DOCSLIB.ORG

Examples of Prompts for Reading Constructed

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Examples of Prompts for Reading Constructed DR. DEBORAH WAHLSTROM DATADEB.WORDPRESS.COM PAGE 1 MEAP Reading Test Constructed Response Items – Examples of Prompts and Scoring Guides The purpose of this document is to simply give you additional ideas about finding, creating, and using prompts and scoring guides that help you determine student achievement in the area of reading. The value in looking through this is to help us focus on one of the ways students are expected to show what they know. The good news is that the constructed response prompts ask the same types of questions you already ask in the classroom. Students just have to organize their thoughts and put their ideas into words Resources and Notes According to the staff at the Michigan Department of Education, there are four reading domain areas that are fair game for the MEAP reading test. These include Word Study, Narrative Text, Informational Text, and Comprehension. These domains are also fair game for the constructed response item in which students respond to a prompt. You may want to apply the prompt-like questions to the GLCEs in these domains. The MDE has provided three samples what the constructed response prompts look like – using The MDE has also provided the story, Cinderella. The MDE provides a sample examples of prompts that could scoring guide for the prompt – just to give you an accompany released test passages idea of what constructed response scoring guides for 2005, 2006, and 2007. Copies look like. In this document, I’ve included samples of the passages should be available for four passages: Cinderella, Follow That Horse, in each school. For example, you Protecting the Panda, and Sarah Bagley, Fighter should have the passage entitled, for Rights. These four samples will give you a Whales in your school. The good overview of the nature of the constructed document pictured above has response prompts and scoring tools. three prompts that you can use with the Whales passage. DR. DEBORAH WAHLSTROM DATADEB.WORDPRESS.COM PAGE 2 Cinderella DR. DEBORAH WAHLSTROM DATADEB.WORDPRESS.COM PAGE 3 Cinderella Prompt #1 Scoring Guide List three things that the fairy The student lists three things that the 3 godmother gave Cinderella so godmother gave to Cinderella. that she could go to the ball. The student lists two things that the 2 godmother gave to Cinderella. The student lists one thing that the 1 godmother gave to Cinderella. The student does not list anything that the 0 godmother gave to Cinderella. Prompt and scoring guide adapted from Michigan Department of Education. OEAA Update, May 2008. DR. DEBORAH WAHLSTROM DATADEB.WORDPRESS.COM PAGE 4 Cinderella Prompt #2 Scoring Guide What was the Prince’s problem? The student states the problem and Explain what he did to solve the 3 provides two details/examples from the problem using two examples story. and/or details from the story. The student states the problem and 2 provides one detail/example from the story. 1 The student states the problem. 0 The student fails to address the prompt. Prompt and scoring guide adapted from Michigan Department of Education. OEAA Update, May 2008. DR. DEBORAH WAHLSTROM DATADEB.WORDPRESS.COM PAGE 5 Cinderella Prompt #3 Scoring Guide Cinderella has many strong The student describes the character’s characters. Choose one 3 personality and uses two text-based character from the story and details to support their description. describe that character’s The student describes the character’s personality. Use at least two 2 personality and uses one text-based detail details from the story to support to support their description. your description. The student describes the character’s 1 personality but offers no text-based support for their description. 0 The response is totally incorrect. Prompt and scoring guide adapted from Michigan Department of Education. OEAA Update, May 2008. DR. DEBORAH WAHLSTROM DATADEB.WORDPRESS.COM PAGE 6 Follow That Horse Grade 3 DR. DEBORAH WAHLSTROM DATADEB.WORDPRESS.COM PAGE 7 Follow That Horse Grade 3 Scoring Guide The student describes three ways that Cuddles has changed Dan’s life. The 3 student uses information from the article Prompt to show these three ways. Explain how information in the The student describes two ways that article shows how Cuddles Cuddles has changed Dan’s life and uses 2 changed Dan’s life. In your information from the article to show these response, use information from two ways. the article that supports your The student describes one way that explanation. Cuddles has changed Dan’s life and uses 1 information from the article to show this way. The student does not show ways that 0 Cuddles has changed Dan’s life. Prompt and scoring guide adapted from Maryland Department of Education. Constructed Response Items, Reading, Grade 3. DR. DEBORAH WAHLSTROM