Discipline: Humanities

Grade Level: 9-10 

Course: English/ History

©Literacy Design Collaborative. September 2011

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Government of the People
What
Results?
  • Classroom Assessment Task
    • Optional: May be used as a pre-test or post-test

      Background to share with students (optional):

      Martin Luther King, Jr. addressed a huge crowd of civil rights activists in Washington, D. C. on 28 August 1963—100 years after the Gettysburg Address.

      Classroom assessment task:

      What is a “government of the people”?  After reading “I Have a Dream” excerpt, and the Gettysburg Address, write a fully developed essay that compares the speeches and argues which leader (King or Lincoln) delivers the most rhetorically compelling definition of democracy.  Be sure to support your position with evidence from the texts. (You have this one class period to plan, write, and revise your essay.  You may use the computer.)

      Reading texts:

      “I Have a Dream” and the Gettysburg Address

  • 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 this is an LDC-Paideia module, you will be coaching your students’ evolving speaking and listening skills as well as their close reading and writing process skills. Consider the creation of student portfolios that document your students’ growing skills in speaking and listening as well as their final essays written in response to the task prompt. Note the use of the Speaking and Listening Rubric and the Paideia Seminar Speaking and Listening Skills Self-Assessment in the creation of this portfolio. In addition, consider using the Seminar Reflection Guide (along with seminar plans and notes) to document your own growth as a seminar facilitator over the course of this year (and multiple years).

  • Appendix
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