20th Century Am History-CP

A PLANNED COURSE GUIDE FOR:

Course Name : 20 th Century American History CP

GRADE(S): 10

Date of Approval: Conditional Approval

STROUDSBURG AREA SCHOOL DISTRICT

RATIONALE

Course Description: A College Preparatory 20th Century American History class starting during the 1900s Progressive Era and ending in the late 1990’s with Globalization. A research paper is included in this course

Time/Credit for the Course: Year Course/1 credit

Curriculum Writer(s): Anthony Lanfrank

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ADAPTED CURRICULUM MAP/SCOPE AND SEQUENCE

By the end of the 1st Marking Period students will:

Have mastered…1. Chicago Style Title Page2. Progressive Era3. WWI4. Pennsylvania Standard Aligned Systems(PASAS) Government Theme5. Essential Question: How did ___ (EVENT) ___ change the political landscape of America?

Have been introduced to…1. Chicago Style Work Cited Page and Footnotes2. Oral Presentation Skills- See appendix A 3. Research Skills4. PASAS Economics Theme5. Great Depression intro- Republican presidents’ policies in the 1920s

Continue to reinforce… 1. Chicago Style Work Cited Page and Footnotes2. Oral Presentation Skills3. Technology in the classroom (Power Point, Lap Tops, Internet)4. Research Skills5. PASAS Government Theme6. PASAS Economic Theme

By the end of the 2nd Marking Period students will:

Have Mastered…1. Chicago Style Work Cited Page

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2. Great Depression/New Deal/FDR3. WWII4. Essential Question: How did ____ (EVENT) _____ affect business and personal finances?

Have been introduced to…1. Cold War2. PASAS Geography Theme3. Thesis Writing

Continue to reinforce…1. Chicago Style Footnotes2. Oral Presentation Skills3. Technology in the classroom (Power Point, Lap Tops, Internet)4. Research Skills5. PASAS Government Theme6. PASAS Economic Theme

By the end of the 3rd Marking Period students will:

Have Mastered…1. Cold War2. Civil Rights Era3. JFK-Reaganomics- Difference in Ideology4. Chicago Style Footnotes5. Chicago Style Research Paper6. Essential Question: How did ___ (EVENT) ____ affect the culture/society of America?

Have been introduced to…1. Globalization2. PASAS History Theme

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Continue to reinforce…1. Oral Presentation Skills2. Technology in the classroom (Power Point, Lap Tops, Internet)3. Research Skills4. PASAS Government Theme5. PASAS Economic Theme 6. PASAS Geography Theme

By the end of the 4th Marking Period students will:

Have Mastered…1. PASAS Government Theme in 20th Century American History2. PASAS Economic Theme in 20th Century American History 3. PASAS Geography Theme in 20th Century American History4. PASAS History Theme in 20th Century American History 5. Globalization

Continue to reinforce…1. Oral Presentation Skills2. Technology in the classroom (Power Point, Lap Tops, Internet)3. Research Skills

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Unit Topic: Progressive Era - 1920s

Unit Time Frame: 45 Days

Standard(s) Covered:

5.3.U.D: Evaluate the role of political parties, interest groups, and mass media in politics and public policy.5.4.U.A: Explain how United States foreign policy is developed.6.1.U.B: Analyze how conflict and cooperation among groups and organizations have impacted the control of limited resources in the United States.6.3.U.B: Analyze how conflict and cooperation among groups and organizations have impacted the growth and development of the U.S. (Ethnicity and Race, Working Conditions, Immigration, Military Conflict, Economic Stability)8.1.U.A: Evaluate patterns of continuity and change over time, applying context of events.8.1.U.B: Evaluate the interpretation of historical events and sources, considering the use of fact versus opinion, multiple perspectives, and cause and effect relationships8.1.U.C: Analyze, synthesize and integrate historical data, creating a product that supports and appropriately illustrates inferences and conclusions drawn from research.8.3.U.A: Compare the role groups and individuals played in the social, political, cultural, and economic development of the U.S.

Common Core StandardsReading Standards for Literacy in History/Social Studies 6-12.Key Ideas and Details2. 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.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.3. Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.Craft and Structure (Grades 9-12)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 studies.

