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"The Great Depression's Impact on America" Informational/Explanatory Writing

LDC Task

"The Great Depression's Impact on America" Informational/Explanatory Writing

Grade Levels

10th Grade, 11th Grade

Course, Subject

English Composition, US History 1850-Present, History
Related Academic Standards
CC.1.2.9-10.A CC.1.2.9-10.A
Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
CC.1.2.9-10.B CC.1.2.9-10.B
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences and conclusions based on an author’s explicit assumptions and beliefs about a subject.
CC.1.2.9-10.C CC.1.2.9-10.C
Apply appropriate strategies to analyze, interpret, and evaluate how an author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.
CC.1.2.9-10.D CC.1.2.9-10.D
Determine an author’s particular point of view and analyze how rhetoric advances the point of view.
CC.1.2.9-10.F CC.1.2.9-10.F
Analyze how words and phrases shape meaning and tone in texts.
Expand
  • Big Ideas
    Comprehension requires and enhances critical thinking and is constructed through the intentional interaction between reader and text
    Information to gain or expand knowledge can be acquired through a variety of sources.
    Purpose, topic and audience guide types of writing
    Writing is a means of documenting thinking
    Writing is a recursive process that conveys ideas, thoughts and feelings
    Historical context is needed to comprehend time and space.
    Historical interpretation involves an analysis of cause and result.
    Perspective helps to define the attributes of historical comprehension.
    The history of the United States continues to influence its citizens, and has impacted the rest of the world.
    An expanded vocabulary enhances one’s ability to express ideas and information.
    Audience and purpose influence the writer’s choice of organizational pattern, language, and literacy techniques.
    Critical thinkers actively and skillfully interpret, analyze, evaluate, and synthesize information.
    Effective readers use appropriate strategies to construct meaning
    Effective readers use appropriate strategies to construct meaning.
    Effective research requires multiple sources of information to gain or expand knowledge.
    Rules of grammar and convention of language support clarity of communications between writers/speakers, and readers/listeners.
  • Concepts
    Acquiring and applying a robust vocabulary assists in constructing meaning
    Essential content of text, including literary elements and devices, inform meaning
    Essential content, literary elements and devices inform meaning
    Focus, content, organization, style, and conventions work together to impact writing quality
    Informational sources have unique purposes.
    Informational writing describes, explains and/or summarizes ideas or content in a variety of genre.
    Organization of information facilitates meaning.
    Textual structure, features and organization inform meaning
    The writing supports a thesis or research question based on research, observation, and/or experience.
    Validity of information must be established.
    Writing improves through the recursive process of revising and editing
    Biography is a historical construct used to reveal positive and/or negative influences an individual can have on the United States society.
    Comprehension of the experiences of individuals, society, and how past human experience has adapted builds aptitude to apply to civic participation.
    Conflict and cooperation among social groups, organizations, and nation-states are critical to comprehending society in the United States. Domestic instability, ethnic and racial relations, labor relation, immigration, and wars and revolutions are examples of social disagreement and collaboration.
    Conflict and cooperation among social groups, organizations, and nation-states are critical to comprehending the American society.
    Historical causation involves motives, reasons, and consequences that result in events and actions.
    Historical causation involves motives, reasons, and consequences that result in events and actions. Some consequences may be impacted by forces of the irrational or the accidental.
    Historical comprehension involves evidence-based discussion and explanation, an analysis of sources including multiple points of view, and an ability to read critically to recognize fact from conjecture and evidence from assertion.
    Historical literacy requires a focus on time and space, and an understanding of the historical context of events and actions.
    Historical literacy requires a focus on time and space, and an understanding of the historical context, as well as an awareness of point of view.
    Historical skills (organizing information chronologically, explaining historical issues, locating sources and investigate materials, synthesizing and evaluating evidence, and developing arguments and interpretations based on evidence) are used by an analytical thinker to create a historical construction.
    Human organizations work to socialize members and, even though there is a constancy of purpose, changes occur over time.
    Learning about the past and its different contexts shaped by social, cultural, and political influences prepares one for participation as active, critical citizens in a democratic society.
    Long-term continuities and discontinuities in the structures of United States culture provide vital contributions to contemporary issues.
    Long-term continuities and discontinuities in the structures of United States society provide vital contributions to contemporary issues. Belief systems and religion, commerce and industry, innovations, settlement patterns, social organization, transportation and trade, and equality are examples continuity and change.
