ReadingInformation11

Grade 11 and 12: Reading Information

Grade 11:

Description and sample titles of grade-level texts (not included in this draft)

Quick scale (page 2)

Rating Scale (pages 3-4)

Sample Task with exemplars: Response to news article (pages 5-10)

Grade 12:

Description and sample titles of grade-level texts (not included in this draft)

Quick scale (page 11)

Rating Scale (pages 12-13)

Sample Task with exemplars: Library research (pages 14-23)

DRAFT. Interim Scale developed for BC Ministry of Education based on 2007 curriculum. Will be updated or replaced as new curricula are developed. 1

Draft: Formative Performance Scale

Quick Scale: Grade 11 Reading Information

The ratings on this scale assume that students are working with appropriate grade-level literary material. A description and examples will be provided in the final version of this document,

Snapshot

Strategies/approach

- Focus on question or task

- Organization of response

(e.g., notes; graphic organizers; paragraphs)

-Vocabulary relevant to the text

-Integration/citing of text references

Comprehension

-Accurate understanding

(including graphics)

-Use of text details

-Analysis and synthesis

(e.g., offers predictions; conclusions; speculates; generalizes; explains relationships; compares )

Response; Critical Analysis

Note: These aspects will not be apparent in all tasks

-Responds personally

-Makes connections to self, other texts or world

-Takes a critical stance (e.g., considers perspective; bias)

- Evaluates specific features and presentation of the text

(e.g., text features; readability; organization)

Not yet within

expectations

Limited understanding; misinterprets or omits key aspects. Often incomplete: very brief, with insufficient material and/or support to complete the task.

 Does not complete the task; insufficient material.

 Poorly organized; difficult to follow

 Vague/general language; few specific terms used correctly

 Text references omitted, poorly integrated and/or inappropriately cited

 Limited understanding; misreads or misinterprets key ideas or points

 Few, if any, specific details

 No logical analysis of the information

 Limited or no personal response

 Few if any connections; may be irrelevant in terms of the text

 Does not question the text; little evidence of critical thinking

 Little, if any, evaluation of the text

Meets minimal

expectations

Literal understanding; simplistic; may overlook subtleties. Limited specific relevant detail.

May attempt some analysis.

 Partially completes the task.

 Lacks focus and organization; often repetitive

 Conversational; may include a few specific terms

 Some text references; disconnected and/or not clearly cited

Fully meets expectations Exceeds expectations

Clear and accurate understanding, including some subtleties or implicit ideas. Specific, relevant text detail. Some thoughtful analysis and synthesis.

 Addresses all components of the task

 Organized and focused

 Appropriate language; some specific terms

 Text reference are competently integrated, and cited

Insightful understanding, including subtleties. Highly effective use of well-chosen text references.

Sophisticated; thorough analysis and synthesis.

 Complete; thorough and detailed

 Systematic, focused and well-organized

 Specific, and precise language

 Text references are smoothly integrated and appropriately cited

 Accurate literal understanding of key points; often overlooks subtleties; implicit information

 Some specific detail

 Some attempt to analyze and/or synthesize; simplistic (often simply retells)

 Clear and accurate understanding

 Reasonable amount of specific, relevant text detail to support key points or ideas.

 Thoughtful and welldeveloped analysis and synthesis.

 General personal response

 Superficial connections; may relate a personal experience without a strong connection to the text

 Some evidence of questioning the text but generally takes text at face value

 Superficial evaluation of text

 Thoughtful personal

 Relevant connections;

 Questions some

 response these may not add to interpretation of the text aspects of the text

Competent, supported evaluation of the text

 Precise; comprehensive understanding

 Specific, well-chosen text details; significant in terms of key points or ideas.

