Rubric for Scaffolding Question

Rubric For Scaffolding Question

Students are invited to think like historians and analyze primary and secondary source documents.

Beginning Developing Accomplished Exemplary

Analyzing and No connection Limited Response Strong connection to Interpreting to the connection to the connects all most documents Documents documents documents documents

Demonstrates the Does not Demonstrates Demonstrates the use use of outside Includes Outside demonstrate the limited use of of outside information with Information use of outside outside information examples and information information details

Imagine that you have accidentally wandered into the basement of your school. It is dark. You begin to search for the light and trip over something. After investigating, you realize that you have tripped over a large wooden box. Inscribed on the box are the words "Pieces of the Past." You try to open the box, but it is locked. You search for the key and eventually find it taped to the bottom of the box. You open it and inside you find four pieces of primary source materials; a photograph, a map, a letter, and an old book.

You quickly gather basic information about the materials. The letter was written by Theodore Roosevelt. The photograph documents a 19th century profession. The map was made in 1562. The book was published in Baltimore in 1825. You guess that these materials are not related to each other, but you are curious about each one. There is no other information in the box so you look to the resources for clues.

1. Work with a partner to examine each resource from the box.

Photo Letter Map Rare Book

1. After you and your partner have finished examining the "treasures," meet with another set of partners to share your findings. Are there any differences in the way each pair interpreted the materials? Each group should support their interpretations with evidence from the source.

2. Now, select a reporter from your small group to share your answers with the whole class. Did all students analyze the materials the same way? As a class, consider the following questions:

o How can you account for varying interpretations? o Is it possible for more than one interpretation to be accurate? o What additional resources can you turn to to aid interpretation? o What types of information can you get from primary materials that you can't get from other types of resources? o Did you notice any particular difficulties when analyzing primary source materials?

3. The Internet is filled with primary source materials like the ones you have just explored. You can find sources to help you learn about things you are studying in school or you can explore personal interests and hobbies.

Read the entire letter above and see if you can answer the following questions:

 What is the letter about?  How can you identify the sender and recipient?  How can you identify when the letter was written?  Where was the sender when he wrote the letter? How do you know?  What can you guess about the relationship between father and son?  Can you make a guess about the son's age?  What might the son have been doing when he received this letter. For example, do you think he was outside building a snowman? What evidence do you see to support your ideas?  What additional information would you need about Theodore Roosevelt and his family to support the evidence in the letter? Where might you find this type of information? What types of resources would you look for?

Look at the photograph above and see if you can answer the following questions:

 What do you see in the photograph?  This photo documents a popular 19th century profession. What evidence of this profession can be found in the image?  Who are the people in the image? Are there any clues to their relationship in the photograph?  Where does this scene take place? What do you see to support your idea?  Did they know the picture was being taken?  Is there any evidence of when this picture was taken? Look closely at the details. Which objects give you clues to the time period? How do you know this is not a contemporary photograph? If it were, what else might be in it?  What additional questions do you have about this photograph, the time period, or people? What additional resources can you look for to answer these questions?

 What do you see?  Can you identify when or where this map was created?  What information is the mapmaker providing?  Gutierrez has given information about geographical features. What features are identified on the map?  The mapmaker has provided information about settlements of people. How are these identified?  Gutierrez has placed a number of animals on the map. What do you think these represent?  What continents does Gutierrez seem to have the most knowledge of? What do you see on the map that supports your idea?  Do you think that the mapmaker has personally visited all of the places on the map? Do you see any evidence to support your idea?  Would you want to use this map to help you find your way? Why or why not?  Was there anything about this map that made it difficult to interpret? How did you compensate for the difficulty?  How is this map the same or different than contemporary maps?  What additional information would you like to know about this primary source?

Read the text and look closely at the illustrations. See if you can answer the following questions:

 How can you identify the date and place of publication?  What is this book about? How do you know?  Who is the intended audience? Children or adults? Can you support your ideas?  Where do you think this book would have been used? Why do you think that?  The author is giving information about government. Why do you think he chose this style of writing?  What message is he sending to the reader?  Look closely at the illustrations. Choose one page. What is happening in the picture?  Does the illustration give any additional information that is not in the text?  What additional information would you like to have about the content or author? Where do you think you can find this information? VISUAL DECODING/INFERENCE – DBQ ANALYSIS DBQ Materials: Photos, posters (propaganda), artifacts (telegrams, advertisements, letters)

Poems/songs

(This pattern is designed to build upon skills as they are acquired – moving from visual into literal decoding)

Observation game (drama game or outraged teacher scenario) Reading comprehension motivation game HOW CAN WE INFER ANSWERS USING CONTEXT CLUES? (Title, Caption, Illustration, Author)

Sometimes much can be learned from what we don’t see – WHAT ARE THE GAPS AND SILENCES?

Treasure Hunt Game: Attached – focus skill using visual decoding graphic organizer/reflection handout.

Slide show DBQ practice – questions for assessment can be submitted and displayed by student/student group – questions/tasks should be tailored for differentiated groups.

Culminating task: Students research and create their own DBQ questions to be administered to other class.

Assessment: Student presentations will be evaluated according to teacher and/or student generated rubric (see attached)