United States History I: Revolution to Reconstruction Pre/Post Assessment Booklet Grade 8-Alien and Sedition Acts Diagnostic Writing Assessment: Research Simulation Task Secondary Social Studies Prince George s County Social Studies Office
Research Simulation Assessment Task Template: Adapted from IFL PARCC Training United States History I: Revolution to Reconstruction Pre/Post Assessment Step 1: Activate Prior Knowledge Directions: Read the passage below: The Federalist-controlled Congress passed the Alien and Sedition Acts while John Adams was President in 1798. The act [law] consisted of four laws and was passed while America prepared for war with France. These acts increased the residency requirement for American citizenship from five to fourteen years, authorized the president to imprison or deport aliens [immigrants] considered "dangerous to the peace and safety of the United States" and restricted speech critical of the government. Federalist and Democratic Republicans [political parties] had different opinions about the amount of power states and federal government should have. They shared their disagreements about different leaders and issues in public newspapers. Democratic Republicans strongly objected to the Alien Sedition Acts, but Federalists supported them. Step 2: Text Reading and Analysis Directions: You will read three texts that provide perspective on a constitutional violation. As you are reading, think about the following question: Did the Alien Sedition Acts violate the U.S. Constitution? 2
Text 1: Library of Congress Excerpt: Alien and Sedition Acts The Federalist-controlled Congress passed the Alien and Sedition Acts while John Adams was President in 1798. The act [law] consisted of four laws and was passed while America prepared for war with France. These acts increased the residency requirement for American citizenship from five to fourteen years, authorized the president to imprison or deport aliens [immigrants] considered "dangerous to the peace and safety of the United States" and restricted speech critical of the government. Federalist and Democratic Republicans [political parties] had different opinions about the amount of power states and federal government should have. They shared their disagreements about different leaders and issues in public newspapers. Democratic Republicans strongly objected to the Alien Sedition Acts, but Federalists supported them. Did these acts violate the United States Constitution? 3
Text 2: Kentucky Resolutions, October 1798 The United States of America are not united on the idea of giving unlimited power to the federal government. The tenth amendment to the Constitution, says that "the powers not delegated to the United States by the Constitution are reserved to the States or to the people." Also, the first amendment says that Congress should not make laws limiting the freedom of speech or of the press." This means that harmful lies and defamation are not under the power of the federal courts. Therefore, the Sedition Act, passed by Congress on the 14th day of July 1798, is not legal and has no force. In addition, aliens are protected by state law. No power over them has been given to the federal government. Therefore, the Alien Act goes against the Constitution. The fifth amendment to the Constitution states that "no person shall be deprived of liberty without due process of law." But, the Alien Act allows the President to remove a person from the United States without a jury, public trial, or lawyer. This Act is not legal and has no force. It transfers power from the courts to the President of the United States. This goes against Article Three of the Constitution which states that "the judicial power of the United States shall be vested in courts. We declare that these acts go against the Constitution. They take rights away from the States and put them in the hands of the federal Government. They take control over the States, not only in federal cases, but in all cases. And they establish laws not with the consent of the States, but against their consent. If we accept these acts, we will surrender the form of government we have chosen. We will live under a government that gets its powers from its own will, and not from our authority. Source: Excerpt adapted from a draft of the Kentucky Resolutions written in October 1798 by Thomas Jefferson. 4
Text 3: Massachusetts Response, February 9, 1799 We consider the Alien and Sedition Acts constitutional, appropriate, and necessary. Aliens have temporary rights, which should be taken away whenever they become dangerous to the public safety or are found guilty of treason against the government. Congress has a duty to defend the nation. When Congress passed the Alien Act, we were threatened with invasion by the French. Thousands of aliens were ready to cooperate in an attack. The removal of aliens is a common practice when preparing for war. The law, therefore, was just and necessary. The first amendment says that Congress cannot make laws reducing the freedom of speech or of the press. The Sedition Act does not take away these freedoms. The true liberty of speech and the press is the liberty to say and publish the truth. This is different than the reckless use of speech and writing to spread lies and damage people s reputations. The amendment is a safety measure for the reasonable use of the press, not its