10, 14, 17, Epilogue.

History Alive

Modern World History, Chapters 3, 6, 9, 13, 16, 17, 20.Rethinking Globalization: Teaching Justice in an Unjust World, Bill Bigelow and Bob Peterson

Guns, Germs and Steel, by Jared

18

Diamond

Theme Indigenous Societies War and PeaceContent First Nations peoples’ rights and

legal statusSan/!Kung of the Kalahari DesertHuaorani of the AmazonHmongKurdsNative African SudaneseMaasaiMaoriAustralian AboriginesNative Americans/Indians – US, Canada etcCreation of the Reservation SystemPolitical Boundaries vs. Traditional Lands

Cold WarGulf WarsWorld WarsCivil WarsIsrael/PalestineMilitary ExpendituresInternational Arms TradeTerrorismNonviolent resistance e.g. Gandhi, Thoreau, Mandela, King.

Social Studies Standards

MWH.1 MWH.3 MWH.10 SSA.2MWH.2 MWH.5 SSA.1 SSA.3

MWH.1 MWH.3 SSA.1 SSA.3MWH.2 MWH.7 SSA.2

Skills to Support

AnalysisInterpretation

AnalysisInterpretation

Writing Standards

9.11 9.13 9.11 9.13

Traits IdeasOrganizationPresentation

IdeasOrganizationPresentation

PromptGenreMode

ESSAY: How much control should indigenous peoples have over their traditional homeland?PROJECT: Debate the plan to build a casino in the Columbia River Gorge by the Warm Springs Indians. CRITICAL RESPONSE: Read a government policy that discusses the relocation of an indigenous group and identify potential conflicts. IMAGINATIVE WRITING: Imagine you and your neighbors are relocated by your government due to the discovery of a rich resource found to exist beneath your neighborhood. Make a scrapbook or diary of the memories of your home and neighborhood.

ESSAY: Is there such a thing as a just war?

PROJECT: Create a peace plan for an ongoing conflict.

CRITICAL RESPONSE: Analyze the speech of a politician arguing for war.

IMAGINATIVE WRITING: Write a dialogue poem between two people on opposite sides of a war.

Resources for teacher and student use

Modern World History, Chapter 4.Rethinking Globalization: Teaching Justice in an Unjust World

Modern World History, Chapters 2, 4, 8, 11, 12, 13, 16,

19

The Line Between Us

20

Blank Template for Year-long Writing Plan

First Quarter Second Quarter Third Quarter Fourth QuarterContent

Social Studies StandardsSkills to Support

Writing StandardsMode

Traits

Prompt (s)

Work Samples and Assessments

Resources for teacher and student use

21

Supporting Materials for Common Assignment

District Prompt : Write a convincing argument defending a position on an issue in Social Studies; include multiple perspectives and historic context.”

Rationale: These procedures are one way to approach the common assignment. The common assignment prompt is very open, but in our work we noticed that several teachers in multiple buildings were using the same specific prompt to fulfill the common assignment. Therefore, we decided to include an explicit example of one way to approach the common assignment using this content, complete with scaffolding and student work.

Specific Prompt: To what degree should industrialization be praised or condemned?

Suggested time: 4- 10 45 minute periods. Time will vary based on how much time in class you allow the students for writing.Materials Needed: TCI Western Europe in the Modern World, large paper for writing thesis statementsObjective:Write an editorialWrite a thesis statement

Days 1-3: Analyzing the Effects of the Industrial Revolution1. Refer to pages 122-142 in TCI Western Europe in the Modern World. This will

give students the required background knowledge to write the assignment.

Suggested changes to procedures:1. Pair primary source documents with stations for the activity

“The Opening of the Liverpool to Manchester Railway” In-Depth Resources Unit 3 p. 9 pairs with Urbanization“Testimony on Child Labor in Britain” In-Depth Resources Unit 3 p.10 pairs with Child Labor“Sadler Commission of Child Labor” Another excerpt from the same Parliamentary hearings exerted above and in the appended documents also pairs with Child Labor“Prostitution in Victorian London” Henry Mayhew, pairs well and with adds depth and intensity to both changing Role of Women and Changing Class Structure

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All of these documents are available in the Modern World History Course Guide or in the references pages in the adopted materials.

2. This is also an excellent time to do a mini-lesson on global warming or child labor if you would like to add a modern day effect of industrialization to the essay.

Day 4: Writing a Thesis Statement: Persuasive Paper

Rationale: Some students will be prepared to write their thesis statement with little assistance others will need a lot of support. This lesson is designed to both give students scaffolding where needed and provide more students the time and venue to analyze their research in order to create a more thoughtful thesis statement. 1st: Assign students to groups of 3-4.

2nd: Have groups create a spectrum with the pros and cons of Industrialization. This can be done in student notebooks or on large poster paper. Strongly

consider completing on large paper so these assignments can be posted around the room.

3rd: Using the information students have already collected during “Investigating the Effects of the Industrial Revolution,” groups write facts in the appropriate location along the spectrum.

