20th Century World History: Grade 9
Quick Guide
2015-2016
CURRICULUM GUIDE
The Des Moines Public Schools Curriculum guide contains the prioritized standards, required pacing, materials and resources, and
assessment correlates for the school year. This document is intended to be used in conjunction with the District Assessments and
classroom assessments to scaffold our students in mastery of the Iowa Core State Standards.
Unit 1: Imperialism
Essential Question and Pacing
Is imperialism ever justified? 5 weeks
Enduring Understandings
Students think about the effects of power and its use in
different parts of the world. The conditions of competition
between powers that motivate those with more power to
take from those with less. The themes that characterize this
period are among the driving forces of history. They continue
to influence the events of the modern world. Through the
lens of imperialism, students explore how power and control
were used to manipulate the less developed nations of the
world. Imperialists reaped political and economic gains, while
those who were colonized lost even more. During the 1800s,
some nations sought to add to their empires by expanding
into other countries with the use of force. The results of such
imperialism were usually negative for less developed
countries. Fierce nationalism, civil unrest, and revolution
were often the results.
Access to the Online Textbook and Teacher Materials
Go to http://register.hrw.com/
Click Teacher in a U.S School and then click Register.
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Read the Terms of Use and click I agree.
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Suggested Texts and Resources
Modern World History – Holt
Chapter 9: Industrial Revolution
*optional/may be of interest
Chapter 10. Age of Democracy and Progress *optional/may be of interest
Chapter 11: Age of Imperialism
Chapter 12: Transformations Around the Globe
TCI History Alive! World Connections
Chapter 1 and Chapter 17
Primary Sources
“White Man’s Burden,” Berlin Conference, Letters from Gandhi
RAFT (speech, letter, political cartoon, posters)
Choices Curriculum
Choices Curriculum: Congo
Choices Curriculum: India and Pakistan
DBQ Project
DBQ: What was the driving force behind European imperialism in Africa?
NBC Learn Unit 1 Imperialism Resources
Heartland AEA Resources
Learn 360 http://www.learn360.com/index.aspx
NetTrekker http://school.nettrekker.com
Newsela http://newsela.com/
Link to Course Page: http://socialstudies.dmschools.org/20th-c-world-history.html
1
Scales
Topic
History
Imperialism
(Historical
Analysis)
Source
Analysis
Writing
Informative
Text
Foundational Knowledge & Skills
(2)
Scaffolded Learning Goal (2.5)
Learning Goal (3)
Concepts:
-Causes and motives for imperialism
-Methods of control used by
imperialists
-Impacts of imperialism
Explain two motives for
imperialism.
Vocabulary Terms:
ethnicity, culture, language, ethnocentrism, prejudice, discrimination,
racism, cultural diffusion,
industrialization, imperialism
Describe how imperialism impacted
a specific country or region.
Approaches the central idea by citing
evidence, but fails to address
historical context.
Accurately determines the central
idea by citing at least one piece of
evidence and addressing the
historical context.
Accurately determines the central
idea by citing evidence, addressing
the historical context, and explaining
the author’s point of view.
In addition to meeting the level
3 expectation, the response
includes the use of extended,
content-specific vocabulary or
makes connections to prior
learning and/or current events.
A level 2 writing sample fails to meet
the learning goal in one or more
areas:
-Introduction
-Organization
-Use of evidence
-Conclusion
-Introduce a topic (sentence or a
full paragraph);
-Introduce a topic (sentence or a full
paragraph);
-Organize ideas and concepts
(chronologically or thematically);
-Organize ideas and concepts
(chronologically or thematically);
-Develop the topic with relevant
facts, evidence and examples that
are appropriate to the topic;
-Develop the topic with relevant facts,
evidence and accurate examples that
are appropriate to the topic; uses
extended definitions;
Writes informative text that
demonstrates a depth of
knowledge by going above and
beyond the grade level
expectation. The student digs
deeper into the content by
connecting the writing to
previous learning or to
contemporary issues.
-Provide a concluding statement
that supports the information or
explanation presented.
-Provide a concluding statement that
supports the information or
explanation presented.
*A level 1.5 writing sample fails to
meet the level 3 standard in two
areas.
*A level 1 writing sample fails to
meet the level 3 standard in all areas,
but a valid attempt was made by the
student.
Describe one methods of control
used by imperialists.