 Thorough and often sophisticated analysis and synthesis; welldeveloped; coherent

 Sophisticated personal response; evidence of individuality

 Thoughtful, and sometimes revealing, connections; may take risks

 Questions the text, often in terms of societal values; some sophisticated analysis

 Well-supported critical evaluation of the text



Rating Scale: Grade 11 Reading Information

Note: The grade 11 and 12 scales are identical. The ratings assume that students are working with appropriate grade-level literary material. A description and examples for each grade will be provided in the final version of this document,

Snapshot



(e.g., answers question, follows instructions)


(including graphic organizers; notes where appropriate)


-Integration/citing text references

Comprehension




-Analysis and synthesis (e.g., offers predictions and conclusions; speculates; generalizes; explains relationships; compares )


Note: These will not be apparent in all tasks



-Takes a critical stance; demonstrates critical thinking/ critical literacy (e.g., questions the text; comments on author’s point-of-view; identifies bias)

- Evaluates specific features and presentation of the text (e.g., text features; readability; organization)

Not yet within expectations

Shows limited understanding; misinterprets or omits key aspects. Often incomplete: very brief, with insufficient material and/or support to complete the task.

 Does not complete the task; may misinterpret the instructions or provide insufficient material.

 Response is poorly organized; difficult to follow

 Uses vague and general language; few specific terms related to the topic are used correctly

 Text references, where included, are poorly integrated and/or inappropriately cited



 No logical interpretation or analysis of the information


 Few if any connections to self, other texts or world; may relate a personal experience that is irrelevant in terms of the text


 Offers little, if any, evaluation of the text

Meets minimal expectations

Shows literal understanding; may overlook subtleties

(often simplistic). Limited specific relevant detail. May attempt some analysis..

 Partially completes the task; may focus on one part of the task and omit others.


 Uses conversational and broad concept language; includes some specific terms related to the topic

 Text references are included, but may seem disconnected in places, and are often not clearly cited

 Accurate literal understanding of key points; often overlooks or misunderstands subtleties or implicit information

 Some specific detail to support key points or ideas

 May make some attempt at analyzing and/or synthesizing the information; tends to be simplistic with limited development (often simply retells)


 Superficial connections to self, other texts or world; may relate a personal experience without a strong connection to the text

 Some evidence of critical thinking or questioning the text, but generally takes text at face value or adopts opinions they assume people “should” have

 Offers superficial evaluation of the text


Fully meets expectations

Shows clear and accurate understanding, including some subtleties or implicit ideas. Some thoughtful analysis and synthesis. Integrates sufficient specific, relevant text detail.



 Uses appropriate language including some specific terms related to the topic


 Shows clear and accurate understanding of explicit information; may include some subtleties or implicit ideas

 Provides specific, relevant text detail to support key points or ideas.

 Thoughtful and well-developed analysis and synthesis.

 Thoughtful personal response

 Relevant connections to self, other texts or world ; these may not be linked closely enough to add to interpretation of the text

 Questions some aspects of the text

 Offers competent, supported evaluation of the text

Exceeds expectations

Shows insightful understanding of both explicit and implicit aspects, including subtle or challenging ideas. Highly effective use of wellchosen text references. Sophisticated and well-developed analysis and synthesis.

 Addresses all components of the task; thorough and detailed

 Systematic, focused and well-organized; sense of unity or ‘tieing up’ interpretation

 Uses specific, and often sophisticated language, related to the topic


 Shows precise and comprehensive understanding of both explicit and implicit ideas

 Offers specific, well-chosen text details that are significant in terms of key points or ideas.

 Thorough and often sophisticated analysis and synthesis; welldeveloped and coherent


 Thoughtful, and sometimes revealing, connections to self, other texts or world; may take risks, show risk vlunerability


 Offers convincing critical evaluation of the text


Grade 11 Sample Task: Response to news article:

“Elder abuse: A growing dilemma in an aging population”

Context

Students frequently responded to news articles, both orally and in response journals. They had received instruction and practice in writing summaries and reactions. This article was part of a unit that included Tuesdays with Morrie. Students completed this assignment in class taking approximately 30-40 minutes.

Process: Student Assignment .

The teacher reviewed strategies for reading news articles, and provided each student with an article about elder abuse that included information about a specific incident where an older woman was forced to live alone in an uninsulated garage in winter. The article also included factual information from Statistics Canada, and reactioins from the Canadian Association of Retired People (CARP).

ASSIGNMENT:

After reading the attached article, respond to the following question:

Question: Should there be tougher penalties for people who abuse the elderly? Discuss using specific references to the text. Your response should be approximately 200-300 words.

