Prompt One: What Roman Catholic Church practices did Martin Luther protest? (5 points)

Transcription

1 Tpic One: AZSS. S2.C 4.PO1-2: Refrmatin Prmpt One: What Rman Cathlic Church practices did Martin Luther prtest? (5 pints) Respnse (5 pts.) Respnse Descriptin: This respnse shuld list at least three prtests. List can include: Sell f Indulgences Papal Authrity simny praying t the Saints, Use f Statues ging n Pilgrimages, Practice f Sacraments participatin in Church translatin f the Bible Prmpt 2: Discuss hw the Printing Press impacted the Prtestant Refrmatin. (7 pints) (1 pt.) Level 2 (2-4 pts.) General Answer. Respnse Descriptin: States nly generally withut examples r explanatin f impact. e.g., The printing press impacted the Prtestant Refrmatin. Identifies hw. Respnse Descriptin: Must be written ut in sentence frmat, and explain hw in discussin. May include tpics belw: Spread the Wrd Bks, Pamphlets, Ntices Increase Literacy Vernacular instead f Latin Mass Prductin Brings cst f bks dwn Level 3 (5-7 pts) Discusses hw with detailed events. Respnse Descriptin: Includes the cntext f a level tw respnse, but adds detailed explanatin and draws cnnectins between persnal interpretatins f the Bible vs. indctrinated by the Church. Shuld state hw literacy became mre affrdable due t mass prductin and that literacy expanded because the writings were in their native languages vs. Latin. Dysart Unified Schl District, September 2013 Page 1

2 Prmpt 3. T what extent did the Refrmatin change the scial/plitical structures f Eurpe? (8 pints) Rubric: Use hlistic rubric in cnjunctin with this scring rubric t determine pints (1 pt) Hlistic 2 (FFB) Level 2 (2-3 pts) Hlistic 3 r 4 (Appraches) Unsupprted assertins r incmplete respnse. Respnse Descriptin: Generally states impacts r changes with at least ne example, but des nt explain them r t what extent they impacted Eurpe. Explains changes and impact but little explanatin. Respnse Descriptin: Identifies ne r mre changes but des nt explain them r discuss degree r extent f their impact scially r plitically. May nt delineate between scial and plitical changes. Refrmatin changes may include 1. Plitically Split f England and Rme, Henry VIII creates the Church f England German Peasant s Revlt, (the rest f Eurpe sees the pwer f Luther s influence) Ppe lses pwer and authrity thrughut Eurpe as a plitical leader Spain s reactin is t becme staunchly Cathlic 2. Scially Distrust between Cathlics and Prtestants Persecutin: Cathlics in England, Huguents in France Peasants begin t questin secular authrity as Church authrities are challenged Increase in literacy helps scial mbility int the Middle Classes Educatin increases, new universities pen Level 3 (3-4 pts) Hlistic 4 (Meets) Explains impact with sme examples and explanatin f hw and delineates between plitical and scial impacts. Des nt discuss degree r extent. Dysart Unified Schl District, September 2013 Page 2

3 Level 4 (5-6 pts) Hlistic 5 (Exceeds) Level 5 (7-8 pts) Hlistic 6 (Exceeds) Explains impacts and prvides and explains specific examples in detail and shws degree r t what extent. Respnse Descriptin: Explains impacts and prvides and explains examples in detail delineating between plitical and scial impacts, but is nt extensive in analysis, evaluative judgments r critical thinking. Explains with specific and detailed explanatin and examples, with quality discussin f T what extent Includes evaluative judgment. Respnse Descriptin: Explains impacts and prvides and explains examples in detail delineating between plitical and scial impacts. Is extensive in analysis, evaluative judgments r critical thinking. Fully develps arguments t shw T what extent Dysart Unified Schl District, September 2013 Page 3