Discuss the motives/causes for
imperialism, using two specific
examples.
Exceeding Standard (4)
Explain, with examples, methods of
control used by imperialists.
Is imperialism ever justified?
Take a stand and support your
position using specific examples
from history.
Describe how imperialism impacted
the people, the politics, and the
economy of a specific country or
region.
2
Unit 2: World War I
Essential Question and Pacing
Was World War I inevitable? Was the Treaty of Versailles a fair and effective settlement for lasting world peace?
Enduring Understandings
The first half of the 20th century was one of the most violent
periods in world history. Students explore rivalries among
European powers that led to a system of military alliances
that, sparked by a political assassination, draws Europe and
other regions into World War I. The themes that are played
out in World War I continue to characterize the development
of the modern world – as science and technology in particular
exert an increasingly important influence.
Access to the Online Textbook and Teacher Materials
Go to http://register.hrw.com/
Click Teacher in a U.S School and then click Register.
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6 weeks
Suggested Texts and Resources
Modern World History – Holt
Chapter 13: The Great War
Chapter 14: Revolution and Nationalism *optional/may be of interest
TCI History Alive! World Connections
Chapter 19 and Chapter 20
Primary vs. Secondary Sources
http://wwar1.blogspot.com/
http://www.firstworldwar.com/posters/index.htm
EyeWitnesstoHistory.com
http://www.pbs.org/greatwar/
RAFT (speech, letter, political cartoon, posters)
DBQ Project
DBQ: What was the underlying cause of World War I?
DBQ: How did the Versailles Treaty help cause World War II?
NBC Learn Unit 2 WWI Resources
Heartland AEA Resources
Learn 360 http://www.learn360.com/index.aspx
NetTrekker http://school.nettrekker.com
Newsela http://newsela.com/
Link to Course Page: http://socialstudies.dmschools.org/20th-c-world-history.html
3
Scales
Topic
History
World War I
(Chronology
&
Consequence)
Source
Analysis
Writing
Informative
Text
Foundational Knowledge & Skills
(2)
Concepts:
-causes for WWI; describe changes in
technology/war; effects of WWI
Vocabulary Terms:
-militarism, alliances, nationalism,
imperialism, assassination (Franz
Ferdinand); Central v. Allied Powers
(Triple Entente v. Triple Alliance);
trench warfare; Treaty of Versailles;
League of Nations, total war
Scaffolded Learning Goal
(2.5)
Explain two causes of World
War I.
Describe a new technology used
in World War I.
Describe, using two examples,
the impacts of World War I.
Learning Goal (3)
Exceeding Standard (4)
Explain three causes of World War I.
Determine how these causes led to
world war.
Evaluate whether or not World War
I was inevitable using specific
examples from history.
Explain the impact of new
technology or strategies used in
World War I, providing at least two
examples.
Describe, using examples, the
political, social, and economic
impacts of World War I.
Approaches the central idea by citing
evidence, but fails to address
historical context.
Accurately determines the
central idea by citing at least
one piece of evidence and
addressing the historical
context.
Accurately determines the central
idea by citing evidence, addressing
the historical context, and explaining
the author’s point of view.
In addition to meeting the level 3
expectation, the response includes
the use of extended, contentspecific vocabulary or makes
connections to prior learning and/or
current events.
A level 2 writing sample fails to meet
the learning goal in one or more
areas:
-Introduction
-Organization
-Use of evidence
-Conclusion
-Introduce a topic (sentence or a
full paragraph);
-Introduce a topic (sentence or a full
paragraph);
-Organize ideas and concepts
(chronologically or
thematically);
-Organize ideas and concepts
(chronologically or thematically);
Writes informative text that
demonstrates a depth of knowledge
by going above and beyond the
grade level expectation. The student
digs deeper into the content by
connecting the writing to previous
learning or to contemporary issues.
*A level 1.5 writing sample fails to
meet the level 3 standard in two
areas.
*A level 1 writing sample fails to meet
the level 3 standard in all areas, but a
valid attempt was made by the
student.
-Develop the topic with relevant
facts, evidence and examples
that are appropriate to the
topic;
-Provide a concluding statement
that supports the information or
explanation presented.
-Develop the topic with relevant
facts, evidence and accurate
examples that are appropriate to the
topic; uses extended definitions;
-Provide a concluding statement that
supports the information or
explanation presented.
