Welcome to the World Studies II Classwork Page
Here you will find the pages for many of the class library/computer activities. Simply follow the directions to complete the exercises.
The following applies to all the activities where appropriate:
Expectations for Student Learning - School-Wide Rubric
1. Communicate effectively – Obtain information and present ideas in a clear, articulate manner.
1.1 Listening Actively: Student follows directions; identifies main ideas and supporting arguments; distinguishes between fact and opinion; draws supportable conclusions; and recognizes the viewpoints of others.
1.2 Reading: Student follows directions; identifies main ideas and supporting arguments; distinguishes between fact and opinion; draws supportable conclusions; and recognizes the viewpoints of others.
1.3 Speaking: Student presents/delivers information that reflects a sense of audience and uses relevant visual enhancements.
1.4 Writing: Student organizes, develops and connects ideas; generally follows grammatical and mechanical rules; student’s knowledge or structure includes: a thesis, paragraph development, transitions, and a conclusion.
1.5 Technology: Student uses computer technology where appropriate.
2. Solve complex problems – Assess and solve multi-step as well as multi-faceted problems, using appropriate problem solving methods and higher order thinking skills.
2.1 Student defines a problem, locates resources, formulates a sequence of steps to solve the problem, arrives at and verifies a reasonable solution to the problem.
2.2 Student demonstrates a working knowledge of the concepts: compare, contrast, analyze, and evaluate. Student applies these concepts using prior knowledge and/or new information to respond appropriately to a given situation or problem.
3. Working with others toward a common goal – Accept personal responsibility and work independently in a group setting.
___________________
The Common Core State Standards that apply to these lessons are as follows:
Reading Standards for Literacy in History/Social Studies
I. Key Ideas and Details
1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
2. Determine central ideas or themes of a text and analyze their development, summarize the key supporting details and ideas.
a. Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.
b. Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.
c. Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.
III. Integration of Knowledge and Ideas
7. Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.
a. Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text.
b. Assess the extent to which the reasoning and evidence in a text support the author’s claims.
c. Compare and contrast treatments of the same topic in several primary and secondary sources.
IV. Range of Reading and Level of Text Complexity
10. Read and comprehend complex literary and informational texts independently and proficiently
Writing Standard for Literacy in History/Social Studies
I. Text Types and Purposes
1. Write arguments to support claims in an analysis of substative topics or texts using valid reasoning and relevant sufficiect evidence.
a. 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.
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.
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.
d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
e. Provide a concluding statement or section that follows from or supports the argument presented.
2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.
a. Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include
formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other
information and examples appropriate to the audience’s knowledge of the topic.
c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts.
d. Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers.
e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).
II. Production and Distribution of Writing
4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
a. Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.
III. Research to Build and Present Knowledge
7. Conduct short as well as more sustained research projects to answer a question (including self generated questions or solve problems).
a. narrow or broaden the inquiry when appropriate
b. synthesize multiple sources on the subject
c. demonstrate understanding of the subject under investigation
8. Gather information from multiple authoritative print and digital sources
a. use advanced searches effectively
b. assess the usefulness of each source in answering the research question
c. integrate information into the text selectively to maintain the flow of ideas
d. avoid plagiarism
e. follow standard format for citation
9. Draw evidence from informational texts to suppport analysis, reflection, and research
The following applies to all the activities where appropriate:
Expectations for Student Learning - School-Wide Rubric
1. Communicate effectively – Obtain information and present ideas in a clear, articulate manner.
1.1 Listening Actively: Student follows directions; identifies main ideas and supporting arguments; distinguishes between fact and opinion; draws supportable conclusions; and recognizes the viewpoints of others.
1.2 Reading: Student follows directions; identifies main ideas and supporting arguments; distinguishes between fact and opinion; draws supportable conclusions; and recognizes the viewpoints of others.
1.3 Speaking: Student presents/delivers information that reflects a sense of audience and uses relevant visual enhancements.
1.4 Writing: Student organizes, develops and connects ideas; generally follows grammatical and mechanical rules; student’s knowledge or structure includes: a thesis, paragraph development, transitions, and a conclusion.
1.5 Technology: Student uses computer technology where appropriate.
2. Solve complex problems – Assess and solve multi-step as well as multi-faceted problems, using appropriate problem solving methods and higher order thinking skills.
2.1 Student defines a problem, locates resources, formulates a sequence of steps to solve the problem, arrives at and verifies a reasonable solution to the problem.
2.2 Student demonstrates a working knowledge of the concepts: compare, contrast, analyze, and evaluate. Student applies these concepts using prior knowledge and/or new information to respond appropriately to a given situation or problem.
3. Working with others toward a common goal – Accept personal responsibility and work independently in a group setting.
___________________
The Common Core State Standards that apply to these lessons are as follows:
Reading Standards for Literacy in History/Social Studies
I. Key Ideas and Details
1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
2. Determine central ideas or themes of a text and analyze their development, summarize the key supporting details and ideas.
a. Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.
b. Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.
c. Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.
III. Integration of Knowledge and Ideas
7. Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.
a. Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text.
b. Assess the extent to which the reasoning and evidence in a text support the author’s claims.
c. Compare and contrast treatments of the same topic in several primary and secondary sources.
IV. Range of Reading and Level of Text Complexity
10. Read and comprehend complex literary and informational texts independently and proficiently
Writing Standard for Literacy in History/Social Studies
I. Text Types and Purposes
1. Write arguments to support claims in an analysis of substative topics or texts using valid reasoning and relevant sufficiect evidence.
a. 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.
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.
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.
d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
e. Provide a concluding statement or section that follows from or supports the argument presented.
2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.
a. Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include
formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other
information and examples appropriate to the audience’s knowledge of the topic.
c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts.
d. Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers.
e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).
II. Production and Distribution of Writing
4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
a. Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.
III. Research to Build and Present Knowledge
7. Conduct short as well as more sustained research projects to answer a question (including self generated questions or solve problems).
a. narrow or broaden the inquiry when appropriate
b. synthesize multiple sources on the subject
c. demonstrate understanding of the subject under investigation
8. Gather information from multiple authoritative print and digital sources
a. use advanced searches effectively
b. assess the usefulness of each source in answering the research question
c. integrate information into the text selectively to maintain the flow of ideas
d. avoid plagiarism
e. follow standard format for citation
9. Draw evidence from informational texts to suppport analysis, reflection, and research