4th: Under each of the facts, students can add any clarifiers or arguments surrounding the use of the fact.

5th: Student groups categorize the facts and create three or more claims/main ideas.

6th: Using the three claims/main ideas groups create a group thesis.

7th: Group thesis statements are written on large strips of paper and posted around the room.

8th: Engage the class in a discussion about the strengths and weaknesses of the thesis statements and model thesis improvements. If students are reticent about discussing weaknesses, or if you are still cultivating a climate of comfort with writing in your classroom, you can focus only on “what works” in each thesis statement.

9th: When students begin writing individual papers they can choose to use a posted thesis statement, create their own or a combination of the two.

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Example Spectrum

Prompt: To what degree should Industrialization be praised or condemned?

Pros________________________________________________________________________ Cons

Fact: Average work day is 14 hours-

Fact: Worked 6 hours a dayFact: Children work

Fact: Low ceilings, locked doors

Fact: Children’s wages were 10% of adults-Supporting Argument: Factory managers more likely

to hire children-Supporting Argument :Meant

children were not at schoolFact: Children became sick or deformed

Fact: Governments offered financial support for schools -Supporting Argument: More schools opened Fact: Laws passed that children needed to attend school

Rough Draft of Group Thesis: Industrialization should be mostly condemned because of working conditions, child labor, and start of schools.

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Brainstorming for an Essay on the Industrial Revolution

Question: To what degree should Industrialization be praised or condemned?

1st Piece of Evidence 2nd Piece of Evidence 3rd Piece of EvidenceIntroduce Evidence

State the evidence

Explain the evidence

Explain how evidence supports the thesis

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What is your answer to the question: To what degree should Industrialization be praised or condemned?

This is your thesis statement.

Day 5: Gathering Evidence to Support your thesis statement

1. Post all thesis statement and spectrum posters around the room.2. Students pair share individual thesis statements and share out as a whole class.3. Students write their own thesis statements at their top of their “Evidence

Brainstorm”4. Working individually or in pairs, students circulate around the room, transferring

information from their group’s and others groups’ posters onto their brainstorm.

Day 6: Drafting Body Paragraphs

Body Paragraphs1. Students take out their brainstorm.2. Model writing a sample paragraph with the class. Each box in the brainstorm can

become one sentence in a body paragraph. 3. Divide students into groups of three or four and have students write a sample

paragraph as a group on large paper using the information from their brainstorm. 4. Post paragraphs around the room.5. Lead the class through a discussion about the strengths and weaknesses of each

paragraph. Again, if you are still building a climate of comfort surrounding writing in your classroom, you can choose to focus on only what works in each paragraph.

6. Using the models posted around the room, student write their own body paragraphs.

Day 7: Drafting Introductions

Rationale: Many students have a difficult time getting started with their writing. If students have an opportunity brainstorm and craft an introduction they will have an easier time creating their essay. This lesson is also helpful when writing in any mode.

1. Give students model introductions from persuasive writing.2. In small groups have students identify common pieces of an introduction using

the models. Items usually found in introduction:-hook/opener-background information-thesis/ (main idea/purpose- for other modes)-preview/forecast (not always found)

3. Have student groups present their findings to the class. Identify strong examples of each characteristic in the different introductions.4. Next have student groups create hooks/opener on Industrialization. Give students a list of ways to open their introductions and have them choose three to write:

-Dialogue/quote

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-Anecdote-Shocking fact-Definition-Opinion-Controversial Question

* Providing students with guidelines about using the content in their writing can help make this activity a good review of material.

5. Have groups share out their favorite openings and discuss with class. Post favorite openings around the room. 6. Background information is essential to a good persuasive paper. Repost the thesis statements your students created around the room. Have students brainstorm with a partner what background information is needed to understand their thesis. You may want to model this process with the class. 7. With the openers, thesis statements & background lists posted around the room have students craft their individual introductions.

Day 7: Revising and Reviewing the First Draft

1. Pass out handout to students and have the take out their completed drafts.2. Review the procedures with the students and have them complete the exercise.

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1st DRAFT REVIEW:

Today, you will be working with your peers to get feedback on your paper. You must go to FIVE DIFFERENT PEOPLE for this activity. Reviewers should take notes on a separate sheet of paper. Only the author may write on the typed copy. Each reviewer will have to initial this page.

Reviewer #1: You (author) must read your paper outloud to a partner (reviewer). Read only what you have written. No excuses – no interruptions. Reviewer: pay particular attention to organization and flow. Author: pay attention to typos and missing words.

Reviewer #2: You (author) must read your paper outloud to a partner (reviewer). Reviewer: pay particular attention to the background information on the topic. Does the author give you enough information to understand the issue at stake? Does the author explain it clearly, or do they need to work on it more?

Reviewer #3: You (author) must read your paper outloud to a partner (reviewer). Reviewer: pay particular attention to the policy being discussed. Is there a policy? If not, are there reasons in the paper for a policy not existing? If the policy is there, does the author give adequate explanation as to how the policy works? Did the author address the changes over time to that policy, and motivations for those changes?