DATADEB.WORDPRESS.COM PAGE 8 Prompt and scoring guide adapted from Maryland Department of Education. Constructed Response Items, Reading, Grade 3. DR. DEBORAH WAHLSTROM DATADEB.WORDPRESS.COM PAGE 9 Protecting the Panda Grade 3 DR. DEBORAH WAHLSTROM DATADEB.WORDPRESS.COM PAGE 10 Protecting the Panda Grade 3 Scoring Guide The student explains whether the word special is a good word to use to describe the giant panda 3 and supports the answer with three details from the article. Prompt The student explains whether the word special is a good word to use to describe the giant panda 2 The author says that giant pandas and supports the answer with two details from are "special creatures." Explain the article. whether the word special is a The student explains whether the word special is good word to use to describe the a good word to use to describe the giant panda 1 giant panda. In your response, and supports the answer with one detail from the use information from the article article. that supports your answer. The student does not explain why special is a good 0 word to use or does not use information from the text to support his or her answer. Prompt and scoring guide adapted from Maryland Department of Education. Constructed Response Items, Reading, Grade 3. DR. DEBORAH WAHLSTROM DATADEB.WORDPRESS.COM PAGE 11 Prompt and scoring guide adapted from Maryland Department of Education. Constructed Response Items, Reading, Grade 3. DR. DEBORAH WAHLSTROM DATADEB.WORDPRESS.COM PAGE 12 Sarah Bagley Fighter for Rights Grade 6 DR. DEBORAH WAHLSTROM DATADEB.WORDPRESS.COM PAGE 13 Sarah Bagley, Fighter for Rights Grade 6 Scoring Guide The student listed three ways that Sarah Bagley Prompt #1 3 showed she was determined and gave details or examples from the story to support this. List three ways that Sarah Bagley showed she was determined. The student listed two ways that Sarah Bagley 2 Showed she was determined and gave details or examples from the story to support this. The student listed one way that Sarah Bagley 1 showed she was determined and gave a detail or example from the story to support this. The student did not list any ways that Sarah Bagley 0 showed she was determined or did not give details and examples to support the ways. Prompts adapted from Sample Reading Constructed Responses, MEAP Fall 2005 Released Texts, Michigan Department of Education. DR. DEBORAH WAHLSTROM DATADEB.WORDPRESS.COM PAGE 14 Sarah Bagley, Fighter for Rights Grade 6 Scoring Guide The student described three ways that Sarah Prompt #2 3 Bagley acted like a leader and gave details or examples from the story to support this. Describe three ways that Sarah Bagley acted like a leader. The student described two ways that Sarah Bagley 2 acted like a leader and gave details or examples from the story to support this. The student described one way that Sarah Bagley 1 acted like a leader and gave a detail or example from the story to support this. The student did not respond correctly to the prompt. The student did not write a detail or 0 example for each of the ways that Sarah Bagley acted like a leader. Prompts adapted from Sample Reading Constructed Responses, MEAP Fall 2005 Released Texts, Michigan Department of Education. DR. DEBORAH WAHLSTROM DATADEB.WORDPRESS.COM PAGE 15 Sarah Bagley, Fighter for Rights Grade 6 Scoring Guide The student explained one word to describe Sarah Prompt #3 3 Bagley and gave two details from the text to support that description. Choose one word to describe Sarah Bagley. Give two details The student explained one word to describe Sarah from the text to support that 2 Bagley and gave one detail from the text to support that description. description. The student explained one word to describe Sarah 1 Bagley but didn’t give any details or examples from the text to support the word. The student did not address the prompt. It is 0 totally incorrect. Prompts adapted from Sample Reading Constructed Responses, MEAP Fall 2005 Released Texts, Michigan Department of Education. DR. DEBORAH WAHLSTROM DATADEB.WORDPRESS.COM PAGE 16 Sara Bagley, Along with other labor groups in the state, Bagley and the association continued to push for shorter working hours. Ten thousand people from Fighter for Rights all over Massachusetts, including more than two thousand from Lowell, signed another petition to try once again to persuade the legislature to take action. Hearings were held a second time, and again the legislature refused to challenge the mills. Then, in 1847, Lowell textile companies voluntarily shortened their workdays by thirty minutes. Sarah Bagley was one of the most important women reformers in early nineteenth-century America. Born in Canada, New Hampshire, her mother In the fall of 1846, John Allen, editor of the Voice of Industry, told Bagley and father farmed, sold land, and owned a small mill, Bagley was working that she could no longer write for the newspaper.
