Module37542.pdf Page 1 of 19 Overview Overview Causes and Effects of French Revolution Causes and Effects of French Revolution by Alicia Barnard, Cheryl Laughinghouse, Angie Zimmerman, and Nina Magie Analyze the impact of the Enlightenment thinkers and evaluate their influences on French Revolution Grades: 10 11 12 Discipline: Social Studies Teaching Task: Task Template 25 (Informational or Explanatory and Cause/Effect) Course: World History Author Information: Alicia Barnard (Clinton) Cheryl Laughinghouse (Arch Ford Co-op) Angie Zimmerman (SREB) Nina Magie (Arch Ford Co-op)
Section 1: What Task? TEACHING TASK Task Template 25 [1 Level] Informational & Cause/Effect L1: Does power always corrupt? Under what circumstances is revolution jusitfied? After reading multiple primary and secondary sources on the Age of Absolutism, Enlightenment, and the French Revolution, write an essay that examines the causes of the French Revolution and explains the effect(s) the revolution had on France's government.. What conclusions or implications can you draw? Support your discussion with evidence from the text(s). STUDENT BACKGROUND No Student Background for this Module EXTENSION No Extension for this Module
Rubric Scoring Elements Focus Controlling Idea Reading/Research Development Organization Not Yet Approaches Expectations Meets Expectations Advanced 1 1.5 2 2.5 3 3.5 4 Attempts to address prompt, but lacks focus or is off-task. Attempts to establish a controlling idea, but lacks a clear purpose. Attempts to present information in response to the prompt, but lacks connections or relevance to the purpose of the prompt. (L2) Does not address the credibility of sources as prompted. Attempts to provide details in response to the prompt, including retelling, but lacks sufficient development or relevancy. (L2) Implication is missing, irrelevant, or illogical. (L3) Gap/unanswered question is missing or irrelevant. Attempts to organize ideas, but lacks control of structure. Attempts to demonstrate standard English Addresses prompt appropriately, but with a weak or uneven focus. Establishes a controlling idea with a general purpose. Presents information from reading materials relevant to the purpose of the prompt with minor lapses in accuracy or completeness. (L2) Begins to address the credibility of sources when prompted. Presents appropriate details to support the focus and controlling idea. (L2) Briefly notes a relevant implication or (L3) a relevant gap/unanswered question. Uses an appropriate organizational structure to address the specific requirements of the prompt, with some lapses in coherence or awkward use of the organizational structure. Demonstrates an uneven command of standard English conventions and Addresses prompt appropriately and maintains a clear, steady focus. Establishes a controlling idea with a clear purpose maintained throughout the response. Presents information from reading materials relevant to the prompt with accuracy and sufficient detail. (L2) Addresses the credibility of sources when prompted. Presents appropriate and sufficient details to support the focus and controlling idea. (L2) Explains relevant and plausible implications, and (L3) a relevant gap/unanswered question. Maintains an appropriate organizational structure to address the specific requirements of the prompt. Demonstrates a command of standard English conventions and cohesion, with few errors. Response includes language Addresses all aspects of prompt appropriately and maintains a strongly developed focus. Establishes a strong controlling idea with a clear purpose maintained throughout the response. Accurately presents information relevant to all parts of the prompt with effective selection of sources and details from reading materials. (L2) Addresses the credibility of sources and identifies salient sources when prompted. Presents thorough and detailed information to strongly support the focus and controlling idea. (L2) Thoroughly discusses relevant and salient implications or consequences, and (L3) one or more significant gaps/unanswered questions. Maintains an organizational structure that intentionally and effectively enhances the presentation of information as required by the specific prompt. Demonstrates and maintains a well-developed command of standard English conventions and cohesion, with few errors. Response
Conventions conventions, but lacks cohesion and control of grammar, usage, and mechanics. Sources are used without citation. cohesion. Uses language and tone with some inaccurate, inappropriate, or uneven features. Inconsistently cites sources. and tone appropriate to the audience, purpose, and specific requirements of the prompt. Cites sources using an appropriate format with only minor errors. includes language and tone consistently appropriate to the audience, purpose, and specific requirements of the prompt. Consistently cites sources using appropriate format. Content Understanding Attempts to include disciplinary content in explanations, but understanding of content is weak; content is irrelevant, inappropriate, or inaccurate. Briefly notes disciplinary content relevant to the prompt; shows basic or uneven understanding of content; minor errors in explanation. Accurately presents disciplinary content relevant to the prompt with sufficient explanations that demonstrate understanding. Integrates relevant and accurate disciplinary content with thorough explanations that demonstrate in-depth understanding.