Reviewer #4: You (author) must read your paper outloud to a partner (reviewer). Reviewer: pay particular attention to the effectiveness and impact of the current policy. Does the author address whether or not the current policy is working? Does the author address who is being impacted, and how?

Reviewer #5: You (author) must read your paper outloud to a partner (reviewer). Reviewer: focus on the author’s own policy proposal to move forward. Do they state it with strong verbs and actions, or does it feel more like weak suggestions? Does their policy address the actual issue at stake? Do they defend their policy against possible objections?

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Day 8: Editing

1. Using peer feedback from the prior day, students revise, redraft, and edit their essays.

Day 9: Self Evaluation

1. Students take out their revised drafts and a set of highlighters.2. Pass out the “Industrial Revolution Criteria Sheet.”3. Tell students they will assign a color to each of the criteria and mark the criteria in

their paper. You may want to model this with one of the sample paragraphs hanging around the room.

4. After students are clear on the process and what constitutes the definition of each term, students mark each element in their essay.

5. After students mark their essays, they should answer the questions on the Industrial Revolution Criteria Sheet.

Days 9 and 10: The Read Around (see directions below)

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Editorial on The Industrial Revolution Criteria Sheet

Directions: Mark each of these criterion on your draft. If you have a highlighter or colored pencils, color each of the criterion with a different color. If you do not have these supplies, put the number of the criterion in the margin of your paper. For example, write a #1 in the margin next to your thesis statement.

1. Thesis statementWhat is your one sentence answer to the question: To what degree should industrialization be praised or condemned?

Does your thesis statement list the categories of analysis? What are they?

2. EvidenceWhat are the facts that support your thesis?

Check each type of evidence you used below: Historical Facts Personal Experience: Evidence from your own life Anecdotes: Stories you’ve heard that illustrate your point Statistics Examples from poems, novels, or primary source documents

3. AnalysisWhere do you explain how the facts prove your thesis?

Is there analysis for every piece of evidence?

4. Counter ArgumentWhat do people who disagree with you say?

How and where do you prove these people wrong?

5. IntroductionWhat kind of introduction did you use?

Check each of these elements in your introduction: hook/opener background information thesis/ (main idea/purpose- for other modes) preview/forecast (not always found)

6. Conclusion7. On the back, write at least five things you need to do to revise your essay.

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Sample Student Essays

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Persuasive Paper: Writing a Thesis Statement:

Rational: Some students will be prepared to write their thesis statement with little assistance, while others will need a lot of support. This lesson is designed to both give students scaffolding where needed and provide more students the time and venue to analyze their research in order to create a more thoughtful thesis statement. 1st: Assign students to groups of 3-4.

2nd: Have groups create a spectrum with pro on one end con on the other end, negative/positive, oppose/support etc. (whatever fits your writing prompt).

This can be done in student notebooks or on large poster paper

3rd: Using the information students have already collected on the subject groups write facts in the appropriate location along the spectrum.

4th: Under each of the facts students can add any clarifiers or arguments surrounding the use of the fact.

5th: Students groups categorize the facts and create three or more claims/main ideas.

6th: Using the three claims/main ideas groups create a group thesis.

7th: Group thesis statements are written on large strips of paper and posted around the room.

8th: Engage the class in a discussion about the strengths and weaknesses of the thesis statements and model thesis improvements.

9th: When students begin writing individual papers they can choose to use a posted thesis statement, create their own or a combination of the two. *Example:Prompt: Do European countries have a responsibility to help their former colonies?(Students fill in the spectrum using the research they have already done- ex. below)Yes___________________________________________________________________No-France’s life expectancy is 79.07 -b/c of colonialismwhile Nigeria’s is 40.53 African products were valued

-Africans lost control of their land -reduced local warfare *(after colonists left power vacuums- more violence)3 Claims/main ideas: (group’s top three points after completing spectrum)Group thesis: (After analyzing spectrum and top three points group thesis is created)

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Revising Thesis Statements(Taken from Portland State University’s Guide to Writing)

It’s normal for your first attempts at making debatable claim to be a bit rough. A thesis statement that might need some more work can often be one that:

Makes no debatable claim, such as: This paper will examine the pros and cons of death.

Is obvious, or is a statement of fact, such as: Death is very scary to some people.

Offers personal belief or folk wisdom as its claim, such as: A positive attitude will help you succeed.

Makes an overly broad claim, such as: Sex sells.

If you suspect that your thesis could be stronger or more focused, think about playing bad cop and bringing it in to the station downtown for questioning. Grilling your thesis can be done before you start your first draft or when revising a later draft – any time you want to make sure the thesis is saying something that makes for a useful argument and is what you really mean.

To start this process, first ask questions that rule of the above weaknesses. Then try asking it who? what? when? where? why? or how? questions that seek clarification. For example:

THESIS: The media is very influential in today’s society.

YOU: That’s an obvious statement or fact – shouldn’t you be debateable, Thesis? Is there even an opposing viewpoint to that?

