Discipline: Social Studies

Grade Level: 10th

Course: Advanced Placement United States History

©Literacy Design Collaborative. September 2011

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The Cold War
What
Instruction?
  • Skills Cluster 1: Preparing for the Task
    • Click here to download a pdf version of Skills Cluster 1.

      Pacing Skill and Definition Mini-Task Instructional Strategies
      Product and Prompt Scoring (Product "Meets Expectations" if it...)

      Skills Cluster 1: Preparing for the Task

      Day 1

      1. Task engagement

      Ability to connect the task and new content to existing knowledge, skills, experiences, interests, and concerns.

      Product: Short response, political cartoons, & analysis paragraphs.

      Prompt: In a quick write response, what is your first reaction to the task?

      No scoring

      • Students complete the quick-write in their journals and share responses with peers.
      • Divide class into three geographic region groups: Europe, Latin America, and Asia. Individual students will create political cartoons highlighting a Cold War issue, conflict, or event for their assigned region. Cartoons will be posted on three walls of the classroom designated as the three different regions. Students will vote on the best cartoon and then write a paragraph for each document that analyzes the significance of the issue as if the cartoon were an actual primary source document.

      Day 2

      1. Task analysis

      Ability to understand and explain the task's prompt and rubric.

      Product: Short response & quiz demonstrating your knowledge of the qualities of a strong essay.

      Prompt: In your own words, write a brief explanation of what the task is asking you to do.

      No scoring on short response; quiz score is number of answers correct out of 10 questions.

      • Students will break down the main components of the prompt in the "prompt breakdown" space of the "DBQ Brainstorm." (At this point in the school year, students have already completed several modules and should have a strong understanding of the rubric. This quiz will be both a refresher and check for understanding of student knowledge of essay structure and development.)
      • Hand out quiz; give students 10 minutes to complete the quiz and review answers as a class.
      • All students can retake the quiz to prove their knowledge of the rubric/essay qualities.
  • Skills Cluster 2: Reading Process
    • Click here to download a pdf version of Skills Cluster 2.

      Pacing Skill and Definition Mini-Task Instructional Strategies
      Product and Prompt Scoring (Product "Meets Expectations" if it...)

      Skills Cluster 2: Reading Process

      Day 3

      1. Pre-reading & Text selection

      Ability to select appropriate texts and understand necessary reading strategies needed for the task.

      Product: Reading strategy "Instruction Manual."

      Prompt: Write an instruction manual for reading and analyzing a primary source document.

      Meets: Appropriate characteristics and strategies for reading primary source documents are identified in the instruction manual.

      Not Yet: Attempts to meet the criteria for "meets."

      • Introduce the lesson by having students actively read pieces of the conclusion of the Yalta Conference. Ask students to think about their reading process while reading/analyzing the document.
      • Students will use the Instruction Manual template to create a "how to" for reading and processing primary source documents.
      • Students will share their instruction manuals, and as a class we will choose the best one to use as a guide for future primary source reading.

      *The following skills (Active Reading, Note-Taking, and Organizing Notes) are completed in conjunction with each other for each text.

      Day 4 - 6

      2. Active reading

      Ability to understand necessary reading strategies needed for the task and develop an understanding of a text by locating words and phrases that identify key concepts and facts, or information.

      Product: Annotated documents.

      Prompt: Use annotation techniques to demonstrate your reading process and your level of understanding the essential components of the text.

      Meets: Annotated or "actively read" documents have a variety of marks (circles, underlining, stars, highlights, etc.). Annotation also includes written questions, connections, and insights in the margins.

      Not Yet: Attempts to meet the criteria for "meets."

      • This is the fourth module the students have completed. In order to prepare them for the AP exam, this reading and note-taking process will be done independently by the students with little instruction.
      • Distribute Cold War documents. Students have 15 minutes to read, annotate, take notes, and organize the documents.

      Day 4 - 6

      3. Note-taking

      Ability to read purposefully and select relevant information; to summarize and/or paraphrase.

      Product: Notes in "DBQ Brainstorm" template.

      Prompt: Use the "DBQ Brainstorm" to record the key points and analysis of each document.

      Meets: Students have accurately completed the written analysis of the documents and organized the documents into appropriate categories; writes in readable prose.

      Not Yet: Attempts to meet the criteria for "meets."

      • While actively reading each document, students will simultaneously use the "DBQ Brainstorm" template to analyze and identify key points of the primary source documents.

      Day 4 - 6

      4. Organizing notes

      Ability to prioritize and narrow notes and other information.

      Product: Notes and graphic organizer.