Remember Effective Readers:

Pre – Reading:



Consider what they know about the topic before reading

During Reading:



Identify important details and ideas



Annotate as they are reading by recording personal and “text to text” connections

Post Reading:



Demonstrate a deep understanding of the text through their response



Provide specific textual references



Connect the topic to their own experiences and readings


Response to News Article - Not Yet Within Expectations

Teacher’s Observations

OVERALL

Snapshot

Strategies; approach

Comprehension

Response; critical analysis

NYM MM FM Ex


 Does not demonstrate clear understanding (omits key information)

 NO specific details from the text (does not mention the text)

 No connections to self, other texts or world

 Offers personal response

Note: transcribed from original handwritten response.

Elderly Abuse

Yes, I think there should be tougher penalties for people who abuse the elderly. People have conciquence for abusing people why shouldn’t they for elderly people? Age goes not determine how much of a person you are, just because the older you get the less physicaly able you are or mentaly, does not mean you have less rights. Taking advantage of people on any level is wrong, but perpody choosing elderly people who can’t or won’t do anything about it, shouldn’t get away with it, especialy familly members.


Response to News Article – Meets Expectations (Minimal Level

)


OVERALL

Snapshot


Comprehension

Responses; critical analysis

NYM MM FM Ex

 Lacks focus and organization

 Accurate literal understanding of key points

 Few specific details

 Relatively simplistic with limited development


Violence or abuse against seniors should be treated as a serious crime. Nowadays, both adults and teenagers disrespect and treat elders poorly. Older people need support ant attentions from others because their physical ability have reduced and enfeebled. However, they are the victims of abuse in present society. In order to decrease these poor treatments towards the elders, certain laws should be created. For instance, by knowing an abusing elders is commiting a crime, people get afraid of being punished afterward. However, people’s aspects towards assaulting seniors eventually change to immoral. By looking at Statistic Canada, eight million people will be over the age of 65 by 2031. Before the average age in Canada increase, some solutions should be created to prevent other serious violence or abusements towards the seniors.


Response to News Article -- Fully Meets Expectations (1)


OVERALL

Snapshot


Comprehension


NYM MM FM Ex


 Text reference are smoothly integrated

 Shows clear and accurate understanding of explicit information

 Offers specific, well-chosen text details that are significant in terms of key points or ideas

 Thoughtful and well-developed analysis and synthesis


Response to “Elder abuse: A growing dilemma in an aging population”

The growing issue of elder abuse brings up a serious issue. There aren’t enough penalties for people who abuse the elderly, and they aren’t tough enough. Statistics Canada has reported that “police-recorded violence against seniors increased by 20 per cent between 1998 and 2005.” Not only are police-reported violations going up, the non-reported violations are probably even higher. It is quite despicable that people would take advantage of, or even abuse other family members. The government should adopt the CARP’s recommendations to toughen-up penalties for abuse against seniors by changing the Criminal Code. The CARP would like to see a hotline for abuse victims, tougher penalties, a new criminal office of Elder Abuse

Victims, and support services for seniors. The governments in Canada are not doing enough to deal with this issue. Abuse against seniors should not happen. Most people are going to end up being seniors themselves one day. We should change the laws sooner, rather than later.

It’s important that these issues are dealt with promptly, because we don’t want to see more cases of elder/senior abuse, like the case in Toronto where a 68-year-old woman was left alone in a cold and uninsulated garage during the bitter cold days of winter. It would be imoral to not change the law to prevent these unjust acts, because you never know, you may end up finding yourself in the 68-year-old womans’ situation one day.


Response to News Article -- Fully Meets Expectations (2)


OVERALL

Snapshot


Comprehension


NYM MM FM Ex

 Somewhat disjointed; ideas are not fully developed

 Shows clear and accurate understanding of explicit information


 Thoughtflul personal response


Should there be tougher penalties for people who abuse the elderly?

As the population ages, many elderly people are incapable of taking cre of themselves.

Yet, statistics show that many elderly people are abused, even by their own family members.

There should definitely be changes in the Criminal Code regarding elder abuse. Tougher penalties need to be put in place in order to protect our aging population. Statistics Canada states that elder abuse has increased by 20% from 1998 to 2005. Despite this large increase, no significant action has been taken to stop this. We can expect this figure to grow even larger as the baby boom generation enters the senior range if we don’t have more severe punishments for elder abuse. Another horrifying statistic is that 32% of reported elder abuse is committed by a family member. Large changes need to be made to change the social attitudes towards the elderly. If families these days feel that it is alright to abuse their elders, there is definitely something wrong with the society and there must be punishment. With nearly 25% of Canada’s population over the age of 65, elder abuse can only get worse. Penalties need to be put in place and the Criminal Code needs to be change to protect our elders.