THESIS: Uh, the media is not very influential in today’s society?

YOU: That’s ridiculous. No one would argue that. You’re wasting my time here. What do you mean by “society”? By “the media”?

THESIS: Teenagers are greatly influences by television programming.

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YOU: How are they influences? Where? When? This will all go easier if you just tell me.

THESIS: Okay, Okay, um: Modern American teens are greatly influenced in their dress, language, and attitudes by television programming.

YOU: Why? WHY?

THESIS: I don’t know, man. Maybe it’s, maybe it’s, maybe it’s because American teens are particularly peer conscious and therefore are more likely to be influenced by advertising during television programming than other demographics.

YOU: OK. Now we’re getting somewhere.

At a certain point, you’ll want to really give your thesis a hard time and ask it questions like: “Oh yeah, well what about…?” And, of course, the classic: “So what?” Then your thesis really starts to shape up.

THESIS: Despite the prevalent iconography of the rebellious adolescent, American teens are increasingly influenced by television advertising and are becoming more culturally homogenous than ever before.

A strong thesis statement can incorporate and embrace contradictions or opposing viewpoints. (That’s why thesis statements often include the words “however” or “although.”) If in the course of reading, researching, or writing, you encounter conflicting evidence or interpretations, don’t immediately abandon your thesis. Take advantage of those complications to expand, qualify, and refine your thesis until you can find the most accurate explanation of evidence you can manage.

When you’ve finished this interrogation, you’ll also have a useful byproduct: a list of questions you can use to make sure you’ve got good definitions, evidence, and source material to back up your assertions.

PRACTICE:Using the model of the thesis interrogation, ask who? what? when? where? why? or how? questions of your thesis, or a partner’s. Then, rewrite your thesis so that it addresses the questions, and, using the list at the beginning of “Revising Thesis Statements,” test your

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thesis.

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Persuasive Paper: Teacher/Peer-Response:

Rational: Before students begin to revise their drafts they must receive some sort of feedback from a third party. Due to time constraints teachers may not have the opportunity to respond thoroughly to all student drafts and therefore we recommend a combination of teacher, mentor and peer responses both verbal and written.

Peer- response: Verbal-1st: Have students work in pairs or in small groups.

2nd: Provide students with read-aloud norms. i.e. readers read what is on the paper, readers read one paragraph at a time and allow time for note-taking, listeners take notes and don’t interrupt etc.

3rd: Have students create a note-taking/feedback three column chart.Thesis/main idea + ?

4th: As students read note-takers write down the thesis statements and main ideas on the under the left column, and the ideas that stand out as strong in the middle column and the ideas that create questions in the right column.

5th: Added steps might include readers wait to read conclusion and ask listeners what they expect to hear- reader takes notes on response(s).

6th: Reader listens to the feedback and takes notes on their draft, making a point to address the questions.

Written- 1st: Students write 2-3 questions or areas of concerns at the top of their paper.

2nd: Students switch papers and read the questions/concerns. Then students read the papers twice. Do not make any comments on the first reading. 3rd: On the second reading students write thoughts down in the margins like. “I wasn’t sure what you meant by…”, I really liked…”

4th: Students answer questions on a separate sheet of paper to help their peers and write responses to the questions/concerns the writer wrote at the top of the paper.

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Peer Reader Response: suggested questions for a persuasive paper

Having students write a minimum number words i.e. 100 may encourage more thoughtful responses.

How effective is the introduction? Does it give sufficient background information? Explain.

What is the thesis statement? Write it down. Is it clear?

Does each body paragraph have a debatable claim? Do these claims support the thesis? Explain.

Does each claim have evidence to support it? Give examples that work and identify claims that need more evidence.

Name three things you liked about this paper.

Give one suggestion to improve this paper.

Summary: Have students summarize their peer

response

Teacher-Response:

1st: Read paper before writing anything.2nd: Write comments- suggestions below

Personalize comments Be supportive Begin with strengths and determine major weaknesses Don’t overwhelm focus on major issues and ignore less important

problems. Address patterns in mechanical errors and make notes for whole class common mistakes.

Acknowledge effort as well as achievement Make content-specific response Use “I” statements, i.e. “I wanted to hear more about…”. “I didn’t

understand why…3rd: Create a list of symbols for students for the year. i.e. circle mechanical errors, underline confusing statements etc.

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Persuasive Paper: Self-evaluation/reflection:

Rational: Students need to understand that writing is a process. If students have a portfolio in the classroom they can look at their work and analyze their growth. If that is not possible the self-evaluation/reflection after the paper is written will help all students understand their writing skills and deficits. If students are asked to use their self-evaluations/reflections when beginning future papers they are more likely to improve their writing.

1st: Have students turn in their final drafts with all of their brainstorm activities, peer-edits, self-edits, drafts attached.

2nd: Before students turn in their packet have them spend some time going through their packets noting all of the work that went into writing their essay.

3rd: Finally have them complete and attach to the essay packet the following self-evaluation/reflection or one modified for your specific classroom needs.