      Prompt: Prioritize relevant information on the "DBQ Brainstorm" template, and organize into appropriate categories.

      Meets: Creates a prioritized set of notes that categorizes evidence. Suggests implications drawn from information in the documents and connected to content knowledge. Writes in readable prose.

      Not Yet: Attempts to meet the criteria for "meets."

      • Students place relevant information from the texts and their own background knowledge into the T-chart in the "DBQ Brainstorm" template.
      • Students will complete the activity independently and use their organization in a class writing activity later.
  • Skills Cluster 3: Transition to Writing
    • Click here to download a pdf version of Skills Cluster 3.

      Pacing Skill and Definition Mini-Task Instructional Strategies
      Product and Prompt Scoring (Product "Meets Expectations" if it...)

      Skills Cluster 1: Preparing for the Task

      Day 7

      1. Bridging

      Ability to transition from reading or researching phase to the writing phase.

      Product: Short response.

      Prompt: In a quick write, write brief overview of your essay. How will it be constructed, and what is your central argument?

      No scoring

      • Students will share their quick write in pairs and generally review the central theme and argument of their essay.
      • Students will discuss how the documents align with their argument and make changes to their document brainstorm.
      • Review the rubric and rubric translation template (completed in past modules). In pairs, students identify what they see as their greatest strength in writing and what they most want to improve.
  • Skills Cluster 4: Writing Process
    • Click here to download a pdf version of Skills Cluster 4.

      Pacing Skill and Definition Mini-Task Instructional Strategies
      Product and Prompt Scoring (Product "Meets Expectations" if it...)

      Skills Cluster 4: Writing Process

      Days 8 - 9

      1. Initiation of task

      Ability to establish a controlling idea and consolidate information relevant to task.

      Product: Claim and document poster

      Prompt: 1) Write a formal claim at the top of your "DBQ Brainstorm" template.

      2) Create a poster for your assigned document that has a written analysis of the document with appropriate historical support.

      Meets: Writes a claim that establishes a controlling idea and identifies key points that support development. Document analysis has a clear connection to the thesis and includes supporting details. Writes in readable prose.

      Not Yet: Attempts to meet the criteria for "meets."

      • Before students write their formal claim, review qualities of a strong claim as a class: must be an argument, include simple defense of the argument, and include categories to lead reader and organize essay.
      • In pairs, students will write thesis statements. Share out as a class and students will use the critiques of the shared thesis statements to refine their own.
      • Teacher guides students in a quick review of the characteristics of strong reading/research and development.
      • In groups of 2-3, students are assigned a document from the module and must create a poster that analyzes the document in 2-3 sentences. Poster should include strong supporting detail and connection to thesis. Students will share their posters with the class and be prepared to defend their analysis of the document.
      • If time, have class arrange the document posters in the order that they think would make the strongest essay. Read the poster in the chosen organization. Would this be a strong essay? What is it missing?

      Day 10

      2. Planning

      Ability to develop a line of thought and text structure appropriate to an argumentation task.

      Product: Outline plan

      Prompt: Create a basic essay outline that includes key points drawn from the documents and order them in some logical way with outside evidence support.

      Meets: Applies an outline strategy to develop reasoning for argument. Draws a credible implication from information about the Cold War. Writes in readable prose.

      Not Yet: Attempts to meet the criteria for "meets."

      • Students independently write an outline using the template provided and referencing their document brainstorm template.
      • In small groups, students share how they will organize their essays. Did most students organize the essay by geographic region or by success/failure? Discuss as a class the validity of each form of organization.

      Day 11 - 12

      3. Development

      Ability to construct an initial draft with an emerging line of thought and structure.

      Product: Rough draft

      Prompt: 1) Write a rough draft of your essay consisting of 4-5 paragraphs that include an introduction, 2-3 body paragraphs, and a conclusion.

      2) Read and provide feedback for a classmate's essay and reflect on their comments for your own essay.

      Meets: Provides an opening to include a controlling idea and an introduction relevant to the prompt. Provides an initial draft with all elements of the prompt addressed. Writes in readable prose.

      Not Yet: Attempts to meet the criteria for "meets."

      • Students will use their outlines to write a rough draft essay.
      • After students complete the rough draft, they will work in pairs to give each other feedback on their argument and writing.
      • Students will use the peer-edit template to provide feedback and reflect on the feedback given by a classmate on their own essay (included in instructional resources).

      * Due to the unique time constraints of an Advanced Placement class, students will not write a final draft of their Teaching Task essays. Instead, they will write a timed, in-class essay in response to the Classroom Assessment Task.

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