    Social entities clash over disagreement and assist each other when advantageous.
    United States history can offer an individual discerning judgment in public and personal life, supply examples for living, and thinking about one’s self in the dimensions of time and space.
    United States history can offer an individual judicious understanding about one’s self in the dimensions of time and space.
    Analysis Across Texts
    Conducting Research
    Content for Writing
    Credibility, Reliability, and Validity of Sources
    Diverse Media
    Focus for Writing
    Main Idea
    Organization for Writing
    Point of View
    Production and Distribution of Writing
    Range of Reading
    Range of Writing
    Response to Literature
    Technology and Publication
    Text Analysis
    Vocabulary
    Writing Conventions
    Writing Style
  • Competencies
    Analyze and evaluate author’s/authors’ use of literary elements within and among genres
    Analyze and evaluate information from sources for relevance to the research question, topic or thesis.
    Analyze connections between and among words based on meaning, content, and context to distinguish nuances or connotations
    Analyze the use of facts and opinions across texts
    Apply the writing process to develop a piece of work. (i.e. pre-write, draft, revise, edit and publish)Revise writing by: • examining how the questions of purpose, audience, and genre have been addressed• examining and improving style, word choice, sentence variety and subtlety of meaning
    Apply the writing process to develop a piece of work.(i.e. pre-write, draft, revise, edit and publish)Revise writing by: • examining how the questions of purpose, audience, and genre have been addressed• examining and improving style, word choice, sentence variety and subtlety of meaning
    Cite all sources properly when quoting, paraphrasing or summarizing.
    Construct parallel structures between sentences and paragraphs.
    Construct parallel structures between sentences, paragraphs and related documents.
    Critically evaluate primary and secondary sources for validity, perspective, bias, and relationship to topic.
    Develop an organizational format appropriate to mode and purpose that sustains writing in a logical order. (organization)
    Develop complete paragraphs that have details and information specific to the topic and relevant to a well-defined focus
    Develop search procedures to locate and gather information from traditional sources (libraries) as well as electronic databases, data sets and other electronic reference materials.
    Develop substantial, relevant and illustrative content that demonstrates a clear understanding of the purpose (content).
    Develop substantive content that is fully explained and well-supported with details, facts, research, examples and is appropriate for the topic (content)
    Develop topic-specific content that effectively and fully explains and supports the work by using details, facts, research, and/or examples (content)
    Distinguish between stated facts, reasoned judgments, and opinions across texts
    Document sources of information, including references and works cited, using an appropriate style (e.g.: MLA, APA, Chicago).
    Employ effective organizational strategies and structures, such as logical order and transitions, which develop a controlling idea (organization).
    Evaluate information from a variety of reference sources for its relevance to the research question, topic or thesis.
    Evaluate organizational features of text (e.g. sequence, question/answer, comparison/contrast, cause/effect, problem/solution) as related to content to clarify and enhance meaning
    Evaluate the context of literal, figurative, and idiomatic vocabulary to clarify meaning
    Evaluate the effects of inclusion and exclusion of information in persuasive text
    Evaluate the presentation of essential and non-essential information in texts.
    Evaluate the presentation of essential and nonessential information in texts, identifying the author’s implicit or explicit bias and assumptions
    Evaluate the relevance and reliability of information, citing supportive evidence and acknowledging counter points of view in texts
    Evaluate the relevance and reliability of information, citing supportive evidence in texts
    Evaluate the use of graphics in text as they clarify and enhance meaning
    Follow the conventional style for the type of document and use page formats, fonts and spacing that contribute to the readability and impact of the document.
    Generalize the use of academic vocabulary across disciplines
    Identify a single thesis, research question or topic. Attribute sources of information when appropriate. Use information in maps, charts, graphs, time lines, tables and diagrams to inform writing.
    Identify a single thesis, research question or topic. Attribute sources of information when appropriate. Interpret information in maps, charts, graphs, time lines, tables and diagrams to inform writing.Translate technical language into common language and/or define terms as necessary.
    Identify and evaluate essential content between and among various text types
    Incorporate an expansive and expressive vocabulary that includes terms specific to the topic
    Incorporate appropriate transitions within and between paragraphs.
    Informational Writing: Develop substantial, relevant and illustrative content that demonstrates a clear understanding of the purpose (content).
    Informational Writing: Employ effective organizational strategies and structures, such as logical order and transitions, which develop a controlling idea (organization).
    Informational Writing: Use proper conventions to compose in the standard form of the English language (conventions).
    Informational Writing: Write with a sharp, distinct controlling point made about a single topic with evident awareness of task and audience (focus).