Self-Evaluation/Reflection: suggested questions

Having students write a minimum number words i.e. 100 may encourage more thoughtful responses.

What was the most difficult part of writing this paper? Be specific.

What specific changes did you make from your 1st to your final draft and how did these changes improve your paper?

What reader response/feedback did you use for your paper and why?

What about this paper makes you most proud?

What problems do you still see with your paper?

Using the scoring rubric how would you score your paper? Why? Summary: Have students briefly summarize the writing process

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Using Published Text to Instruct Students on Persuasive Writing

Rational: Students need to read and deconstruct a variety of writings in the mode they are working on. These examples will give students models and ideas that will strengthen their writing.

1st: Provide students with background information on the essay and the author.

2nd: Have students read the essay- once through writing comments and questions in the margins.

3rd: Provide students different colored highlighters and a key.

4th: Assign an essay feature to each color highlighter, i.e.: blue- thesis, yellow- body paragraph claim, pink-supporting evidence…

5th: Have students go back through the reading highlighting the correct features.

6th: Students then can compare their highlights in small groups or as a class.

7th: Discuss the strengths and weaknesses of the essay given the highlighting activity

8th: Once class has debriefed the highlighted text, students can use the text as a pattern on which to follow for their essay.

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Model Essay:

From Chapter 3, "The Great Towns," of The Condition of the Working Class in England in 1844 (1845) trans. W. O. Henderson and W. H. Chaloner (1958). These eyewitness accounts describe conditions of 1844 when Engels (1820-1895) had been living in England, chiefly in Manchester. The book was first translated into English in 1892.

Friedrich Engels

The Condition of the Working Class in England in 1844 (1845)

[3] London is unique, because it is a city in which one can roam for hours without

leaving the built-up area and without seeing the slightest sign of the approach of open country. This enormous agglomeration of population on a single spot has multiplied a hundred-fold the economic strength of the two and a half million inhabitants concentrated there. This great population has made London the controversial capital of the world and has created the gigantic docks in which are assembled the thousands of ships which always cover the River Thames. I know nothing more imposing than the view one obtains of the river when sailing from the sea up to London Bridge. Especially above Woolwich the houses and docks are packed tightly together on both banks of the river. The further one goes up the river the thicker becomes the concentration of ships lying at anchor, so that eventually only a narrow shipping lane is left free in midstream. Here hundreds of steamships dart rapidly to and fro. All this is so magnificent and impressive that one is lost in admiration. The traveler has good reason to marvel at England's greatness even before he steps on English soil. [4]

It is only later that the traveler appreciates the human suffering which has made all this possible. He can only realize the price that has been paid for all this magnificence after he has tramped the pavements of the main streets of London for some days and has tired himself out by jostling his way through the crowds and dodging the endless stream of coaches and carts which fills the streets. It is only when he has visited the slums of this great city that it dawns upon him that the inhabitants of modern London have had to sacrifice so much that is best in human nature in order to create those wonders of civilization with which their city teems. The vast majority of Londoners have had to let so many of their potential creative faculties lie dormant, stunted and unused in order that a small, closely-knit group of their fellow citizens could develop to the full the qualities with which nature has endowed them. The restless and noisy activity of the crowded streets is highly distasteful, and it is surely abhorrent to human nature itself. Hundreds of thousands of men and women drawn from all classes and ranks of society pack the streets of London. Are they not all human beings with the same innate characteristics and potentialities? Are they not all equal, interested in the pursuit of happiness? And do they not all aim at happiness by following similar methods? Yet they rush past each other as if they had nothing in common. They are tacitly agreed on one thing only--that everyone should keep to the right of the pavement so as not to collide with the stream of people moving in the opposite direction. No one even thinks of sparing a glance for his neighbor in the streets. The more that Londoners are packed into a tiny space, the more repulsive

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and disgraceful becomes the brutal indifference with which they ignore their neighbors and selfishly concentrate upon their private affairs. We know well enough that this isolation of the individual--this narrow-minded egotism--is everywhere the fundamental principle of modern society. But nowhere is this selfish egotism so blatantly evident as in the frantic bustle of the great city. The disintegration of society into individuals, each guided by his private principles and each pursuing his own aims has been pushed to its furthest limits in London. Here indeed human society has been split into its component atoms. [5]

From this it follows that the social conflict--the war of all against all--is fought in the open. *** Here men regard their fellows not as human beings, but as pawns in the struggle for existence. Everyone exploits his neighbor with the result that the stronger tramples the weaker under foot. The strongest of all, a tiny group of capitalists, monopolize everything, while the weakest, who are in the vast majority, succumb to the most abject poverty. [6]

What is true of London is true also of all the great towns, such as Manchester, Birmingham, and Leeds. Everywhere one finds on the one hand the most barbarous indifference and selfish egotism and on the other the most distressing scenes of misery and poverty. Signs of social conflict are to be found everywhere. Everyone turns his house into a fortress to defend himself--under the protection of the law--from the depredations of his neighbors. Class warfare is so open and shameless that it has to be seen to be believed. The observer of such an appalling state of affairs must shudder at the consequences of such feverish activity and can only marvel that so crazy a social and economic structure should survive at all. * * * [7]

