Grades 9-12: Montgomery Bus Boycott
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Common Core Standards
Reading Standards for Literacy in History/Social Studies
RH.9-10.1 Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.
RH.11-12.9 Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.
Writing Standards for Literacy in History/Social Studies
WHST.11-12.1 Write arguments focused on discipline-specific content.
WHST.11-12.1(a) Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences the claim(s), counterclaims, reasons, and evidence.
WHST.11-12.1(b) Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline- appropriate form that anticipates the audience's knowledge level, concerns, values, and possible biases.
WHST.9-10.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.
C3 Framework
D1.INQ 9-12.5 Determine the kinds of sources that will be helpful in answering compelling and supporting questions, taking into consideration multiple points of view represented in the sources, the types of sources available, and the potential uses of the sources.
D2.His.14.9-12 Analyze multiple and complex causes and effects of events in the past.
D2.His.15.9-12 Distinguish between long-term causes and triggering events in developing a historical argument.
D2.His.16.9-12 Integrate evidence from multiple relevant historical sources and interpretations into a reasoned argument about the past.
Description of Assessment
This Grades 9-12 assessment titled “Montgomery Bus Boycott” created by Daisy Martin for the Stanford Center for Assessment, Learning, and Equity is a curriculum embedded task that takes approximately 6 class periods to complete. It connects the study of the Civil Rights Movement and post-War America to the study of social change and movements. The emphasis of the task is for students to read and analyze a set of primary sources, locate and choose an additional primary source before creating a thesis-driven persuasive essay that uses text evidence and their own background knowledge to make an argument and answer an historical question.
Cautions
Connecticut teachers are cautioned that the task assumes that: students have knowledge of historically important events, including the social, political, and economic issues facing post-war America; have experience using and analyzing multiple sources, including primary sources and timelines; and are able to use text evidence to support claims. Computer access is required to carry out this assessment as intended. The pacing of the task is approximate and may have to be altered to allow for the rigor intended.
Rationale for Selection
This performance task is a good example of how to provide for authentic assessment, application of literacy skills, student-directed inquiry, analysis, evaluation and/or reflection. Materials include Teacher/Student Directions, links to required texts, and a Peer Feedback Form. An aligned rubric (SCALE Argumentative Writing in History Rubric Grade 9-12) that provides sufficient guidance for interpreting student performance is also provided. The 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 in a U.S. History course.