STANDARDS Common Core Anchor Standards Reading R.CCR.1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. R.CCR.2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. R.CCR.4: Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. R.CCR.6: Assess how point of view or purpose shapes the content and style of a text. R.CCR.10: Read and comprehend complex literary and informational texts independently and proficiently. Common Core Anchor Standards Writing W.CCR.2: Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. W.CCR.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. W.CCR.5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. W.CCR.9: Draw evidence from literary or informational texts to support analysis, reflection, and research. W.CCR.10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. Arkansas World History - (Social Movements and Reforms) SMR.1.WH.7: Explain notable contributions made by individuals during the Enlightenment (e.g., Locke, Voltaire, Rousseau, Montesquieu)
SMR.2.WH: Students shall analyze societal changes resulting from movements and reforms. SMR.2.WH.5: Evaluate the effect of the Renaissance on subsequent events in Europe: Reformation, exploration, Enlightenment, and Scientific Revolution. Arkansas World History - (Conflict and Compromise) CC.3.WH: Students shall analyze the causes of conflict in the world. CC.3.WH.4: Analyze the causes of the 18th and 19th century revolutions (e.g., liberalism, nationalism, imperialism) Arkansas World History - (Politics and Government) PG.9.WH.3: Summarize political power resulting from the following: Mandate of Heaven, divine right, and absolutism. PG.9.WH.6: Describe the political ideologies of the 18th and 19th century revolutions using primary and secondary documents (e.g., American, French, and Latin American revolutions) PG.10.WH.1: Investigate historical law codes using primary and secondary documents (e.g., Hammurabi, Justinian, Magna Carta, Napoleonic) Custom Standards CCSS.ELA-LITERACY.RH.9-10.2: 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. CCSS.ELA-LITERACY.RH.9-10.3 : Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them. CCSS.ELA-LITERACY.RH.9-10.4 : 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. CCSS.ELA-LITERACY.RH.9-10.6: 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. CCSS.ELA-LITERACY.WHST.9-10.1D: Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
CCSS.ELA-LITERACY.WHST.9-10.9 : Draw evidence from informational texts to support analysis, reflection, and research. CCSS.ELA-LITERACY.WHST.9-10.9: Draw evidence from informational texts to support analysis, reflection, and research.
Section 2: What Skills? Selected Skills Preparing for the Task TASK ENGAGEMENT: Ability to connect the task and new content to existing knowledge, skills, experiences, interests, and concerns TASK ANALYSIS: Ability to understand and explain the task's prompt and rubric. Reading Process ACTIVE READING: Ability to identify the central point and main supporting elements of a text. ESSENTIAL VOCABULARY: Ability to apply strategies for developing an understanding of text(s) by locating words and phrases that identify key concepts and facts, or information. NOTE-TAKING: Ability to read purposefully and select relevant information; to summarize and/or paraphrase. Transition to Writing BRIDGING: Ability to begin linking reading results to writing task. Writing Process CONTROLLING IDEA: Ability to establish a controlling idea and consolidate information relevant to task. PLANNING: Ability to develop a line of thought and text structure appropriate to an information/explanation task. DEVELOPMENT: Ability to construct an initial draft with an emerging line of thought and structure. REVISION: Ability to refine text, including line of thought, language usage, and tone as appropriate to audience and purpose. EDITING: Ability to proofread and format a piece to make it more effective. COMPLETION: Ability to submit final piece that meets expectations.
