Utilizing the Writing Standards in the Social Studies

1. Utilizing the Writing Standardsin the Social Studies World History 9th grade PowerPoint and additional resources referenced today are available on my teacher website

2. 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.

3. Easy Ways to Include/Improve Writing Starters Ticket in/out activities Reflection 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!)

4. 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/

5. 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

6. 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

7. Peer Editing Teams • Students get into small teams (usually 3-4) • Read each paper within the group and make suggestions for improvement • Revision 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

8. What standards did we hit with this assignment? 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)