Center for Educational Testing and Evaluation

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1 Activities Grade 11 Operational Multidisciplinary Performance Task 2016 Activity 1: Reading and Note-Taking Between 1914 and 1917, the Great War raged across Europe, Africa, and the Middle East. The United States was faced with a difficult decision: adhere to its long-standing tradition of avoiding entangling alliances in Europe, or intervene in its role as a new world power. In 1914, President Woodrow Wilson presented his views to Congress about why the United States should remain neutral. In spite of the nation's resolve to avoid the conflict, the Zimmermann telegram caused the nation to rethink isolationism. As you read and take notes, think about these questions: What issues surrounded the entry of the United States into World War I? What were the most important ideas and events in support of neutrality? What were the most important ideas and events in support of entering the war? For Activity 2, you will write in response to an ative prompt. Activity 2: Writing Read the prompt and then write your response. Remember, a strong ative response states a clear related to the resources and the prompt and maintains it throughout the work; effectively distinguishes the main from alternate or opposing s; uses relevant and accurate details/evidence from two or more resources to support the ; consistently uses grade-appropriate strategies to clarify relationships between and among ideas and to connect evidence to the ; consistently and accurately uses domain-specific words to develop and support the ; includes an effective and grade-appropriate introduction and conclusion; and is readable and uses almost all grade-level conventions correctly.

2 Grade 11 Operational Multidisciplinary Performance Task 2016 Prompt Type: Argumentative Prompt: Using your understanding of choices and consequences in history, how and why might you have decided the question of US entry into World War I? What evidence and s support your answer?

3 Grade 11 Operational Multidisciplinary Performance Task 2016 Resources Excerpt from President Woodrow Wilson's "Declaration of Neutrality," in a Message to Congress (August 19, 1914) The effect of the war upon the United States will depend upon what American citizens say and do. Every man who really loves America will act and speak in the true spirit of neutrality, which is the spirit of impartiality and fairness and friendliness to all concerned. The spirit of the Nation in this critical matter will be determined largely by what individuals and society and those gathered in public meetings do and say, upon what newspapers and magazines contain, upon what ministers utter in their pulpits, and men proclaim as their opinions upon the street. The people of the United States are drawn from many nations, and chiefly from the nations now at war. It is natural and inevitable that there should be the utmost variety of sympathy and desire among them with regard to the issues and circumstances of the conflict. Some will wish one nation, others another, to succeed in the momentous struggle. It will be easy to excite passion and difficult to allay it. [... ] Such divisions amongst us would be fatal to our peace of mind and might seriously stand in the way of the proper performance of our duty as the one great nation at peace, the one people holding itself ready to play a part of impartial mediation and speak the counsels of peace and accommodation, not as a partisan, but as a friend. I venture, therefore, my fellow countrymen, to speak a solemn word of warning to you against that deepest, most subtle, most essential breach of neutrality which may spring out of partisanship, out of passionately taking sides. The United States must be neutral in fact, as well as in name, during these days that are to try men's souls.

4 Grade 11 Operational Multidisciplinary Performance Task 2016 Excerpt from a telegram from German Foreign Secretary Arthur Zimmermann to the German ambassador to Mexico, Heinrich von Eckhardt (January 19, 1917). The telegram was intercepted and decoded by the British. The contents of the telegram were then shared with the United States. FROM 2nd from London #5747 Zimmermann Telegram "We intend to begin on the first of February unrestricted submarine warfare. We shall endeavor in spite of this to keep the United States of America neutral. In the event of this not succeeding, we make Mexico a proposal of alliance on the following basis: make war together, make peace together, generous financial support and an understanding on our part that Mexico is to reconquer the lost territory in Texas, New Mexico, and Arizona. The settlement in detail is left to you. You will inform the President of the above most secretly as soon as the outbreak of war with the United States of America is certain and add the suggestion that he should, on his own initiative, invite Japan to immediate adherence and at the same time mediate between Japan and ourselves. Please call the President's attention to the fact that the ruthless employment of our submarines now offers the prospect of compelling England in a few months to make peace." Signed, ZIMMERMANN END OF TEXT

5 Holistic Rubric In the response, the student demonstrates: consistent and effective command of the skills needed to complete an on-demand mostly consistent and adequate command of the skills needed to complete an ondemand somewhat consistent and minimal command of the skills needed to complete an ondemand inconsistent and ineffective command of the skills needed to complete an on-demand Non-Scorable Codes BL Blank The response is blank. IN Insufficient The response does not include enough student writing to score. OT Off Task The response is unrelated to the resources and/or prompt. OL Other Language The response is in a language other than English

6 State of Kansas Multidisciplinary Performance Task - High School Argument High School Argument Focus/Argument Evidence Argument Introduction and Conclusion Conventions Student s Response PL: States a clear related to the resources and prompt and maintains it throughout the work Effectively distinguishes main from alternate or opposing s Uses relevant and accurate details/evidence from two or more resources to support Consistently uses gradeappropriate strategies to clarify relationships between and among ideas, and to connect evidence to Consistently and accurately uses domain-specific words to develop and support Includes an effective and gradeappropriate introduction and conclusion Is readable and uses almost all grade-level conventions correctly and may use them creatively to enhance the message; minor mistakes do not impede the reader s ability to understand the writer s meaning States a clear related to resources and prompt and mostly maintains it throughout the work Attempts to distinguish main from alternate or opposing s Uses mostly relevant and accurate details/ evidence from two or more resources to support Adequately uses gradeappropriate strategies to clarify relationships between and among ideas and to connect evidence to Adequately uses domain-specific words to develop and support Includes an adequate and gradeappropriate introduction and conclusion Is readable with most gradelevel conventions used correctly; mistakes do not affect the reader s ability to understand the writer s meaning States a somewhat clear, which may lose focus from time to time throughout the work Recognizes alternate or opposing s, but does not adequately distinguish them from the main Uses some relevant and accurate details/evidence from one or more resources to support Inconsistently uses gradeappropriate strategies to clarify relationships between and among ideas and to connect evidence to Inconsistently uses domainspecific words to develop and support Might include a gradeappropriate introduction or conclusion, but one or both are weak. Is readable but some errors negatively impact the reader s ability to understand the writer s meaning Does not state a clear, or stated is unrelated to resources or prompt Does not recognize or distinguish main from alternate or opposing s Does not use relevant and accurate details or evidence from resources to support Shows little or no attempt to clarify relationships between and among ideas or connect evidence to Uses few or no domain-specific words to develop and support Does not include an introduction or a conclusion. Is nearly unreadable due to pervasive errors in standard conventions Career, Standards and Assessment Services Career, Standards and Assessment Services Kansas State Department of Education Landon State Office Building 900 SW Jackson Street, Suite 653 Topeka, KS (785) The Kansas State Department of Education does not discriminate on the basis of race, color, national origin, sex, disability, or age in its programs and activities and provides equal access to the Boy Scouts and other designated youth groups. The following person has been designated to handle inquiries regarding the non-discrimination policies: KSDE General Counsel, Office of General Counsel, KSDE, Landon State Office Building, 900 SW Jackson, Suite 102, Topeka, KS 66612, (785) Sept. 2014