Teacher Directions: World History Unit Two Performance Assessment

Transcription

1 Spokane Public Schools 9 th Grade Social Studies World History 9 th Grade Teacher Directions: World History Unit Two Performance Assessment G 9 G 9 Purpose The purpose of the Quarter Two Performance Assessment is to evaluate students understanding of how a historic revolution has shaped world history. During the assessment, students will analyze and draw conclusions from primary source documents in order to demonstrate their understanding. Because the Third Quarter Classroom-Based Assessment Causes of Conflict asks students to support a position using primary and secondary source documents, the Quarter Two Assessment helps students to develop, practice, and assess their own ability of this skill. Along those same lines, Grade Level Expectation (GLE) has also been included in this assessment, which is a Power Standard from Unit 3. This allows students to practice this standard in preparation for the CBA. This assessment asks students to analyze documents from the French Revolution and explain how those documents reveal at least three factors (causes) of Students apply their learning by drawing a conclusion about how the revolution impacts the world today. The suggested product for this assessment is a written essay, but teachers may choose to allow students to demonstrate their knowledge and understanding using another product. Regardless of the selected product, all students will be scored using the Unit Two Performance Assessment Rubric. * Note: All documents have been provided for the French Revolution. For Honors, AP, or advanced students, teachers may elect to use these documents as examples, but have students complete the assessment by selecting a different revolution and finding their own primary source documents to analyze. Teacher Directions Review the purpose of the assessment with your students and the Unit Two Rubric. Review language from the rubric. Model how to analyze documents for evidence of social science perspectives. Model how to use a graphic organizer to organize information. Optional: Brainstorm factors (causes) of the French Revolution as a whole class after students have had the opportunity to analyze each of the documents. The following is a list of possible factors (causes) of the French Revolution: o Geographic o Political o Economic o Cultural o Sociological o Psychological Sample Lesson Outline Day Lesson Plan 1 Introduce the Unit 2 Performance Assessment: Student Purpose and Rubric Model how to analyze a primary and secondary source document (may use the American Revolution as an example). 2 Students analyze the documents of the French Revolution and determine factors (causes). 3 Model how to use the graphic organizer (may use the American Revolution as an example). Students begin to work on their own graphic organizer. 4 Students will continue to develop the content of their essay/product. 5 Students produce a final product and share with an audience (partner, small group, or whole class).

2 Name Unit Two End-of-Unit Performance Assessment Revolution What are three major factors (causes) of the French Revolution? What was the impact that government had on people during the French Revolution? Why does it matter today? These are just a few of the questions you will explore as you work your way through the Unit Two End-of-Unit Assessment. Directions to the student Throughout this past unit in your social studies classroom, you have studied the era of the Age of Revolution and its impact on world history. Now it is time for you to demonstrate your understanding of this era by completing a Document-Based Question an assessment that allows you demonstrate your thinking by critically analyzing primary and secondary source documents about this time period. Your task for this performance assessment is to demonstrate your understanding of the French Revolution and how this revolution has shaped world history. You will demonstrate this understanding by analyzing documents from the revolution, determining factors of the revolution based on these documents, evaluating the impact of government on people, and drawing conclusions about how the revolution continues to impact our lives today. Use the following steps to guide your work: 1. Analyze and interpret the primary and secondary sources on the French Revolution. 2. As you interpret each document, determine whether the source is primary or secondary, and determine which social science perspectives are evident. 3. Use your analysis of the documents to determine three factors (causes) of the French Revolution. 4. Evaluate the impact that government had on people during the French Revolution. (Note: In order to receive a 4 on the rubric for this standard, you must also determine the current impact on people today). 5. Create a product (a multi-paragraph essay is recommended) that answers the following prompt: What are three major factors (causes) of the French Revolution and why does it matter today? 6. Use a minimum of four sources to support your product, with at least three of those sources being primary. 7. Complete your essay/product using the rubric criteria. (Be sure to write in your three factors on the lines provided in the rubric).