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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.Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects 6-12.Research to Build and Present Knowledge (Grades 9-12)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

Anchor(s) and/or Adopted Anchor(s) Covered: N/A

Content Objectives: [Introduced (I); Developing (D); Mastery (M)] Introductory

1. Students will be able to (SWBAT) Define progressive2. SWBAT identify the Progressives’ role in shaping social, political, cultural and economic policy during the

Progressive Era.3. SWBAT define Conservation4. SWBAT identify the causes that led to Woodrow Wilson becoming president.

Developing1. SWBAT compare and contrast the Monroe Doctrine and Roosevelt Corollary through the use of primary sources. 2. SWBAT evaluate the role of Muckrakers played during the progressive era.3. SWBAT differentiate between a conservationist policy and a republican environmental policy.4. SWBAT analyze Trust-busting and its effects on the economy. 5. SWBAT determine how the United States foreign policy developed during Teddy Roosevelt’s presidency thru

Woodrow Wilson’s. 6. SWBAT distinguish the differences between progressive democrats and republicans during the early parts of the

1900’s Mastery

1. SWBAT analyze the Square Deal and interpret how Teddy Roosevelt’s programs fall under Square Deal.2. SWBAT apply concepts of progressives on a summative assignment.3. SWBAT create a product that supports and appropriately illustrates inferences and conclusions drawn from

research through a power point project.

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4. SWBAT assess how political parties, Democrats vs. Republicans, began to form during the early 1900’s.

Diagnostic Assessment: 1. At The Bells can be utilized. 2. Ask about ‘Big Business’ and politics recalling information from the students’ 19th Century American History class

the previous year. 3. What was the Monroe Doctrine?

Instructional Practices: 1. Talk to the Text2. Think Pair Share3. Lap Top Usage in Classroom4. Class Discussion5. Class Notes6. Small Groups7. Lecture8. Guided Reading Questions/Research

Suggested Activities: 1. Guided reading/research assignment using the laptop computers defining progressives. Who were they? What did

they stand for? What or who was their problem against? 2. Small group work of different types of muckrakers and the works they produced. 3. Talk to the text activity using a handout from the Internet on Teddy Roosevelt and the Conservation movement.

http://www.pbs.org/weta/thewest/resources/archives/eight/trconserv.htm 4. Analyze the question how could TR’s conservation policy be an extension of his “Trust Busting” policy?

http://www.ushistory.org/us/43b.asp5. Compare TR’s “Trust Busting” to Howard Taft’s…Who was the real Trustbuster?

http://millercenter.org/president/taft/essays/biography/46. In small groups have students compare the Monroe Doctrine to the Roosevelt Corollary. Discuss as a larger group.

http://www.theodoreroosevelt.org/life/rooseveltcorollary.htmhttp://www.u-s-history.com/pages/h255.html – Monroe Doctrine Review

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7. Using think-pair-share, have the students analyze how the above mentioned ideas are a part of Roosevelt’s Square Deal.

8. Create a timeline of foreign affairs through the presidencies of Roosevelt through Woodrow Wilson while analyzing the change in America’s foreign policy.

9. Guided research: How did the political atmosphere change from progressive presidents in the teens to republican presidents in the 20’s?

10.Power Point Presentation (example rubric included) that answers essential question: How did ___ (EVENT) ___ change the political landscape of America?

Higher-Order Thinking Question(s):1. How could a Conservation Policy be seen as an attack on Big Business?2. Why would Teddy Roosevelt feel betrayed by Taft causing him to run for president for a third time?3. How is the Roosevelt Corollary an extension of the Monroe Doctrine?

Formative Assessment: 1. ATB2. Worksheets3. Think Pair Share Activities4. Ticket out the Door5. Daily classroom activities

Differentiated Activities:

Extended Activities: 1. Read the Jungle as a mastery level extension of how Muckrakers played a role during the Progressive Era.2. Research other Muckrakers and their roles in developing policy during the Progressive Era.

Supportive/Intervention Activities: 1. Book activities- Read supporting sections from American Nation book using the talk to the text method for better

clarification/summarizing of events.

