Unit Four Performance Assessment: Conservative Resurgence Into A New Century
Unit Four Performance Assessment
Conservative Resurgence into a New Century (1975-present)
Do social, political and cultural movements repeat themselves? Can studying the past help us to understand current and future movements? To be an informed citizen you need to have an understanding of how to the past connects with the present. In this performance assessment, you will have the opportunity to demonstrate your ability to analyze a historic social, political or cultural movement and connect/compare that movement to a current event or movement. In your analysis you should discuss continuity, what has changed and what has remained the same.
Directions to the student
Your task for this performance assessment is to produce a cohesive
presentation that effectively compares two social, political or cultural movements: one historic (later half of the 20th century) and one current (21st century).
Use the following steps to guide your work:
1. Select a historic social, political or cultural movement/issue from the list below. Research the historical facts that describe the movement/issue.
2. Select a current movement/issue with a similar theme or topic. Research the facts that describe the movement/issue. 3. Complete a graphic organizer as you research in order to keep your content organized for your final product.
4. Analyze how the issue has changed from the latter half of the 20th century to present time
5. Analyze how the issue has stayed the same from the latter half of the 20th century to present time
8. Complete your essay/product using the rubric criteria.
9. Include a Work Cited page with annotations.
List of Historic Movements/Issues (latter half of 20th century)
(Students should come up with the current movement/issue)
•
•
•
•
•
•
•
•
•
Feminist Movement
Environmental Movement
Nuclear Proliferation
Civil Rights (African American/Latino)
Immigration
Anti-War Movement
Counter-Culture
Impact of Technology
Military (Guerilla warfare)
Quarter Four Performance Assessment Rubric
4
Excellent
The student clearly takes a position on how an issue/ movement stayed the same or changed over time.
3
Proficient
The student takes a position on how an issue/movement stayed the same or changed over time.
2
Partial
The student somewhat takes a position on how an issue /movement stayed the same or changed over time.
1
Minimal
The student unclear position on how an issue /movement stayed the same or changed over time.
Background of movement 4.3.2
The student provides in-depth, accurate historical facts that describe the movement. Consider who, what, where, when, and why. The student provides accurate historical facts that describe the movement.
Consider who, what, where, when, and why. The student provides some accurate historical facts that describe the movement. Consider who, what, where, when, and why. The student provides few accurate historical facts that describe the movement. Consider who, what, where, when, and why. Change
4.2.1
The student effectively analyzes how an issue changed from latter half of 20th century
AND thoroughly explains how it stayed the same.
The student substantially analyzes how an issue changed from latter half of 20th century AND explains how it stayed the same.
The student adequately analyzes how an issue changed from latter half of 20th century and somewhat explains how it stayed the same.
The student superficially analyzes how an issue changed from latter half of 20th century. Continuity
4.2.1
The student thoroughly explains how an issue stayed the same from the latter half of the 20th century to present time. The student explains how an issue stayed the same from the latter half of the 20th century to present time. The student somewhat explains how an issue stayed the same from the latter half of the 20th century to present time. The student attempts explains how an issue stayed the same from the latter half of the 20th century to present time.
Analyze Sources
The student provides a sophisticated analysis of why they selected their sources
(four or more) to support their position. The student provides a general description of why they selected their sources (three or more) to support their position.
The student provides a minimal description of why they selected their sources (two or more) to support their position.
The student provides little or no description of why they selected their sources to support their position.
Has 3 or more different sources accurately documented in MLA format. Has 3 or more different sources documented in MLA format with some minor errors.
Less than 3 different sources documented in MLA format with several errors.
Sources are documented, but not in the MLA format.
Take a Position
(Thesis
Statement)
SS 5.1.1
5.2.2
Annotated bibliography Works Cited
Page
5.4.2
Thesis:
Background of the movement/issue:
Historic movement/issue
Current movement/issue
How has the movement/issue changed?
How has the movement/issue stayed the same?
Conservative Resurgence into a New Century (1975-present)
Do social, political and cultural movements repeat themselves? Can studying the past help us to understand current and future movements? To be an informed citizen you need to have an understanding of how to the past connects with the present. In this performance assessment, you will have the opportunity to demonstrate your ability to analyze a historic social, political or cultural movement and connect/compare that movement to a current event or movement. In your analysis you should discuss continuity, what has changed and what has remained the same.
Directions to the student
Your task for this performance assessment is to produce a cohesive
presentation that effectively compares two social, political or cultural movements: one historic (later half of the 20th century) and one current (21st century).
Use the following steps to guide your work:
1. Select a historic social, political or cultural movement/issue from the list below. Research the historical facts that describe the movement/issue.
2. Select a current movement/issue with a similar theme or topic. Research the facts that describe the movement/issue. 3. Complete a graphic organizer as you research in order to keep your content organized for your final product.
4. Analyze how the issue has changed from the latter half of the 20th century to present time
5. Analyze how the issue has stayed the same from the latter half of the 20th century to present time
8. Complete your essay/product using the rubric criteria.
9. Include a Work Cited page with annotations.
List of Historic Movements/Issues (latter half of 20th century)
(Students should come up with the current movement/issue)
•
•
•
•
•
•
•
•
•
Feminist Movement
Environmental Movement
Nuclear Proliferation
Civil Rights (African American/Latino)
Immigration
Anti-War Movement
Counter-Culture
Impact of Technology
Military (Guerilla warfare)
Quarter Four Performance Assessment Rubric
4
Excellent
The student clearly takes a position on how an issue/ movement stayed the same or changed over time.
3
Proficient
The student takes a position on how an issue/movement stayed the same or changed over time.
2
Partial
The student somewhat takes a position on how an issue /movement stayed the same or changed over time.
1
Minimal
The student unclear position on how an issue /movement stayed the same or changed over time.
Background of movement 4.3.2
The student provides in-depth, accurate historical facts that describe the movement. Consider who, what, where, when, and why. The student provides accurate historical facts that describe the movement.
Consider who, what, where, when, and why. The student provides some accurate historical facts that describe the movement. Consider who, what, where, when, and why. The student provides few accurate historical facts that describe the movement. Consider who, what, where, when, and why. Change
4.2.1
The student effectively analyzes how an issue changed from latter half of 20th century
AND thoroughly explains how it stayed the same.
The student substantially analyzes how an issue changed from latter half of 20th century AND explains how it stayed the same.
The student adequately analyzes how an issue changed from latter half of 20th century and somewhat explains how it stayed the same.
The student superficially analyzes how an issue changed from latter half of 20th century. Continuity
4.2.1
The student thoroughly explains how an issue stayed the same from the latter half of the 20th century to present time. The student explains how an issue stayed the same from the latter half of the 20th century to present time. The student somewhat explains how an issue stayed the same from the latter half of the 20th century to present time. The student attempts explains how an issue stayed the same from the latter half of the 20th century to present time.
Analyze Sources
The student provides a sophisticated analysis of why they selected their sources
(four or more) to support their position. The student provides a general description of why they selected their sources (three or more) to support their position.
The student provides a minimal description of why they selected their sources (two or more) to support their position.
The student provides little or no description of why they selected their sources to support their position.
Has 3 or more different sources accurately documented in MLA format. Has 3 or more different sources documented in MLA format with some minor errors.
Less than 3 different sources documented in MLA format with several errors.
Sources are documented, but not in the MLA format.
Take a Position
(Thesis
Statement)
SS 5.1.1
5.2.2
Annotated bibliography Works Cited
Page
5.4.2
Thesis:
Background of the movement/issue:
Historic movement/issue
Current movement/issue
How has the movement/issue changed?
How has the movement/issue stayed the same?