Teachers should use the writing-to-learn activity to assess whether students mastered the objectives for the lesson. Student responses will vary as they are asked to make a judgment on the primary cause of the Great Depression. Student mastery is demonstrated on this writing activity if they address secondary causes in their response, while developing their argument about the primary cause. The importance of this lesson is that the students act as historians by developing an argument, and supporting with evidence. The following sample rubric could be used to assess whether students achieved mastery: Developed a well Uses 4-5 documents 3 Exceeds thought out to support argument. Expectations argument, clearly identifying the primary cause of the Great Depression. Developed an Uses 2-3 documents 2 Met Expectations argument, identifying to support argument the primary cause of the Great Depression. Developed an Uses 0-1 document to 1 Below argument, identifying support argument Expectations the causes of the Great Depression, but did not identify the primary cause. 0 No Score No argument present No support References Digital History. Why It Happened. http://www.digitalhistory.uh.edu/disp_textbook.cfm?smtID=2&psid=3432 Library of Congress. Farm Security Administration/Office of War Information Negatives. http://www.loc.gov/pictures/collection/fsa/ Smiley, Gene. Great Depression. https://www.google.com/calendar/render Library of Economics and Liberty. Document Analysis Resources: National Archives. Document Analysis Worksheets. http://www.archives.gov/education/lessons/worksheets/
Teachers should use the writing-to-learn activity to assess whether students mastered the objectives for the lesson. Student responses will vary as they are asked to make a judgment on the primary cause of the Great Depression. Student mastery is demonstrated on this writing activity if they address secondary causes in their response, while developing their argument about the primary cause. The importance of this lesson is that the students act as historians by developing an argument, and supporting with evidence. The following sample rubric could be used to assess whether students achieved mastery: 3 Exceeds Expectations Developed a well thought out argument, clearly identifying the primary cause of the Great Depression. Uses 4-5 documents to support argument. 2 Met Expectations Developed an argument, identifying the primary cause of the Great Depression. Uses 2-3 documents to support argument 1 Below Expectations Developed an argument, identifying the causes of the Great Depression, but did not identify the primary cause. Uses 0-1 document to support argument 0 No Score No argument present No support References Digital History. Why It Happened. http://www.digitalhistory.uh.edu/disp_textbook.cfm?smtID=2&psid=3432 Library of Congress. Farm Security Administration/Office of War Information Negatives. http://www.loc.gov/pictures/collection/fsa/ Smiley, Gene. Great Depression. https://www.google.com/calendar/render Library of Economics and Liberty. Document Analysis Resources: National Archives. Document Analysis Worksheets. http://www.archives.gov/education/lessons/worksheets/
Great_Depression_Pathways_Lesson_with_notes.docx