    Informational Writing: Write with precise control of language, stylistic techniques, and sentence structures that create a consistent and effective tone (style).
    Integrate appropriate transitions within and between paragraphs.
    Identify the use of bias, stereotype, and propaganda where present
    Narrative Writing: Develop substantial, relevant and illustrative content that demonstrates a clear understanding of the purpose (content).
    Narrative Writing: Employ effective organizational strategies and structures, such as logical order and transitions, which develop a controlling idea (organization).
    Narrative Writing: Use proper conventions to compose in the standard form of the English language (conventions).
    Narrative Writing: Write with a sharp, distinct controlling point made about a single topic with evident awareness of task and audience (focus).
    Narrative Writing: Write with precise control of language, stylistic techniques, and sentence structures that create a consistent and effective tone (style).
    Persuasive Writing: Develop substantial, relevant and illustrative content that demonstrates a clear understanding of the purpose (content).
    Persuasive Writing: Employ effective organizational strategies and structures, such as logical order and transitions, which develop a controlling idea (organization).
    Persuasive Writing: Use proper conventions to compose in the standard form of the English language (conventions).
    Persuasive Writing: Write with a sharp, distinct controlling point made about a single topic with evident awareness of task and audience (focus).
    Persuasive Writing: Write with precise control of language, stylistic techniques, and sentence structures that create a consistent and effective tone (style).
    Summarize, draw conclusions, and make generalizations from a variety of mediums
    Synthesize information gathered from a variety of sources.
    Synthesize relevant information from source materials to achieve a research goal.
    Use and cite evidence from texts to make assertions, inferences, generalizations, and to draw conclusions
    Use grade appropriate resources to confirm and extend meaning of vocabulary
    Use organizational patterns that support key ideas and are appropriate to format and purpose. (organization)
    Use precise vocabulary when developing writing
    Use proper conventions to compose in the standard form of the English language (conventions).
    Use socially and academically appropriate language and content
    Use socially and academically appropriate writing conventions in a variety of formal and informal communication.
    Use strong verbs and nouns, concrete details, and sensory language to make meaning clear to the reader
    Write to create an individual writing style, tone and voice through the use of a variety of sentence structures, descriptive word choices, literary devices and precise language. (style)
    Write to create an individual writing style, tone and voice through the use of precise and well integrated language, literary devices and a variety of sentence structures. (style)
    Write to inform by: • presenting information purposefully and succinctly to meet the needs of the intended audience. • applying organizational structures that communicate information and ideas accurately and coherently. • using language that qualifies fact from opinion. • developing informational genres that relate to a variety of purposes and audiences (e.g.: instructions, memos, e-mails, correspondence, project plans, proposals, and resumes).
    Write to inform by: • presenting information purposefully and succinctly to meet the needs of the intended audience. • applying organizational structures that communicate information and ideas accurately and coherently. • using language that qualifies fact from opinion. • communicating quantitative and qualitative technical information and concepts from primary and secondary sources accurately and coherently. • using language that qualifies evidence from inference. • developing informational genres that relate to a variety of purposes and audiences (e.g.: instructions, memos, e-mails, correspondence, project plans, proposals, and resumes).
    Write with a sharp, distinct controlling point made about a single topic with evident awareness of task and audience (focus).
    Write with a sharp, distinct focus (e.g. sharp controlling point), identifying topic, purpose and audience (focus)
    Write with precise control of language, stylistic techniques, and sentence structures that create a consistent and effective tone (style).
    Write with sharp, distinct focus, identifying topic, purpose and audience (focus)
    Focus, content, organization, style, and conventions work together to impact writing quality
    Apply the theme of continuity and change in United States history and relate the benefits and drawbacks of your example.
    Articulate the context of a historical event or action.
    Construct a biography of an American and generate conclusions regarding his/her qualities and limitations.
    Contrast how a historically important issue in the United States was resolved and compare what techniques and decisions may be applied today.
    Contrast multiple perspectives of individuals and groups in interpreting other times, cultures, and place.
    Evaluate cause-and-result relationships bearing in mind multiple causations.
    Summarize how conflict and compromise in United States history impact contemporary society.
    Synthesize a rationale for the study of individuals in United States history.
    Analyze foundational U.S. and world documents of historical, political, and literary significance for their themes, purposes, and rhetorical features.
    Analyze how words and phrases shape meaning and tone in texts.
