Download LDC_Informational_Teaching task

Literacy Design Collaborative Argumentative Teaching Task
Discipline (Science, Social Studies/History, etc.): Social Studies
Course: Current Events/World History
Grade(s)/Level: 9-11
Duration (number of days or lessons): 4 Days
Author(s): Mr. Jordan Lozosky, Mrs. Heather Schmidt
Objectives
The Students will:
 Compare the acts of genocide among different cultures.
 Analyze the reasoning and impact of genocide throughout the 20 th and 21st centuries.
 Read, analyze and gather relevant information from various online resources.
 Write an evidence-based explanatory/comparison essay that addresses the genocide incorporating the Darfur
Genocide and a student selected recent or past occurrence of genocide.
Background Statement
Genocide is the crime of destroying or conspiring to destroy a national, ethnic, racial, or religious group. The process of
genocide continues to occur in various areas throughout our modern world. Darfur, a geographic region in Sudan, has been
experiencing genocide and ethnic cleansing since 2004. Throughout history, hundreds of thousands of individuals have been
murdered because of their ethnic background. One major goal of studying history is to learn from the past. Therefore, we will
investigate using logical comparisons, from both current and historical perspectives to distinguish why genocide has and
continues to occur in various parts of the world.
Template Task (include number, type, level)
Task 23 Template (Informational or
Explanatory/Comparison L1, L2, L3): [Insert essential
question] After reading
(literature or informational texts), write an
(ess
ay or substitute) that addresses the question and support your
position with evidence from the text(s). L2 Be sure to
acknowledge competing views. L3 Give examples from past or
current events or issues to illustrate and clarify your position.
(literature or informational texts), write a/an
(essay, report, or substitute) that compares ___________
(content). L2 In your discussion, address the credibility and
origin of sources in view of your research topic. L3 Identify any
gaps or unanswered questions.
Teaching Task
From a current and historical perspective,
how and why has genocide occurred in
various parts of the world?
L1: After reading the provided informational
materials, write an essay (at least 5
paragraphs) that compares the current Darfur
Genocide with a recent or past occurrence of
genocide.
L2: In your essay, address the credibility
and origin of sources in view of your
research topic.
L3: Identify any gaps or unanswered
questions.
Texts/Articles/Media
Materials for teaching task:
"Dictionary.com | Free Online Dictionary for English Definitions." Dictionary.com |
Free Online Dictionary for English Definitions. N.p., n.d. Web. 7 Apr. 2011.
<http://dictionary.reference.com>.
"Lesson Plans - Darfur and the Janjaweed." National Geographic - Inspiring People to
Care About the Planet Since 1888. N.p., n.d. Web. 7 Apr. 2011.
<http://www.nationalgeographic.com/xpeditions/lessons/03/g912/africadarfur.
html>.
OSAPG Analysis Framework. "Office of the UN Special Advisor on the Prevention of
Genocide." United Nations. N.p., n.d. Web. 7 Apr. 2011.
<www.un.org/en/preventgenocide/adviser/pdf/osapg_analysis_framework.pdf
>.
"Save Darfur | What Has Happened in Darfur?" Save Darfur. N.p., n.d. Web. 7 Apr.
2011. <http://savedarfur.org/pages/primer>.
"The History Place - Genocide in the 20th Century." The History Place. N.p., n.d. Web.
7 Apr. 2011.
<http://www.historyplace.com/worldhistory/genocide/index.html>.
LDC Teaching Task Template 3/8/2011
Vocabulary (Tier 3)
Genocide-the deliberate and
systematic extermination of a
national, racial, political, or
cultural group.
Ethnic- pertaining to or
characteristic of a people,
especially a group, sharing a
common and distinctive culture,
religion, or language.
Systematic- Done or acting
according to a fixed plan or system;
methodical.
Janjaweed- A nomadic Arab tribal
militia from the Darfur region of
western Sudan; typically armed
with guns and riding on camels or
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horses, accused of ethnic cleansing
of non-Arab people.
Atrocity- An appalling or atrocious
act, situation, or object, especially
an act of unusual or illegal cruelty
inflicted by an armed force on
civilians or prisoners.
Number
8.4.12.A
8.4.12.B
8.4.12.C.
8.4.12.D.
Content Standards: Insert appropriate content standards as defined by your state/district.
Content Standard(s)
Evaluate the significance of individual groups who made major political and cultural contributions to world history since
1450.
Evaluate historical documents, material artifacts and historical sites important to world history since 1450.
Evaluate how continuity and change throughout history has impacted belief systems and religion, commerce and industry,
innovations, settlement patterns, social organization, transportation and roles of women since 1450.
Evaluate how conflict and cooperation among social groups and organizations impacted world history from 1450 to present
Africa, America, Asia and Europe.
Number
College and Career Ready Anchor Standards for Reading (Argumentation)
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 test.
Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well
as the relevance and sufficiency of the evidence.
Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the
approaches the authors take.
Read and comprehend complex literary and informational texts independently and proficiently.
College and Career Ready Anchor Standards for Writing (Argumentation)
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and
relevant and sufficient evidence.
Produce clear and coherent writing in which the development, organization, and style are appropriate to task,
purpose, and audience.
Draw evidence from literary or informational texts to support analysis, reflection, and research.
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 audience.
3
8
9
10
Number
1
4
9
10
LDC Argumentation Rubric for Teaching Task
ADVANCED
Focus
Addresses all aspects of the prompt with a highly focused and convincing response.
Reading/Research Demonstrates accurate and effective use of reading materials to develop argument or proposal
and a solid understanding of content as presented in the prompt.
Controlling Idea
Establishes a substantive and credible claim or proposal (L2) Acknowledges relevant competing
arguments, defending or qualifying the claim or proposal as appropriate.
Development
Develops a detailed and convincing argument or proposal; provides relevant evidence in the
form of examples or explanations with statements from reading material. (L3) Makes a
clarifying connection(s) that illuminates argument and adds depth to reasoning.
Organization
Applies an appropriate text structure that develops reasoning; applies a logic model, such as
deductive reasoning.
Conventions
Demonstrates a well-developed command of standard English conventions and cohesion;
employs language and tone appropriate to audience and purpose.
MEETS EXPECTATIONS
Focus
Addresses the prompt and stays on task; provides a generally convincing response.
LDC Teaching Task Template 3/8/2011
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Reading/Research Demonstrates generally effective use of reading materials to develop argument or proposal and
an understanding of the content as presented in the prompt.
Controlling Idea
Establishes a credible claim or proposal (L2) Acknowledges competing arguments while
defending the claim or proposal.
Development
Develops a satisfactory argument or proposal using reasoning with adequate detail to support
claim or proposal; provides evidence from text(s) in the form of examples or explanations
relevant to the argument or proposal. (L3) Makes a relevant connection that helps to clarify
argument or proposal.
Organization
Applies an appropriate text structure that develops reasoning; applies a logic model.
Conventions
Demonstrates a satisfactory command of standard English conventions and cohesion; employs
language and tone appropriate to audience and purpose.
NOT YET
Focus
Attempts to address prompt but lacks focus or is off-task.
Reading/Research Demonstrates weak use of reading materials to develop argument or proposal.
Controlling Idea
Establishes a claim or proposal but is weak or off task; (L2) Attempts to acknowledge
competing arguments.
Development
Lacks details to support reasoning; examples or explanations are weak or not relevant. (L3)
Connection is not relevant.
Organization
Provides a weak text structure; composition is confusing.
Conventions
Demonstrates a weak command of standard English conventions; lacks cohesion; language and
tone are not appropriate to audience and purpose.
LDC Teaching Task Template 3/8/2011
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