Social Studies 20-2 Related Issue 1: Assessment TWO Source Based Analysis

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1 Social Studies 20-2 Related Issue 1: Assessment TWO Source Based Analysis This assessment is modeled after the Assignment II of the Social Studies 30-2 Diploma Exam Part A: Written. Assessment TWO requires students to demonstrate the skills and processes of interpreting, evaluating and synthesizing through the application of social studies knowledge and understanding. For this assessment students must interpret each source to identify the ideas presented in each source about principles of and/or the pursuit of explain and defend a position on the role of support their response by referring to the sources and their understanding of social studies Students are expected to develop a response in paragraph form that reflects the quality of thought and communication expected of students completing Social Studies Scoring Categories and Weighting: Interpretation of Sources /15 Defence of Position /15 Communication /5 Key Term Implementation /5 (this is a special category I added) TOTAL /40 Zero: Responses that provide little or no attempt to address the Interpretation of Sources category of Defence of Position category may receive a score of zero in that category. Scores of zero in both the Interpretation of Sources category and Defence of Position category will automatically result in a score of zero in the Communication category and the KEY TERMS category. The Assignment II Scoring Guides are at the end of this document. You may print the scoring guides off for reference as you proof and self-evaluate your response for this assessment piece. Your teacher will also use these same scoring guides to assess your level of skills and understanding of the issues and concepts of this Related Issue/Unit.

2 Related Issue 1 ASSESSMENT TWO: Social Studies 20-2: Nationalism Writing Assessment: Interpreting & Defending a Position Formatting Requirements of finished Assessment TWO: All students are expected to: Create a title page which has: - First and last name - Related Issue 2: Assessment TWO - Course & semester (Social Studies 20-2 Full Year) - Teacher's Name (Andrea Belke) - Date of Completion (day, month, year) All of this information needs to be single spaced, and centered in the middle of the page Have their responses either space and a half or double spaced If computer based, in a font size of 12 in Times New Roman or Arial If hand written, neatly presented in either printing or handwriting page number in the bottom right corner of each page (except the Title Page which is automatically page 1) Black or Blue ink/color Computer-generated Responses: if your response is on a computer generated document, if it is NOT in a Microsoft Word file, please convert it to a pdf file. This will allow your teacher to easily save and open the document for assessment Please give your document the following file name: YearFirstinitialFullLastName SS20-2RI2A2...example: 2010ABelke SS20-2RI2A2 You can then submit it through my website in the Related Issue 2 page, in SS 20-2 Students under RI2 Assessment TWO

3 Related Issue 1 ASSESSMENT TWO: Social Studies 20-2: Nationalism Writing Assessment: Interpreting & Defending a Position Read the following information and then the assessment instructions below. Record your paragraph formatted response on separate paper. Remember, the focus of Related Issue 1 was to form a response to the issue based question: Should nation be the foundation of identity? You were to explore the relationships among identity, nation and. To help guide your learning, you needed to focus on the Key Learning List (which was from the curriculum document). Use the Key Terms list on page 6 of this document to help you with the language you need to think about including in your responses. Your responses should be in paragraph form. Write a response in which you must interpret each of the sources and answer both questions on page 7. Source I

4 Related Issue 1 ASSESSMENT TWO: Social Studies 20-2: Nationalism Writing Assessment: Interpreting & Defending a Position Source II Heritage Festival, Edmonton features and celebrates over seventy-five cultures from all over the world. Source III Source III On July 14, 1789, the mob, joined by some of the King's soldiers, stormed the Bastille

5 Related Issue 1 ASSESSMENT TWO: Social Studies 20-2: Nationalism Writing Assessment: Interpreting & Defending a Position ASSIGNMENT What do each of the three sources communicate about the role of individuals in society in relation to the development of? AND Considering the sources presented, what do you think should be the role of individuals in society and the development of? Write a response in which you must Interpret each source to identify what the source tells you about the role of individuals in society Explain and defend your position on what the role of individuals in society should be Support your interpretations and position be referring to the sources and to your understanding of social studies Reminders for Writing: Remember that you must answer both questions Plan your response Organize your response Proofread your response Effectively use as many KEY TERMS as you can

