Us history benchmark task card: ss. 912. A 1



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US HISTORY BENCHMARK TASK CARD: SS.912.A.2.1

STANDARD 2: CIVIL WAR AND RECONSTRUCTION-Understand the causes, course, and consequences of the Civil War and Reconstruction and its effects on the American people.

BENCHMARK: SS.912.A.2.1 Review causes and consequences of the Civil War.

BENCHMARK KEY TERMS, PEOPLE, EVENTS, AND DOCUMENTS/LEGISLATION

SAMPLE ITEM

TERMS: black codes, compromise, debt peonage, nadir, popular sovereignty, reservation system, sharecropping, states’ rights, suffrage



PEOPLE/ORGANIZATIONS: Abraham Lincoln, Stephen A. Douglas, Jefferson Davis, Ulysses S. Grant, Andrew Johnson, Robert E. Lee, Ku Klux Klan, carpetbaggers, scalawags, Freedmen’s Bureau, Radical Republicans, Rutherford B. Hayes, William Tecumseh Sherman

EVENTS/DOCUMENTS/LEGISLATION:

1862 Homestead Act

Anaconda Plan Freeport Doctrine

Civil Rights Act of 1866 Fugitive Slave Act

Compromise of 1850 Gettysburg Address

Compromise of 1877 Jim Crow laws

Dawes Act Kansas-Nebraska Act

Dred Scott Decision Ostend Manifesto

Emancipation Proclamation Radical

15th Amendment Reconstruction Plan



14th Amendment 13th Amendment

SAMPLE HIGHER ORDER QUESTIONS

STUDENT SCALE QUESTIONS

TEST ITEM SPECIFICATION NOTES

  • What role did the concept of compromise contribute to causes leading to the Civil War?

  • How would you compare and contrast the goals of Radical and Moderate Reconstructionists?

  • How did Constitutional changes impact democratic ideals after the Civil War?

  • How did major political parties and leaders influence controversial social and economic ideals before and after the Civil War?

  • How did the Civil War and Reconstruction impact the Presidency?

  • What role did prewar social and cultural differences in the North and South play in causing the Civil War?

  • How did American settlement patterns impact Native Americans from 1865-90?

  • How have I used concepts from this benchmark?

  • How did the benchmark help me better understand __________?

  • Where is my learning on the scale?


4.0

I can evaluate critique the social, political, and economic impact of the Civil War and Reconstruction.

3.0

I can effectively identify and/or evaluate the causes and consequences of the Civil War and Reconstruction.

2.0

With help, I can partially identify the causes and consequences of the Civil War and Reconstruction.

1.0

Even with help, I struggle to identify the causes and consequences of the Civil War and Reconstruction.






The student will:

  • Identify and/or evaluate the causes and consequences of the Civil War

  • Identify the economic, political, and/or social causes of the Civil War.

  • Identify varying points of view regarding the main causes of the Civil War

  • Evaluate the constitutional issues relevant to time period

  • Identify the economic, political, and/or social consequences of Reconstruction.

  • Identify and/or categorize the influence of significant people or groups on Reconstruction

  • Describe the issues that divided Republicans during the early Reconstruction era

  • Identify the significance and/or impact of the Thirteenth, Fourteenth, and Fifteenth Amendments

  • Explain how Jim Crow laws circumvented the intent and meaning of the Thirteenth, Fourteenth, and Fifteenth Amendments

  • Analyze and/or explain the various components of Jim Crow legislation and their effects on Southern minorities

  • Identify settlement patterns in the American West, the reservation system, and/or the tribulations of the Native Americans from 1865–90

Content Limit: Limited to addressing broader social, political, and economic issues

Stimulus Attributes: Historical documents, maps, graphs, charts, posters, photographs, and political cartoons

READING APPLICATION QUESTION STEMS

STUDENT SUMMATIVE WRITING TASK




  • What caused to_____?

  • Why did happen to _____?

  • How did the conflict between____ and_____ begin?

  • What is the main reason/cause that ____happens?

  • Which factor forces/influences______?

  • Why is _________ a significant event?

  • What was the effect of _________?

  • What were the results of _________?

  • What effect did _______ have on ____?

After studying ___________, the evidence from the lesson that helps me understand and answer the essential question is ____________. This relates to the essential question because __________________.




THINKING MAPS CORRELATION




Cognitive Process: Cause/Effect

Product: Multi-Flow Map










US HISTORY BENCHMARK TASK CARD SS.912.A.3.1

STANDARD 3: Industrial Revolution-Analyze the transformation of the American economy and the changing social and political conditions in response to the Industrial Revolution.

