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Essay Outline and Citations Scoring Guide

Essay Outline and Citations Scoring Guide. Exemplary ___ Includes all of the proficient standards and also does one of the following: ___Develops an entire introduction paragraph with relevant context ___ Conclusion makes a comparison to a similar (specific!) event that we ’ ve studied

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Essay Outline and Citations Scoring Guide

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  1. Essay Outline and Citations Scoring Guide • Exemplary • ___ Includes all of the proficient standards and also does one of the following: • ___Develops an entire introduction paragraph with relevant context • ___ Conclusion makes a comparison to a similar (specific!) event that we’ve studied • Proficient • ___ Thesis includes 3 categories that are specific (e.g. more specific than political, economic and social) • ___Thesis answers the prompt and states a clear position • ___Thesis use academic language (vocab terms and transition words) • ___ Paragraph claims connect to the thesis categories and position • ___Paragraph claim is fully developed in a complete sentence • ___Paragraph claim does not repeat the same words as the thesis • ___ Evidence is specific proof (dates, names, events), not claims • ___ Evidence includes information beyond the textbook • ___ Evidence is fully explained in several complete sentences • ___States how the evidence supports the claim • ___Evidence is in your own words • ___ Conclusion doesn’t use clichés and extends the reader’s understanding of the topic • ___ Provides correctly formatted source information from 3 sources • ___ Sources are well chosen and reliable

  2. Traditionalism vs. Modernism The Great Debate of the 1920s

  3. HOT ROC HOT ROC- In what ways do adolescents and adults clash? How do the images on pages 368 & 369 reflect the divide between modernists and traditionalists? Be specific in your discussion about the images.

  4. The Growing Divide • Urban Attractions: • Factory & Office jobs • Higher wages • Diversity • Entertainment • Rural Problems: • Export demands dropped after WWI leading to lower income

  5. Changing Values • Traditionalists • Felt attacked by modernists • Generally lived in small-town • Increased religious fundamentalism • Modernists • Viewed some traditionalists as “backwards” • Excited by city life • Exposed to new ideas, music, and social values

  6. Traditionalism vs. Modernism Debate • In the 1920s there was a serious clash between modernist views and traditionalist values • In a small group you will look at the conflict that arose between these two groups and create a hypothetical argument between the two groups.

  7. Traditionalism vs. Modernism Debate Follow these steps to prepare for the discussion: • 1. Prepare your arguments. • Read the appropriate section and complete the corresponding reading notes. • Meet with your group and prepare at least one argument from each perspective. • Then prepare at least one more argument or counterargument from your assigned perspective. • 2. For each opinion, create an argument and counterargument with one of these prompts: • “As traditionalists, I believe. . .” • “As modernists, I believe . . .” • 3. You will earn points for the following: • +1 point for any of the following: • making a valid argument that supports your both the modernist and traditionalists perspectives • using a fact or Key Content Term from the text • making a counterargument for both the modernist and traditionalist perspective • referencing the founding ideals

  8. Traditionalism vs. Modernism Debate Topics • Opinion A (Section 29.3) Young people today are totally out of control. • Opinion B (Section 29.4) Prohibition has done more harm than good. • Opinion C (Section 29.5) Both evolution and creationism should be taught in the classroom.

  9. Follow these steps to prepare for the discussion: • 1. Prepare your arguments. • Read the appropriate section and complete the corresponding reading notes. • Meet with your group and prepare at least one argument from each perspective. • Then prepare at least one more argument or counterargument from your assigned perspective. • 2. For each opinion, create an argument and counterargument with one of these prompts: • “As traditionalists, I believe. . .” • “As modernists, I believe. . .” • 3. Your group will earn points for the following: • +1 point for any of the following: • making a valid argument that supports your both the modernist and traditionalists perspectives • using a fact or Key Content Term from the text • making a counterargument for both the modernist and traditionalist perspective • referencing the founding ideals • Debate Topics: • Opinion A (Section 29.3) Young people today are totally out of control. • Opinion B (Section 29.4) Prohibition has done more harm than good. • Opinion C (Section 29.5) Both evolution and creationism should be taught in the classroom.

  10. Example “As a traditionalist, I believe…” “As a modernist, I believe…” +1 for a valid argument +1 for a key fact +1 for a valid argument +1 for a key fact +1 for an ideal +1 for an ideal Counterargument: “I disagree with you because…” Counterargument: “I disagree with you because…” +1 for a valid argument +1 for a valid argument +1 for a key fact +1 for a key fact

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