Facing History and Ourselves Bullying Summit September 29th 2012 in Los Angeles CA
Assessment

Adding to Evidence Logs, 1 of 4

Students incorporate new evidence from the history of the Weimar era into the position they are developing.

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At a Glance

Assessment

Language

English — US

Subject

  • History

Grade

10

Duration

One 50-min class period
  • Genocide
  • The Holocaust
  • Human & Civil Rights

Overview

About this Assessment

After students have completed Lesson 9: The Weimar Republic, it is an appropriate time to return to the unit’s writing prompt and consider new evidence from the history of the Weimar era that they might use to inform and support the position they are developing. The activities below will guide students as they consider the choices Germans made during the Weimar Republic and how learning about those choices can help guide our responses to injustices in our communities and in the world today. In addition to revisiting the writing prompt, students will also start to evaluate the quality and relevance of the evidence they are gathering. Remind students that it is important that they keep the materials for the essay (journal reflections, evidence logs, writing handouts) in a safe place, because they will refer back to them over the course of the unit as they prepare to write the essay assessment.

How can learning about the choices individuals, groups, and nations made during the Weimar Republic help guide how we respond to injustice in our communities and in the world today?

This assessment includes:

  • 3 activities
  • 4 teaching strategies
  • 1 book

Preparing to Teach

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Procedure

Activities

  • Ask students to reread their journal responses from Introducing Evidence Logs and then respond to the following question:
    How can learning about the choices individuals, groups, and nations made during the Weimar Republic help guide how we respond to injustice in our communities and in the world today?
  • Have students share their ideas with a partner or small group, or you might use the Concentric Circles strategy by having students arrange their desks across from one another in two circles. Encourage students to add new ideas to their journal responses that expand or challenge their thinking about the prompt.
  • Facilitate a class discussion in which students suggest documents or videos from Lessons 8 and 9 that are relevant to the essay topic. Write the list on the board.
  • Depending on your students’ experience working with primary and secondary source evidence, choose a piece of evidence from the list and one or more activities from Strategy 9: Evaluating Evidence (pages 45–46) or Strategy 10: Relevant or Not? (pages 47–48) of the Common Core Writing Prompts and Strategies resource to help students develop their skills for working with evidence. Then have them practice the skills in small groups with other pieces of evidence from the list.
  • Have students break into pairs or groups to collect and evaluate new pieces evidence on their evidence log handouts. They should first review the documents on the list, adding to their annotations, and then write relevant pieces of evidence that they have evaluated on their handouts.
  • After groups have gathered and assessed their evidence, use the Give One, Get One or Two-Minute Interview strategy to have students share the evidence they have collected and identify questions they have about what they are learning. 
  • Have students spend a few minutes reviewing their initial responses from Step 1: Introducing the Writing Prompt and evidence logs from Step 2: Introducing Evidence Logs.
  • Then, in a final journal response or on exit cards, ask students to respond to the following questions:
    • Has any evidence that you recorded confirmed your initial thinking about the topic question?
    • Has any evidence that you recorded conflicted with or challenged your initial thinking about the topic question?
    • Which choices by individuals, groups, and nations in the history that you have learned about so far in this unit seemed most significant? What made those choices powerful or impactful?

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