    Analyze seminal U.S. documents of historical and literary significance, including how they address related themes and concepts.
    Analyze the interaction and development of a complex set of ideas, sequence of events, or specific individuals over the course of the text.
    Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account.
    Apply appropriate strategies to analyze, interpret, and evaluate how an author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.
    Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences and conclusions based on an author’s explicit assumptions and beliefs about a subject.
    Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences and conclusions based on and related to an author’s implicit and assumptions and beliefs.
    Conduct short as well as more sustained research projects to answer a question (including a self generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
    Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
    Demonstrate a grade appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling.
    Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
    Determine an author’s point of view and analyze how rhetoric advances the point of view.
    Determine and analyze the relationship between two or more central ideas of a text, including the development and interaction of the central ideas; provide an objective summary of the text.
    Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
    Draw evidence from literary or informational texts to support analysis, reflection, and research, applying grade level reading standards for literature and literary non-fiction.
    Evaluate how an author’s point of view or purpose shapes the content and style of a text.
    Evaluate how words and phrases shape meaning and tone in texts.
    Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.
    Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.
    Informational: Develop and analyze the topic with relevant, well-chosen, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic; include graphics and multimedia when useful to aiding comprehension. Argumentative: Distinguish the claim(s) from alternate or opposing claims; develop claim(s) fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns. Narrative: Use narrative techniques such as dialogue, description, reflection, multiple plot lines, and pacing, to develop experiences, events, and/or characters; use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, settings, and/or characters.
    Informational: Write with a sharp distinct focus identifying topic, task, and audience. Argumentative: Introduce the precise, knowledgeable claim. Narrative: Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple points of view, and introducing a narrator and/or characters.
    Informational: Write with a sharp distinct focus identifying topic, task, and audience. Argumentative: Write with a sharp distinct focus identifying topic, task, and audience. Narrative: Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple points of view, and introducing a narrator and/or characters.
    Informational: Develop and analyze the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic; include graphics and multimedia when useful to aiding comprehension. Argumentative: Distinguish the claim(s) from alternate or opposing claims; develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values, and possible biases. Narrative: Use narrative techniques such as dialogue, description, reflection, multiple plot lines, and pacing, to develop experiences, events, and/or characters; use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, settings, and/or characters.
    Informational: Organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create whole; use appropriate and varied transitions and syntax to link the major sections of the text; provide a concluding statement or section that supports the information presented; include formatting when useful to aiding comprehension. Argumentative: Create organization that logically sequences claim(s), counterclaims, reasons, and evidence; Use words, phrases, and clauses as well as varied syntax to link the major sections of the text create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims; provide a concluding statement or section that follows from and supports the argument presented. Narrative: Create a smooth progression of experiences or events using a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome; provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.
    Informational: Organize ideas, concepts, and information to make important connections and distinctions; use appropriate and varied transitions to link the major sections of the text; include formatting when useful to aiding comprehension; provide a concluding statement or section. Argumentative: Create organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence; Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims; provide a concluding statement or section that follows from and supports the argument presented. Narrative: Create a smooth progression of experiences or events using a variety of techniques to sequence events so that they build on one another to create a coherent whole; provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.
    Integrate and evaluate multiple sources of information presented in different media or formats (e.g. visually, quantitatively) as well as in words in order to address a question or solve a problem.
    Read and comprehend literary non-fiction and informational text on grade level, reading independently and proficiently.
    Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments and information.
    Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.
    Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes and audiences.
    Write with an awareness of the stylistic aspects of composition.

