Saturday, December 20, 2014

Separate But Equal

published on: 2/28/2003

Contributing Teacher(s): Ann Krause

Subject Area: Social Studies/Government/Civics

Grade Range: High School (9-12)

Materials Needed: None

Process Standards:

  • Goal 2.3 exchange information, questions and ideas while recognizing the perspectives of others
  • Goal 2.4 present perceptions and ideas regarding works of the arts, humanities and sciences
  • Goal 4.2 understand and apply the rights and responsibilities of citizenship in Missouri and the United States

Content Standards:

  • Social Studies 1. Principles expressed in the documents shaping constitutional democracy in the United States
  • Social Studies 2. Continuity and change in the history of Missouri, the United States and the world
  • Social Studies 6. Relationships of the individual and groups to institutions and cultural traditions

    Time Allowance:

    Description: Students discuss segregation based upon race, sex and the 14th Amendment--Constitution


    Classroom Component:

     

    After reading the article on Brown v. Board of Education and the 14th Amendment, students compare and contrast "separate but equal" as it relates to segregation by race in the 1950's and segregation by gender in the 1990's, which may include separate sports teams, math classes or schools.

    Task Development Blueprint
    Rationale (reason why) It is important for our society to understand the effects of segregation and to analyze the concept of "separate but equal"as it applies to various situations.
    Objectives (Measurable) The students will be able to compare and contrast the concept of "separate but equal" as it applies to race and gender.
    Context (Real world, authentic, engaging) You are a journalist for the Kansas City Star who has been given the assignment to write an article to coincide with the anniversary of the landmark decision in Brown v. Board of Education, Topeka, KS.
    Prompt (Detailed description of what needs to happen -- may be an attached page) After reading the article on Brown v. Board of Education and the 14th Amendment, compare and contrast "separate but equal" as it applied to segregation by race in the 1950's to segregation by gender in the 1990's, which may include separate sports teams, math classes, or schools.
    Product (e.g., essay, poster, visual, outline, oral presentation) A comparison and contrast editorial.
    Assessor's Instructions (e.g., timeline, prior knowledge strategies) Time -- 30 to 35 minutes
    Prior knowledge -- vocabulary (segregation, gender, bias, intangible)
    Materials and/or Resources None
    Rubric (May be an attached page) (See attached pages)


    SCORING GUIDE


    The exemplary response is described by the 4 score point in the following scoring guide.

    4 Points
    The Paper:
    • Has an effective beginning, middle and end.
    • Uses paragraph effectively.
    • Contains a strong controlling idea.
    • Progresses in a logical order.
    • Uses effective cohesive devices (such as transitions, repetition, pronouns, parallel structure) between and within paragraphs.
    • Clearly addresses the topic and provides convincing elaboration through specific and relevant details, reasons and examples.
    • Uses precise and vivid language.
    • Contains sentences that are clear and varied in structure.
    • Effectively uses literary and stylistic techniques (such as imagery, humor, point of view, voice).
    • Reveals complexity, freshness of thought, and individual perspective.
    • Clearly demonstrates an awareness of audience and purpose.
    • Contains few errors in grammar/usage, punctuation, capitalization, and/or spelling.

    3 Points
    The Paper:
    • Has a clear beginning, middle and end.
    • Uses paragraphing correctly.
    • Contains a controlling idea.
    • Generally progresses in a logical order.
    • Uses cohesive devices between and within paragraphs.
    • Addresses the topic using relevant details, reasons, and examples.
    • Uses precise language.
    • Contains sentences that are clear and show some variety in structure.
    • Use literary and stylistic techniques.
    • Reveals some complexity, freshness of thought, and/or individual perspective.
    • Demonstrates an awareness of audience and purpose.
    • May contain errors in grammar/usage, punctuation, capitalization, and/or spelling which are not distracting to the reader.

    2 Points
    The Paper:
    • Has a beginning, middle and end.
    • Shows evidence of paragraphing.
    • May contain a sense of direction, but may lack focus.
    • May not progress in a logical order.
    • May not use cohesive devices.
    • Addresses the topic but relies on generalisties (lists) rather than specifics (development).
    • Uses general and/or inconsistent language.
    • Contains sentences that are generally clear buy may lack variety and complexity.
    • Attempts to use some literary or stylistic techniques.
    • May lack complexity, freshness or thought, and/or individual perspective.
    • Demonstrates some notion of audience and purpose.
    • Contains errors in grammar/usage, punctuations, capitalization, and/or spelling which may be distracting to the reader.

    1 Point
    The Paper:
    • May lack evidence of a beginning, middle and end.
    • Contains little or no evidence of paragraphing.
    • Is difficult to follow and lacks focus.
    • Does not progress in a logical order, and may digress to unrelated topics.
    • Lacks cohesion.
    • May address the topic, but lacks development. There is little or no distinction between main and subordinate ideas.
    • Uses imprecise and immature language.
    • Contains sentences that lack variety and clarity.
    • Lacks complexity, freshness of thought, and individual perspective.
    • Demonstrates little or no awareness or audience or purpose.
    • Contains repeated errors in grammar/usage, punctuation, capitalization, and/or spelling which are distracting to the reader.
    • Shows little or no evidence of literacy or stylistic techniques.




    For additional information contact :
    Ann Krause
    Sweet Springs Elem.
    Sweet Springs R-VII
    (660) 335-6348

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