Summer Methods Day Three July 2011

Thesis brainstorm Write three possible thesis statements based on this prompt: In the essay, “Nonviolence and Racial Justice” (1957), Martin Luther King asks, “How is the struggle against the forces of injustice to be waged?” Answer his question drawing only on evidence from the civil rights movement. Aim to write one of each: ▫Weak – doesn’t address prompt, can’t be defended with evidence from the unit ▫Good – addresses prompt, can be defended ▫Excellent – more complex, sophisticated than a good thesis

Thesis sorting activity Organize slips into these categories: ▫Weak – doesn’t address prompt, can’t be defended with evidence from the civil rights movement ▫Good – addresses prompt, can be defended ▫Excellent – more complex and sophisticated than a good thesis

Thesis sorting: next steps Slips stay in the same place, teams trade places What do you notice? What questions would you want to ask the other group? If time allows: Rewrite a weak thesis to make it a good one. Rewrite a good thesis to make it an excellent one.

Co-constructing a rubric: What are the qualities of good DBQ writing? STEP ONE: Determine criteria that should be used to evaluate the work. Directions: Create a list of 5-7 criteria. Write criteria (in large print) on post-it. Read sample essay(s) to help with this task.

Step 2: What do these criteria look like when performed at different levels ? Just beginning Approaches Meets expectation for history teacher Exceeds Tips: Start with meets. Be as specific, concrete as possible. Consider frequency (always, often, sometimes, never) Specific numbers (i.e. at least 3 pieces of evidence) Adjectives: unclear, vague, complex, creative, original, incomplete, accurate, inaccurate, credible

Compare your criteria to others What strikes you? What is similar? What is different?