BENCHMARK: SS.912.A.3.1 Analyze the economic challenges to American farmers and farmers’ responses to these challenges in the mid to late 1800s.

BENCHMARK KEY TERMS, PEOPLE, EVENTS, AND DOCUMENTS/LEGISLATION

SAMPLE ITEM

TERMS: agrarian, surplus, monopoly, industrialization, regulation, urbanization, populism



PEOPLE/ORGANIATIONS : Grange, Farmers Alliance

EVENTS/DOCUMENTS/LEGISLATION:

Interstate Commerce Act (1887)

Homestead Act (1862)

Granger laws



SAMPLE HIGHER ORDER QUESTIONS

STUDENT SCALE QUESTIONS

TEST ITEM SPECIFICATION NOTES




  • How did the gains and losses of individual rights’ correlate to the philosophies of various reform movements of the time period?

  • What role did westward expansion play in the changing social and economic landscape of America?

  • How did technology change farmers’ way of life?




  • How have I used concepts from this benchmark?

  • How did the benchmark help me better understand __________?

  • Where is my learning on the scale?

4.0

I can analyze the economic challenges faced by farmers and synthesize information to identify alternatives.

3.0

I can explain the strategies used by farmers to deal with economic challenges.

2.0

With help, I can identify and partially explain strategies used by farmers to deal with economic challenges.

1.0

Even with help, I struggle to identify and/or explain strategies used by farmers to deal with economic challenges.




The student will:

  • Analyze and/or explain the causes of the economic challenges faced by American farmers

  • Identify strategies used by farmers to address the economic challenges of the late 1800s

. Content Limit:

  • Limited to interpretation of broader economic concepts

  • Complex application or interpretation of economic graphs (i.e.-supply and demand) NOT required

Stimulus Attributes: Historical documents, maps, graphs, charts, posters, photographs, and political cartoons



READING APPLICATION QUESTION STEMS

STUDENT SUMMATIVE WRITING TASK




  • Based on all information given, how does each part add to the idea that _____?

  • How do ___and ____suggest the central idea that ______?

  • According to the information given (including the chart, graph, photograph caption, etc…) about, explain ________?

  • People who read this passage will learn that _____?

  • How does the concept in the article ____relate to the concept in the article_____? Use details from each article to support your answer.

  • What information supports the conclusion that____________?

  • What leads the reader to believe that_____________?

After studying ___________, the evidence from the lesson that helps me understand and answer the essential question is ____________. This relates to the essential question because ______________________.




THINKING MAPS CORRELATION




Cognitive Process: Sequencing

Product: Flow Map



Cognitive Process: Cause/Effect

Product: Multi-Flow Map









US HISTORY BENCHMARK TASK CARD SS.912.A.3.2

STANDARD 3: Industrial Revolution Analyze the transformation of the American economy and the changing social and political conditions in response to the Industrial Revolution.

BENCHMARK: SS.912.A.3.2 Examine the social, political, and economic causes, course, and consequences of the Second Industrial Revolution that began in the late 19th century.

BENCHMARK KEY TERMS, PEOPLE, EVENTS, AND DOCUMENTS/LEGISLATION

SAMPLE ITEM

TERMS: Second Industrial Revolution, Bessemer process, Great Migration, immigration, innovation, market economy, planned economy, political machines, Social Darwinism, Social Gospel movement, suffrage movement, urbanization, urban centers.



PEOPLE/ORGANIZATIONS: Henry Flagler, Knights of Labor, Ida Tarbell, National Woman Suffrage Association, Thomas Edison, Henry Ford, Alexander Graham Bell, Andrew Carnegie, American Federation of Labor, Susan B. Anthony, Elizabeth Cady Staton, muckrakers, National Labor Union, George Washington Carver, binder boys

EVENTS/DOCUMENTS/LEGISLATION:

Chinese Exclusion Act

Gentlemen’s Agreement

Haymarket Riot (1886)

Sherman Antitrust Act (1890)

Homestead Strike (1892)

Pullman Strike (1894)

Sherman Silver Purchase Act (1894)



SAMPLE HIGHER ORDER QUESTIONS

STUDENT SCALE QUESTIONS

TEST ITEM SPECIFICATION NOTES

  • How did the role of government change in relation to business and labor? What were the issues and how were they resolved?

  • What were the motivations of various European and Asian immigrants to make their way to the US? Compare and contrast Americans reactions to these various groups.

  • What was the concept of Social Darwinism? How was it used by both liberals and conservatives?

