9.2 Common Writing Task - Corroborating Progressivism Directions: Use the information from the documents, the CWT graphic organizer, and outline to write a multi-paragraph essay in response to the following prompt. Refer to the rubric on the next page to identify the expectations before you start writing and to check your work once you are finished. Prompt: Identify the central problem faced by one group and analyze the strategies they used to address the problem. Be sure to: ● Include an introduction with an analytical thesis statement, body paragraphs, and a conclusion. ● Identify evidence that supports your claim, from at least FOUR different sources and your background knowledge. ● Explain how the evidence supports your thesis. ● Analyze the documents using one example of each of the following skills: sourcing and close reading. ● Corroborate evidence within each body paragraph. The Progressive Era was a period of widespread social activism and political reform around the U.S. that spanned through the 1890s to the 1920s. The main objectives that the progressives were focused on were addressing problems caused by industrialization, urbanization, immigration, and political corruption. During the progresive era African Americans were discriminated against, segregated and enslaved. The central problems that the African American’s faced was segregation towards streetcars,in response to this problem they advocated and boycotted. The African Americans were segregated on public transport such as street cars. Evidence that supports my argument is “On April 1, 1904, the Virginia Passenger and Power Company made an announcement that the rules for segregation would be enforced later that month on electric street cars in Richmond.” This piece of evidence supports my claim because they are not being able to ride street cars which is a form of segregation. This source is reliable because it has a published date and the date where this source was published was during the time where this event was still very relevant. This source is reliable because the author of the source has experienced the problem first hand. Another example that supports my claim is ““the Virginia General Assembly altered the legislation in 1906, requiring segregation in public transportation”. This evidence supports my subclaim because in my subclaim it is stated that the African Americans were being segregated in public transport and in this piece of evidence it states that “the Virginia General Assembly altered the legislation in 1906, requiring segregation in public transportation” which means that there will be segregation on public transport. In both of these pieces of evidence talk about how there is segregation in some form of public transport. Like in the first piece of evidence it talks about how there is segregation on electric street cars while the second piece of evidence talks about how there is segregation in all public transportation. Nevertheless both pieces talk about segregation in public transportation. The strategies used by the African Americans to address the problem was boycotting public transport and by using the newspaper to spread their issue. “Thousands of African American Richmonders continued the boycott for more than a year, walking and finding alternate forms of transportation”. This piece of evidence supports my subclaim because in my sublime it states that the African Americans boycotted public transport and in this piece of evidence it states how the African Americans walked and found alternate forms of transportation which is a form of boycotting. This source is reliable because it has a published date and the date where this source was published was during the time where this event was still very relevant. This source is reliable because the author of the source has experienced the problem first hand. Another piece of evidence that supports my subclaim is“Second. We want discrimination in public accommodation to cease. Separation in railway and street cars, based simply on race and color, is un-American, un-democratic, and silly. We protest against all such discrimination.”. This supports my subclaim because in my subclaim it is stated that the African Americans used the news to spread their issue and in this case they used the New York times which is a reliable and credible news source that is still up today. This corroborates with my first piece of evidence because in both pieces of evidence it talks about segregation and what they did to address the issue of segregation. In this essay we talk about how The Progressive Era was a period of widespread social activism and political reform around the U.S. that spanned through the 1890s to the 1920s. The main objectives that the progressives were focused on were addressing problems caused by industrialization, urbanization, immigration, and political corruption. During the progresive era African Americans were discriminated against, segregated and enslaved and The central problems that the African American’s faced was segregation towards streetcars,in response to this problem they advocated and boycotted. In my main arguments I talk about what the issue was and how it was addressed by the African Americans. This topic is important because no matter what color your skin is we all deserve to be treated with equal rights and equal powers. The sad truth was that this wasn’t a reality for the African Americans back then which is very wrong. USH Q1 CWT (9.2) Essay Rubric Proficient 100% Developing Proficiency 85% Emerging Proficiency 70% Not Yet Proficient 50% Not Present Analytical The thesis makes a claim The thesis makes a claim The thesis makes a claim The thesis is not consistent No thesis is Thesis with s upporting argument(s) with supporting argument(s) with no supporting with the prompt. provided. that address the full prompt. that partially addresses the argument(s). (10%) prompt. 10 points 10/10 8.5/10 7/10 5/10 Evidence (30%) 30 points The response provides evidence from at least four sources and includes thorough background knowledge on the topic. The response provides evidence from at least three sources and includes sufficient background knowledge on the topic. 30/30 25.5/30 Reasoning The response includes (30%) thorough and convincing 30 points reasoning for how all the evidence supports the argument. 30/30 The response includes convincing reasoning for how most of the evidence supports the argument. Social Studies Literacy Skills (30%) 30 points The response uses all of the required skills which effectively supports the argument. Required skills ❏ sourcing ❏ close reading ❏ corroboration 30/30 Feedback: Total /100 Feedback on Clarity of Writing 25.5/30 The response provides evidence from at least two sources and includes incomplete background knowledge. 21/30 The response includes reasoning for how some of the evidence supports the argument. 21/30 No evidence or background knowledge is provided. 15/30 The response includes unconvincing reasoning for how some of the evidence supports the argument. 21/30 The response uses at least The response uses at least two of the required skills two of the required skills which effectively supports the which supports the argument. argument. Required skills Required skills ❏ sourcing ❏ sourcing ❏ close reading ❏ close reading ❏ corroboration ❏ corroboration 25.5/30 The response provides evidence from at least one source, but does not include background knowledge. 15/30 0/10 0/30 No reasoning is provided. 0/30 The response uses at least No social studies one of the required skills literacy skills are which does not contribute used. to the argument. Required skills ❏ sourcing ❏ close reading ❏ corroboration 15/30 0/30 Schools are encouraged to include Clarity of Writing as part of the CWT score; however, the Clarity of Writing category will not be entered into PM Unify. Instruction and clear expectations for student writing must be a part of classroom learning and practice prior to being assessed as part of a grade. Otherwise feedback using this rubric category is encouraged, but should not impact the student’s overall grade. Schools may establish their own point values for the categories below, but the weighting of the core elements of the social studies rubric should remain consistent when compared to one another. (ie; Reasoning, Literacy Skills, and Evidence should be equally weighted.) One approach is to assign points in the following way: Thesis: 8 pts (8%) Evidence: 28 pts (28%) Proficient The response is clearly written due to: ❏ strong organization and use of paragraphs to distinguish separate ideas ❏ identifiable transitions between ideas ❏ use of academic vocabulary throughout ❏ no errors that interfere with the reader’s comprehension Literacy Skills: 28 pts (28%) Reasoning: 28 pts (28%) Developing Proficiency The response is unclear in sections due to: ❏ unclear organization that may not include an introduction, body paragraphs or conclusion ❏ inconsistent or infrequent use of transitions between ideas ❏ inconsistent or infrequent use of academic vocabulary ❏ some errors that interfere with the reader’s comprehension Clarity of Writing: 8 pts (8%) Not Yet Proficient The response lacks clarity due to: ❏ lack of organization and distinct paragraphs ❏ no transitions between ideas ❏ missing academic vocabulary ❏ significant errors that interfere with the reader’s comprehension Social Studies Literacy Skills Glossary - Analysis using the skills may include some or all of the following components: Sourcing: Identifies information on the document’s origin, purpose, point of view/perspective, reliability, and uses. Close Reading: Identifies the claim(s) and evidence in a document, evaluates the strengths and weaknesses of the claims and evidence, and analyzes how the author’s point of view/perspective influences the document. Corroboration: Compares documents to find areas of agreement and disagreement and evaluates their reliability.