4 SCORE POINT 6 Respnse is sphisticated and skillful in written cmmunicatin, demnstrated by Hlistic Rubric SCORE POINT 5 Respnse is excellent and skillful in written cmmunicatin, demnstrated by SCORE POINT 4 Respnse is apprpriate and acceptable in written cmmunicatin, demnstrated by exceptinal clarity, fcus, and cntrl in develpment and rganizatin that ften shws insight. in-depth and/r creative explratin f the tpic using rich, relevant, and credible details. a strng, perhaps creative, beginning, and a satisfying cnclusin. specifically and carefully chsen wrds that are skillfully crafted int phrases and sentences that enhance meaning. intentinal and cmmitted interactin between the writer and the reader. effective and/r creative use f a wide range f cnventins with few errrs. insightful with n histrical errrs. makes riginal and specific cnnectins using knwledge. uses backgrund knwledge fr all supprt cntent. thesis is prmpt-driven and fits seamlessly in pening paragraph. clarity, fcus, and cntrl in tpic develpment and rganizatin a balanced and thrugh explanatin f the tpic using relevant details. an inviting beginning and a satisfying sense f clsure. a brad range f carefully chsen wrds crafted int phrases and varied sentences that sund natural. awareness f the reader and cmmitment t the audience and tpic. effective use f a wide range f cnventins with few errrs. accurate, may cntain nly minr histrical errrs. makes bvius cnnectins using relevant knwledge. uses backgrund knwledge cnsistently. includes clear thesis statement in the pening paragraph. ideas adequately develped with a clear and cherent presentatin f ideas with rder and structure that can be frmulaic. relevant details that are smetimes general r limited; rganizatin that is clear, but smetimes predictable. a recgnizable beginning and ending, althugh ne r bth may be smewhat weak. effective wrd chice that is functinal and, at times, shws interactin between writer and audience. smewhat varied sentence structure with gd cntrl f simple cnstructins a natural sund. cntrl f standard cnventins althugh a wide range is nt used; errrs that d nt impede readability. histrically accurate but verly general lsely makes cnnectins t sme knwledge. uses backgrund knwledge/facts with sme cnnectins. includes a thesis, thugh it is nt very clear. SCORE POINT 3 SCORE POINT 2 SCORE POINT 1 Respnse is inadequate in written cmmunicatin, demnstrated by Respnse is pr in written cmmunicatin, demnstrated by Respnse is inferir in written cmmunicatin, demnstrated by brad r simplistic ideas that are understd but ften ineffective. attempts at rganizing that are incnsistent r ineffective; beginnings and endings that are underdevelped; repetitive transitinal devices. develpmental details that are uneven, smewhat predictable, r leave infrmatin gaps; details nt always placed effectively in the writing. reliance n clichés and verused wrds that d nt cnnect with the reader; limited audience awareness. mntnus and smetime misused wrds; sentences may sund mechanical, althugh simple cnstructive are usually crrect. limited cntrl f standard cnventins with significant errrs. histrically accurate but verly general lsely makes cnnectins t sme knwledge. uses backgrund knwledge/facts with sme cnnectins. includes a thesis, thugh it is nt very clear. verly simplistic and smetimes unclear ideas that have insufficiently develped details. sequencing f ideas that is ften just a list; missing r ineffective details that require reader and inference t cmprehend and fllw. missing beginning and/r ending. repetitive, mntnus, and ften misused wrds awkwardly strung int sentences that are difficult t read because they are either chppy r rambling; many sentences that begin with repetitive nun + verb pattern. lack f audience awareness. little cntrl f basic cnventins resulting in errrs impeding readability. cntains multiple histrical errrs lsely uses backgrund knwledge/facts with n cnnectins. includes a general tpic statement, but nt a thesis lack f purpse r ideas and sequencing. rganizatin that bscures the main pint. an attempt that is t shrt t ffer cherent develpment f an idea, if it is stated. extremely limited vcabulary that shws n cmmitment t cmmunicating a message. sentences with cnfusing wrd rder that may nt permit ral reading. severe and frequent errrs in cnventins. has significant histrical misinterpretatin. Scre: FFB 1-2 APR 3 Meets 4 EX 5-6 Dysart Unified Schl District, September 2013 Page 4

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