Crucible Connections
Congruency tables
Title of Learning Experience: “Crucible Connections”
Level: Commencement
Grade Level: Grade 11
New York State Learning Standard: ELA
Key Idea: Writing
Standard: (1) – Students will read, write, listen, and speak for information and understanding.
Performance Indicators:
(▪a) Use both primary and secondary sources of information for research
(▪b) Analyze and integrate data,
facts, and ideas to communicate information (p. 15 in the New York Teacher’s Desk reference and Critical Thinking Guide- High School Grades 9-12)
Learning Objectives:
- Independently, TLWBAT research McCarthyism using both primary and secondary sources of information.
- Independently, TLWBAT analyze and integrate data, facts, and ideas to communicate information about McCarthyism.
| Instructional Task |
Student Work |
Assessment |
Students will work independently using both primary and secondary sources of information to research McCarthyism.
Students will work independently to analyze and integrate data, facts, and ideas to communicate information about McCarthyism.
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A typewritten summary of student’s findings from his/her research of McCarthyism
A typewritten works cited displaying both primary and secondary sources of information
A typewritten summary of student’s findings from his/her research of McCarthyism, organized in such a way that displays student’s ability to analyze and integrate data, facts, and ideas to communicate information.
*Exemplar
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A four-point rubric entitled “McCarthyism Research Assignment Rubric” will be used to assess each student’s level of adherence to the following attributes:
- Information is accurate
- Both primary and secondary sources of information are used
- A correct works cited is included
- An appropriate depth of research is obvious
- Information is organized in a logical and meaningful manner, communicating findings effectively
|
New York State Learning Standard: Social Studies
Standard: (1) History of the United States and New York
Key Idea: (3) Study about the major social, political, economic, cultural, and religious developments in New York State and United States history involves learning about the important roles and contributions of individuals and groups.
Performance Indicator:
(▪b) Research and analyze the major themes and developments in New York State and United States history (e.g., colonization and settlement; Revolution and New National Period; immigration; expansion and reform era; Civil War and Reconstruction; The American labor movement; Great Depression; World Wars; contemporary United States) (p. 38 in the New York Teacher’s Desk Reference and Critical Thinking Guide- High School Grades 9-12)
Learning Objective:
Independently, TLWBAT research and analyze McCarthyism, a major theme and development in United States history, using both primary and secondary sources of information.
| Instructional Task |
Student Work |
|
(▪b)Students will work independently using both primary and secondary sources of information to research and analyze McCarthyism, a major theme and development in United States history.
|
A typewritten summary of student’s findings from his/her research and analysis of McCarthyism, a major theme and development in United States history.
|
A four-point rubric entitled “McCarthyism Research Assignment Rubric” will be used to assess each student’s level of adherence to the following attributes:
- Information is accurate
- Both primary and secondary sources of information are used
- A correct works cited is included
- An appropriate depth of research and analysis is obvious
- Information is organized in a logical and meaningful manner, communicating findings effectively
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*Go to Assessment Plan.
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