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America and World War II [United States History II Grade 10] In this unit, students will explore the causes of the rapid growth of American involvement Foreign affairs in the years leading up to and after World War II. Massachusetts Department of Elementary and Secondary Education Page 1 of 21 Table of Contents Unit Plan ……………………………………………………………………………………………..………………………………………………….… p. 3 Lesson 1 …………………………………………………………………………………………………………………………..………….……………. p. Lesson 1 Resources …………………………………………………………………………...……………………………………….……..…….… p. Lesson 2 ………………………………………………………………………………………………………………………………..…….………….… p. Lesson 2 Resources ………………………………………………………………………………………………………………………..…….….… p. Lesson 3 ………………………………………………………………………………………………………………………………………………….… p. Lesson 3 Resources …………………………………………………………………………………………………………………………………… p. CEPA Overview…………………………………………………………………………………………………………………………..……………… p. CEPA Teacher Instructions …………………………………………………………………………………………………..………………….… p. CEPA Student Instructions …………………………………….……………………………………………………………..………………….… p. CEPA Rubric …………………………………………………………………………………………………………………………………………...… p. CEPA Resources ………………………………………………………………..…………………………………………………………………….… p. Massachusetts Department of Elementary and Secondary Education Page 2 of 21 Stage 1 Desired Results ESTABLISHED GOALS G Common Core – Literacy in History/Social Studies Grades 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. Curriculum Frameworks: US History II World War II, 1939-1945 USII.14 Explain the strength of American isolationism after World War I and analyze its impact on U.S. foreign policy. (H) USII.15 Analyze how German aggression in Europe and Japanese aggression in Asia contributed to the start of World War II and summarize the major battles and events of the war. On a map of the world, locate the Allied powers (Britain, France, the Soviet Union, and the United States) and Axis powers (Germany, Italy, and Japan). (H) 1. 2. Fascism in Germany and Italy German rearmament and militarization of the Rhineland Transfer Students will be able to independently use their learning to... --Analyze foreign affairs to understand and evaluate past, present, and future American foreign policy decisions. T Meaning UNDERSTANDINGS U ESSENTIAL QUESTIONS Students will understand that… Students will keep considering: U1. In times of economic crisis and political instability, citizens can be swayed by Q1. Can patriotism go too far? persuasive, dynamic leaders who harness popular discontent and latent patriotism to Q2. When should one country become offer a new version of government and involved in the affairs of another? country. Q3. Does protecting national security justify U2. Nations must weigh their immediate limiting or depriving citizens of their rights? and long-term interests when making foreign policy. Q4. What are the implications of winning and losing a war? U3. Violations of national sovereignty command the attention of the international Q5. Who should be responsible for community and often lead to war. maintaining world peace? U4. In times of war, governments can justify unusual control of the public and a diminishing of civil rights with concerns for national security. Q6. Is it the responsibility and/or the right of the United States to promote its values and interests around the world? U5. International organizations and Massachusetts Department of Elementary and Secondary Education Page 3 of 21 3. 4. 5. Germany’s seizure of Austria and Czechoslovakia and Germany’s invasion of Poland Japan’s invasion of China and the Rape of Nanking Pearl Harbor, Midway, D-Day, Okinawa, the Battle of the Bulge, Iwo Jima, and the Yalta and Potsdam conferences Seminal Primary Documents to Read: President Franklin Roosevelt, “Four Freedoms,” speech (1941) Seminal Primary Documents to Consider: Justice Robert M. Jackson’s opinion for the Supreme Court in West Virginia State Board of Education v. Barnette (1943) and Learned Hand’s The Spirit of Liberty (1944) USII.16 Explain the reasons for the dropping of atom bombs on Japan and their short and longterm effects. (H) USII.17 Explain important domestic events that took place during the war. (H, E) 1. 2. 3. 4. how war-inspired economic growth ended the Great Depression A. Philip Randolph and the efforts to eliminate employment discrimination the entry of large numbers of women into the workforce the internment of West Coast Japanese- diplomatic relations among nations are intended to promote international peace and justice. U6. The United States has taken on an increasingly more powerful role in international affairs in the 20th and 21st century. Students will know… *The causes of war in Europe in 1939 resulted from the rise of totalitarian dictators in the aftermath of WWI. Acquisition K Students will be skilled at… S *reading and taking notes that include the main ideas and key supporting details, and summarizing. *The US initially was neutral with the European conflict, then began to provide supplies and aid to England. The