Response to News Article

– Exceeds Expectations


OVERALL

Snapshot


Comprehension


NYM MM FM Ex



 Text references are smoothly integrated

 Includes specific, well-chosen text details that are significant in terms of key points or ideas.

 Well-developed and coherent


 Thoughtful, and sometimes revealing, connections to self, other texts or world


A Need For Change Towards Increasing Elder Abuse

The media typically shines its spotlight on crimes involving child abuse or victims of rape, but what it is missing out on surprises many, and that is elder abuse. In the article, “Elder

Abuse: A growing dilemma in an aging population,” crimes towards the older generation are pointed out. This would include “some form of emotional and financial abuse” and even physical abuses and neglect usually by “family member[s] (adult child, current or former spouse).” The

CARP is taking action to try and improve conditions such as “[increased penalties] for crimes against the elderly” and “a new criminal office of Elder Abuse Victim” as well as “support services and elder shelters.” This would be an important step in decreasing exploitation of the elderly who have grown to be vulnerable with age. Due to the post baby boom, there are less young people compared to old, which means a smaller work force to provide for the aged. As a result of that, many will be neglected and unprovided for in the future. In addition to that, economic and physical abuses against elders are corrupting society, especially in the case with my friends grandfather. As an elderly man, he was mugged in the street and left beaten up by the thugs. Being in Hong Kong at the time, he was taken to the hospital but did not recieve medical help for he carried no cash or identification. Until he was finally later identified and paid for, he recieved help but by then, it was too late and he past away three days later. This event highlights the crimes against the helpless elderly. Even though here in Canada, we have free healthcare and are able to treat patients immediately, atrocities like mugging the old still exist in our society.

With that said, it should be called to attention that more measures need to be taken for the safety of the elderly. After all, they were the ones who took care of and protected us in the pas


Draft: Formative Performance Scale Quick Scale: Grade 12 Reading Information

The ratings on this scale assume that students are working with appropriate grade-level literary material. A description and examples will be provided in the final version of this document,

Snapshot




(e.g., notes; graphic organizers; paragraphs)


-Integration/citing of text references

Comprehension




-Analysis and synthesis

(e.g., offers predictions; conclusions; speculates; generalizes; explains relationships; compares )


Note: These aspects will not be apparent in all tasks



-Takes a critical stance (e.g., considers perspective; bias)

- Evaluates specific features and presentation of the text

(e.g., text features; readability; organization)

Not yet within

expectations

Limited understanding; misinterprets or omits key aspects. Often incomplete: very brief, with insufficient material and/or support to complete the task.

 Does not complete the task; insufficient material.

 Poorly organized; difficult to follow

 Vague/general language; few specific terms used correctly

 Text references omitted, poorly integrated and/or inappropriately cited



 No logical analysis of the information


 Few if any connections; may be irrelevant in terms of the text


 Little, if any, evaluation of the text

Meets minimal

expectations

Literal understanding; simplistic; may overlook subtleties. Limited specific relevant detail.

May attempt some analysis.

 Partially completes the task.


 Conversational; may include a few specific terms

 Some text references; disconnected and/or not clearly cited

Fully meets expectations Exceeds expectations

Clear and accurate understanding, including some subtleties or implicit ideas. Specific, relevant text detail. Some thoughtful analysis and synthesis.



 Appropriate language; some specific terms


Insightful understanding, including subtleties. Highly effective use of well-chosen text references.

Sophisticated; thorough analysis and synthesis.

 Complete; thorough and detailed


 Specific, and precise language


 Accurate literal understanding of key points; often overlooks subtleties; implicit information

 Some specific detail

 Some attempt to analyze and/or synthesize; simplistic (often simply retells)


 Superficial connections; may relate a personal experience without a strong connection to the text

 Some evidence of questioning the text but generally takes text at face value

 Superficial evaluation of text







Clear and accurate understanding

Reasonable amount of specific, relevant text detail to support key points or ideas.