Description

The Literacy Design Collaborative teaching task provides a blueprint for seamlessly integrating literacy and content standards in a rigorous, authentic classroom experience. After determining the discipline, course, and grade level, educators use teaching tasks built around predefined template prompts. The teaching task requires students to read, analyze and comprehend written materials and then write cogent arguments, explanations or narratives in the subjects they are studying.

During the decade preceding World War II, the world faced a severe economic depression. Although the severity varied across nations, the Great Depression was the longest, most widespread, and deepest depression of the 20th century. The Great Depression is still used as an example of how far the world's economy can decline.

Objectives

In this extended writing task, students will read, analyze, and gather relevant information from text(s) and write an iinformational essay. Students will

  • Write an informational/explanatory report
  • Define the term “Great Depression” in relation to American history
  • Identify the financial causes of the Great Depression
  • Explain the impact of the Great Depression on rural and urban America culturally
  • Read, analyze, and gather information from multiple text and digital sources

Vocabulary

Hoovervilles - shack villages of the Great Depression named after President Hoover.

Black Tuesday - October 29, 1929,  the day the stock market crashed.

buying on margin - paying part of the cost of a stock and borrowing the rest from brokers.

breadlines - lines of Americans stretched for blocks outside of soup kitchens.

Federal Deposit Insurance Corporation - a federally sponsored corporation that insures accounts in national banks and other qualified institutions to help restore the people's trust in banks.

Duration

350 minutes/7 periods

Materials

• Downing, David. The Great Depression. Reed Educational & Professional Publishing, Chicago, Il. 2001. Print.

• "The New Deal." US History. N.p., n.d. Web. 27 July 2011. <http://www.u-s-history.com/pages/h1851.html>.

• Norris, Floyd. "Looking Back at the Crash of '29." The New York Times. The New York Times Company, 1999. Web.  27 July 2011. <http://www.nytimes.com/library/financial/index-1929-crash.html>. 

• Rosenberg, Jennifer. "The Great Depression." About.com. The New York Times Company, n.d. Web. 27 July 2011.     
<http://history1900s.about.com/od/1930s/p/greatdepression.htm>.

Related Materials & Resources

Suggested Instructional Strategies

W:

The students will analyze and discuss the teaching task to identify what the task is asking them to do and to help students access background knowledge. Sample student papers or texts will be used as models. Students will work with the teacher to interpret the Literacy Design Collaborative rubric.
H:

The teaching task, which is both relevant and rigorous, engages students in subject specific reading, research, and writing. The teaching task requires the application of content knowledge to a new scenario.
E:

The teacher will engage students through reading and discussion, note-taking, and the development of a rough draft of the assignment.
R:

Students will use active reading strategies (e.g., "Talking to the text"), discussion protocols (e.g., think-pair-share, Paideia/Socratic seminar), and writing strategies (e.g., peer editing, teacher modeling and guided practice) with appropriate scaffolds as they develop their final written product.
E:

The students will create an extended writing assignment which incorporates both their content understanding and text-based information. The Literacy Design Collaborative rubric will be used to provide feedback to students.
T:

The Literacy Design Collaborative teaching task is a tiered assignment. Individual tasks can be made simple or complex by varying the task demand, with up to three tiers of difficulty. For leveled tasks, teachers can choose to teach Level 1 (L1) alone or add demands to the prompt by including Level 2 (L2) and/or Level 3 (L3).

• Level 1 (L1) refers to the most fundamental levels of difficulty.

• Level 2 (L2) refers to a "next step-up" skill or cognitive demand.

• Level 3 (L3) adds additional demand to the task in which writers are asked to make connections and use 
   background knowledge.
O:

The teaching task is designed to help students apply subject area content through reading and writing. The teaching task might be sequenced toward the end of a content unit. The teaching task is an extended, multiple day classroom assignment.