US became directly involved in the war after the Japanese attack at Pearl Harbor on December 7, 1941. *By 1941, the Axis Powers of Italy, Germany, and Japan had taken control of most of Europe, northern Africa, southeast Asia, and the Pacific Islands. *identifying the intended, persuasive meaning of propaganda *To prepare for war against the Axis powers, the United States mobilized armed forces, dramatically increased industrial war production, and began work on the atomic bomb. *using political maps to identify expansion of territory, location of key battles, political compromise and division *Write persuasively *Trace change over time *Recognize, define and use key vocabulary in context *Determine cause and effect Massachusetts Department of Elementary and Secondary Education Page 4 of 21 Americans in the U.S. and Canada *With a boost from the United States, the Allies were able to liberate northern Africa, Italy, France, and the rest of Europe, ending the Holocaust and defeating the Nazi regime in May of 1945. *In the Pacific, the United States fought a long and costly war against Japan, regaining lost territories and using two atomic bombs to force surrender in August of 1945. *On the American home front during World War II, the government supported the war effort by encouraging public support through food conservation, bond purchases, and a propaganda campaign. *In 1942, President Roosevelt issued Executive Order 9066, which called for the internment of those of Japanese heritage living in military zones on the west coast. *The aftermath of World War II included the creation of the United Nations, increased tensions between the United States and the Soviet Union, and further established the United States as a global superpower. *Key Terms: dictator, totalitarian, fascism, Adolf Hitler, Joseph Stalin, Benito Mussolini, appeasement, Winston Churchill, Allied Powers, Axis Powers, Hideki Tojo, Franklin Massachusetts Department of Elementary and Secondary Education Page 5 of 21 D. Roosevelt, cash-and-carry, Lend-Lease Act, Atlantic Charter, Pearl Harbor, mobilize, Rosie the Riveter, Manhattan Project, atomic bomb, Dwight D. Eisenhower, D-Day, Holocaust, Battles of Midway, Okinawa and Iwo Jima, Battle of the Bulge, rationing, propaganda, internment, Yalta Conference, V-E Day, Harry S. Truman, V-J Day, United Nations, Potsdam Conference Stage 2 - Evidence Evaluative Criteria Historically accurate Well-crafted & clear Informative & detailed (thorough) Insightful & thoughtful Mechanically sound What will the criteria be that is in the rubric— maybe make a few rubrics for breaking it into specific rubrics… Assessment Evidence CURRICULUM EMBEDED PERFOMANCE ASSESSMENT (PERFORMANCE TASKS) PT It is late summer of 1945. You are a US Army General charged with the task of determining what to do with the conquered Axis Powers. It is your task to evaluate the past 20 years of history and to then write a report/prepare a presentation for Congress that carefully explains your proposal for managing relations with the conquered nations of Germany and Japan in the post WWII years. Your Proposal will have five parts. Parts 1-4 require you to reflect on the past events and connect them to the present situation. Part 5 asks you to apply that knowledge to present and future conflicts from 1945 onward. Part 1) evaluate the results from the Treaty of Versailles in 1919. (U3) Part 2) analyze the effectiveness of the implementation of the League of Nations. (U5) Part 3) explain the cause and course of World War II. (U3) Part 4) assess the growing tensions with the USSR based on the Potsdam and Yalta Conferences. (U2) Massachusetts Department of Elementary and Secondary Education Page 6 of 21 Part 5) requires you to predict possible future international conflicts and then propose any new roles the US should take on in a post-WWII world. You need to specifically address what to do with Japan and Germany and then recommend a plan for how the US should maintain its presence around the globe. (U5, U6) Goal: inform a Joint Session of Congress of its options and then persuade Congress of the best option you propose. Role: you are a US General Audience: Congress, the American public Situation: It is late August, 1945. While there is much cause for celebration with the recent surrenders of both Germany and Japan, we cannot pause and allow these victories to distract us from the importance of establishing peace treaties and future relations with these defeated nations. Among the top brass in the US military, there is a sense of urgency to get funding for post-War Germany and postwar Japan, to truly ensure that there won't be another war like this again. We harken back to Woodrow Wilson's call for this to be "the war to end all wars" and his proposal for a League of Nations. Unfortunately, many members of Congress are unfamiliar with the recent history from 1919 through the 1930s into the 1940s. It is your job to remind them of the lessons of the past and to inform them on how to do better looking ahead for a more peaceful