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2. Find alternative reading assignments on the internet based upon what topic the student is having difficulty with. Have them Talk to the text and summarize what was read. Provide guided questions to aide them through understanding.

Resources Needed: 1. American Nation Textbook 2. Reading Material from linked Websites

Technology Needed: 1. Laptops2. Promethean Board (if/when available)3. Internet

Summative Assessment: 1. Power Point Project- For example Rubric see Appendix B 2. Test

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Unit Topic: 1930s-1940s

Unit Time Frame: 45 days




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Content Objectives:Introductory

1. SWBAT Define depression in economics2. SWBAT Identify the causes of Great Depression3. SWBAT Identify the main programs of FDR’s New Deal 4. SWBAT Name the causes of WWII5. SWBAT Identify the Dust Bowl

Developing 1. SWBAT Determine which of the causes were the main causes of the Great Depression2. SWBAT Analyze Hoover’s economic policy in coping with the great Depression3. SWBAT Break Down FDR’s New Deal into successful and unsuccessful legislative programs4. SWBAT Determine why Japan bombed Pearl Harbor.5. SWBAT Recognize the Yalta Conference’s importance to the start of the Cold War. 6. SWBAT examine the main causes of the dustbowl

Mastery1. SWBAT Compare Hoover’s economic policy to FDR’s New Deal.2. SWBAT Assess the political shift left due to FDR’s policies3. SWBAT Formulate an opinion on the United States usage of the Atomic Bomb in WWII4. SWBAT create a product that supports and appropriately illustrates inferences and conclusions drawn from

research through a movie project.

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5. SWBAT apply concepts of the 1930s-1940s on a summative assignment. Diagnostic Assessment:

1. At the Bells 2. What is an economic depression?3. What was the Dustbowl?

Instructional Practices:1. Talk to the Text2. Think Pair Share3. Lap Top Usage in Classroom4. Class Discussion5. Class Notes6. Small Groups7. Lecture8. Guided Reading Questions/Research

Suggested Activities:1. Compare the economic policies of TR and Wilson to the Harding and Coolidge through guided research activity on

lap top computers. 2. Talk to the text activity on Economics/Depression in relation to the Great Depression.

http://www.english.illinois.edu/maps/depression/overview.htm3. Guided research questions on causes of the Great Depression4. Short essay on which cause was the greatest in causing the Great Depression.5. Dustbowl video of first-hand accounts. http://video.pbs.org/video/1311363860/6. Compare Herbert Hoover’s economic plan to FDR’s economic plan in solving the Great Depression.

http://www.u-s-history.com/pages/h1580.html – Herbert Hoover Pagehttp://www.english.illinois.edu/maps/depression/overview.htm –FDR

7. Create a comparison of government programs before FDR and during FDR in order to see the change of government involvement in the average citizen’s life.

8. Research questions on the significant New Deal programs using laptops9. Guided research on WWII( Pearl Harbor, D-Day, Midway, Yalta Conference, Potsdam, Atom Bomb)

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10.Examine Dr. Seuss political cartoons of WWII in small groups11.Movie Project that answers the essential question: How did ____ (EVENT) _____ affect business and personal

finances?

Higher-Order Thinking Question(s): 1. “Collecting more taxes than is absolutely necessary is legalized robbery.”- Calvin Coolidge How is this quote an example of

the political “thought” of the 1920s and early 30s? 2. “Economic depression cannot be cured by legislative action or executive pronouncement. Economic wounds must be healed by

the action of the cells of the economic body - the producers and consumers themselves.” -Herbert Hoover How is this quote an example of Hoover’s economic policy?

Formative Assessment:1. ATB2. Worksheets3. Think Pair Share Activities4. Ticket out the Door5. Daily classroom activities


Extended Activities: 1. Write a persuasive essay either for or against FDR’s new deal. Did it help pull the United States out of the Great

Depression?2. Write a persuasive essay either for or against the usage of the Atom bomb on Japan.


clarification/summarizing of events.

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2. Provide alternative reading assignments on the internet based upon what topic the student is having difficulty with. Have them Talk to the text and summarize what was read. Provide guided questions to aide them through understanding.