Thoughtful and welldeveloped analysis and synthesis.


 Relevant connections; these may not add to interpretation of the text


 Competent, supported evaluation of the text

 Precise; comprehensive understanding

 Specific, well-chosen text details; significant in terms of key points or ideas.

 Thorough and often sophisticated analysis and synthesis; welldeveloped; coherent


 Thoughtful, and sometimes revealing, connections; may take risks


 Well-supported critical evaluation of the text



Rating Scale Grade 12 Reading Information

Note: The grade 11 and 12 scales are identical. The ratings assume that students are working with appropriate gradelevel literary material. A description and examples for each grade will be provided in the final version of this document,

Snapshot



(e.g., answers question, follows instructions)


(including graphic organizers; notes where appropriate)


-Integration/citing text references

Comprehension




-Analysis and synthesis (e.g., offers predictions and conclusions; speculates; generalizes; explains relationships; compares )


Note: These will not be apparent in all tasks



-Takes a critical stance; demonstrates critical thinking/ critical literacy (e.g., questions the text; comments on author’s point-of-view; identifies bias)

- Evaluates specific features and presentation of the text (e.g., text features; readability; organization)

Not yet within expectations

Shows limited understanding; misinterprets or omits key aspects. Often incomplete: very brief, with insufficient material and/or support to complete the task.

 Does not complete the task; may misinterpret the instructions or provide insufficient material.


 Uses vague and general language; few specific terms related to the topic are used correctly

 Text references, where included, are poorly integrated and/or inappropriately cited



 No logical interpretation or analysis of the information


 Few if any connections to self, other texts or world; may relate a personal experience that is irrelevant in terms of the text


 Offers little, if any, evaluation of the text

Meets minimal expectations

Shows literal understanding; may overlook subtleties

(often simplistic). Limited specific relevant detail. May attempt some analysis..

 Partially completes the task; may focus on one part of the task and omit others.


 Uses conversational and broad concept language; includes some specific terms related to the topic

 Text references are included, but may seem disconnected in places, and are often not clearly cited

 Accurate literal understanding of key points; often overlooks or misunderstands subtleties or implicit information


 May make some attempt at analyzing and/or synthesizing the information; tends to be simplistic with limited development (often simply retells)


 Superficial connections to self, other texts or world; may relate a personal experience without a strong connection to the text

 Some evidence of critical thinking or questioning the text, but generally takes text at face value or adopts opinions they assume people “should” have

 Offers superficial evaluation of the text


Fully meets expectations

Shows clear and accurate understanding, including some subtleties or implicit ideas. Some thoughtful analysis and synthesis. Integrates sufficient specific, relevant text detail.







 Thoughtful and well-developed analysis and synthesis.


 Relevant connections to self, other texts or world ; these may not be linked closely enough to add to interpretation of the text


 Offers competent, supported evaluation of the text

Exceeds expectations

Shows insightful understanding of both explicit and implicit aspects, including subtle or challenging ideas. Highly effective use of wellchosen text references. Sophisticated and well-developed analysis and synthesis.

 Addresses all components of the task; thorough and detailed

 Systematic, focused and well-organized; sense of unity or ‘tieing up’ interpretation





 Thorough and often sophisticated analysis and synthesis; welldeveloped and coherent


 Thoughtful, and sometimes revealing, connections to self, other texts or world; may take risks, show risk vlunerability


 Offers convincing critical evaluation of the text


Grade 12 Sample Task: Library Research

Context

This research activity was part of an ongoing literature circle study, where students identified and researched social issues related to books they were studying. As a group, they identified a social issue; then individually identified research questions and completed the research and written assignment described below.

Students were accustomed to making two-column notes. They had previous experience with similar research tasks; the teacher reviewed skills and strategies they would need before they began their research, including the importance of recording sources.

After completing their written research, they prepared oral presentations where their summarized their research; made a connection to a novel they were studying; and shared their views on the significance of the research. Each member of the group made a presentation of approximately 5minutes.

Process: Student Assignment .

After choosing a social issues with their group, and identifying their individual research questions, the teacher presented and discussed the following assignment:

1.

Find a print source and an electronic source to help you find important information about your research question

2.

Complete the two Column Notes graphic organizer (see attached.)