Instructional Procedures

Teacher Preparation
Prior to launching the teaching task in the classroom, a teacher should consider the following questions:

 

How much support will students need to successfully complete the task?

 

What parts of the process can be completed independently (during or outside of class)? What parts of the process represent new learning or substantial challenge and warrant direct instruction or guided practice during class?

 

What content and vocabulary instruction and activities will be provided so that students are able to successfully complete the task?

 

How will reading be scaffolded for my students? (Read together? Read in groups? Read independently?)

 

What note-taking method will students use, and does that method align with the writing task?

 

How will students make the transition from the reading to the writing? (outline, graphic organizer, etc.)

 

What writing instruction is needed to help students write their thesis statements, organize their notes, embed quotes, and cite evidence?

 

How will students receive feedback at various stages of the writing process to make sure they are answering the prompt, their papers are focused, their ideas are fully developed with details, examples, etc.?

 

Daily Plan
The daily plan is flexible based on students' prior knowledge, experience and skills in reading, research and writing as well as their ability to apply subject area knowledge to a new scenario. The amount of time, in class instruction, and scaffolds needed can be increased or decreased to provide the appropriate level of challenge and support for students.

Teaching Task

Task 21 Template (Informational or Explanatory/Analysis L1, L2, L3): How did the Great Depression historically influence America?  After reading articles on the Great Depression, write an essay that addresses the question and analyzes the historical impact of the Great Depression on America's social, financial, and political landscape, providing examples to illustrate and clarify your analysis.  What conclusions or implications can you draw?  L2 In your discussion, address the credibility and origin of sources in view of your research topic. L3 Identify any gaps or unanswered questions.  Optional:  Include a bibliography of your sources.

Day 1

Task Engagement and Analysis
The teacher introduces the teaching task to students by linking the task to the class content that has been taught previously and to existing knowledge, skills, and interests. The teacher asks students to read the teaching task and make notes or discuss with peers things they already know about this issue or topic.

The teacher helps the students to understand the expectations of the teaching task by asking students what they think a good response to the task might include and creating a classroom list. The teacher may share examples of the type of texts the students will produce (either actual student samples or commercially published texts). Sharing the rubric with students will clarify the expectations.

The teacher explains the timetable and supports available for completing the task.

Text Selection
The teacher has either preselected the texts or will provide access to research sources for students to select texts. The teacher asks students to begin to record information about the sources (e.g., using notebooks, note cards, technology). The teacher may need to provide models or instruction on creating a bibliography or works cited. The students should identify author, title, publisher, date, and any other needed information (e.g., volume, editor).  A discussion about the credibility or merit of sources may be needed.

 

Days 2-3

Preview texts
The teacher can provide students with all of the texts or offer students a list of acceptable sources from which to choose. The teacher briefly highlights each text with a summary to assist students in making appropriate text selections. The teacher asks the students to skim through each text to identify the genre, purpose, and text structure. A teacher think-aloud explaining rationale for making certain text selections may be beneficial to students.

Note-taking
The teacher provides or suggests that a note-taking method be used that is consistent with the expectations for the task and the type of writing (e.g., argumentative-pro/con t-chart). Students should be encouraged to refer to the teaching task so that their notes are relevant to the prompt. Students should be encouraged to include both textual information and their own connections and implications. Students should continue to add to their bibliography or works cited.

Teachers may need to teach or reinforce practices to promote academic integrity and to help students avoid plagiarism. The ability to use and credit sources appropriately shows respect for the work of others and adds credibility to a student's argument and/or research.

Reading and Research
The teacher assigns the reading, research and note-taking to students and provides instruction to support analysis and synthesis of texts. The teacher may ask students to reflect orally or in writing on key questions including:

 

Which parts of the text provide evidence that relates to the prompt?

 

What historical or current examples did you notice that relate to the prompt?

 

What is the text explicitly saying? What gaps or unanswered questions do you see?

 

What competing arguments have you encountered or thought of based on the text (argumentative)?

 

How do you know your sources are credible?