Technology Needed1. Laptops2. Promethean Board3. Internet

Summative Assessment: 1. Movie Project- For example Rubric see Appendix C 2. Test

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Unit Topic: The Cold War (Truman-Reagan) and Civil Rights





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Content Objectives: [Introduced (I); Developing (D); Mastery (M)]Introductory

1. SWBAT define Cold War and Proxy War2. SWBAT list differences between capitalism and socialism 3. SWBAT list differences between democracy vs. communism4. SWBAT identify the Red Scare of the 1950s5. SWBAT define the Civil Rights Movement6. SWBAT define Globalization

Developing1. SWBAT analyze the conflicts that surrounded the division of Berlin between the U.S and U.S.S.R. 2. SWBAT determine how the Korean and Vietnam Wars were a proxy wars between the U.S and the U.S.S.R.3. SWBAT compare the differences between the Korean and Vietnam Wars.4. SWBAT examine how the U.S relationship with Cubs deteriorated which led to the Cuban Missile Crisis. 5. SWBAT differentiate race relations in the north and the south during the 50’s and 60’s6. SWBAT examine the measures the south put into place that prohibited African Americans from obtaining equal

rights.Mastery

1. SWBAT create a product that supports and appropriately illustrates inferences and conclusions drawn from research through a research paper.

2. SWBAT apply concepts of the Cold War on a summative assignment.3. SWBAT apply concepts of the Civil Rights Movement on a summative assignment.

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Diagnostic Assessment: 1. ATB 2. What is the difference between Democracy and Communism?3. Why was there such mistrust between the U.S and its allies with the U.S.S.R (Russia)?

Instructional Practices: 1. Talk to the Text2. Think Pair Share3. Lap Top Usage in Classroom4. Class Discussion5. Class Notes6. Small Groups7. Lecture8. Guided Reading Questions/Research

Suggested Activities:1. Causes of the Cold War- in small groups have each group take 1 or 2 causes, research and present to class

http://www.historylearningsite.co.uk/causes%20of%20the%20cold%20war.htm 2. Research the differences between Capitalism and Socialism. Which characteristics of each system does the United

States have?3. Watch http://www.youtube.com/watch?v=nch5MbnvTqY&feature=youtube_gdata_player on the Berlin Wall4. Watch http://www.youtube.com/watch?v=5GoIL9gVonQ&feature=youtube_gdata_player on the Berlin Blockade5. After watching the videos, have the students answer how could this crisis be the first “battle” of the Cold War?6. Guided Reading, Questions and Research on the Truman Era and the distrust of Russia that came from it. 7. Talk to the Text Cuban Missile Crisis http://www.hpol.org/jfk/cuban/8. Guided Reading, Questions and Research on Korean and Vietnam Wars9. Video Worksheet for the Eyes on the Prize Civil Rights Movement paired with laptop guided research and talk to

the text activities ( Little Rock Nine, Bus Boycott

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http://www.watson.org/~lisa/blackhistory/civilrights-55-65/montbus.html, March on Washington http://www.core-online.org/History/dream_video.htm) .

10.1200 word Research Paper answering the question How did ___ (EVENT) ____ affect the culture/society of America?

Higher-Order Thinking Question(s):

1. What is artist trying to say about the Red Scare in this picture?

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2. What is the artist trying to say about race relations in the U.S during the 1950s and 1960s?



Extended Activities: 1. Research why JFK was assassinated and present to class.

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2. What other Proxy wars were fought during the Cold War? Present to class.


clarification/summarizing of events. 2. Find alternative reading assignments on the internet based upon what topic the student is having difficulty with.

Have them Talk to the text and summarize what was read. Provide guided questions to aide them through understanding.


Technology Needed:1. Laptops2. Promethean Board3. Internet

Summative Assessment: 1. Research Paper- PSSA Persuasive Rubric (Appendix D)2. Test

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Unit Topic: Globalization





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Content Objectives: Introductory

1. SWBAT define import, export, trade, free trade, embargo and subsidy2. SWBAT define North American Free Trade Agreement (NAFTA)3. SWBAT identify NAFTA’s purpose 4. SWBAT define globalization5. SWBAT summarize the events of 9-11

Developing1. SWBAT analyze how Globalization has affected the United States during the 20th Century.2. SWBAT compare and Contrast NAFTA’s pros and cons3. SWBAT determine if the United States entry into NAFTA hurt or helped the economy4. SWBAT examine the role of the Internet in Globalization5. SWBAT predict how globalization will affect job opportunities for them when they graduate from college 6. SWBAT formulate an opinion on why 9-11 happened and the implications of 9-11 on America’s Domestic and

Foreign Policies. 7. SWBAT compare the Gilded Age of the early 1900s with today’s economy (2nd Gilded Age?)

