History/Social Studies -March/April PD: Rubric Calibration Activity 6-8th grade

CCSS Writing Standard 6-8 Write arguments focused on discipline specific content a. Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically b. Support claim (s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources. c. Use words, phrases and clauses to created cohesion and clarify the relationships among claim (s), counterclaims, reasons and evidence d. Establish and maintain a formal writing style. Provide a concluding statement or section that follows from and supports the argument presented. Partial success at 4, or Student introduced an unapparent thesis/claim that directly answers the prompt Compared and contrasted thesis/claim from other possible thesis/claims Restates the thesis/claim using varied language Provides support for the thesis/claim that answers the prompt Provides a concluding statement that supports the argument that was presented and mentions significance T: Choose a position/answer the question, and thesis is clear and concise. E: Explain, critique, and elaborate thesis statement. E: Evidence is accurate, detailed, includes citation, supports the thesis. Evidence includes but is not limited to: Primary and secondary sources, events, and/or examples. S: Uses the language of significance, explains why your evidence and claim is important, shows a pattern, rare event, and/or connects to contemporary world (see significance poster). Introduced a claim/thesis that directly answers the prompt Provides an explanation of the claim/thesis, elaborating on key terms or big ideas related to the claim/thesis Provided a thorough and convincing support for the claim and cites evidence from all sources provided Explains the significance of the claim/thesis in a concluding statement In your written response, be sure to Include a thesis that responds to the task. Incorporate information from all four documents Incorporate relevant outside information Support the thesis with relevant facts, examples, and details Restate the CCSSs in your own words

Rubric Language A Level 3Meets Target

1.How does this ask for/ hold the same expectations as the CCSS? 2.What does the CCSS require that this does not, or does it require all that the CCSS requires?

Rubric language B Level 3Meets Target

1.How does this ask for/ hold the same expectations as the CCSS? 2.What does the CCSS require that this does not, or does it require all that the CCSS requires?

Rubric Language C Level 3Meets Target

1.How does this ask for/ hold the same expectations as the CCSS? 2.What does the CCSS require that this does not, or does it require all that the CCSS requires?

Rubric Language D Level 3Meets Target

1.How does this ask for/ hold the same expectations as the CCSS? 2.What does the CCSS require that this does not, or does it require all that the CCSS requires?

History/Social Studies -March/April PD: Rubric Calibration Activity Grade 10

CCSS Writing Standard 10 Write arguments focused on discipline specific content e. Introduce precise claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence. f. Develop claim (s) and counter-claims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a disciplineappropriate form and in a manner that anticipates the audiences knowledge level and concerns. g. Use words, phrases and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. h. Establish and maintain a formal writing style and objective tone while attending to the norms and conventions of the discipline in which they are writing. . i. Provide a concluding statement or section that follows from or supports the argument presented. Partial success at 4, or Student introduced an unapparent thesis/claim that directly answers the prompt Compared and contrasted thesis/claim from other possible thesis/claims Restates the thesis/claim using varied language Provides support for the thesis/claim that answers the prompt Provides a concluding statement that supports the argument that was presented and mentions significance T: Choose a position/answer the question, and thesis is clear and concise. E: Explain, critique, and elaborate thesis statement. E: Evidence is accurate, detailed, includes citation, supports the thesis. Evidence includes but is not limited to: Primary and secondary sources, events, and/or examples. S: Uses the language of significance, explains why your evidence and claim is important, shows a pattern, rare event, and/or connects to contemporary world (see significance poster). Introduced a claim/thesis that directly answers the prompt Provides an explanation of the claim/thesis, elaborating on key terms or big ideas related to the claim/thesis Provided a thorough and convincing support for the claim and cites evidence from all sources provided Explains the significance of the claim/thesis in a concluding statement Restate the CCSSs in your own words

Rubric Language A Level 3Meets Target

1.How does this ask for/ hold the same expectations as the CCSS? 2.What does the CCSS require that this does not, or does it require all that the CCSS requires?

Rubric language B Level 3Meets Target

1.How does this ask for/ hold the same expectations as the CCSS? 2.What does the CCSS require that this does not, or does it require all that the CCSS requires?

Rubric Language C Level 3Meets Target

1.How does this ask for/ hold the same expectations as the CCSS? 2.What does the CCSS require that this does not, or does it require all that the CCSS requires?

Rubric Language D Level 3Meets Target

In your written response, be sure to Include a thesis that responds to the task. Incorporate information from all four documents Incorporate relevant outside information Support the thesis with relevant facts, examples, and details

1.How does this ask for/ hold the same expectations as the CCSS? 2.What does the CCSS require that this does not, or does it require all that the CCSS requires?

History/Social Studies -March/April PD: Rubric Calibration Activity grade 11-12

CCSS Writing Standard 11-12 Write arguments focused on discipline specific content j. Introduce precise, knowledgeable claim(s) establish the significance of the claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences the claim(s), counterclaims, reasons, and evidence. k. Develop claim (s) and counter-claims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a disciplineappropriate form and in a manner that anticipates the audiences knowledge level and concerns. l. Use words, phrases and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. m. Establish and maintain a formal writing style and objective tone while attending to the norms and conventions of the discipline in which they are writing. . n. Provide a concluding statement or section that follows from or supports the argument presented. Partial success at 4, or Student introduced an unapparent thesis/claim that directly answers the prompt Compared and contrasted thesis/claim from other possible thesis/claims Restates the thesis/claim using varied language Provides support for the thesis/claim that answers the prompt Provides a concluding statement that supports the argument that was presented and mentions significance T: Choose a position/answer the question, and thesis is clear and concise. E: Explain, critique, and elaborate thesis statement. E: Evidence is accurate, detailed, includes citation, supports the thesis. Evidence includes but is not limited to: Primary and secondary sources, events, and/or examples. S: Uses the language of significance, explains why your evidence and claim is important, shows a pattern, rare event, and/or connects to contemporary world (see significance poster). Introduced a claim/thesis that directly answers the prompt Provides an explanation of the claim/thesis, elaborating on key terms or big ideas related to the claim/thesis Provided a thorough and convincing support for the claim and cites evidence from all sources provided Explains the significance of the claim/thesis in a Restate the CCSSs in your own words

Rubric Language A Level 3Meets Target

1.How does this ask for/ hold the same expectations as the CCSS? 2.What does the CCSS require that this does not, or does it require all that the CCSS requires?

Rubric language B Level 3Meets Target

1.How does this ask for/ hold the same expectations as the CCSS? 2.What does the CCSS require that this does not, or does it require all that the CCSS requires?

Rubric Language C Level 3Meets Target

1.How does this ask for/ hold the same expectations as the CCSS? 2.What does the CCSS require that this does not, or does it require all that the CCSS requires?

Rubric Language D Level 3Meets Target

concluding statement In your written response, be sure to Include a thesis that responds to the task. Incorporate information from all four documents Incorporate relevant outside information Support the thesis with relevant facts, examples, and details

1.How does this ask for/ hold the same expectations as the CCSS? 2.What does the CCSS require that this does not, or does it require all that the CCSS requires?