Discipline: Social Studies

Grade Level: 8th

Course: Ancient World History

©Literacy Design Collaborative. September 2011

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Alexander the Great: Was He or Wasn’t He a Great Military Leader?
  • Student Work Samples
    • Within the Literacy Design Collaborative (LDC) framework, student work samples answer the critical question, "What Results?" The inclusion of student work within the module design provides teachers insight into how to improve the quality of the teaching task and the feedback they give on student strengths and challenges.

  • Argumentation Assessment Rubric
    • Meets Expectations


      Addresses the prompt and stays on task; provides a generally convincing response.


      Demonstrates generally effective use of reading material to develop an argument.

      Controlling Idea

      Establishes a credible claim, and supports an argument that is logical and generally convincing.

      (L2) Acknowledges competing arguments while defending the claim.


      Develops reasoning to support claim; provides evidence from text in the form of examples or explanations relevant to the argument.

      (L3) Makes a relevant connection(s) that supports argument.


      Applies an appropriate text structure to address specific requirements of the prompt.


      Demonstrates a command of standard English conventions and cohesion; employs language and tone appropriate to audience and purpose.

      Not Yet


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


      Demonstrates weak use of reading material to develop argument.

      Controlling Idea

      Establishes a claim and attempts to support an argument but is not convincing.

      (L2) Attempts to acknowledge competing arguments.


      Reasoning is not clear; examples or explanations are weak or irrelevant.

      (L3) Connection is weak or not relevant.


      Provides an ineffective structure; composition does not address requirements of the prompt.


      Demonstrates a weak command of standard English conventions; lacks cohesion; language and tone are not appropriate to audience and purpose.

  • Teacher Work Section
    • Here are added thoughts about teaching this module:

      Changes may have to be made, depending on the needs of each class. The teacher should scaffold reading, research, and writing portions for students with special needs (ex. LS, ESL). The expectations should be made clear and must be reiterated several times throughout the module. All of this can be done in a much more manageable fashion by using the Internet, e.g., wikispace.

  • Appendix
    • The following materials support teaching this module. Click on each to open a Word/PDF of these samples.

      Outline worksheet

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