Mastery1. SWBAT create a product that supports and appropriately illustrates inferences and conclusions drawn from

research through a Glog http://edu.glogster.com/.2. SWBAT apply concepts of Globalization on a summative assignment.

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Diagnostic Assessment:

1. Define import, export, trade, free trade, embargo and subsidy. 2. What is NAFTA?

Instructional Practices: 1. Talk to the Text2. Think Pair Share3. Glog Project4. Lap Top Usage in Classroom5. Class Discussion6. Class Notes7. Small Groups8. Lecture9. Guided Reading Questions/Research

Suggested Activities: 1. Laptop Research/Questions on Globalization using http://www.globalization101.org/What_is_Globalization.html2. Talk to the text from Website http://www.fas.usda.gov/itp/policy/nafta/nafta.asp on NAFTA3. In small groups compare Pros vs. Cons of NAFTA. http://www.fas.usda.gov/itp/policy/nafta/nafta.asp(Pros)

http://useconomy.about.com/od/tradepolicy/p/NAFTA_Problems.htm (Cons) Good website for both Pros and Cons http://www.investopedia.com/articles/economics/08/north-american-free-trade-agreement.asp#axzz1S5SzK1kT

4. Laptop Research/Questions/Reading on WTO http://www.wto.org/english/thewto_e/whatis_e/whatis_e.htm5. Create a classroom Edmodo account to on a topic of “strife” in the community to illustrate how social media can

sway public opinion. 6. Create a Glog that answers a final essential question that deals with the History PASAS theme What event

helped shape America become the America you currently live in today?7. Talk to the text using “Has America become an Oligarchy”

http://www.spiegel.de/international/spiegel/0,1518,793896,00.html for the Gilded Age comparison.

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http://www.spiegel.de/international/spiegel/0,1518,793896,00.html


Higher-Order Thinking Question(s):

1. Is the idea of NAFTA a Conservative or Liberal idea? Defend your answer with one fact.



Extended Activities: 1. Research other times Globalization occurred throughout history and present 1 of them to class.2. Research Conservative and Liberal today and compare them to Liberal and Conservatives during the time period

we studied at the beginning of the year….how are they different/same?

Supportive/Intervention Activities:1. Book activities- Read supporting sections from American Nation book using the talk to the text method for better

clarification/summarizing of events. 2. Find alternative reading assignments on the internet based upon what topic the student is having difficulty with.

Have them Talk to the text and summarize what was read. Provide guided questions to aide them through understanding.


Technology Needed:1. Laptops2. Promethean Board

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3. Internet

Summative Assessment: 1. Research Paper- PSSA Persuasive Rubric (Appendix D)2. Test

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Appendix A: Oral Presentation Rules and Guidelines

Rules for slides are:• Present information in a concise and appealing way• Make sure all graphs, charts, and texts are readable• Make sure everything on the slides is relevant, and does not distract from the message• Be consistent with slides, formats, and transitions• Make sure no element on a chart covers another• Properly reference all material• Slides should have a professional appearance, including font, format, and color combination• Make sure that slides are free from errors, including grammar and spelling• Use parallel construction in lists• If using columns, make sure the columns are of equal length, if possible

Rules for presentation are:• Dress appropriately for the audience• Use a vocabulary appropriate to the audience• If you can’t pronounce a word correctly, don’t use it• Don’t use any references or terms that could be offensive to the audience• Don’t turn your back to the audience• Make sure your cell phone is silenced• Speak clearly, with conviction, in a moderate pace• Maintain control of the presentation• Do not argue with the audience• Don’t do or say anything that detracts from your message• Use appropriate gestures• Stay on topic• REHEARSE!