3.

Print / photocopy one page of your research and staple it to your two column notes

4.

Record your sources in MLA format. Create a works cited page and attach it to your two column notes and your photocopied/printed research (see #3)

5.

All of this must be handed in on the day of your presentation. These are requirements i.e. you will not receive a mark unless this is completed

Note: this task did not require personal response or critical analysis of the works cited.

GRAPHIC ORGANIZER

(reduced size showing one page only)

Two Column Notes

Sub Topic Important Details

Source :


Library Research - Not Yet Within Expectations

OVERALL

Snapshot


Comprehension


NYM MM FM Ex

 Used two appropriate, easily accessible resources

 Insufficient material; does not address own question


Group Research Topic: Social Hierarchy

Your Research Question: How does social Hierarchy leads to poverty

Sub Topic

Third world poverty

Sub Topic

Poverty in

Afghanistan


Important Details

 different classes throughout the world have different wealth level. people in war often suffer deeper in poverty.

 people from welfare state can often avoid extreme poverty from the welfare aid.

Source : Moore, John H., 2008 Encyclopedia of Race and Racism

Important Details



2.6 millions Afghans live in exile in Iran and Pakistan

 half live on less than $1 per day

 people have no other choice so joined the Taliban

Source : Hosseini Khaled “The No 1 killer in Afghanistan? Poverty”

USA Today 12 Jan 2010

Reference

Moore, John. 2008 Encyclopedia of race and racism.

Hosseini, khaled. “The No. 1 killer in Afghanistan? Poverty” USA Today 12 Jan 2010


Library Research – Meets Expectations (Minimal Level

)


OVERALL

Snapshot


Comprehension


NYM MM FM Ex

 Research restricted to one appropriate text

 Accurate literal understanding of key points; does not include subtleties or implicit information; somewhat repetitive



Group Research Topic: ABUSE (SPOUSAL)

Your Research Question: What are the results of abuse?

Sub Topic

The Ways to Stay

Safe:


Important Details

 stay as far as they can from an abuser (try not to be alone with the abuser, and do not go anywhere that abuse might happen)

 trust that if something does not feel right, it is not right.

 remember that the abuse is not their fault

 tell someone they trust about the abuse or contact a child abuse helpline

 call the police (911) if they feel they are in immediate danger

Source: Abuse and Neglect by Gareth Stevens

Critical Issues

Sub Topic Important Details

Physical Effects

 use knives, razor blades, glass, or other sharp objects


Suicide:

Sexual Abuse

Sub Topic

Emotions:

-Depression

-Chronic Stress

-Sexual Abuse

 burning or scalding the skin with cigarettes

 bang their heads or throw themselves against walls hard enough to cause bruises

 block out anxiety or unhappiness by providing temporary relief from unwanted feelings

 when they commit suicide → abandon their children

 husbands try to kill wives if they try to leave

 stop trusting the opposite sex



Source :

Important Details

 leave spouse → abandon

 don’t want to do anything

 neglect children because their depressed

 brought on by poverty

 instability

 stop trusting opposite sex

 believe they are all bad

Source :


Library Research - Fully Meets Expectations


OVERALL

Snapshot


Comprehension

Response; critical analysis

NYM MM FM Ex

Note: In discussions and presentation, the students offered competent synthesis and analysis of the information.

 Chose appropriate texts



 Text reference are competently cited




Group Research Topic: Spousal Abuse

Your Research Question: What is the cause?


Sub Topic

Family Background

Being a Victim or witness

Maintaining Power and Dominance

Important Details

 grew up in a family of domestic violence

 learn that it is okay to resort to violence

 are in greater risk of mimicking it when become adult

*Harpo witnesses his dad beating Celie when he was little p. 22

 women consider to be the property of family patriarch (male - head of household)

 egotistic

 “the leading cause of injury & death among American women, more common than car accidents, muggings & cancer deaths combined.”