world. Product: They have asked you to present to them an analysis of the causes of WWII, and your proposals to prevent such a war from happening again. You will provide a written, persuasive analysis that is accompanied by either a poster or a multimedia presentation that will include relevant visuals (photographs, maps, charts, primary documents, video clips). Massachusetts Department of Elementary and Secondary Education Page 7 of 21 Standards for Success: Your visual, written, and oral presentation need to include... Historical Content: address the specific failures and shortcomings of the Treaty of Versailles and the League of Nations provide evidence that these failures created the opportunities for violent nationalism to spread in Germany and Japan examples of and rationale for American foreign policy shifts from isolationism to intervention persuasive written analysis demonstrating strong understanding of the events above. Visual Support: at least two maps showing changing political boundaries as a result of foreign intervention during and after WWII (map must be labeled and have a key) at least one visual of relevant world leaders in the 1930s (individuals must be identified, and the location and purpose of meeting explained) at least one copy/replica of a primary source document that will support one of the Parts of your Proposal. OTHER EVIDENCE: -periodic, informal checks on vocabulary, terminology, maps…content knowledge and understanding (examples: hand signals; 3-2-1 on index cards; concept map; one minute essay; agree/disagree with a statement) Massachusetts Department of Elementary and Secondary Education Page 8 of 21 -weekly quizzes on vocabulary, maps, content knowledge -analysis activities with primary sources, visuals (maps, photos, graphs, etc.) -in-class essay on the Decision to Drop the Atomic Bomb -Unit Test OPTION: As concepts are taught in the different lessons, it might be worth considering having students start building the Parts of the CEPA concurrently. For example, have students complete Part 1 (evaluate the results from the Treaty of Versailles in 1919. (U3)) as the culminating assessment of Lesson 1. Then, it will already be done and the CEPA at the end of the Unit will not be so huge. CEPA Parts 1-4 can all be completed in advance of the end of the unit. Part 5 serves as the culmination and application of knowledge, understanding, and skills from Parts 1-4. Stage 3 – Learning Plan Summary of Key Learning Events and Instruction Lessons to include: Lesson 1: The Seeds of World War II. (U1, U3, U4, U5) review terms of Treaty of Versailles and social, political, and economic impact on Germany o Weimar Republic, inflation, discontent Analyze the conditions in Europe that led to the rise of totalitarian dictators: Hitler, Mussolini, Stalin o define key terms: dictatorship, totalitarianism, fascism Rise of Hitler o primary sources from Facing History: life under Nazi Rule (ex: The Birthday Party), connect to Holocaust o Map skills: German expansion in Europe; map where and when German forces invaded/annexed; o Allied response of Appeasement Rise of militarism and nationalism in Japan o Japanese response to Paris Peace Conference, 1919, also planted seeds for empire to combat racism/paternalism from the west Massachusetts Department of Elementary and Secondary Education Page 9 of 21 Compare/Contrast: Creation of Axis Powers: what did Nazi German, Imperial Japan, and Fascist Italy have in common? Lesson 2: US Foreign Policy Shifts From Isolationism to War. (U2, U6) Review and define imperialism, evaluate goals/assets to risk/losses Define Isolationism using a Frayer: o Isolationism, evaluate goals/assets and risks to this policy use primary sources from America First... o Compare/contrast Imperialism and Isolationism timeline: incremental steps of US aid to England (Neutrality Act --> cash-&-carry --> Lend-Lease) primary source analysis: FDR's Quarantine Speech: how to persuade the American public this is the right thing? causes and effects: Attack on Pearl Harbor o timeline of Japanese imperialism, US attempts at diplomatic solutions o In what ways does the attack on Pearl Harbor change American attitudes about the war? o video clips from Ken Burns, The War--first hand accounts of Pearl Harbor; how did the nation react? once the Allies know about the concentration camps, do they have a greater obligation to intervene? Lesson 3: Mobilization. (U4) mobilization and home front; 2 column notes from text new roles for women: Propaganda posters targeting women; working; military jobs spies among us? Evaluate Executive Order 9066 for Japanese Internment. Korematsu v. US Current connections: compare and contrast then and now (Iraq and Afghanistan) regarding the homefront winning hearts and minds: propaganda posters Primary Source analysis APPARTS charts on several posters evaluate military technology and preparing for battle: soldiers, training, war time technology, Manhattan Project o Manhattan Project: collaborate with Chemistry teachers about atomic bomb construction/use