Every great town has one or more slum areas into which the working classes are packed. Sometimes, of course, poverty is to be found hidden away in alleys close to the stately homes of the wealthy. Generally, however, the workers are segregated in separate districts where they struggle through life as best they can out of sight of the more fortunate classes of society. The slums of the English towns have much in common--the worst houses in a town being found in the worst districts. They are generally unplanned wildernesses of one- or two-storied terrace houses built of brick. Wherever possible these have cellars which are also used as dwellings. These little houses of three or four rooms and a kitchen are called cottages, and throughout England, except for some parts of London, are where the working classes normally live. These streets themselves are usually unpaved and full of holes. They are filthy and strewn with animal and vegetable refuse. Since they have neither gutters nor drains the refuse accumulates in stagnant, stinking puddles. Ventilation in the slums is inadequate owing to the hopelessly unplanned nature of these areas. A great many people live huddled together in a very small area, and so it is easy to imagine the nature of the air in these workers' quarters. However, in fine weather the streets are used for the drying of washing, and clothes lines are stretched across the streets from house to house and wet garments are out on them.

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Writing an Introduction:

Rational: Many students have a difficult time getting started with their writing. If students have an opportunity brainstorm and craft an introduction they will have an easier time creating their essay. This lesson is also helpful when writing in any mode.

1st: Give students model introductions from persuasive writing.

2nd: In small groups have students identify common pieces of an introduction using the models. Items usually found in introduction:

-hook/opener-background information-thesis/ (main idea/purpose- for other modes)-preview/forecast (not always found)

3rd: Have student groups present their findings to the class, debrief and give the class strong examples of each piece.

4th: Next have student groups create hooks/opener based on the topics they will be writing about. Give students a list of ways to open their introductions and have them choose three to write:

-Dialogue/quote-Anecdote-Shocking fact-Definition-Opinion-Controversial Question

* Providing students with guidelines about using the content in their writing can help make this activity a good review of material.

5th: Have groups share out their favorite openings and discuss with class. Post favorite openings around the room.

6th: Background information is essential to a good persuasive paper. Repost the thesis statements your students created around the room.

7th: Have student groups at each thesis statement listing all of the background information the reader needs to know in order to understand the paper.

7th: With the openers, thesis statements & background lists posted around the room have students craft their individual introductions.

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From Reading, Writing, Rising Up by Linda Christensen

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Prompt: Write a 7-10 page paper presenting and critiquing a specific governmental science policy of the last 25 years. The policy should pertain to a specific issue. Your paper should include at least all of the following: (1) background information on the topic, (2) a concise summary of the policy itself, (3) important changes, if any, in that policy over time, and the motivation for those changes, (4) the impact and effectiveness of the policy, and (5) your own proposal for the best policy going forward (and defense of that proposal).

1st DRAFT REVIEW:

Today, you will be working with your peers to get feedback on your paper. You must go to FIVE DIFFERENT PEOPLE for this activity. Reviewers should take notes on a separate sheet of paper. Only the author may write on the typed copy. Each reviewer will have to initial this page.

Reviewer #1: You (author) must read your paper outloud to a partner (reviewer). Read only what you have written. No excuses – no interruptions. Reviewer: pay particular attention to organization and flow. Author: pay attention to typos and missing words.

Reviewer #2: You (author) must read your paper outloud to a partner (reviewer). Reviewer: pay particular attention to the background information on the topic. Does the author give you enough information to understand the issue at stake? Does the author explain it clearly, or do they need to work on it more?

Reviewer #3: You (author) must read your paper outloud to a partner (reviewer). Reviewer: pay particular attention to the policy being discussed. Is there a policy? If not, are there reasons in the paper for a policy not existing? If the policy is there, does the author give adequate explanation as to how the policy works? Did the author address the changes over time to that policy, and motivations for those changes?

Reviewer #4: You (author) must read your paper outloud to a partner (reviewer). Reviewer: pay particular attention to the effectiveness and impact of the current policy. Does the author address whether or not the current policy is working? Does the author address who is being impacted, and how?

Reviewer #5: You (author) must read your paper outloud to a partner (reviewer). Reviewer: focus on the author’s own policy proposal to move forward. Do they state it with strong verbs and actions, or does it feel more like weak suggestions? Does their policy address the actual issue at stake? Do they defend their policy against possible objections?

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Conferencing With A Peer

Ask someone to read your rough draft to see if they understand and can follow your argument. Ask them to answer the following questions without your help. Their answers should show you that your argument makes sense.

IntroductionDoes the writer bring you into the essay slowly, or do they jump you right in to their thesis statement?

ThesisWhat is the thesis statement? (Copy it word for word.)

Main PointsWhat are the main points of the argument? (3)

1.

2.

3.

How did the author back up, or support, each point? (3)

1.

2.

3.

SolutionWhat is the writer’s solution?