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Appendix B: HyperStudio/Powerpoint Appearance and Content : Power Point Rubric

Appendix C: Movie/ News Report Rubric

Teacher Name:

Student Name: ________________________________________

CATEGORY 10 9 8 7

Content - Accuracy-20 points

Student accurately answered the Essential Question: How did ____ (EVENT) _____

Student accurately answered the Essential Question: How did ____ (EVENT) __ affect

Student answered the Essential Question: How did ____ (EVENT) __ affect business and

Student answered the Essential Question: How did ____ (EVENT) __ affect business and

CATEGORY 10 9 8 7

In Text Citations- 10 Points

No mistakes on footnote citations.

10 Points

1 mistake on footnote citations.

9 Points

2 mistakes on footnote citations.

8 Points

3 mistakes on footnote citations.

7 Points

Graphics and Sounds- 5 Points

A total of 5 pictures and sounds used and all of which enhance the presentation. Sounds can be in the form of a video clip or sound bite. 5 Points

A total of 5 pictures and sounds used and all but 1 enhance the presentation. Sounds can be in the form of a video clip sound bite. 4.5 Points

A total of 4 pictures and sounds used and all of which enhance the presentation. Sounds can be in the form of a video clip sound bite. 4 Points

A total of 4 pictures and sounds used and all but 1 enhance the presentation. Sounds can be in the form of a video clip sound bite. 3.5 Points

Originality- 5 Points Power Point program used effectively throughout presentation. Program is used in a creative way to enhance the presentation.

5 Points

Power Point program used effectively throughout presentation. Program is used in a creative way to enhance the presentation except on 1 slide. 4.5 Points

Power Point program used effectively throughout presentation. Program is used in a creative way to enhance the presentation except on 2 slides. 4 Points

Power Point program used effectively throughout presentation. Program is used in a creative way to enhance the presentation except on 3 slides. 3.5 Points

Comprehension- 20 Points

Student is able to answer any questions and does an excellent job of analyzing and explaining their topic. 20 Points

Student is able to answer any questions and does an excellent job of explaining their topic. 18 Points

Student is able to answer most questions and does a good job of analyzing and explaining their topic. 16.5 Points

Student is able to answer most questions and does a good job of explaining their topic. 15 Points

Content - Accuracy- 20 Points

Student accurately and answered in depth the Essential Question: How did____EVENT___ change the political landscape of America.

20 Points

Student accurately answered the Essential Question: How did____EVENT___ change the political landscape of America.

18 Points

Student answered the Essential Question: How did____EVENT___ change the political landscape of America, but had 1-2 pieces of information incorrect. 16.5 Points

Student answered the Essential Question: How did____EVENT___ change the political landscape of America, but had 3 pieces of information incorrect. 15 Points

Spelling and Grammar- 10 Points

No mistakes. 10 points

1 mistake. 9 Points

2 mistakes. 8 Points

3 mistakes. 7 Points

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affect business and personal finances? 20 Points

business and personal finances? 18 Points

personal finances? but had 1-2 pieces of information incorrect. 16.5 Points

personal finances? but had 3 pieces of information incorrect. 15 Points

Comprehension- 20 points

Student is able to answer any questions and does an excellent job of analyzing and explaining their topic by answering the above question. 20 Points

Student is able to answer any questions and does an excellent job of explaining their topic. 18 Points

Student is able to answer most questions and does a good job of analyzing and explaining their topic. 16.5 Points

Student is able to answer most questions and does a good job of explaining their topic. 15 Points

Sounds -planning All sounds improve the content or "feel" of the production.

Audience is able to hear the presentation and all sounds/clips are relevant to the production.

Audience is able to hear the production but not clearly.

Sounds are not appropriate for the presentation and distract the audience.

Originality The content and ideas are presented in a unique and interesting way through a movie format or a news report.

Presentation shows some originality and inventiveness 90% (4.5 minutes). The content and ideas are presented in an interesting way.

Presentation shows an attempt at originality and inventiveness in 80% (4 minutes) of the production.

Presentation shows an attempt at originality and inventiveness in 70% (3.5 minutes) of the production.

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Grammar and Clarity Presentation has no grammatical errors and audience is able to clearly hear the production.