Load more

Recommended publications
  • Women Railroad Telegraphers and Station
    "A LOOK INTO THE FUTURE": WOMEN RAILRDAD TELEGRAPHERS AND STATION AGENTS IN PENNSYLVANIA, 1B55-196D Thomas C. Jepsen National Coalition of IndependentScholars n the April 1913 issue of The Pilot, the employees' magazine of the Reading Railroad, a cartoon appeared over the caption, "A Look into the Future," depicting an anxious-looking male railroad employee looking though a magical telescope into a future in which a "Miss R. U. Married" is the station agent at a railroad depot, while other women railroad employees vigor ously flag trains and drive spikes.1 His anxiety at being replaced by one of these assertive women probably reflected the feelings of many male railroaders at a time when the number of female telegraphers and station agents working for the railroads was approaching a peak.2 Though little remembered today, the presence of women in as railroad depots working station agents, ticket agents, and telegraphers was taken for granted in the late nineteenth and early twentieth centuries. Frances Willard, writing in 1897, noted that the sight of "a young woman presiding over the telegraph in offices and railway stations" was so ordinary "that one has ceased to have even a feeling of surprise at seeing them there."3 B. B. Adams, editor of the Railroad Gazette, observed PENNSYLVANIA HISTORY: A JOURNALOF MID-ATLANTIC STUDIES, VOL. 76, NO. 2, 2009. Copyright ? 2009 The Pennsylvania Historical Association This content downloaded from 128.118.152.206 on Fri, 6 Feb 2015 10:42:44 AM All use subject to JSTOR Terms and Conditions PENNSYLVANIA HISTORY i: FIGURE "A Look into the Future." Reading Railroad Employees Magazine, The Pilot, April 1913, p.
    [Show full text]
  • Farm to Factory LILE I
    Farm to Factory LILE I Theme The Industrial Revolution brought about dramatic changes in 19th century America, and had a profound impact on the lives of the American people. This period of history has enduring relevance to our lives today. Objectives After using the activities in this guide and participating in the ranger-led LILE I program students will be able to: • explain the significance of the Merrimack River in the development of Lowell’s mills. • define the term Industrial Revolution. • list three reasons why farm girls left their homes to work in the Lowell mills. • list at least three differences between life on the farm and life on the corporation. • list, sequentially, four primary steps necessary for the production of cloth on both the farm and in the factory. • list three differences between the production of cloth on the farm and in the factory. • describe at least three ways in which the Industrial Revolution has changed the way people live today. Program Description Farm to Factory is a 90 minute program which focuses on the transition from an agrarian society to an industrial society, as experienced by a young woman who leaves her New England farm to work in a Lowell mill. Two members of the class dress in 19th century reproduction clothing, and each member of the class has the chance to pick, card and spin wool. A ranger leads the discussion on how the weaving process was done in the mills, and the changes it brought about in people's lives. The program culminates with students weaving cloth on small looms.