 

Depending upon the needs of students in the classroom, additional scaffolds may be necessary (e.g. whole-group reading and teacher modeling of note-taking, paired in-class reading, talking to the text, small group discussion). The teacher may either provide students with print source options or make electronic texts available to them through the use of Web 2.0 tools (e.g., Wikis, Nings) or online library databases (e.g., EBSCO, ProQuest).

 

Day 4

Transition to Writing
The teacher uses discussion based strategies such as the Paideia/Socratic seminar or small group discussions to help students make connections between their research and notes and the teaching task.

Developing a Thesis or Claim
Students write an opening paragraph that includes a controlling idea and sequences the key points that will be made throughout the writing assignment. The teacher may provide models of opening paragraphs and analyze them with the class. Students may provide feedback to each other on their opening paragraphs. Students should compare their opening paragraph to the teaching task and assess whether the paragraph fully address the main points of the prompt (e.g., define and explain, compare, take a position)

Organizing Notes/Planning
Students organize their notes into a graphic organizer or outline that establish a logical structure for the assignment. An outline begins with the thesis or claim, sequences key points and includes supporting evidence from texts.

 

Days 5-6

Development of rough drafts
Students begin writing their rough drafts. The teacher frequently checks in with students to answer questions, offer feedback, and provide writing instruction as needed. Through planning, the teacher embeds opportunities for students to receive feedback on their writing prior to the submission of the final draft either through peer conferencing, teacher conferencing, or written teacher feedback. Students revise their drafts based on the feedback they receive. The amount of time needed for the development of rough draft varies and may include time during and outside of class.

 

Day 7

Completion of Final Draft
Students either self or peer-edit their papers for conventional errors and complete the final draft.

Assessment and Reflection
The teacher uses the LDC rubric to assess the students' writing and provide feedback to help students improve their performance. Patterns in student performance guide further instruction.

Analytic Scoring
The rubric is structured to facilitate analytic scoring - the awarding of separate scores by readers for each of the seven scoring elements. Scorers should keep in mind that the description of work quality within any particular "cell" of the rubric may still address more than one idea, and therefore may not match a particular essay perfectly. The scorer must identify the descriptor that is the best match to a paper based on the preponderance of evidence. If the decision is truly a "coin toss," the scorer should feel free to use the "in-between" or "half" scores. A variation of analytic scoring might be used in a situation in which the emphasis of instruction at a particular time might be on a subset of the seven scoring elements. For example, if instruction is focused on development and organization, then a teacher might simply award scores for those two scoring elements.

Holistic Scoring
Holistic scoring is assigning a single, overall score to a paper. Analytic and holistic scoring rubrics look much the same. The holistic scorer's job is to pick the single score (1, 2, 3, 4) that corresponds to the set of descriptors for scoring elements that best matches a paper. Again, in-between or half scores can be used. Ideally, holistic scorers are thinking about all the scoring elements as they read papers, but over time they find that they can assign holistic scores very rapidly, yet still fairly accurately. This is one of the advantages of holistic scoring. However, analytic information is not generated by this method.

Score Recording and Feedback
It would be good practice for teachers to share the rubrics with students and discuss "criteria for success" relative to the scoring elements. However, it is not intended that a clean scoring rubric would be attached to every paper that is scored in all situations. It might be more appropriate to attach score slips that list the scoring element names with blank spaces after them for the recording of scores (and a space for a total score, too, perhaps). A customized rubber stamp could accomplish the same. Analytic scores do provide useful information to the students since they reference descriptors in the rubric. However, nothing beats descriptive comments that are best written in the margins of the papers where they are most appropriate.

Cut Scores for Proficiency Levels
Scorers can readily compute a total score (the sum of the seven element scores) or an average score (that sum divided by 7). If translating scores to performance levels is desired, then the structure of the rubrics lends itself to the use of the following cut scores:

Performance Level Total Score Cut* Average Score Cut*
Not Yet 10.5 1.5
Approaches Expectations 17.5 2.5
Meets Expectations 24.5 3.5
Advanced N/A N/A
* The cut scores above are the highest scores possible within their associated performance levels. To score at the Advanced level, a student would have to earn more than 24.5 total points or an average score greater than 3.5 points. The highest scores possible for Advanced (28 and 4.0) are not cut scores because there is no higher performance level than Advanced.