  • How did the forces of industrialization, immigration, technology, and urbanization change popular American culture and family life?

  • How did American industrial achievements and developments influence the rest of the world?

  • How have I used concepts from this benchmark?

  • How did the benchmark help me better understand __________?

  • Where is my learning on the scale?


4.0

I can analyze and critique the social, political, and economic impact of the Industrial Revolution on America in the late 19th century.

3.0

I can analyze the social, political, and economic impact of the Industrial Revolution on America in the late 19th century.

2.0

With help, I can explain and partially analyze the social, political, and economic impact of the Industrial Revolution on America in the late 19th century.

1.0

Even with help, I struggle to explain and partially analyze the social, political, and economic impact of the Industrial Revolution on America in the late 19th century.






The student will:

  • Analyze and/or explain contributing social and/or political causes and/or conditions in government, society, and the economy

  • Explain and/or evaluate the significance of events, movements, and people in American society

  • Analyze and/or evaluate the human experience

  • Identify the new industries and/or economic innovations and their impact on the economy and society

  • Identify the significant inventors

  • Compare and/or contrast the experiences of Northern European, Southern European, and Asian immigrants

  • Explain the impact of social change and reform movements in the late 19th and early 20th centuries

  • Describe the origin, course, and/or consequences of the labor movement in the late 19th and early 20th centuries

  • Explain the impact of key events and peoples in Florida history related to the Second Industrial Revolution

Content Limit:

  • Limited to the time period from 1865–1910.

  • Complex application or interpretation of economic graphs NOT required

  • Limited to the interpretation of broader economic concepts in historical contexts

  • Key events and peoples in Florida history are limited to the impact of Henry Flagler and the East Coast Railroad

Stimulus: Historical documents, maps, timelines, charts, graphs, and tables


READING APPLICATION QUESTION STEMS

STUDENT SUMMATIVE WRITING TASK




• How are ___and ___similar?

• Why does the author compare ___and___ in this passage?

• How does the comparison between ___and _____help to illustrate?

• In what way is____ an appropriate comparison?

• What do ___and ___have in common?

• How does the author’s impression of _____ and ______ change throughout the passage?

• What advantage did ____have ___over?

• Why did have more than ____?

• In what ways did ______ experience ______?

• According to the article, which ___helped __?

• How does____ support the idea that ____?

• How can the reader prove the idea___ that is the main idea of this text?



After studying ___________, the evidence from the lesson that helps me understand and answer the essential question is ____________. This relates to the essential question because ______________________.




THINKING MAPS CORRELATION




Cognitive Process: Classifying

Product: Tree Map



Cognitive Process: Compare/Contrast

Product: Double Bubble Map









US HISTORY BENCHMARK TASK CARD SS.912.A.4.1

STANDARD 4: World Affairs through WWI Demonstrate an understanding of the changing role of the United States in world affairs through the end of World War I.

BENCHMARK: SS.912.A.4.1 Analyze the major factors that drove United States imperialism.

BENCHMARK KEY TERMS, PEOPLE, EVENTS, AND DOCUMENTS/LEGISLATION

SAMPLE ITEM

TERMS: big stick, expansionism, imperialism, yellow fever, yellow journalism



PEOPLE/ORGANIZATIONS: Theodore Roosevelt, George Dewey, Rough Riders

EVENTS/DOCUMENTS/LEGISLATION:

Open Door policy

Panama Canal

Philippines

Platt Amendment

Roosevelt Corollary

Spanish-American War

Teller Amendment

Treaty of Paris

Treaty of Portsmouth (1905)



SAMPLE HIGHER ORDER QUESTIONS

STUDENT SCALE QUESTIONS

TEST ITEM SPECIFICATION NOTES

  • Why did the United States expand its role in world affairs in the late 19th and early 20th centuries?

  • In what ways did other nations respond to the expanding
    American role in world affairs?

  • How did the issue over American ownership of colonies after the Spanish-American War influence the nature of American government?

  • How did Floridian cities such as Tampa and Miami contribute to the state’s economic growth during and after the Spanish-American War?

  • What accounted for the mindset shift in American journalism during the late 19th century?

  • How did the United States justify its expansion into the world as it established colonies overseas?

  • How have I used concepts from this benchmark?

  • How did the benchmark help me better understand __________?

  • Where is my learning on the scale?


4.0

I can analyze and critique the impact US imperialism had at home and abroad.

3.0

I can effectively analyze factors that drove US imperialism.

2.0

With help, I can identify and partially analyze factors that drove US imperialism.

1.0

With help, I struggle to identify factors that drove imperialism and I am unable to analyze them.







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