6 Related Issue 1 ASSESSMENT TWO: Social Studies 20-2: Nationalism Writing Assessment: Interpreting & Defending a Position Key Terms: Part of your mark will be determined by how many of the following KEY TERMS you use correctly and effectively in your paragraphs. Please underline and highlight (with colour) the first time you use any of the following KEY TERMS: nation identity alternative views forces of expressions of relationship to land geographic collective Civic ethnic cultural linguistic political spiritual religious patriotic nation-state historical factors geographic factors political factors economic factors social factors French Revolution contemporary examples internalized collective consciousness Canadian Québec First Nations Métis Inuit perspectives reconcile(ing) nationalist loyalties ethnic in Canada non-nationalist loyalties race ideology class It is important to understand that it is very challenging to effectively include all of the KEY TERMS listed above. However, the more terms you do use effectively in your position paper the higher you will score. Please see the Key Terms Scoring Guide for more information.

7 TIPS TO HELP YOU GET FOCUSED: Follow the step-by-step instructions below to help you complete this assessment piece. 1. To start, examine each source (brainstorm ideas) Some Questions to consider (you may think of different ones): Who/what is in the source? What is their position? What meaning does the source have in terms of? What the does the source imply about an individual's identity in the context of? What does the source imply about the role of the individual in society? Are there any symbols? What do these symbols represent? Where was the source written? By who? Are these significant? If so, why? What can we determine about when the source was written? How? Who is the intended audience of the source? For what purpose? 2. Complete the following for each source. The end result will be three separate paragraphs. A. Interpret/analyze each source. (Explain what each means; present them in understandable terms) To complete this task, answer any pertinent questions above. Your interpretation should be well explained and as detailed as possible. B. Explain the ideological perspectives (beliefs) presented. What is the message the source is trying to get across? What values or message is the source trying to get across? C. Discuss any links (connections) between nation and identity and the role of the individual in society Clearly explain how the source connects to the topic Should Nation be the Foundation of Identity? 3. Write a paragraph that identifies and explains one or more links between all three sources How are all three sources connected? How are they similar/different etc Avoid merely making a blanket statement such as, Together, they demonstrate different understandings of nation. (More in depth required) A TOTAL OF FOUR PARAGRAPHS WILL BE WRITTEN.

8 SS -2 Scoring Guides Assignment Type II: Interpreting Sources & Defending a Position Description: For this assignment students must interpret sources to identify the ideas presented in each source about the principles and /or the pursuit of explain and defend a position on what the role of should be support their response by referring to the sources and their understanding of social studies INTERPRETATION OF SOURCES /15 When marking Interpretation of Sources, the marker will consider the: quality of the interpretation of each source quality of evidence drawn from the sources quality of evidence drawn from knowledge of social studies understanding of the assigned task Level Excellent E: 5 Proficient P: 4 Satisfactory S: 3 Limited L: 2 Poor P: 1 Zero Z: 0 Descriptors/Indicators Interpretations are insightful, comprehensive, and address all sources. Evidence is specific and accurate, and errors, if present, do not detract from the response. The student demonstrates a thorough and perceptive understanding of applicable social studies knowledge and the assigned task. Interpretations are specific and accurate but may not address all sources. Evidence is relevant and appropriate, but may contain some minor factual errors. The student demonstrates a clear understanding of applicable social studies knowledge and the assigned task. Interpretations are valid but general and may contain minor misconceptions. Interpretations may not address all sources. Evidence is relevant, but general, may be incompletely developed, and/or contains minor errors. The student demonstrates an acceptable understanding of applicable social studies knowledge and the assigned task. Interpretations are over-generalized and may contain substantial misconceptions. Evidence is superficial, may not always be relevant, and may contain significant errors. The student demonstrates a confused, yet discernible, understanding of applicable social studies knowledge and the assigned task. Interpretations are mistaken and/or irrelevant. Evidence, if present, is incomplete and/or marginally relevant and frequently contains significant errors. The student demonstrates a minimal understanding of applicable social studies knowledge and the assigned task. Zero is assigned to a response that fails to meet the minimum requirements of the Poor category.