Massachusetts Department of Elementary and Secondary Education Page 10 of 21 Lesson 4: Fighting on Two Fronts Evaluate how fronts in Europe and in the Pacific are similar/different war in Europe; key battles, D-Day, why did it take so long to invade mainland Europe? Squeezing Germany from the East and West: goals for Allies with inevitable German surrender Island Hopping, different kind of enemy with Japan--how to end the war? Lesson 5: Ending the War: Solving one Problem, Starting Another (U2, U5, U6) US and England—‘frenemies’ with the USSR: what changed from Yalta to Potsdam ending the war in the Pacific: why is this front different from the European front? Truman's choices: Operation Olympus v. Manhattan Project persuasive essay: the decision to drop the bomb on Japan; weighing Truman's options American reconstruction of Germany and Japan: why help to rebuild your enemies? has the lesson been learned? Adapted from Understanding by Design 2.0 © 2011 Grant Wiggins and Jay McTighe Used with Permission July 2012 Massachusetts Department of Elementary and Secondary Education Page 11 of 21 CEPA Teacher Instructions: It is late summer of 1945. You are a US Army General charged with the task of determining what to do with the conquered Axis Powers. It is your task to evaluate the past 20 years of history and to then write a report/prepare a presentation for Congress that carefully explains your proposal for managing relations with the conquered nations of Germany and Japan in the post WWII years. Your Proposal will have five parts. Parts 1-4 require you to reflect on the past events and connect them to the present situation. Part 5 asks you to apply that knowledge to present and future conflicts from 1945 onward. Parts 1-4 can/should be completed during/after completion of each related Lesson in this unit. Part 1) evaluate the results from the Treaty of Versailles in 1919. (U3) Part 2) analyze the effectiveness of the implementation of the League of Nations. (U5) Part 3) explain the cause and course of World War II. (U3) Part 4) assess the growing tensions with the USSR based on the Potsdam and Yalta Conferences. (U2) Part 5) requires you to predict possible future international conflicts and then propose any new roles the US should take on in a post-WWII world. You need to specifically address what to do with Japan and Germany and then recommend a plan for how the US should maintain its presence around the globe. (U5, U6) Goal: inform a Joint Session of Congress of its options and then persuade Congress of the best option you propose. Role: you are a US General Audience: Congress, the American public Situation: It is late August, 1945. While there is much cause for celebration with the recent surrenders of both Germany and Japan, we cannot pause and allow these victories to distract us from the importance of establishing peace treaties and future relations with these defeated nations. Among the top brass in the US military, there is a sense of urgency to get funding for post-War Germany and post-war Japan, to truly ensure that there won't be another war like this again. We harken back to Woodrow Wilson's call for this to be "the war to end all wars" and his proposal for a League of Nations. Unfortunately, many members of Congress are unfamiliar with the recent history from 1919 through the 1930s into the 1940s. It is your job to remind them of the lessons of the past and to inform them on how to do better Massachusetts Department of Elementary and Secondary Education Page 12 of 21 looking ahead for a more peaceful world. Product: They have asked you to present to them an analysis of the causes of WWII, and your proposals to prevent such a war from happening again. You will provide a written, persuasive analysis that is accompanied by either a poster or a multimedia presentation that will include relevant visuals (photographs, maps, charts, primary documents, video clips). Standards for Success: Your visual, written, and oral presentation needs to include... Historical Content: address the specific failures and shortcomings of the Treaty of Versailles and the League of Nations provide evidence that these failures created the opportunities for violent nationalism to spread in Germany and Japan examples of and rationale for American foreign policy shifts from isolationism to intervention persuasive written analysis demonstrating strong understanding of the events above. Visual Support: at least two maps showing changing political boundaries as a result of foreign intervention during and after WWII (map must be labeled and have a key) at least one visual of relevant world leaders in the 1930s (individuals must be identified, and the location and purpose of meeting explained) at least one copy/replica of a primary source document that will support one of the Parts of your Proposal. Massachusetts Department of Elementary and Secondary Education Page 13 of 21 CEPA Student Instructions: It is late summer of 1945. You are a US Army General charged with the task of determining what to do with the