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
What
Results?
  • Argumentation Assessment Rubric
    • Meets Expectations

      Focus

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

      Reading/Research

      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.

      Development

      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.

      Organization

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

      Conventions

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

      Not Yet

      Focus

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

      Reading/Research

      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.

      Development

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

      (L3) Connection is weak or not relevant.

      Organization

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

      Conventions

      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:

      Because students had completed essays during the semester, I did not require them to submit drafts but told them they could seek me out for conferencing as they saw fit. Several students submitted their drafts for my review or conferencing. Students are strong readers, so they worked independently on reading texts. Teaching focused on selecting appropriate information.

      During the freshman year, I emphasize historical thinking and structure and require quotes to be cited by author and pages. I particularly have students work hard on the outlining phase in order to ensure they have the right structure and logic before writing their first draft. If they have a good outline, they are better prepared to order their thoughts and argument in the prose form of the essay.

  • Appendix
Please log in to write a Journal Entry.
Please log in to write a Journal Entry.

EduCore Log-in