4
Unit 3: The Interwar Years and World War 2
Essential Question and Pacing
Was World War II inevitable?
7 weeks
Enduring Understandings
Students explore themes of nationalism, revolution, and
militarism in the study of World War II. The Great War ignited
the Russian Revolution of 1917, which replaces czarist rule
with the first Communist government.
Suggested Texts and Resources
Modern World History – Holt
Chapter 14: Revolution and Nationalism *optional/may be of interest
Chapter 15: Years of Crisis
Chapter 16: World War II
New ideas in science, technology, and the arts emerge in the
postwar period. In response to aggression by fascist Italy and
Nazi Germany, Britain and France pursue a policy of
appeasement, while the United States follows a path of
isolationism. Student examine how roles of aggressive
ideology, nationalism, and powerful weapons led to World
War II. These themes and traits continue to shape politics
today.
TCI History Alive! World Connections
Chapter 23
Chapter 24
Access to the Online Textbook and Teacher Materials
Go to http://register.hrw.com/
Click Teacher in a U.S School and then click Register.
Enter the required information.
Read the Terms of Use and click I agree.
Select School from the dropdown.
Enter the product 978-0-547-49130-1 and click on the Next
button.
Enter the appropriate Security Word (Partnership) and
complete your product registration.
Primary vs. Secondary Sources
http://avalon.law.yale.edu/subject_menus/wwii.asp
http://www.fordham.edu/halsall/mod/modsbook45.asp
RAFT (speech, letter, political cartoon, posters)
Web Quest (Dowler, Roosevelt)
DBQ Project
DBQ: How did the Versailles Treaty help cause World War II?
NBC Learn Unit 3 The Interwar Years and WWII Resources
NBC Learn WWII Collection
Heartland AEA Resources
Learn 360 http://www.learn360.com/index.aspx
NetTrekker http://school.nettrekker.com
Newsela http://newsela.com/
Link to Course Page: http://socialstudies.dmschools.org/20th-c-world-history.html
5
Scales
Topic
History
World War II
(Historical
Change)
Foundational Knowledge & Skills
(2)
Concepts:
communism, fascism, totalitarianism,
democracy; global depression; causes
of WWII; Axis and Allied Powers,
methods and strategies of war,
effects of WWII
People and Vocabulary:
Adolf Hitler, J. Stalin, Tojo, Roosevelt,
Churchill, appeasement, blitzkrieg ,
Pearl Harbor, Stalingrad, D-Day,
atomic bomb, United Nations
Source
Analysis
Writing
Informative
Text
Scaffolded Learning Goal
(2.5)
Learning Goal (3)
Explain two causes of World
War II.
Explain, using examples, the causes
of World War II.
Describe a new technology used
in World War II.
Explain the impact of new technology
or strategies used in World War II,
providing at least two examples.
Describe, using two examples,
the impacts of World War II.
Exceeding Standard (4)
Was World War II inevitable?
Use specific examples from history
to help support your argument.
Describe the political, social, and
economic impacts of World War II.
Approaches the central idea by citing
evidence, but fails to address
historical context.
Accurately determines the
central idea by citing at least
one piece of evidence and
addressing the historical
context.
Accurately determines the central
idea by citing evidence, addressing
the historical context, and explaining
the author’s point of view.
In addition to meeting the level 3
expectation, the response includes
the use of extended, content-specific
vocabulary or makes connections to
prior learning and/or current events.
A level 2 writing sample fails to meet
the learning goal in one or more
areas:
-Introduction
-Organization
-Use of evidence
-Conclusion
-Introduce a topic (sentence or a
full paragraph);
-Introduce a topic (sentence or a full
paragraph);
-Organize ideas and concepts
(chronologically or thematically);
-Organize ideas and concepts
(chronologically or thematically);
-Develop the topic with relevant
facts, evidence and examples
that are appropriate to the
topic;
-Provide a concluding statement
that supports the information or
explanation presented.
-Develop the topic with relevant
facts, evidence and accurate
examples that are appropriate to the
topic; uses extended definitions;
Writes informative text that
demonstrates a depth of knowledge
by going above and beyond the
grade level expectation. The student
digs deeper into the content by
connecting the writing to previous
learning or to contemporary issues.
*A level 1.5 writing sample fails to
meet the level 3 standard in two
areas.