(1 accident every 15 seconds)

*“I just know how to stay alive” – Celie (p. 17)

Source:


Sub Topic

Alcohol & Drug

Abuse

Social Influrence

Domestic Violence – Joe Layden

Important Details



 likely to lose control tries to run away from problems but end up expressing in aggression

 in some countries, women have no legal status (ex. Iraq & Sudan)

 history: 18 th century, French men can beat wives, so long as no scars are made

 no strict law

 believe women should obey their husbands

*Celie & Mr. _____

 men with lower socioeconomic

 →a way to feel supreme

Source : Domestic Violence – Joe Layden

Sub Topic

Low Self Esteem

Feelings of

Inferiority

Important Details

 to feel good about themselves, they control another person

 blaim it on victims

 feels inferior to the other

→from socioeconomic & educational background

*Albert feel that Shug likes Celie more

Source : Helpguide.org

Work Cites

WALKER, Alice. The Colour Purple.

Orlando: Harvest Book Harcourt, 2003. Print.

Layden, Joseph. Domestic Violence.

Brookfield, CT: Millbrook, 1995. Print.

“Domestic Violence and Abuse: Signs of Abuse and Abusive Relationships.”

Helpguide.org:

Understand, Prevent and Resolve Life’s Challenges.

Web. 09 Nov. 2010.

<http://helpguide.org/mental/domestic_violence_abuse_types_signs_causes_ effects.htm>.


Library Research

– Exceeds Expectations

OVERALL

Snapshot


Comprehension


NYM MM FM Ex

Note: in oral discussions and presentation, this student showed depth of understanding of the topic, developed independently from consulting the research sources. While not apparent in the two-column note format, the student was able to synthesize the various resources and showed depth of understanding.

 Chose challenging texts, appropriate for topic


 Text references are appropriately cited



 Thorough and often sophisticated analysis and synthesis


Anarchism Book Source Notes

“anarchism is a broad back, like paper it endures anything”

→Anarchism is not … ◊ “a fixed, self-enclosed system, but rather a definite trend in the historical development of mankind, which, in contrast with the intellectual guardianship of all clerical and governmental institutions, strives for free unhindered folding of all individual and social forces in life. For the anarchist, freedom is not an abstract philosophical concept, but the vital concrete possibility for every human being to bring to full development all the powers, capacities, and talents with which nature has endowed him, and turn them to social account. The political guardianship, the more efficient and harmonious will human personality become, the more will it become the measure of intellectual culture of society in which it has grown.” –anarchist historian, Rudolph Rocker

→commentators dismiss anarchism as utopian, harmless, primitive, incompatible w/ realities of a complex society.

What is the value of anarchism?

→What value is there in studying a definite true in the development of mankind that does not articulate a specific and detailed social theory.

Bukumin – “Im a fanatic lover of liberty, considering it as a unique condition in which intelligence, dignity, and human happiness can develop and grow, not purely formal liberty conceded, measured out and regulated by state, an eternal lie which in reality represents nothing more than the priviledge of some founded on slavery of the rest; not the individualistic, egoistic, shabby, and fictitious liberty extolled by the school of Jean Jaques Rousseau …. which considers the would-be rights of all men, represented by State which limits the rights of each

-an idea that leads inevitably to the reduction of rights of each to zero.

The only kind of liberty worthy of name, liberty that consists in the full development of all the material, intellectual and moral powers that are latent in each person; liberty that recognizes no restrictions. Since these laws are not imposed

Anarchism and the story

→by any outside legislator beside or above us, but are imminent and inherent, forming the very basis of our material, intellectual and moral being – they do not limit us but are the real and immediate conditions of our freedom.

Include idea of true human energies and mechanical exactness

→Humbolt objects to state action, because state tends to “make man an instrument to serve it’s arbritary ends, overlooking his individual purposes.”

Under conditions of freedom “all peasants and craftsmen might be elevated into artists; that is men who love their own labour for it’s own sake, improve it by their own plastic genius and inventive skill, and thereby cultivate their intellect, ennoble their character, and exalt and refine their pleasures.” When a man reacts to external demands and authority, “we admire what he does, but we despise


Guernin, Anarchism has undertaken a

“process of rehabilitation

” what he is.” … “While they would break all fretters in human society, they would attempt to find as many new social bonds as possible. The isolate man is no more able to develop than the one who is fettered”

“constructive ideas of anarchism retain their vitality, that … assist contemporary socialist thought to undertake a new departure”

“freeing man from the course of economic exploitation and political and social enslavement” remains the problem of our time. The doctrines and revolutionary practice of libertarian socialism will serve as an inspiration and guide

ADDITIONAL NOTES

A Conservative History of the American Left

Anarchism’s transformation highlighted two competing strain’s on the wider left:

1.