LDC Scores and Grades
LDC scores could be translated to grades contributing to students' course grades. How this would be done is an individual teacher's decision. Teachers could establish their own cut scores for letter grades or just re-label the four performance levels as A, B, C, D. They could come up with their own way to convert LDC scores to numerical grades consistent with whatever numerical scale they use for other class work.

 

Rubric

 

Not Yet

Approaches Expectations

Meets Expectations

Advanced

Scoring Elements

1

1.5

2

2.5

3

3.5

4

Focus

 

Attempts to address prompt, but lacks focus or is off-task.

 

Addresses prompt appropriately, but with a weak or uneven focus.

 

Addresses prompt appropriately and maintains a clear, steady focus.

 

Addresses all aspects of prompt appropriately and maintains a strongly developed focus.

 

Reading/ Research

 

Attempts to present information in response to the prompt, but lacks connections or relevance to the purpose of the prompt.

(L2) Does not address the credibility of sources as prompted.

 

Presents information from reading materials relevant to the purpose of the prompt with minor lapses in accuracy or completeness.

(L2) Begins to address the credibility of sources when prompted.

 

Presents information from reading materials relevant to the prompt with accuracy and sufficient detail.

(L2) Addresses the credibility of sources when prompted.

 

Accurately presents information relevant to all parts of the prompt with effective selection of sources and details from reading materials.

(L2) Addresses the credibility of sources and identifies salient sources when prompted.

 

Controlling Idea

 

Attempts to establish a controlling idea, but lacks a clear purpose.

 

Establishes a controlling idea with a general purpose.

 

Establishes a controlling idea with a clear purpose maintained throughout the response.

 

Establishes a strong controlling idea with a clear purpose maintained throughout the response.

 

Development

 

Attempts to provide details in response to the prompt, including retelling, but lacks sufficient development or relevancy.

(L2) Implication is missing, irrelevant, or illogical.

(L3) Gap/unanswered question is missing or irrelevant.

 

Presents appropriate details to support the focus and controlling idea.

(L2) Briefly notes a relevant implication or

(L3) a relevant gap/unanswered question.

 

Presents appropriate and sufficient details to support the focus and controlling idea.

(L2) Explains relevant and plausible implications, and

(L3) a relevant gap/unanswered question.

 

Presents thorough and detailed information to strongly support the focus and controlling idea.

(L2) Thoroughly discusses relevant and salient implications or consequences, and

(L3) one or more significant gaps/unanswered questions.

 

Organization

 

Attempts to organize ideas, but lacks control of structure.

 

Uses an appropriate organizational structure to address the specific requirements of the prompt, with some lapses in coherence or awkward use of the organizational structure

 

Maintains an appropriate organizational structure to address the specific requirements of the prompt.

 

Maintains an organizational structure that intentionally and effectively enhances the presentation of information as required by the specific prompt.

 

Conventions

 

Attempts to demonstrate standard English conventions, but lacks cohesion and control of grammar, usage, and mechanics. Sources are used without citation.

 

Demonstrates an uneven command of standard English conventions and cohesion. Accuracy and/or appropriateness of language and tone is uneven. Inconsistently cites sources.

 

Demonstrates a command of standard English conventions and cohesion, with few errors. Response includes language and tone appropriate to the audience, purpose, and specific requirements of the prompt. Cites sources using an appropriate format with only minor errors.

 

Demonstrates and maintains a well-developed command of standard English conventions and cohesion, with few errors. Response includes language and tone consistently appropriate to the audience, purpose, and specific requirements of the prompt. Consistently cites sources using an appropriate format.

Content Understanding

 

Attempts to include disciplinary content in explanations, but understanding of content is weak; content is irrelevant, inappropriate, or inaccurate.

 

Briefly notes disciplinary content relevant to the prompt; shows basic or uneven understanding of content; minor errors in explanation.

 

Accurately presents disciplinary content relevant to the prompt with sufficient explanations that demonstrate understanding.

 

Integrates relevant and accurate disciplinary content with thorough explanations that demonstrate in-depth understanding.
                     

Author

Carl T. Daubert, Hanover Area School District

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