*A level 1 writing sample fails to meet
the level 3 standard in all areas, but a
valid attempt was made by the
student.
-Provide a concluding statement that
supports the information or
explanation presented.
6
Unit 4: The Cold War
Essential Question and Pacing
In what ways did the Cold War change the world? 6 weeks
Enduring Understandings
Students examine political, social, and economic changes
occurring around the globe after World War II.
The rivalry between the USSR and United States sits at center
stage. With much of Europe and parts of Asia in ruins after
World War II, the United States and USSR emerge as rival
superpowers. Their political and military confrontations
dominate world affairs for the next 40 years.
Historical themes of power and authority, revolution, and
science and technology are explored by students during this
time period. Advances in science, communications, and
technology improve life for many people and help create a
global economy.
Access to the Online Textbook and Teacher Materials
Go to http://register.hrw.com/
Click Teacher in a U.S School and then click Register.
Enter the required information.
Read the Terms of Use and click I agree.
Select School from the dropdown.
Enter the product 978-0-547-49130-1 and click on the Next
button.
Enter the appropriate Security Word (Partnership) and
complete your product registration.
Suggested Texts and Resources
Modern World History – Holt
Chapter 17: Restructuring the Postwar World
Chapter 18: The Colonies Become New Nations *optional/may be of interest
TCI History Alive! World Connections
Chapter 26
Chapter 27
DBQ Project
DBQ: The Soviet Union: What should textbooks emphasize?
NBC Learn The Cold War Resources
NBC Learn The Beginning of the Cold War Collection
RAFT (speech, letter, political cartoon, posters)
http://sheg.stanford.edu/?q=node/41
http://avalon.law.yale.edu/subject_menus/coldwar.asp
HTTP://LIBRARY.THINKQUEST.ORG/11046/DAYS/INDEX.HTML
Heartland AEA Resources
Learn 360 http://www.learn360.com/index.aspx
NetTrekker http://school.nettrekker.com
Newsela http://newsela.com/
Link to Course Page: http://socialstudies.dmschools.org/20th-c-world-history.html
7
Scales
Topic
History
Cold War
(Historical
Analysis)
Foundational Knowledge & Skills (2)
Scaffolded Learning Goal (2.5)
Concepts:
-Cold War players and their goals
-communism, democracy (as political
ideology and characteristics of each
system)
-spread of communism vs containment
-Marshall Plan, Truman Doctrine, NATO,
Warsaw Pact
List characteristics of communism
and democracy.
Describe at least one goal for the
USSR and one goal for the US.
Describe an example of a proxy
war.
Vocabulary:
-containment, satellite state, iron
curtain, spheres of influence,
deterrents, proxy war
Learning Goal (3)
Exceeding Standard (4)
Compare and contrast forms of
government: communism and
democracy.
How did the struggle between
communism and democracy
change the world?
Describe the goals of the USSR and
the US. Be sure to include terms
such as sphere of influence,
satellite state, and containment.
Evaluate which factor was most
important in the Cold War
conflict: political ideology or
power politics (i.e. the arms
race). Defend your position with
evidence and examples from
history.
Describe an example of a proxy
war.
Analyzing
Multiple
Sources (DBQ)
Attempts to use more than one
document on the same topic to take a
stand on an issue (thesis). Evidence
used from the sources to explain and
support the position (claim) may have
some misconceptions or inaccuracies.
Uses at least two documents on
the same topic to take a stand on
an issue (thesis). Uses evidence
from two or more sources to
explain and support the position
(claim).
Uses at least three documents on
the same topic to take a stand on
an issue (thesis). Accurately uses
evidence from three or more
sources to explain and support the
position (claim).
Writing
Informative
Text
A level 2 writing sample fails to meet
the learning goal in one or more areas:
-Introduction
-Organization
-Use of evidence
-Conclusion
-Introduce a topic (sentence or a
full paragraph);
-Introduce a topic (sentence or a
full paragraph);
-Organize ideas and concepts
(chronologically or thematically);
-Organize ideas and concepts
(chronologically or thematically);
*A level 1.5 writing sample fails to meet
the level 3 standard in two areas.
-Develop the topic with relevant
facts, evidence and examples
that are appropriate to the topic;
*A level 1 writing sample fails to meet
the level 3 standard in all areas, but a
valid attempt was made by the student.
-Provide a concluding statement
that supports the information or
explanation presented.