3 Name Take a Position Social Studies Skills POWER STANDARD Analyze Evidence History Factor #1: Factor #2: Factor #3: (Unit 3 Power Standard) Analyze Impact of the Revolution History th Grade World History Unit Two Age of Revolution Performance Assessment Rubric Score of 4 Score of 3 Score of 2 Score of 1 The student takes an exceptionally clear position as to why the selected factors caused The student provides an in-depth analysis of how the 3 chosen factors (supported by evidence from documents) caused Evidence includes 3 or more social science perspectives: Geographic, Political, Economic, Cultural, Sociological, Psychological The student provides an in-depth analysis of how the revolution has shaped world history. The student takes a generally clear position as to why the selected factors caused the revolution. The student provides an adequate analysis of how the 3 chosen factors (supported by evidence from documents) caused Evidence includes 3 or more social science perspectives: Geographic, Political, Economic, Cultural, Sociological, Psychological The student provides an adequate analysis of how the revolution has shaped world history. The student takes a somewhat clear position as to why the selected factors caused The student provides a minimal or partial analysis of how the 3 chosen factors (supported by evidence from documents) caused Evidence includes 3 or more social science perspectives: Geographic, Political, Economic, Cultural, Sociological, Psychological The student provides a minimal or partial analysis of how the revolution has shaped world history. The student s position is unclear as to why the selected factors caused The student provides little or no analysis of how the 3 chosen factors (supported by evidence from documents) caused Evidence includes 3 or more social science perspectives: Geographic, Political, Economic, Cultural, Sociological, Psychological The student provides little or no analysis of how the revolution has shaped world history POWER STANDARD Analyze Sources Social Studies Skills POWER STANDARD The student provides a sophisticated analysis of why they selected their sources (four or more) to support their position AND can explain how each source relates to a social science perspective. The student provides a general description of why they selected their sources (three or more) to support their position. AND can explain how each source relates to a social science perspective. The student provides a minimal description of why they selected their sources (two or more) to support their position. AND can explain how each source relates to a social science perspective. The student provides little or no description of why they selected their sources to support their position. Apply Conventions Consistently: Uses properly spelled words, uses appropriate punctuation and capitalization, and writes well organized paragraphs. Adequately: Uses properly spelled words, uses appropriate punctuation and capitalization, and writes well organized paragraphs. Minimally: Uses properly spelled words, uses appropriate punctuation and capitalization, and writes well organized paragraphs. Does not: Uses properly spelled words, uses appropriate punctuation and capitalization, and writes well organized paragraphs.

4 Document Based Question (DBQ) - The French Revolution Document #1 Painting of Louis XVI and Marie Antoinette, Paris, France (1787) Document #2 Yearly incomes compared (circa 1780) Archbishop of Paris: 50,000 livres Marquis de Mainvillette: 20,000 livres Prince de Conti: 14,000 livres A Paris parish priest: 10,000 livres A typical village priest: 750 livres A master carpenter: 200 livres (The livre was replaced by the franc in In the 1780s, there were about 4 livres to 1). Document #3 I was joined by a poor woman who complained of the times. Her husband had only a morsel of land, one cow and a poor horse. But they had to pay 20kg of wheat and three chickens as feudal dues to one lord, and 60kg of oats, one chicken and five pence to another, along with very heavy taxes to the king s tax collectors: The taxes and feudal dues are crushing us. Arthur Young, Travels in France ( )

5 Document #4 To Combourg: The country has a savage aspect; husbandry not much further advanced, at least in skill, than among the Hurons (American Indians)... The people almost as wild as their country, and their town of Combourg one of the most brutal, filthy places that can be seen; mud houses, no windows, and a pavement so broken as to impede all passengers... To Montauban: The poor people seem poor indeed; the children terribly ragged, if possible, worse clad than if with no clothes at all; as to shoes and stockings, they are luxuries... They did not beg, and when I gave them anything seemed more surprised than obliged. One third of what I have seen of this province seems uncultivated, and nearly all of it in misery... Arthur Young, Travels in France (September 1788) Document #5 One opinion pervaded the whole company, that they are on the eve of some great revolution in the government: that every thing points to it: the confusion in the finances great; with a deficit impossible to provide for without the states-general of the kingdom but bankruptcy is a topic: the curious question on which is, would a bankruptcy occasion a civil war, and a total overthrow of the government?... Arthur Young, Travels in France (October 17, 1787) Document #6 The abuses attending the levy of taxes were heavy and universal.... The rolls of the taille, capitation, vingtiemes, and other taxes were distributed among districts... A cruel aggravation of their misery, to see those who could best afford to pay, exempted because able! The corvees {taxes paid in labor, often road building}, or police of the roads, were annually the ruin of many hundreds of farmers; more than 300 were reduced to beggary in filling up one vale in Lorraine: all these oppressions fell on the tiers etat {Third Estate} only; the nobility and clergy having been equally exempted from tailles, militia and corvees. Arthur Young, Plight of the French Peasants ( )