Section 3: What Instruction? MiniTasks Preparing for the Task TASK ENGAGEMENT: Ability to connect the task and new content to existing knowledge, skills, experiences, interests, and concerns NOTES 15 minutes Annotate the prompt. Locate the verbs and determine what tasks must be completed. None Model how to annotate the prompt by pointing out first verb and determining what task will be completed. Guide students to complete task annotation. Discuss student responses. SHORT CONSTRUCTED RESPONSE 30 minutes Central Focus Question Analysis Brainstorm the CFQ and record a short response. Decide yes or no to the question "Does power always corrupt?" Formulate an explanation to support claim. Students TPS (Think, Pair, Share) and discuss responses. Student answers question Yes or NO and follows with detailed examples to support claim. Student pairs with partner to discuss responses 20 pts Post CFQ and have students to brainstorm and formulate an answer that includes detailed explanation with examples. LIST 15 minutes Brainstorm: What causes people to rebel against their government? Record ideas on sheet of paper. Share in whole class discussion.
None Teacher posts question. Instruct students to record answers on paper and then share during whole class discussion. Facilitate students as they anticipate possible causes of French Revolution. LIST Day 2 Making Connnections: From Conquest in Americas to Revolution Students will complete graphic organizer "Recipe for Disaster" which bridges the Colonization, Enlightenmnet, Absolute Monarchs, American Revolution, and Economic Problems None Teacher guides students through direct instruction, reminding them of previous content (listed within Prompt above). Teacher needs to share that the French Revolution resulted from a mixture of social and political issues. TASK ANALYSIS: Ability to understand and explain the task's prompt and rubric. SHORT CONSTRUCTED RESPONSE 15 minutes Following Prompt Annotation, answer the following question. In your own words, what are the important features of a good response to this prompt? 10 pts. Identify or invite students to identify key tasks within the prompt. Reading Process ACTIVE READING: Ability to identify the central point and main supporting elements of a text.
NOTES Day 2-4 Homework SOAPPStone Analysis TPS Think Pair Share Students will analyze primary source documents using SOAPPStone chart. Students will determine the speaker, occasion, audience, purpose, perspective, subject, and tone of document. 10 pts per document Teacher distributes SOAPPStone chart Teacher models how to analyze primary source document by completing chart for one documents. Teacher facilitates partner groups for informal assessment. ESSENTIAL VOCABULARY: Ability to apply strategies for developing an understanding of text(s) by locating words and phrases that identify key concepts and facts, or information. NOTES On-going (5-10 minutes TPS time per class period focused on voc) "Vocab Blab" Students are given a set of vocabulary terms. Students use textbook to define terms. Students partner up and conduct an interview to add to their current defintion list. During the "Vocab Blab," students interview each other by sharing terms and definitions. Provides accurate definitions. 50 pts After scoring, ask some students to share definitions of terms that others overlooked or misunderstood. After scoring, be willing to provide direct instruction or guide a close reading if needed to work through a key phrase most students missed. NOTE-TAKING: Ability to read purposefully and select relevant information; to summarize and/or paraphrase. NOTES Days 3-4
Students complete graphic organizer during whole class discussion 10 pts Distribute graphic organizer Ask HOT questions to guide students through content and assist them in completing graphic organizer NOTES On-going Reading Log throughout Module Prentice Hall Chapter 18 Section 1 Reading Log Sticky notes: Students Chapter 18 Section 1 and record three main ideas per red-lettered section of reading. Place sticky note on textbook page. Students will then think, pair, share to compare sticky note ideas, sharing their recordings with one another. Carouseling Students will place sticky note main ideas on the corresponding chart paper. Through categorizing, students will begin to see a pattern in content. 25 points Teacher models how to create textbook reading log and how to place sticky note main idea on appropriate chart. Instruct students to complete the rest of the chapter reading log for homework. LIST Day 7 Timeline Create a timeline of key events of French Revolution. Research Ch 18 textbook and write a description of the event next to each date. 10 pts Teacher distributes timeline handout with dates. Instruct students to complete timeline. Facilitate students in task completion
Transition to Writing BRIDGING: Ability to begin linking reading results to writing task. LIST Day 7-8 Students use SOAPPStone analysis sheets to make connections between the documents. Students TPS to decide how each document could be used as evidence of the causes of the French Revolution. Students categorize primary source documents by common themes. Students decide what those possible themes are and categorize documents. Completion of Analysis sheets Completion of Thematic Categories TPS participation 30 pts Distribute analysis sheets. Facilitate TPS partner groups in determining the themes of the documents and how to organize them appropriately. Writing Process CONTROLLING IDEA: Ability to establish a controlling idea and consolidate information relevant to task. SHORT CONSTRUCTED RESPONSE Write an opening paragraph that includes a controlling idea and sequences the key points you plan to make in your composition Writes a concise summary statement or draft opening. Provides direct answer to main prompt requirements. Establishes a controlling idea. Identifies key points that support development of argument.
