Grade 11 Writing Assessment Materials
Part 2: Assessment Questions & Support Materials
Oakland Unified School District
11th Grade ? U.S. History Assessment, 2008-2009
Student DBQ Assessment Materials

PART 1:
OUSD History/Social Studies 11th grade U.S. History District Assessment Introduction
PART 3: OUSD High School History Assessment Newsletters

OUSD History/Social Studies 11th grade U.S. History District Assessment Questions Support Materials Developed to Increase Students? Ability to Read, Write, and Think Historically
Fall Semester Questions:
Draft Assessment Rubric, OUSD History/Social Studies word word Version | pdf version

Question:
Was American expansionism in the late 19th and early 20th century justified? Consider political, economic and/or cultural factors of American expansionism in the Western and Eastern hemispheres [Be sure to include examples from different countries.]

TBA

Question:
During the decades between the Civil War and World War I (1865-1914), America was torn by industrial conflict, as workers confronted employers and, at times, state and federal troops. Why did this conflict arise?

TBA

Question:
The Progressive Era philosopher John Dewey wrote, ?The task of democracy is to create a freer and more humane experience in which all [people] share and all contribute.?

How successful were Progressive Era reformers, from 1900 ? 1920, in making America a freer and more humane society?

Support Materials #1 - coming soon
Progressive Era prompt - words and images from the historical context
This slide show highlights many of the social, political, and economic issues the nation faced during this time. It provides students some historical context so they can better understand the source documents and goals of Progressives.

Support Materials #2 pdf file | WORD MS Word file
Progressive Era assessment intro activity ? ?What is a free and humane society??
This activity is designed to help students develop and refine a criterion for evaluating the work of Progressive Era reformers. Students work with historical and contemporary governmental actions to decide, based on specific definitions of ?free? and ?humane, if it made or is currently making America a more free, and/or a more humane society.

Support Materials #3 pdf file | WORD MS Word file
Progressive Era prompt - note to students on developing evaluation criteria and work with sample documents
This note and activity reminds students of the need to have criteria through which to answer the question. Students also work with practice documents to develop a tentative body paragraph they might use in their essay.

Spring Semester Questions:
Draft Assessment Rubric, OUSD History/Social Studies word word Version | pdf version

Question:
Were America?s policies and actions (1945-1975) toward Vietnam in the best interests of the American people?

Support Materials #1 pdf file | WORD MS Word file
Note to students with practice documents.
This activity is designed to help students develop criteria for making a judgment about what is meant by, ?the best interests of the American people.? Students work with primary sources to develop a tentative thesis in response to the question.

Support Materials #2 pdf file | WORD MS Word file
?Evidence Sandwich? activity. This activity uses the primary sources from the previous activity to help students practice writing about evidence using a structure designed to support that task.

Support Materials #3 pdf file
"Working MLK's Beyond Vietnam Speech"
Lesson Plan from History Magazine by Erin Cook and Stan Pesick

Support Materials #4 pdf file | WORD MS Word file
An Oral history project on the Vietnam War

Question:
In 1876, at the end of Reconstruction many of the political, social, and economic goals of African Americans had not been fulfilled. The right to vote was greatly limited, laws and practices enforced segregation and discrimination, and, consequently, African Americans had great difficulty in achieving economic advancement.

Agree or disagree: The Civil Rights Movement of the 1950s and 1960s successfully met the political, economic, and social goals of African Americans that had not been achieved during the Era of Reconstruction.

Support Materials #1 pdf file | WORD MS Word file
Note to teachers on student preparation; includes practice documents

The following two activities are designed to support students in developing a thesis and strong introductory paragraph to their essays. This is an issue that emerged as teachers scored and analyzed assessment papers. For a majority of students this meant they did not use their introductory paragraph to help map out, for themselves and their readers, the paper?s organization and argument to be made. As a result, the quality of the papers suffered from the start.

Support Materials #2 pdf file | WORD MS Word file
Developing a Thesis and Introductory Paragraph Activity - Focus on images from the Freedom Rides. In this activity students also work with samples of writing from previous assessments.

Support Materials #3 pdf file | WORD MS Word file
Developing a Thesis and Introductory Paragraph - Focus on Images from the Sit-In Movement

Question:
How successful were the ?Great Society? programs and policies of President Lyndon B. Johnson? By 1972 had America become a ?great,? ?almost great,? or ?not so great? society?

Support Materials #1 - coming soon
Images and words from the historical context -
This slide show highlights many of the social, political, and economic issues the nation faced during this time. It provides students some historical context so they can better understand the source documents and goals of Johnson?s Great Society programs.

Support Materials #2 pdf file | WORD MS Word file
Note to students on evaluation criteria, and a focus on integrating content and evidence -
This activity is designed to help students develop and evaluation criteria for the ?Great Society,? and to address a particular writing issue noticed by teachers as they read student essays on previous assessments.

Teachers observed that a number of students had some difficulty in writing an essay in which they include both evidence from source documents and information taken from what was learned in class through readings and discussion. Weaving the two together is an important skill because it means you are able to successfully demonstrate a fundamental academic literacy task?making an historical argument [a claim], providing background to the argument, and then supporting the argument with evidence. In this activity students work with background information and source documents about a number of New Deal programs to write potential body paragraphs the integrate the two.

Support Materials #3 pdf file | WORD MS Word file
A focus on working with charts and graphs -
The Great Society assessment includes a number of graphs and charts as evidence students can use to develop and support their arguments. In past assessments, teachers observed that students often avoided using these documents because they were not skilled in reading and analyzing th information. This activity is designed to give them practice with types of documents and to use them in developing a tentative thesis about the Great Society.