Discipline: History

Grade Level: 9

Course: 9th Grade History

©Literacy Design Collaborative. September 2011

Please log in to download related resources.
Ideologies of the 19th Century
  • Background to Share With Students
    • You will write an essay based on what you learned during our unit on19th century ideologies (conservatism, socialism, nationalism, liberalism) that influenced the political landscape during that century. You will revisit the texts we studied earlier to gather evidence for your thesis and composition.

  • Task/Text
    • Teaching Task

      Of the political ideologies studied in this unit, which do you think was the most influential ideology in Europe during the years1814-1871? After reading your textbook and primary source reader, write a three-page, thesis-driven essay that addresses the question and support your position with evidence from the texts.

      Reading Texts
      • Jackson J. S. (2011). Western Civilization, Since 1300 (8th ed.). Wadsworth, Inc.
      • Perry, M. et al, (2005). Sources of the Western Tradition: Volume II: From the Renaissance to the Present. (7th ed.) Wadsworth, Inc.
  • Reading Standards for Argumentation
    • "Built-In" Reading Standards "When Appropriate" Reading Standards (applicable in black)
      • 1. Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.
      • 2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.
      • 4. Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science.
      • 10. By the end of grade 10, read and comprehend history/social studies texts in the grades 9–10 text complexity band independently and proficiently.
      • 3. Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.
      • 5. Analyze how a text uses structure to emphasize key points or advance an explanation or analysis.
      • 6. Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts.
      • 7. Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text.
      • 8. Assess the extent to which the reasoning and evidence in a text support the author’s claims.
      • 9. Compare and contrast treatments of the same topic in several primary and secondary sources.
  • Writing Standards for Argumentation
    • "Built-In" Writing Standards "When Appropriate" Writing Standards (applicable in black)
      • 1. Write arguments focused on discipline-specific content.
      • 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
      • 5. 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.
      • 9. Draw evidence from informational texts to support analysis, reflection, and research.
      • 10. Write routinely over extended time frames (time for 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.
      • 2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.
      • 3. NA (Narrative writing — not applicable as a separate requirement)
      • 6. 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.
      • 7. 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.
      • 8. 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.
  • Scoring Rubric
Please log in to write a Journal Entry.
Please log in to write a Journal Entry.

EduCore Log-in