Offer several examples of opening paragraphs. Ask class to discuss what makes them strong or weak. Review the list that students created earlier to identify needed elements (from Cluster 1, skill 2). PLANNING: Ability to develop a line of thought and text structure appropriate to an information/explanation task. OUTLINE Create an outline based on your notes and reading in which you state your claim, sequence your points, and note your supporting evidence. Creates an outline or organizer. Supports controlling idea. Uses evidence from texts read earlier. Provide and teach one or more examples of outlines or organizers. Invite students to generate questions in pairs about how the format works, and then take and answer questions. DEVELOPMENT: Ability to construct an initial draft with an emerging line of thought and structure. LONG CONSTRUCTED RESPONSE Write an initial draft complete with opening, development, and closing; insert and cite textual evidence. Provides complete draft with all parts. Supports the opening in the later sections with evidence and citations. Encourage students to re-read prompt partway through writing, to check that they are on track. REVISION: Ability to refine text, including line of thought, language usage, and tone as appropriate to audience and purpose.
LONG CONSTRUCTED RESPONSE Refine compositions analysis, logic, and organization of ideas/points. Use textual evidence carefully, with accurate citations. Decide what to include and what not to include. Provides complete draft with all parts. Supports the opening in the later sections with evidence and citations. Improves earlier edition. Sample useful feedback that balances support for strengths and clarity about weaknesses. Assign students to provide each other with feedback on those issues. EDITING: Ability to proofread and format a piece to make it more effective. LONG CONSTRUCTED RESPONSE Revise draft to have sound spelling, capitalization, punctuation, and grammar. Adjust formatting as needed to provide clear, appealing text. Provides draft free from distracting surface errors. Uses format that supports purpose. Briefly review selected skills that many students need to improve. Teach a short list of proofreading marks. Assign students to proofread each others texts a second time. COMPLETION: Ability to submit final piece that meets expectations. LONG CONSTRUCTED RESPONSE Turn in your complete set of drafts, plus the final version of your piece Fits the Meets Expectations category in the rubric for the teaching task.
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Section 4: What Results? Classroom Assessment Rubric Focus Reading/Research Controlling Idea Development Organization Conventions Focus Reading/Research Controlling Idea Development Organization Conventions Not Yet Attempts to address prompt but lacks focus or is off-task. Attempts to present information relevant to prompt. Controlling idea is weak and does not establish a purpose and/or address a research question. Tends to retell rather than present information in order to answer questions, solve problems; lacks details to develop topic. *L2 Implications are weak or not relevant to topic. L3 Does not identifies a relevant gap or unanswered question. Applies an ineffective structure; composition does not address requirements of the prompt. Demonstrates a weak command of standard English conventions; lacks cohesion; language and tone are inappropriate to audience and purpose. Meets Expectations Addresses prompt with a focused response. Presents and applies relevant information with general accuracy. Establishes a controlling idea that states the main purpose and/or question for the tasks. L2 Addresses the credibility of sources. Presents sufficient information in order to examine or convey topics or issues, answer questions, solve problems; identifies salient themes or features; explains key information with sufficient detail. *L2 Discusses relevant implications to topic. L3 Identifies a gap or unanswered question. Applies a generally effective structure to address specific requirements of the prompt. Demonstrates a command of standard English conventions and cohesion; employs language and tone appropriate to audience and purpose. Classroom Assessment Task No Classroom Assessment Task for this module Exemplar Work Uploaded Files
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