Chapter Weld Reponses/ Examples (from Chapter 10)

Goal: students will independently use the text to prepare for a pair of extended response items related to each text chapter.

Overall Advice:
Use your text to develop your response and check facts.
       Be sure to explore the current chapter in the text.
       Take the time to show up to class prepared to write your response.
       Write enough to show me you understand your topics.
       Be accurate with your use of words and events.
       Avoid vague and unclear statements.
Use the DV meanings of the terms-- check the DV website to verify your understanding.

Prompt 1) Students will read about a topic in the chapter that was not covered in the chapter notes and write a response that describes what they read about, how it connects to a specific note from the chapter and how it affected history (why it is important/ included in the text).
Broken down:
1a) Describe the topic you read about.
1b) Describe a connection to a chapter note.
1c) Explain how your topic affected history.

Prompt 1 Example 1:
"a) I read about the Jackson vs. Adams election in 1824.  In the section, they tied the votes so the House of Representatives decided who would win.  Adams influenced Clay and the others to vote for him.  When he won, Admas gave Clay the job of Secretary of State.
b) This connects to the spoil-system because Adams gave Clay a good job in return for his vote.
c) This affected history because it gave us a poor president who lacked the skill to pass bills to become laws."
Score = 3-- evidence is present that the student read about a topic (1824 election), connected it to a chapter note (spoils system) and offered an effect on history (poor president) in a manner that convinces me she understands the pieces and the whole.

Prompt 1 Example 2:
"A. My topic was about the relations between U.S. and Canada.  Britain controlled Canada and after revolts Britain let them be self-governed.
B. A connection to a note would be laissez-faire.  This is because they both deal with the government.
C. My topic affected history because Britain and the U.S. decided on borders between the U.S. and Canada that are still there."
Score = 2-- evidence is present that the student read about a topic (U.S./ Canada relations), but it is not clear to me that the student understands the chapter note (laissez-faire) and the effect on history.

Prompt 2) Students will describe how a DV history term (not government) connects to an item from the chapter notes in a response that provides evidence that the student understands the DV term, the chapter note and how they are related.
Broken down:
2a) Describe the DV term.
2b) Describe the chapter note
2c) Describe the connection.

(Students were allowed to use a DV government term for this test.)
Prompt 2 Example 1:
"2a. Suffrage - more people were allowed to vote.  Poorer or lower class white men were allowed the right to vote.  This helped Jackson because working class men supported him.
2b. 19th Amendment - women were given the right to vote.
2c. The 19th Amendment was a kind of suffrage.  In Chapter 10 it was with white men, with the 19th , it was women."
Score = 3 -- evidence is present that the student understands the chapter note (suffrage), the DV term (19th Amendment), and how the two are related (expansion of the right to vote).

Prompt 2 Example 2:
"2A. Laissez-faire: government should not interfere with business.
2B. Bill of Rights: people have natural rights.
2C:. They both deal with people having rights that the government should not remove or be involved in."
Score = 2 -- evidence is present that the student has some sense of what the chapter term (Laissez-faire) and DV term (Bill of Rights) mean, but that there is not clear evidence that they really understand the terms and how they relate-- Capitalism would be a better DV term selection.