    [Show full text]
  • Women at the Looms: an Analysis of Gender, Capital, and Textiles in 19Th Century New England
    Women at the Looms: An Analysis of Gender, Capital, and Textiles in 19th Century New England William Amara May 1, 2017 A senior thesis, submitted to the History Department of Brandeis University, in partial fulfillment of the Bachelor of Arts degree. Introduction: Gender, Capital, and Textiles “I can see myself now” wrote Harriet Hanson Robinson in 1898, “racing down the alley, between the spinning-frames, carrying in front of me a bobbin-box bigger than I was”.1 Harriet Robinson was a woman who worked in the textile mills of Lowell, Massachusetts, beginning at age 10. Many years later, she wrote a detailed memoir chronicling how the world in which she lived had changed since her employment in the mills. According to Robinson, before the mills opened in Lowell, the people of New England led lives not much different from their ancestors: they travelled only as fast as a canal boat, often bartered instead of using money, and wore clothes made at home.2 Only a child, Harriet began working in the Tremont Corporation as a “doffer,” or someone who carried bobbins, the cylinders which held yarn, between the looms in 1831 after her father died. Although she worked from 5am to 7pm every day except Sunday, she moved the bobbins for 15 minutes and spent 45 minutes of each hour not working.3 While Harriet Robinson’s experience in a Lowell mill was exceptional because she recorded the details of it so vividly in her memoir Loom and Spindle, the conditions she encountered were shared by ​ ​ many other “mill girls.” Lucy Larcom was another young woman who worked in the textile mills of Lowell.
    [Show full text]
  • Chapter 12 the North Chapter 13 the South Chapter 14 New Movements in America Chapter 15 a Divided Nation
    UNIT 4 1790—1860 The Nation Expands Chapter 12 The North Chapter 13 The South Chapter 14 New Movements in America Chapter 15 A Divided Nation 378 6-8_SNLAESE484693_U04O.indd 378 7/2/10 1:06:42 PM What You Will Learn… The United States continued to grow in size and wealth, experiencing revolutions in technology and business as did other parts of the world. During the earliest phases of expansion, regions of the United States developed differently from each other. Citizens differed in their ideas of progress, government, and religion. For the success of the nation, they tried to compromise on their disagreements. In the next four chap- ters, you will learn about two regions in the United States, and how they were alike and different. Explore the Art This painting shows a bustling street scene in New York City around 1797. What does the scene indicate about business in the city during this period? 379 6-8_SNLAESE484693_U04O.indd 379 7/2/10 1:07:17 PM FLORIDA . The Story Continues CHAPTER 12, The North Expands (1790–1860) EVENTS 1851: The fi rst installment of Uncle Tom’s Cabin is printed. Harriet Beecher Stowe wrote a ctional story intended to show the evils of slavery. e story, initially written and published in installments in a magazine, was so popular that Stowe decided to publish it in book form. e story had its intended e ect… rallying thousands of people in support of the anti-slavery movement. As popular as the story was in the North, it enraged slave supporters in Florida and across the South, and fueled the division between the North and the South that led to the outbreak of the Civil War.
    [Show full text]
  • Chapter 11 the North
    California Standards History-Social Sciences 8.6 Students analyze the divergent paths of the American people from 1800 to the mid-1800s and the challenges they faced, with emphasis on the Northeast. Analysis Skills Hl1 Students explain the central issues and problems from the past. Hl2 Students understand and distinguish cause, effect, sequence, and correlation in historical events. English-Language Arts Writing 8.2.4.b Present detailed evidence, examples, and reasoning to support arguments. Reading 8.2.0 Students read and understand grade-level appropriate material. Newspaper Advertisement The Industrial Revolution was a time when a great many new inventions were introduced. You work for an advertising agency, and your job is to design an advertisement for one of the inventions mentioned in this chapter. As you read, take notes on the inventions, their inventors, and how they changed life in the United States. Then choose one invention and design a newspaper adver­ Robert Fulton's tisement to persuade readers to buy or use the invention. UNITED Clermont becomes STATES the first commer­ cially successful steamboat. 1790 The first steam­ powered mill opens WOIIl!LD in Great Britain. 1830 1840 1845 1856 The Tom Thumb Federal Sarah Bagley is Gail Borden becomes the first government appointed secretary patents a method of locomotive in the employees of the New England condensing milk so United States to receive a 10- Working Men's that it can be safely hour workday. Association. stored in cans. 1838 1846 1851 The Sirius becomes the first German astronomer London's Great Exhibition ship to cross the Atlantic Ocean Johann Galle observes that displays inventions from around entirely under steam power.
