WORLD HISTORY9 T H GRADE

POWERPOINT AND ADDITIONAL RESOURCES REFERENCED TODAY ARE AVAILABLE ON MY TEACHER WEBSITE

Utilizing the Writing Standards

in the Social Studies

World History Constructed Response Examples

European nations such as Portugal, Spain, France, and England led explorations to new lands in the sixteenth and seventeenth centuries. These voyages extended from the coast of Africa to the Americas and beyond. Explain how the voyages of exploration affected global interactions and new patterns of trade. Give two examples: one for impact on global interactions and another for new patterns of trade.

Economic and social conditions of colonial rule led to many nationalistic movements. Explain how social and economic conditions in two countries led to nationalistic movements.

Easy Ways to Include/Improve Writing

StartersTicket in/out

activitiesReflection prompts

throughout units of study

Discussion board or blog posts

Peer editing teams

“Bottom line” statements to summarize topics or units of study

“Make you own” study guide

Ask students to always write in complete sentences (rephrasing the question)

ALWAYS mark spelling and grammar mistakes (even if you don’t deduct points!)

Imperialism Source Analysis

An analysis of three poems published in 1899 that address the burdens of imperialism. Through analysis of the poems, students form opinions (and arguments) concerning who was really burdened in the Imperial Age. Rudyard Kipling’s “White Man’s Burden” George McNeill’s “Poor Man’s Burden” HT Johnson’s “Black Man’s Burden”

Students may also be provided political cartoons.

To access these poems: http://historymatters.gmu.edu/d/6609/

As students read the poems, they answer guided reading questions.

For each poem analyze through the use of SOAPS. Speaker Occasion Audience Purpose Subject

For additional information on SOAPS: http://apcentral.collegeboard.com/apc/public/preap/teachers_corner/45200.html

APPARTS: http://teachinghistory.org/teaching-materials/ask-a-master-teacher/24711

For each poem, students write a personal reflection. (roughly 5-7 sentences) How did the poem make you feel? Do you agree with the author? Why/why not? Students are to use direct quotes and historical evidence

(prior knowledge).Synthesize the information into an argumentative

essay in which you identify the real burdens of imperialism. Use of prior knowledge Reference at least two of the poems/political cartoons

provided

Peer Editing Teams Students get into small teams (usually 3-4) Read each paper within the group and make

suggestions for improvementRevision and Submission

After 2-3 people have made suggestion, students are able to revise their paper before submission

Students submit the first draft and final draft

World History Standards/Objectives

Writing Standards

WH.H.1.3 Use Historical Research to:1.Formulate historical questions.2. Obtain historical data from a variety of sources.3. Support interpretations with historical evidence.4.Construct analytical essays using historical evidence to support arguments.

WH.H.7 Understand how national, regional, and ethnic interests have contributed to conflict among groups and nations in the modern era. Imperialism objectives (7.2, 7.3, 7.4)

W.CCR.1 Argumentative Writing W.CCR.4 Clear and coherent

writing relevant to the task W.CC.R.5 Develop and

strengthen writing W.CCR.7 Synthesizing several

sources and demonstrating understanding of the subject

W.CCR.9 Variety of texts to support analysis

W.CCR.10 Routine writing (single sitting for this assignment)

What standards did we hit with this assignment?