6 Document #7 King and Queen as Two-Headed Monster, Political Cartoon, (circa 1789) Document #8 Pamphlet banned by the French Government in 1775 Man is born free. No man has any natural authority over others; force does not give anyone that right. The power to make laws belongs to the people and only to the people. Jean Jacques Rousseau, The People Should Have Power (1775) Document #9 What is the third estate? Everything. What has it been heretofore in the political order? Nothing. What does it demand? To become something therein. Abbé Sieyès, What is the Third Estate? (1789)

7 Document #10 Financial Problems in France, 1789 Urban Commoner s Budget: Food 80% Rent 25% Tithe 10% Taxes 35% Clothing 20% TOTAL 170% King s Budget: Interest 50% Army 25% Versailles 25% Coronation 10% Loans 25% Admin. 25% TOTAL 160% Source: The Center for History and New Media, George Mason University (2010) Document #11 Tennis Court Oath - Painting by Jacques Louis David (1791) Members of the National Assembly (1st, 2nd and 3rd Estate members) swearing not to separate until they have given France a constitution in what later became known as the Tennis Court Oath, June 20th, 1789.

8 Document #12 O rich citizens be so good as to leave for a time your chateaux and palaces and be so good as to glance at those unfortunates whose muscles are only occupied in working for you. What do you see in our villages? A few weakened men, faces withered by poverty and shame, their wives having too many children, their children wearing rags All the peasants in our neighbourhood Brittany are making ready to refuse the church taxgatherers and state that nothing will be taken without bloodshed. From the collection of Cahiers de doléances, Presented to the Estates-General (March April, 1789) Document #13 1. That his subjects of the third estate, equal by such status to all other citizens, present themselves before the common father without other distinction which might degrade them. 7. That venality {sale} of offices be suppressed That military ordinances establishing a degrading distinction between officers born into the order of nobility and those born in to that of the third estate be revoked, as thoroughly injurious to an order of citizens and destructive of the competition so necessary to the glory and prosperity of the State. 15. That every personal tax be abolished; that thus the capitation and the taille and its accessories be merged with the vingtiemes in a tax on land and real or nominal property. 16. That such tax be borne equally, without distinction, by all classes of citizens and by all kinds of property, even feudal and contingent rights....justice. Cahiers de doleances-lists of grievances, Presented to the Estates General (March 29, 1789) Document #14 Source: Glencoe World History (2010)

9 Document #15 Economics of the French Revolution Occupation Laborer in Reveillon wallpaper works Builders Laborer Journeyman mason Journeyman, locksmith, carpenter, etc. Sculptor, goldsmith Bread and Wage Earners Budget* Effective Daily Wage in Sous** Expenditure on Bread as percentage of income with bread priced at: gs (Aug 1788) 14s (Feb-July 1789) * The price of the 4 pound loaf consumed daily by workingman and his family as the main element in their diet ** Effective wage represents the daily wage adjusted for 121 days of nonwork per calendar year for religious observation, etc. Source: The Center for History and New Media, George Mason University (2010) Document #16 Women s March to Versailles (1789) Women demanded relief from Louis XVI for the nationwide food shortage

10 Document #17 Political Cartoon (1789) Document #18 I. Men are born and remain free and equal in rights. Social distinctions may be based only on common utility. II. The aim of all political association is to preserve the natural and unalienable rights of man. These rights are liberty, property, and security and resistance to oppression. III. The principle of all sovereignty rests essentially in the nation. No body and no individual may exercise authority which does not emanate from the nation expressly... VI. Law is the expression of the general will. All citizens being equal in its eyes are equally admissible to all public dignities, offices, and employment's, according to their capacity, and with no other distinction than that of their virtues and talents. X. No one may be disturbed for his opinions, even in religion... XI...Every citizen may therefore speak, write, and print freely... XIII...common taxation is necessary. It should be apportioned equally among all citizens according to their capacity to pay. XVII. Property being an inviolable and sacred right, no one may be deprived of it except for an obvious requirement of public necessity, certified by law, and then on condition of a just compensation in advance. Declarations of the Rights of Man and Citizen (August 26, 1789)