    [Show full text]
  • The Ten-Hour Movement and the Massachusetts State Legislative Election in 1845
    View metadata, citation and similar papers at core.ac.uk brought to you by CORE The Ten-Hour Movement and the Massachusetts State Legislative Election in 1845 The Ten-Hour Movement and the Massachusetts State Legislative Election in 1845 Yukako HISADA In the 1840s massive petitions were submitted to the General Court of Massachusetts requesting the passage of a law regulating a ten-hour day for work. While the ten-hour movement in Massachusetts began to build up momentum, the New England Workingmen’s Association was created in the fall of 1844. Despite its name “workingmen,” the organization accepted women delegates from the mill towns, including Sarah Bagley and Huldah J. Stone from Lowell.1 In January of 1845 Lowell factory workers organized their own organization: the Lowell Female Labor Reform Association (LFLRA). While the LFLRA started with only twelve members, within six months the membership amounted to nearly 500 persons.2 Many of the petitioners were women factory workers from mill towns, such as Lowell, Andover, and Fall River, declaring that they were forced to work from thirteen to fourteen hours a day in unhealthy working conditions. In response to the petitions, the state legislature created a special joint committee to investigate their working conditions, and the committee held a hearing from the petitioners from the city of Lowell and visited Lowell to examine the factories in 1845. Although the committee sympathized with their working conditions, they concluded that any further legislative action was not necessary at that point.3 While petitioning was the only political right for women to execute under the U.S.
    [Show full text]
  • The Lowell Mill Girls and America's First Factories
    12 TEACHER GUIDE The Lowell Mill Girls and America’s First Factories Lesson Question Did the opportunities that America’s first factories provided for young women outweigh the hardships they experienced there? Lesson Task After reading primary and secondary source documents that discuss both the hardships and opportunities provided by employment in textile mills, students take a position on whether or not working in textile factories was worth it for young women. In a five-paragraph argumentative essay, students defend their position using evidence from the documents. NAEP Era: 4. Revolution and Reform (1801 to 1861) Focal Skill: Writing a historical argument Number of Documents: 4 Number of Days: 5–6 Common Core Standards • CC reading standard (primary): RHSS.6–8.1 Cite specific textual evidence to support analysis of primary & secondary sources • CC reading standard (secondary): RHSS.6–8.2 Determine the central ideas or information of a text • CC writing standard: WHSS.6-8.1 Write argumentative texts TABLE OF CONTENTS [Suggested time: 1 session] [Suggested time: 2–4 sessions] [Suggested time: 1/2 session] OVERVIEW ........................... 2 DOCUMENTS ...................... 9 CONNECT ............................ 22 • Objectives • Documents Overview • Purpose • Instructional Sequence • Document 1: Opportunities for • Cross-Document Discussion • Lesson Background & Young Women in the Lowell Mills – Re-engage students in Student Background – Purpose, Strategy, Discussion historical inquiry Knowledge • Document 2: Mary Stiles Paul Writes – Compare big ideas and details THE HOOK ........................... 3 Home From Lowell across documents • Purpose & Process – Purpose, Process, Discussion – Help students articulate own thinking • Transition to Context-Setting • Document 3: Women at Work CONTEXT ............................. 5 – Purpose, Process, Discussion [Suggested time: 1–2 sessions] • Overview • Document 4: Sarah Bagley Describes WRITING ............................