-Develop the topic with relevant
facts, evidence and accurate
examples that are appropriate to
the topic; uses extended
definitions;
In addition to meeting the level 3
expectation, the response
includes prior knowledge or
outside information to enhance
the position and recognizes and
responds to the opposing
viewpoint (counter claim).
Writes informative text that
demonstrates a depth of
knowledge by going above and
beyond the grade level
expectation. The student digs
deeper into the content by
connecting the writing to
previous learning or to
contemporary issues.
-Provide a concluding statement
that supports the information or
explanation presented.
8
Unit 5: 20th Century Crises: Conflict and Genocide
Essential Question and Pacing
Who has the responsibility in shaping and resolving 20th century crisis? 6 weeks
Enduring Understandings
Students will explore themes of conflict and genocide in the
20th Century. An emphasis of students’ study will be placed
on examining ethnic hostilities, racism, and power that led to
violent conflict and mass murder in different regions of the
world.
Access to the Online Textbook and Teacher Materials
Go to http://register.hrw.com/
Click Teacher in a U.S School and then click Register.
Enter the required information.
Read the Terms of Use and click I agree.
Select School from the dropdown.
Enter the product 978-0-547-49130-1 and click on the Next
button.
Enter the appropriate Security Word (Partnership) and
complete your product registration.
Suggested Texts and Resources
Modern World History – Holt
Chapter 18: The Colonies Become New Nations
Chapter 19: Struggles for Democracy
TCI History Alive! World Connections
Chapter 28 and Chapter 29
Graphic Organizer: 8 Stages of Genocide
Project: 8 Stages of Genocide
NBC Learn Unit 5 20th Century Crises: Conflict and Genocide Resources
Holocaust
Holocaust Museum Web Site
EBSCO point/counterpoint
Holocaust: Echoes and Reflections Curriculum
Choices Curriculum: The Holocaust
Rwanda
Choices Curriculum: Rwanda
Center for Human Rights hr.org
Film: “Sometimes in April”
Film: “Hotel Rwanda”/ Guided Notes/ Discussion Questions
Arab/Israeli “The Six Day War” Article
Heartland AEA Resources
SIRS Researcher on www.iowaaeaonline.org
Learn 360 http://www.learn360.com/index.aspx
Link to Course Page: http://socialstudies.dmschools.org/20th-c-world-history.html
9
Scales
Topic
History
20th Cent
Crises
(Historical
Change)
Foundational Knowledge & Skills (2)
Scaffolded Learning Goal (2.5)
Learning Goal (3)
Concepts:
-causes and effects of conflict, -genocide
examples: Holocaust and Rwanda
-conflict example: Israel/Palestine
Identify a genocide. Describe what
took place. List a cause and an
effect of the genocide.
Analyze the causes and effects of
a 20th Century genocide.
Vocabulary:
majority group, minority group,
genocide, United Nations
Identify a conflict. Describe what
took place. List a cause and an
effect of the conflict.
Exceeding Standard (4)
Critique the responses of the world
community to specific examples of
genocide or conflict.
Analyze the causes and effects of
a 20th Century conflict.
Analyzing
Multiple
Sources
(DBQ)
Attempts to use more than one
document on the same topic to take a
stand on an issue (thesis). Evidence used
from the sources to explain and support
the position (claim) may have some
misconceptions or inaccuracies.
Uses at least two documents on
the same topic to take a stand on
an issue (thesis). Uses evidence
from two or more sources to
explain and support the position
(claim).
Uses at least three documents on
the same topic to take a stand on
an issue (thesis). Accurately uses
evidence from three or more
sources to explain and support
the position (claim).
In addition to meeting the level 3
expectation, the response includes
prior knowledge or outside
information to enhance the position
and recognizes and responds to the
opposing viewpoint (counter claim).
Writing
Informative
Text
A level 2 writing sample fails to meet the
learning goal in one or more areas:
-Introduction
-Organization
-Use of evidence
-Conclusion
-Introduce a topic (sentence or a
full paragraph);
-Introduce a topic (sentence or a
full paragraph);
-Organize ideas and concepts
(chronologically or thematically);
-Organize ideas and concepts
(chronologically or thematically);
*A level 1.5 writing sample fails to meet
the level 3 standard in two areas.