conquered Axis Powers. It is your task to evaluate the past 20 years of history and to then write a report/prepare a presentation for Congress that carefully explains your proposal for managing relations with the conquered nations of Germany and Japan in the post WWII years. Your Proposal will have five parts. Parts 1-4 require you to reflect on the past events and connect them to the present situation. Part 5 asks you to apply that knowledge to present and future conflicts from 1945 onward. Part 1) evaluate the results from the Treaty of Versailles in 1919. (U3) -consider who was/was not invited to attend the Paris Peace Conference and why and what the goals were of the main players -consider Wilson’s 14 Points Part 2) analyze the effectiveness of the implementation of the League of Nations. (U5) -consider Wilson’s goal with the League of Nations—what did he hope would happen? -what was successful about it? What was unsuccessful? Why? Part 3) explain the cause and course of World War II. (U3) -rise of Nazi Germany and Nationalist Japan: why? How? Part 4) assess the growing tensions with the USSR based on the Potsdam and Yalta Conferences. (U2) -what were the different goals of the US and USSR at these meetings? -predict future problems Part 5) requires you to predict possible future international conflicts and then propose any new roles the US should take on in a post-WWII world. You need to specifically address what to do with Japan and Germany and then recommend a plan for how the US should maintain its presence around the globe. (U5, U6) -you have an opportunity to learn from the past and not allow history to repeat itself. Look carefully at your conclusions from Parts 1-4 and apply them to the current situation. --What do you want to do with Germany and Japan? Punish them? Or rebuild them? Provide a thorough explanation. -what’s most important for the US looking forward? Alliances and international organizations have been troublesome in the past. Is it worth considering creating more now? Provide thorough explanations. -what role should the US take on on the world stage? Leader? Bystander? Neutral? Explain. Massachusetts Department of Elementary and Secondary Education Page 14 of 21 Goal: inform a Joint Session of Congress of its options and then persuade Congress of the best option you propose. Role: you are a US General Audience: Congress, the American public Situation: It is late August, 1945. While there is much cause for celebration with the recent surrenders of both Germany and Japan, we cannot pause and allow these victories to distract us from the importance of establishing peace treaties and future relations with these defeated nations. Among the top brass in the US military, there is a sense of urgency to get funding for post-War Germany and post-war Japan, to truly ensure that there won't be another war like this again. We harken back to Woodrow Wilson's call for this to be "the war to end all wars" and his proposal for a League of Nations. Unfortunately, many members of Congress are unfamiliar with the recent history from 1919 through the 1930s into the 1940s. It is your job to remind them of the lessons of the past and to inform them on how to do better looking ahead for a more peaceful world. Product: They have asked you to present to them an analysis of the causes of WWII, and your proposals to prevent such a war from happening again. You will provide a written, persuasive analysis that is accompanied by either a poster or a multimedia presentation that will include relevant visuals (photographs, maps, charts, primary documents, video clips). Standards for Success: Your visual, written, and oral presentation need to include... Historical Content: Look at the bullets above for each Part described. address the specific failures and shortcomings of the Treaty of Versailles and the League of Nations provide evidence that these failures created the opportunities for violent nationalism to spread in Germany and Japan examples of and rationale for American foreign policy shifts from isolationism to intervention persuasive written analysis demonstrating strong understanding of the events above. Visual Support: Massachusetts Department of Elementary and Secondary Education Page 15 of 21 at least two maps showing changing political boundaries as a result of foreign intervention during and after WWII (map must be labeled and have a key) at least one visual of relevant world leaders in the 1930s (individuals must be identified, and the location and purpose of meeting explained) at least one copy/replica of a primary source document that will support one of the Parts of your Proposal. Massachusetts Department of Elementary and Secondary Education Page 16 of 21 CEPA Rubric: CEPA RUBRIC: ACCURACY & UNDERSTANDING of EXPLAINING HISTORICAL CONTENT America and World War II: PARTS 1-4 4 3 2 1 0 Complete accuracy General accuracy and Inaccurate and partial Major inaccuracies Incomplete/left blank Part 1 and thorough & substantial & incomplete and serious or irrelevant Treaty of Versailles