    [Show full text]
  • Methods of Reform – the Lowell Mill Girls
    Methods of Reform – The Lowell Mill Girls Author: Wendy Schanberger, Hereford Middle School, Baltimore County Public Schools Grade Level: Middle Duration of lesson: 2 periods Overview: The Lowell Mills in Lowell, Massachusetts was often held up as a model industrial workplace in early nineteenth-century America. The textile factory was staffed by young, female carders, spinners, and weavers, who earned a reputation for “Christian modesty” and diligence. Their wages helped to send their brothers to college and pay off family debts. No workplace is without conflict, however, and in this lesson students will learn about the Mill girls’ complaints, and their methods of combating poor working conditions. By exploring the girls’ own journal of the period, the Lowell Offering, and other documents, students will see how group organization and advocacy would eventually lead to important social change. Unable to vote or even own property, the Lowell girls nevertheless helped to set the country on a path toward protecting child labor and improving working conditions for industrial workers. The Lowell girls’ activities also provide an example of the importance of women in American History. Related National History Standards: Content Standards: Era 4: Expansion and Reform (1801-1861) Standard 2: The sources and character of cultural, religious, and social reform movements in the antebellum period. Historical Thinking Standards: Standard 2: Historical Comprehension B. Identify the central question(s) the historical narrative addresses. Standard 3: Historical Analysis and Interpretation B. Compare and contrast differing sets of ideas, values, personalities, behaviors, and institutions. D. Consider multiple perspectives. E. Analyze cause-and-effect relationships and multiple causation, including the importance of the individual, the influence of ideas, and the role of chance.
    [Show full text]
  • Changes in Working Life
    DO NOT EDIT--Changes must be made through “File info” CorrectionKey=TX-A SECTION 2 Changes in TEKS 1A, 13B, 23E, 24B, 27D, 28B Working Life What You Will Learn… If YOU were there... Main Ideas You live on a dairy farm in Massachusetts in about 1820. On the 1. The spread of mills in the farm, you get up at dawn to milk the cows, and your work goes on Northeast changed workers’ lives. until night. But now you have a chance at a different life. A nearby 2. The Lowell System revolution- textile mill is hiring young people. You would leave the farm and ized the textile industry in the Northeast. live with other workers. You could go to classes. Most important, 3. Workers organized to reform you could earn money of your own. working conditions. Would you go to work in the textile mill? Why? The Big Idea The introduction of factories changed working life for many Americans. BUILDING BACKGROUND As factories and mills were established, the way people worked changed drastically. One dramatic change Key Terms and People was the opportunity that factory work gave to young women. For young Rhode Island system, p. 391 women in farm families, it was almost the only chance they had to earn Francis Cabot Lowell, p. 392 their own money and a measure of independence. Lowell system, p. 392 trade unions, p. 394 strikes, p. 394 Sarah G. Bagley, p. 395 Mills Change Workers’ Lives Workers no longer needed the specific skills of craftspeople to run the machines of the new mills.
    [Show full text]
  • Band of Sisters: Class and Gender in Industrial Lowell, 1820-1850
    Band of Sisters: Class and Gender in Industrial Lowell, 1820-1850 [The] transition from mother and daughter power to water and steam-power is a great one, greater by far than many have as yet begun to conceive – one that is to carry with it a complete revolution of domestic life and social manners. -Horace Bushnell, 18511 On a late November afternoon in 1821, the land that a few years later was to become the industrial city of Lowell, Massachusetts, was pastoral and quiet. A light snow blanketed the landscape, interrupted only by the Merrimack and Concord Rivers, the cascading Pawtucket falls, and the dozen or so farmhouses dotting the countryside. On that day the soft rumbling from the falls where the two rivers meet mingled with the sound of conversation. Two wealthy industrialists from Boston, Nathan Appleton and Patrick Tracy Jackson, were selecting the site to place their next textile factory. With their breath hanging in the cold November air, they planned not only to locate a factory but to reshape the countryside and conjure a city. They speculated that their future city might one day house twenty-thousand residents. Indeed, within twenty years Lowell became the showcase industrial city of the North, known as “the city of spindles,” home to more than 20,000, and filled with the sound of textile factory machinery like “ten thousand windmills in a hurricane.” Women flooded into the city and others like it to take advantage of the high wages and advertised moral paternalism of the corporations. The city streets filled with the bustle of boutiques, book venders and charlatans while the bells from factories and churches clanged the new rhythm of the city, compelling women into their factory slot or church pew.