-Develop the topic with relevant
facts, evidence and examples
that are appropriate to the topic;
*A level 1 writing sample fails to meet
the level 3 standard in all areas, but a
valid attempt was made by the student.
-Provide a concluding statement
that supports the information or
explanation presented.
-Develop the topic with relevant
facts, evidence and accurate
examples that are appropriate to
the topic; uses extended
definitions;
Writes informative text that
demonstrates a depth of knowledge
by going above and beyond the
grade level expectation. The student
digs deeper into the content by
connecting the writing to previous
learning or to contemporary issues.
-Provide a concluding statement
that supports the information or
explanation presented.
10
Unit 6: Globalization and Synthesis Project
Essential Question and Pacing
Why is it important to interpret the past? Why does 20th century world history matter to me?
Enduring Understandings
Students synthesize their learning in 20th Century World
History. This project offers students an opportunity to identify
a theme for historical inquiry, research primary and secondary
sources, and demonstrate their understanding and skill in
history.
Access to the Online Textbook and Teacher Materials
Go to http://register.hrw.com/
Click Teacher in a U.S School and then click Register.
Enter the required information.
Read the Terms of Use and click I agree.
Select School from the dropdown.
Enter the product 978-0-547-49130-1 and click on the Next
button.
Enter the appropriate Security Word (Partnership) and
complete your product registration.
6 weeks
Suggested Texts and Resources
Modern World History – Holt
Chapter 20: Global Interdependence
-Case Study 9/11
TCI History Alive! World Connections
Chapter 30
Choices Curriculum
International Trade: Competition and Cooperation in a Globalized World
Heartland AEA Resources
NBC Learn http://nbclearn.com
Newsela
http://newsela.com/
Learn 360 http://www.learn360.com/index.aspx
Research Sites: Compiled for each concept (see our resources folder)
Link to Course Page: http://socialstudies.dmschools.org/20th-c-world-history.html
11
Scales
Topic
History
Contemporary
Themes
(Chronology &
Consequence)
Analyzing
Multiple
Sources (DBQ)
Writing
Informative
Text
Foundational Knowledge & Skills
(2)
Identify and describe two concepts
from 20th Century World History.
Scaffolded Learning Goal (2.5)
Learning Goal (3)
Exceeding Standard (4)
Interpret how one of the identified
concepts is still applicable and
relevant to the present day.
Interpret how the identified three
concepts are still applicable and
relevant to the present day.
Justify which of the identified
concepts you believe will have the
greatest impact during your
lifetime.
Attempts to use more than one
document on the same topic to take
a stand on an issue (thesis). Evidence
used from the sources to explain and
support the position (claim) may
have some misconceptions or
inaccuracies.
Uses at least two documents on the
same topic to take a stand on an
issue (thesis). Uses evidence from
two or more sources to explain and
support the position (claim).
Uses at least three documents on
the same topic to take a stand on
an issue (thesis). Accurately uses
evidence from three or more
sources to explain and support the
position (claim).
In addition to meeting the level 3
expectation, the response
includes prior knowledge or
outside information to enhance
the position and recognizes and
responds to the opposing
viewpoint (counter claim).
A level 2 writing sample fails to meet
the learning goal in one or more
areas:
-Introduction
-Organization
-Use of evidence
-Conclusion
-Introduce a topic (sentence or a full
paragraph);
-Introduce a topic (sentence or a
full paragraph);
-Organize ideas and concepts
(chronologically or thematically);
-Organize ideas and concepts
(chronologically or thematically);
-Develop the topic with relevant
facts, evidence and examples
that are appropriate to the topic;
-Develop the topic with relevant
facts, evidence and accurate
examples that are appropriate to
the topic; uses extended
definitions;
Writes informative text that
demonstrates a depth of
knowledge by going above and
beyond the grade level
expectation. The student digs
deeper into the content by
connecting the writing to previous
learning or to contemporary
issues.
Concepts: imperialism, militarism,
nationalism, alliances, technology,
global depression/recession, forms
of government (democracy,
communism, totalitarianism), causes
of conflict, results of conflict,
genocide
*A level 1.5 writing sample fails to
meet the level 3 standard in two
areas.
*A level 1 writing sample fails to
meet the level 3 standard in all
areas, but a valid attempt was made
by the student.
-Provide a concluding statement that
supports the information or
explanation presented.
-Provide a concluding statement
that supports the information or
explanation presented.
12