abuse. This right is not violated, but approved and set up by the recent act of Congress. The federal government has the power and the duty to defend against war. It has the right to keep rebellions under control and protect each state from attack. The Constitution specifically grants these powers to the federal government in Article I, Section 8. It says that Congress shall have the power to make all laws that are necessary and proper for carrying out its powers. The Alien and Sedition Acts are justified by the Constitution. These Acts are wise and necessary. A spirit of lies and abuse has been allowed for too long. This spirit has been leading public opinion astray. It has threatened to undermine and destroy the whole fabric of government. Source: Excerpt adapted from the Massachusetts legislators response to the Virginia and Kentucky Resolutions. February 9, 1799. 5
Step 3: Analysis Directions: You have read (3) three texts about The Alien and Sedition Acts. These (3) three texts included the claim that the Alien and Sedition Acts violated the U.S. Constitution. On a separate sheet of paper, write an essay to answer the question: Did the Alien Sedition Acts violate the United States Constitution? Be sure to consider the argument each author used to challenge whether the Alien and Sedition Acts violated the U.S. Constitution and analyze the strength of the arguments. Use evidence from at least two of the provided texts to support your answer. (Summary/Analysis) Be sure to include an explanation of the specific claims from the texts and cite strong and thorough evidence to support your answer. (Claim and Key Ideas/Details) Be sure to follow the conventions of standard written English. Write your essay on the provided answer sheet. To guide your answer, please consult the Social Studies Research Simulation Assessment Task Rubric. 6
Possible Points for Each Component Component: Summary/Analysis of Texts Component: Claim in Text Component: Key Ideas and Details in Text Social Studies Research Simulation Assessment Task Rubric 4 The response shows understanding of the content question. It is insightful, integrates knowledge and demonstrates powerful application. 4 Points All assignment requirements met *Mastery of content knowledge *Inclusion of relevant & specific facts and information *Accurate analysis of facts and information that exceeds simple summary Demonstrates an in-depth understanding of the issue or problem posed Fully understands the point of view and argument of the author 3 The response shows some understanding of the content question. It is appropriate, application that demonstrates evidence of H.O.T.S 3 Points Most assignment requirements met *Majority coverage of content displaying adequate understanding *Relevant use of facts and information *Mostly accurate analysis of facts and information Demonstrates a reasonable understanding of the problem or issue posed and makes connections to prior knowledge Has reasonable understanding of the point of view and argument of the author 2 The response shows knowledge of the content question. It is acceptable with some key ideas & shows little to no evidence of H.O.T.S 2 Points Some assignment requirements met *Partial coverage of content displaying limited understanding *Inconsistent use of facts and information *Vague or underdeveloped analysis of facts and information Demonstrates some understanding of the problem or issue posed with limited connections to prior knowledge Has some understanding of the point of view and argument of the author 1 The response shows knowledge of the content question. The response is related to the question, but is inadequate. 1 Points Few to no assignment requirements met *Little understanding of content knowledge *Inaccurate or Absent use of facts and information *Inaccurate or Absent analysis of facts and information. Demonstrates little to no understanding of the issue or problem posed. Demonstrates little to no understanding of the point of view and argument of the author 0- The response is completely incorrect or irrelevant. 0 Points The response is completely incorrect or irrelevant. The response is completely incorrect or irrelevant. The response is completely incorrect or irrelevant.
Teacher Resources *Administration and Scoring the Pre/Post Diagnostic Assessment * Scaffolding Tools for Identified Research Simulation Task Assessment Items *Scaffolding Tools to Support Student Growth in the Classroom Grade 8-Alien and Sedition Acts Diagnostic Writing Assessment: Research Simulation Task Secondary Social Studies
Administration of the Pre/Post Diagnostic Assessment Materials Needed: Copies of the assessment with the rubric Loose-leaf paper for written responses (student may provide) Answer sheets (located in EduSoft.) Pencils Research Simulation Task Texts Three texts will be used in the set of assessment items. The print texts are included. Text 1: Excerpt: Library of Congress-Alien and Sedition Acts Text 2: Kentucky Resolutions October 1798 Text 3: Massachusetts Response-February 9, 1799 Teacher Directions: Students should write their responses on a separate sheet of paper. If an additional sheet is needed, please staple the response sheets together. DO NOT staple answer sheets. Students must write their name on all sheets. Time: This Diagnostic Writing Assessment is untimed and may be given over 1 to 2 class periods.