Smoke whatever, bed down with whomever, and live however.

2.

We will tell you how to run your business, we will spend your money better than you do, and we will uplift private behaviour to conform to our public ideal.

→This tension is on display, where extreme libertarianism gave way to extreme compulsion.

 juxtaposing a freedom left with a forces left.

 many who start out for freedom drift to force when freedom fails to bring forth the results, behaviours, and beliefs they had expected it to unleash.



Rudolf Focker argues that classic liberal ideals wrecked on realities of

Difference between anarchists and socialists or Socialism vs. Liberalism

A consistent anarchist capitalist economic forms

 anarchism is anticapitalist as it “opposes the exploitation of man by man”

 also opposes the dominion of man over man

 oppose private ownership of means of production & wage slavery



As Carl Marx put it, socialists look forward to a society in which labour

“becomes not only a means of life, but also the highest want in life”.

 opposes not only alienated labour, the specialization must …

Anarchist ideal

“mutilate a worker into a fragment of a human being, degrade him to become a mere appurtence of the machine, make his work such a torment that it’s essential meaning is destroyed; estrange from him the intellectual potentialities of the labour process in very proportion to the extent to which science is incorporated into it as an independent power…”

Anarchism ◊ Who controls government?

- No government, the people rule

◊ How is the government put into power? → not applicable, technically?

◊ What roles do people have? – keep informed : challenge any authority

◊ Who controls production of goods? – the people

◊ Who controls the distribution of goods – the people.


Historica

Major figures –

Mikhail Bakunin

Emma Goldman

(De)constructing the human as human institution: a reflection on the coherence of Hannah Arendt’s

Practical Philosophy paradoxical Critique of Human rights most radical critiques, The Human Condition, published in 1958.

“condition” carries critique of speculative or metaphysical theories of “human nature”. Refers to the fact there is no such thing as the (universal essence) of the human inhabiting each individual person.

Great problem, the alienating nature of two conditions

1.

Reproduction of life “Natural Conditions”

2.

Construction of public realm “Political Conditions”

World alienation is because the reproduction of life has become technicized, humans now, not only view themselves as self-producing beings but substitute (replace) this technical reproduction for the construction of the “good life”, world of political interactions.

Endorses revolutions Derridian formula?

permanent effect in the life of republican Burkean? Political system, reciprocity or solidarity, therefore creating universality.

Arendt, while locating the construction of rights, and vindicating the notions of power and authority, locates a principle of ANARCHY, the authority of the political

Works Consulted

“Anarchism”. PoliticalTheories for Students. Ed. Mathew Miskeliyy and James Noce. New York: Gale Group,

2002.

Balibar, Etienne. “(De)constructing the human as human institution: a reflection on the coherence of Hannah

Arendt’s practical philosophy.” Social Research 74.3 (2007): 727+ Gale Student Resources in Context.

Web. 12 Nov. 2010.

“Introduction to Anarchist Terrorism.” Terrorism: Essential Primary Sources.

Ed. K. Lee Lerner and Brenda

Wilmoth Lerner. Detroit: Gale, 2006. 3. Gale Student Resources in Context.

Web. 12 Nov. 2010.

Stott, Dr. Anne. “Feminism, Socialism, Anarchism.” Europe 1700-1914.

Web 23 Nov. 2010

<http://europetransformed.blogspot.com/2007/02/feminism-socialism-anarchism.html



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ReadingInformation11

Grade 11 and 12: Reading Information

Grade 11:

Description and sample titles of grade-level texts (not included in this draft)

Quick scale (page 2)

Rating Scale (pages 3-4)

Sample Task with exemplars: Response to news article (pages 5-10)

Grade 12:

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Quick scale (page 11)

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Sample Task with exemplars: Library research (pages 14-23)

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“Elder abuse: A growing dilemma in an aging population”

Response to News Article - Not Yet Within Expectations

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Response to News Article -- Fully Meets Expectations (1)

Response to News Article -- Fully Meets Expectations (2)

Response to News Article

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Draft: Formative Performance Scale Quick Scale: Grade 12 Reading Information

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