Part 2 League of Nations Part 3 WWII complete understanding of the historical context, subcontext; key indiviuals; dates; geography; events. Complete accuracy and thorough & complete understanding of the historical context, subcontext; key indiviuals; dates; geography; events. Complete accuracy and thorough & complete understanding of the historical context, subcontext; key indiviuals; dates; geography; events. understanding of the historical context, subcontext; key indiviuals; dates; geography; events. understanding of the historical context, subcontext; key indiviuals; dates; geography; events. misunderstanding of the historical context, subcontext; key indiviuals; dates; geography; events. information provided General accuracy and substantial understanding of the historical context, subcontext; key indiviuals; dates; geography; events. Inaccurate and partial & incomplete understanding of the historical context, subcontext; key indiviuals; dates; geography; events. Major inaccuracies and serious misunderstanding of the historical context, subcontext; key indiviuals; dates; geography; events. Incomplete/left blank or irrelevant information provided General accuracy and substantial understanding of the historical context, subcontext; key indiviuals; dates; geography; events. Inaccurate and partial & incomplete understanding of the historical context, subcontext; key indiviuals; dates; geography; events. Major inaccuracies and serious misunderstanding of the historical context, subcontext; key indiviuals; dates; geography; events. Incomplete/left blank or irrelevant information provided Massachusetts Department of Elementary and Secondary Education Page 17 of 21 Part 4 Potsdam & Yalta Complete accuracy and thorough & complete understanding of the historical context, subcontext; key indiviuals; dates; geography; events. General accuracy and substantial understanding of the historical context, subcontext; key indiviuals; dates; geography; events. Inaccurate and partial & incomplete understanding of the historical context, subcontext; key indiviuals; dates; geography; events. Major inaccuracies and serious misunderstanding of the historical context, subcontext; key indiviuals; dates; geography; events. Incomplete/left blank or irrelevant information provided CEPA RUBRIC: INTERPRETATION and APPLICATION of HISTORICAL CONTENT America and World War II: PART 5 Part 5 What to do with Germany and Japan Future use of international organizations/ alliances 4 Sophisticated evaluation and analysis of the situation and background; highly effective and extremely relevant proposal Sophisticated evaluation and analysis of the situation and background; highly effective and extremely relevant proposal 3 2 1 0 Good evaluation and analysis of the situation and background; effective and relevant proposal Adequate evaluation and analysis of the situation and background; somewhat effective and somewhat relevant proposal Simple evaluation and analysis of the situation and background; ineffective and irrelevant proposal Incomplete/left blank or irrelevant analysis and proposal provided Good evaluation and analysis of the situation and background; effective and relevant proposal Adequate evaluation and analysis of the situation and background; somewhat effective and somewhat relevant proposal Simple evaluation and analysis of the situation and background; ineffective and irrelevant proposal Incomplete/left blank or irrelevant analysis and proposal provided Massachusetts Department of Elementary and Secondary Education Page 18 of 21 Predict future role of US in international affairs Sophisticated evaluation and analysis of the situation and background; highly effective and extremely relevant proposal Good evaluation and analysis of the situation and background; effective and relevant proposal Adequate evaluation and analysis of the situation and background; somewhat effective and somewhat relevant proposal Simple evaluation and analysis of the situation and background; ineffective and irrelevant proposal Incomplete/left blank or irrelevant analysis and proposal provided CEPA RUBRIC: PRODUCT and PROCESS for America and World War II **This rubric is a work in progress and an afterthought… not sure if/how to incorportate the Persuasive Writing Rubric, Writing Mechanics, and the scores from Parts 1-4. Massachusetts Department of Elementary and Secondary Education Page 19 of 21 % of final 4 3 2 1 Highly relevant; meets or exceeds required number; clearly labeled and accurately cited. Relevant; meets required number; labeled and cited. Somewhat relevant; required number of fewer; labeled and cited. Barely relevant; inadequate number; no labels, no citations. 0 CEPA grade OPTIONAL: Cumulative Scores from Parts 1-4 *these can be counted as individual grades throughout the unit 60% Cumulative Score from Part 5 Rubric 20% Persuasive Writing Rubric 20% Visuals No visuals included. Massachusetts Department of Elementary and Secondary Education Page 20 of 21 Massachusetts Department of Elementary and Secondary Education Page 21 of 21