Grades 9-10: Literacy in Social Studies: A Pivotal Moment in the Civil Rights Movement
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Common Core Standards
Writing
WHST.9-10.1 Write arguments focused on discipline-specific content.
WHST.9-10.1(a) Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence.
WHST.9-10.1(b) Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a manner that anticipates the audience’s knowledge level and concerns.
WHST.9-10.1(c) Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
WHST.9-10.1(d) Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which students are writing.
WHST.9-10.1(e) Provide a concluding statement or section that follows from or supports the argument presented.
Description of Assessment
This Grades 9-10 performance task titled “Literacy in Social Studies: A Pivotal Moment in the Civil Rights Movement” created by Facing History and cited on schools.nyc.gov is designed as a concluding task to an in-depth study of the historical period surrounding Emmett Till’s murder in 1955. After studying the preceding social, political, and economic resistance to racism in the 20th century, students gather evidence from primary source documents and use that evidence to make claims about the past. Students demonstrate their mastery of the content and historical thinking skills by writing an argumentative essay explaining to what extent the historical context surrounding the events of 1955, and specifically the murder of Emmett Till, was a turning point in the civil rights movement.
Cautions
Connecticut teachers are cautioned that in order for students to be able to succeed with this performance task, knowledge of the historical period leading up to Emmett Till’s murder in 1955 is required. Prior to using this assessment, it will be important for teachers to carefully preview both the task and the listing of primary source materials included with the task materials. The time needed to complete this performance task is not clearly stated.
Rationale for Selection
This performance task is an exemplary example of how to assess the ability of students to write a formal argumentative essay. It elicits direct, observable evidence of the degree to which a student can independently demonstrate the major targeted grade level CCSS standards with appropriately complex text(s). The task includes an aligned rubric that provides sufficient guidance for interpreting student performance. This topic and performance task aligns with the Connecticut Elementary and Secondary Social Studies Frameworks for high school and could be used to complement an existing unit on the civil rights movement.