    [Show full text]
  • Unit 8 Antebellum Reform
    UNIT 8 ANTEBELLUM REFORM SESSION PREPARATION Read the following material before attending the workshop. As you read the Table of Contents excerpts and primary sources, take note of the “Questions to Consider” as well as any questions you have. The activities in the workshop will draw on Unit Themes 2 information from the readings and the video shown during the workshop. Unit Content Overview 2 Video Related Materials 3 UNIT INTRODUCTION Theme One Materials 4 As a response to increasing social ills, the nineteenth century generated reform movements: temperance, abolition, school and prison reform, Theme Two Materials 20 as well as others. This unit traces the emergence of reform movements Theme Three Materials 31 instigated by the Second Great Awakening and the impact these Timeline 45 movements had on American culture. Reference Materials 46 UNIT LEARNING OBJECTIVES Further Reading 46 After reading the text materials, participating in the workshop activities, Appendix 47 and watching the video, teachers will • consider the social, economic, and technological changes to which reformers responded; • explore the relationship between the Second Great Awakening and the subsequent reform movements; • understand the breadth and goals of different reform movements. THIS UNIT FEATURES • Textbooks excerpts (sections of U.S. history surveys, written for introductory college courses by history professors) • Primary sources (documents and other materials created by the people who lived in the period), including books, accounts of speeches, a temperance pledge, maps, and an artifact • An article, “Family Life in the Slave Quarters: Survival Strategies,” by historian Marie Jenkins Schwartz, which uses both primary and secondary sources (other articles and books written by historians) • A timeline at the end of the unit, which places important events in the era of the Reformation 1 CONTENT OVERVIEW Change has always defined the United States, but the years between 1800 Theme One: and 1860 brought about unusually profound social changes.
    [Show full text]
  • Umidissertation Information Service
    INFORMATION TO USERS This reproduction was made from a copy of a manuscript sent to us for publication and microfilming. While the most advanced technology has been used to pho­ tograph and reproduce this manuscript, the quality of the reproduction is heavily dependent upon the quality of the material submitted. Pages in any manuscript may have indistinct print. In all cases the best available copy has been filmed. The following explanation of techniques is provided to help clarify notations which may appear on this reproduction. 1. Manuscripts may not always be complete. When it is not possible to obtain missing pages, a note appears to indicate this. 2. When copyrighted materials are removed from the manuscript, a note ap­ pears to indicate this. 3. Oversize materials (maps, drawings, and charts) are photographed by sec­ tioning the original, beginning at the upper left hand comer and continu­ ing from left to right in equal sections with small overlaps. Each oversize page is also filmed as one exposure and is available, for an additional charge, as a standard 35mm slide or in black and white paper format.* 4. Most photographs reproduce acceptably on positive microfilm or micro­ fiche but lack clarity on xerographic copies made from the microfilm. For an additional charge, all photographs are available in black and white standard 35mm slide format. * ♦For more information about black and white slides or enlarged paper reproductions, please contact the Dissertations Customer Services Department. Dissertation UMI Information Service University Microfilms International A Bell & Howell Information Company 300 N. Zeeb Road, Ann Arbor, Michigan 48106 8625257 Mattina, Anne F.
    [Show full text]