These questions were answered by: The author of the essay was:

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Writing Drafts

Writing as a Class1. Brainstorm possible thesis statements individually2. Pair-share possible thesis statements3. Share own or partner’s thesis statements with whole class. Write thesis statements

on board.4. Choose one thesis statement to work on as a whole class. This should be as

student led as possible. Try to guide students to one possible thesis.5. Guide students to choose other thesis statements that support the main thesis

statement to use as topic sentences see grant lit p. 416. Divide class into groups of 2-4 students each depending on class size and number

of paragraphs desired for the class essay.7. Allow each group to choose a thesis statement or topic sentence8. Give each group a large piece of paper (at least 11x17, preferably a poster board)9. Students write thesis statement or topic sentence at the topic of their paper.10. Student work together to list all possible evidence for their thesis statement or

topic sentence11. Students work together to write their paragraph12. Post paragraphs randomly around the room13. Guide students through a discussion to put the paragraphs in order

Writing Drafts as a Small Group1. Brainstorm possible thesis statements individually2. Pair-share possible thesis statements with group3. Write each thesis statement .4. Choose one thesis statement to work on as a group. .5. Guide students to choose other thesis statements that support the main thesis

statement to use as topic sentences see attached handout.6. Write each thesis statement or topic sentence at the top of a piece of paper7. Students work to brainstorm a list all possible evidence for their thesis statement

or topic sentence8. Share out evidence as a group.9. Students write a paragraph using the evidence they brainstormed.10. Students read paragraphs to group11. Students decide which order the paragraphs belong in

Writing Drafts as Individuals1. Brainstorm possible thesis statements individually2. Pair-share possible thesis statements with pairs, and then class.3. Post each thesis statement around the room.4. Choose one thesis statement to work on as an individual. .5. Guide students to choose other thesis statements that support the main thesis

statement to use as topic sentences see attached handout.6. Write each thesis statement or topic sentence at the top of a piece of paper

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7. Students work to brainstorm a list all possible evidence for their thesis statement or topic sentence

8. Share out evidence as a group.9. Students write a paragraph using the evidence they brainstormed.10. Students read paragraphs to group.11. Students decide which order the paragraphs belong in.

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Arguments and Counterarguments

What is your thesis statement?

PROS: What are the arguments for your thesis statement?

CONS: What would people who disagree with you argue?

COUNTERARGUMENTS: What could you say to prove them wrong?

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Finding Sources

Research takes time, and you’ll also need time to order your thoughts on your assignment. As you begin to explore your topic, note what kinds of information you might need. Be sure to look through the PSU library’s “Research Survival Guide” (http://www.lib.pdx.edu/instruction/survivalguide/index.htm), because refreshing your understanding of how to search catalogs, databases, and the web can save you time.

In order to familiarize yourself with the topic, you should begin with more general sources and overviews for background – encyclopedias, reviews, articles pertaining to your wider topic, and basic Internet searches are all great. Check the library’s “Research Guides” section (http://library.pdx.edu/ researchingguides.html) for information on resources in more than seventy-five fields of study.

Once you feel comfortable with your topic, the library is where you will find more specific sources to incorporate into your work – you have access to countless books, journals, and scholarly publications there. Think about whether what you find is current, relevant, biased, specific, or authoritative – all factors you will consider when evaluating your sources.

There are time, of course, that using the Internet makes sense. However, there’s more to searching the Internet than Google. Below are a few examples of more effective strategies.

GOOGLE SCHOLAR (http://scholar.google.com)

Though relatively new, Google Scholar searches academic and peer-reviewed publications with ease, while finding similar pieces of touchstone works in the field.

WIKIPEDIA (http://www.wikipedia.org)

Most instructors ask for more reliable and trustworthy sources than Wikipedia, because some Wikipedia articles appear to be researched by scholars, while others seem to be written with strong biases or limited knowledge. However, entries often include reference lists, notes, and outside links – good places to start looking for more in-depth sources.

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For each source you have, answer the following questions about it…

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Title of Source

Author’s qualifications

Accurate, knowledgeable, unbiased

Reputable?

Does the source list a bibliography?

Timely?If website: does it list last update?

Academic knowledgeable audience?

Satisfy requirements of assignment?

Opposing point of view?

Relevant to topic? Clarify ideas?

Evaluating Sources

Most of us are competent Internet searches, good at finding movie times or what the weather will be like tomorrow. Researching for an academic paper is different, because you must evaluate the credibility, reliability, and accuracy of your sources. Online sources require particular scrutiny, because on the Internet, anyone can pretend to be an expert.

Below is a checklist to help you evaluate both text- and web-based sources.

AUTHORITY:

Are the author’s qualifications (education and prior publications) listed?

If there is more than one author, is there evidence that the content is accurate, knowledgeable, and/or unbiased around the subject?

Is the publication reputable? Is a reference list or bibliography included?

DATE:

Based on the date of publication, are the facts or opinions still timely? And, if it’s a web source, is the last update noted?