9 Assignment Type II: Interpreting Sources & Defending a Position DEFENSE OF POSITION: /15 When marking Defence of Position, the marker will consider the: quality of argument(s) selected to support the position taken quality of evidence selected to support the position taken understanding of applicable social studies knowledge and the assigned task Level Excellent E: 5 Proficient P: 4 Satisfactory S: 3 Limited L: 2 Poor P: 1 Zero Z: 0 Descriptors/Indicators The defence of position is based on one or more convincing, logical arguments. Evidence is specific and accurate, and errors, if present, do not detract from the response. The student demonstrates a thorough and perceptive understanding of applicable social studies knowledge and the assigned task. The defence of position is based on one or more sound arguments. Evidence is appropriate, but may contain some minor factual errors. The student demonstrates a clear understanding of applicable social studies knowledge and the assigned task. The defence of position is based on one or more adequate arguments. Evidence is relevant, but general and/or incompletely developed. The evidence may contain errors. The student demonstrates an acceptable understanding of applicable social studies knowledge and the assigned task. The defence of position is based on oversimplified assertions and/or questionable logic. Evidence is superficial and may not always be relevant. The evidence may contain significant errors. The student demonstrates a confused, yet discernible, understanding of applicable social studies knowledge and the assigned task. The defence of position taken is difficult to determine and/or little or no attempt is made to defend it. Evidence, if present, is incomplete and/or marginally relevant. Significant errors in content are frequent. The student demonstrates a minimal understanding of applicable social studies knowledge and the assigned task. Zero is assigned to a response that fails to meet the minimum requirements of the Poor category.

10 Assignment Type II: Interpreting Sources & Defending a Position COMMUNICATION /5 When marking Communication, the marker will consider the: organization and coherence contribution of stylistic choices to the creation of voice (e.g., sentence variety and word choice) vocabulary (e.g., specificity, accuracy) sentence construction (e.g., clarity, completeness) grammar and mechanics (e.g., consistency of tense, punctuation, spelling, capitalization) Proportion of error to the length and complexity of the response must be applied when awarding a mark for Communication. Level Excellent E: 5 Proficient P: 4 Satisfactory S: 3 Limited L: 2 Poor P: 1 Zero Z: 0 Descriptors/Indicators The writing is fluent and purposefully organized. Effective stylistic choices may contribute to the creation of an engaging voice Vocabulary is precise. The writing demonstrates confident control of sentence construction, grammar, and mechanics. Errors, if present, are inconsequential. The writing is straightforward and clearly organized. Appropriate stylistic choices may contribute to the creation of a distinct voice. Vocabulary is specific. The writing frequently demonstrates effective control of sentence construction, grammar, and mechanics. Errors do not detract from communication. The writing is generally clear and functionally organized. Basic stylistic choices may contribute to the creation of a voice that is adequate. Vocabulary is adequate. The writing demonstrates basic control of sentence construction, grammar, and mechanics. Errors do not seriously interfere with communication. The writing is uneven and incomplete, but is discernibly organized. Awkward stylistic choices may contribute to the creation of an unconvincing and/or inappropriate voice. Vocabulary is imprecise and/or inappropriate. The writing demonstrates a faltering control of sentence construction, grammar, and mechanics. Errors hinder communication. The writing is unclear and disorganized. Ineffective and/or inappropriate stylistic choices may contribute to the creation of and ineffective and/or unsuitable voice. Vocabulary is ineffective and frequently incorrect. A lack of control of sentence construction, grammar, and mechanics is demonstrated. Errors impede communication. Zero is assigned to a response that fails to meet the minimum requirements of the Poor category.

11 Scoring Guide: Social Studies Key Terms Implementation (5 marks) When marking Key Terms, markers should consider how effectively the student uses the Key terms they have chosen in the context of the Related Issue in relation to what they have written about Achievement E Excellent: 5 Pf Proficient: 4 S Satisfactory: 3 L Limited: 2 P Poor: 1 Z Zero Indicators The entire assignment uses 20 or more key terms listed in the assessment the key terms chosen have been used effectively and correctly The entire assignment uses key terms listed in the assessment the key terms chosen have been used correctly The entire assignment uses key terms listed in the assessment OR more have been used, but only have been used correctly the key terms chosen have mostly been used correctly The entire assignment uses 5-9 key terms listed in the assessment OR more have been used, but not effectively some of the key terms chosen have been used correctly but many are used incorrectly The entire assignment uses less than 5 key terms listed in the assessment OR more have been used, but not correctly some of the key terms chosen have been used correctly but most, if not all, are used incorrectly The student has not been able to demonstrate their understanding of the unit outcomes because they have not used any terms in the list, or what they have used is not used correctly or effectively.