Presentation has 1 error and audience is able to clearly hear the production.

Presentation has 2 errors and/or audience has a difficult time hearing the production.

Presentation has 3 errors and production is not clear.

Sequencing of Information- 5 Points

Information is organized in a clear, logical way. It is easy to anticipate the type of material that might be on the next slide. 5 Points

Most information is organized in a clear, logical way. One card or item of information seems out of place. 4.5 Points

Some information is logically sequenced. An occasional card or item of information seems out of place. 4 Points

There is no clear plan for the organization of information. 3.5 Points

Length of Production The production is 5 minutes long.

The production is 4.5 minutes long.

The production is 4 minutes long.

The production is 3.5 minutes long.

References-5 Points 4 sources are used for the project with 2 being a primary source. 5 Points

4 sources are used with 1 being a primary source. 4.5 Points

4 sources used. 4 points

3 sources used and 1 is a primary source. 3.5 Points

Chicago Style No errors are present in the formatting. A title and reference page must be turned in according to Chicago Style. 10

1 error is present in the formatting. A title and reference page must be turned in according to Chicago Style. 9

2 errors are present in the formatting. A title and reference page must be turned in according to Chicago Style. 8

3 errors are present in the formatting. A title and reference page must be turned in according to Chicago Style. 7

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Points Points Points Points

FOCUS CONTENT/DEVELOPMENT ORGANIZATION STYLE CONVENTIONS

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Sharp, distinct controlling point presented as a position and made convincing through a clear, thoughtful, and substantial argument with evident awareness of task and audience

Substantial, relevant and illustrative content that demonstrates a clear understanding of the purpose. Thoroughly elaborated argument that includes a clear position, consistently supported with precise and relevant evidence. Rhetorical (persuasive) strategies are evident.

Effective organizational strategies and structures, such as logical order and transitions, to develop a position supported with a purposeful presentation of content.

Precise control of language, stylistic techniques, and sentence structures that creates a consistent and effective tone.

Thorough control of sentence formation. Few errors, if any, are present in grammar, usage, spelling and punctuation, but the errors that are present do not interfere with meaning.

3

Clear controlling point presented as a position and made convincing through a credible ad substantiated argument with general awareness of task and audience..

Adequate, specific, and/or illustrative content that demonstrates an understanding of the purpose. Sufficiently elaborated argument that includes a clear position supported with some relevant evidence. Rhetorical (persuasive) strategies may be evident.

Organizational strategies and structures, such as logical order and transitions, to develop a position supported with sufficient presentation of content.

Appropriate control of language, stylistic techniques, and sentence structures that creates a consistent tone.

Adequate control of sentence formation. Some errors may be present in grammar, usage, spelling and punctuation, but few, if any, of the errors that are present may interfere with meaning.

2Vague evidence of a controlling point presented as a position that may lack a credible and/or

Inadequate, vague content that demonstrates a weak understanding of the purpose.

Inconsistent organizational strategies and structures, such as logical order and transitions,

Limited control of language and sentence structures that creates interference with tone.

Limited and/or inconsistent control of sentence formation. Some sentences may be awkward

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substantiated argument with an inconsistent awareness of task and audience.

Insufficiently elaborated argument that includes an underdeveloped position supported with little evidence.

which ineffectively develop a position with inadequate presentation of content.

or fragmented. Many errors may be present in grammar, usage, spelling and punctuation and some of those errors may interfere with meaning.

1Little or no evidence of a controlling point presented as a position that lacks a credible and/or substantiated argument with minimal awareness of task and audience.

Minimal evidence of content that demonstrates a lack of understanding of the purpose. Unelaborated argument that includes an undeveloped position supported with minimal or no evidemce

Little or no evidence of organizational strategies and structures, such as logical order and transitions, to develop a position with insufficient presentation of content.

Minimal control of language and sentence structures that creates an inconsistent tone.

Minimal control of sentence formation. Many sentences are awkward and fragmented. Many errors may be present in grammar, usage, spelling and punctuation, and many of those errors may interfere with meaning.

Appendix D: PSSA Persuasive Scoring Rubric

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Documents

20th Century Am History-CP