INTENDED AUDIENCE:

Is this publication intended for an academic, knowledgeable audience?

If the publication is intended for general readers, does this source satisfy the requirements of your assignment?

PURPOSE:

If the publication takes a particular point of view, do you have other sources that cover other points of view?

SCOPE AND CONTENT:

Is the subject matter covered relevant to your topic, does it help clarify your ideas, or are you trying to “make it fit”?

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Scoring Guides

The following pages include scoring guides that are currently being used for assessing student writing in Social Studies classrooms across the district in a variety of writing modes, including expository essays, DBQs, critical responses, and imaginative writing.

Differentiation

Summary: The craft lessons in the Social Studies binder have a variety of differentiation techniques. There are a number of group activities that would allow a teacher to utilize a variety of grouping strategies. For other strategies refer back to the steps of the writing process.

Other strategies: See the PPS tag resources for differentiation. http://www.tag.pps.k12.or.us/.docs/pg/10645. Attached are the ideas for differentiation from the PPS tag resources.

CLASS DIFFERENTIATION PLAN FOR TEACHERS

Class Subject

Date Teacher

Area Differentiation Strategy

Learning Environment /

Grouping

Safe, flexible, respectful learning environment where students take risks and seek out appropriate challenge

Within Class Grouping: by ability, readiness, learning style, interests.

Cluster Grouping: Intentionally assigning 4-8 students of similar ability students to one class

Flexible grouping: Students move easily between different types of groups and the need for different groups is honored and respected

Across class groupings: Within a grade, within a subject matter, across grades…

Use of Tiered Lesson or Activity Planning

**Use of parents, volunteers, and Educational assistance can also go here

Content Material available with increased level of abstract concepts

Increased complexity of concepts

Increased number and variety of concepts presented throughout the unit

Real world applications

Integrated learning, connections made with other disciplines

Curriculum Compacting

Process

(Including Higher Order

Thinking Skills)

Students provided with choice of activities, learning experiences, products, assessments.

Open-ended learning tasks

Questioning Strategies

Variable pace of learning: facilitate less time on lower order thinking and more time on higher order thinking

Bloom’s taxonomy

Osburne-Parne problem-solving model

Autonomous Learning Model

Problem-based or inquiry-based learning methods

Plan for use of Creative Thinking like the William’s Model

Use of Graphic Organizers that encourage critical and creative thinking

De Bono’s 6 Thinking Hats

SCAMPER

RAFT

Concept Maps

Area Differentiation Strategy

Development of meta-cognitive strategies, enabling students to articulate the learning processes they have undertaken

Product Real problems, audience, purpose, product, and deadlines

Authentic and appropriate assessments, including

Self-assessment

Rubrics

Real world criteria

Peer Assessment

Real audience assessment

Negotiated assessment

Choice of assessment products

Resources

List materials here, including District Adopted materials and additional resources used to differentiate.

Wide Variety

Variety of Formats

Varying and increased complexity

Management Strategies

Pre-Assessment of readiness, abilities and interests

Curriculum Compacting

Content Area Acceleration

Learning Contracts

Student-Teacher Conferences...negotiated learning experiences

Tiered Lessons/ Assignments/ Products

Anchor Activities (tasks that students move to when assigned work is completed)

Online Learning Programs

Learning Centers or Stations

“Orbitals”: Short term independent investigations around the core concept)

Complex Questioning/ Instruction

Portfolio Development

DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING

Sources: Supporting Learner Wellbeing: Supporting School Communities, www.deet.nt.gov.au

Based upon Maker, J. (1982). Model of Curriculum Differentiation. Further information / descriptors can be found: David Farmer (1996). Meeting the Needs of Gifted Students in the Regular Classroom

Handbook on Differentiated Instruction for Middle and High School , by Sheryn Spencer Northey

List of Resources

Global Studies Adopted Materials

McDougal Little, Modern World History: Patterns of Interaction (2007)McGraw Hill, Perthes World Atlas (classroom set) (2006)Nystrom, World and US map setTCI, History Alive! Modern World History (2006)Thompson Gale, Opposing Viewpoints (online research and critical thinking toolkit)

Other Social Studies Resources

Bigelow, Bill. The Line Between Us: Teaching About the Border and Mexican Immigration.

Bigelow, Bill and Bob Peterson. Rethinking Globalization: Teaching Justice in an Unjust World. (2002)

Husbands, Chris. What is History Teaching? Language, Ideas and Meaning in Learning About The Past. (1996)

PPS Social Studies Teacher Handbook & Course Guide http://inside.curriculum.pps.k12.or.us/.docs/pg/12741

TCI, History Alive! Writing Toolkit

General Writing Resources

Culham, Ruth. 6 + 1 Traits of Writing: The Complete Guide Grades 3 and Up. (2003)Daniels, Harvey, et al. Content Area Writing: Every Teacher ’ s Guide. (2007)Tannenbaum, Judith and Valerie Chow Bush. Jump Write In! Creative Writing

Exercises for Diverse Communities, Grades 6-12. (2005)