Scoring the Pre/Post Diagnostic Assessment This assessment tool will assist you in creating and carrying out your Student Learning Objectives for the school year. Scoring Instructions: Score the student constructed response papers using the Social Studies Research Simulation Assessment Task Rubric found in this document. The Social Studies Research Simulation Assessment Task Rubric is a 12-point rubric with 3 components: o Summary/Analysis of Texts (SUM on student answer sheet) o Claim in Text (CLA on student answer sheet) o Key Ideas and Details in Text (KEY on answer sheet) When scoring the Summary/Analysis of Texts component, please note that the bulleted look-fors are a guide, they are not inclusive or mandatory. A score for each component must be placed on the student s answer sheet. Answer sheets may not be scanned until all teacher-scored items have been scored and transferred to each student s answer sheet. Teacher Note: It is suggested that teachers work with other colleagues to score the papers to create consistency across the school as to what constitutes satisfactory demonstration of each rubric score point for each component. Sample Student Answer Sheet
Social Studies Research Simulation Assessment Task Rubric (Score for All Components) Possible Points for Each Component Component: Summary/Analysis of Texts Component: Claim in Text Component: Key Ideas and Details in Text 4 The response shows understanding of the content question. It is insightful, integrates knowledge and demonstrates powerful application. 4 Points All assignment requirements met *Mastery of content knowledge *Inclusion of relevant & specific facts and information *Accurate analysis of facts and information that exceeds simple summary Demonstrates an in-depth understanding of the issue or problem posed Fully understands the point of view and argument of the author 3 The response shows some understanding of the content question. It is appropriate, application that demonstrates evidence of H.O.T.S 3 Points Most assignment requirements met *Majority coverage of content displaying adequate understanding *Relevant use of facts and information *Mostly accurate analysis of facts and information Demonstrates a reasonable understanding of the problem or issue posed and makes connections to prior knowledge Has reasonable understanding of the point of view and argument of the author 2 The response shows knowledge of the content question. It is acceptable with some key ideas & shows little to no evidence of H.O.T.S 2 Points Some assignment requirements met *Partial coverage of content displaying limited understanding *Inconsistent use of facts and information *Vague or underdeveloped analysis of facts and information Demonstrates some understanding of the problem or issue posed with limited connections to prior knowledge Has some understanding of the point of view and argument of the author 1 The response shows knowledge of the content question. The response is related to the question, but is inadequate. 1 Points Few to no assignment requirements met *Little understanding of content knowledge *Inaccurate or Absent use of facts and information *Inaccurate or Absent analysis of facts and information. Demonstrates little to no understanding of the issue or problem posed. Demonstrates little to no understanding of the point of view and argument of the author 0- The response is completely incorrect or irrelevant. 0 Points The response is completely incorrect or irrelevant. The response is completely incorrect or irrelevant. The response is completely incorrect or irrelevant.
Scaffolding Tools for Identified Research Simulation Task Assessment Items Teacher Note: Five scaffolding tools for the Research Simulation Task Assessment Items have been provided in this document to address identified areas in need of improvement. A. Using Vocabulary To Develop a Compelling Question B. Summary of Texts 1 and 2 C. Claim in Text 2 D. Key Ideas & Details in Text 3 E. Analysis of Texts 1, 2, and 3
A. Using Vocabulary to Develop a Compelling Question Directions: Please read the excerpt from the Library of Congress on The Alien and Sedition Acts. In this text, the writer describes Alien and Sedition Acts. After you read, please answer the three-part question below. In the text, the author states: The Federalist-controlled Congress passed the Alien and Sedition Acts while John Adams was President in 1798. Part A Which one of the following phrases is the best definition of Alien and Sedition Acts as it is used in the passage? A. Alien and Sedition Acts are controlled by Congress B. Alien and Sedition Acts are laws passed by Congress C. Alien and Sedition Acts are controlled by the President D. Alien and Sedition Acts are federalist in Congress Part B Which one of the following phrases from the passage best helps the reader understand the meaning of Alien and Sedition Acts? Part C A. The Federalist-controlled Congress passed the Alien and Sedition Acts while John Adams was President in 1798 B. The act [law] consisted of four laws and was passed while America prepared for war with France. C. Federalist and Democratic Republicans [political parties] had different opinions about the amount of power states and federal government should have D. Democratic Republicans strongly objected to the Alien Sedition Acts, but Federalists supported them What compelling question do you have of the author of this text?
B. Summary of Texts 1 and 2 Directions: You have just read the Excerpt the Library of Congress on The Alien and Sedition Acts. In this text, the writer stated key ideas and details about Federalists and Democratic Republicans. Select the key idea and cite specific textual evidence to support the writer s analysis of the event/problem and how it is shaped by specific details in the text. Be sure to state your key idea before providing your analysis. Cite strong and thorough evidence from the text to support your analysis and be sure to follow the conventions of Standard Written English. (You may use your own paper.)
C. Claim in Text 2 Directions: You will analyze a document titled Kentucky Resolutions. Answer the three-part item below. Part A Describe what you have read about the author s point of view in this document. Identify basic information about what the author is saying about the Alien Acts. Part B Write one of the claims the author is making about the Alien Acts. Interpret what you think it means. Select three pieces of textual evidence that support the claim. Write down these pieces of evidence. Part C Finally, write a brief evaluation of the claim, assessing whether the reasoning is valid and the evidence is relevant and sufficient to support the claim.
D. Key Ideas & Details in Text 3 Directions: After you read the Massachusetts Response, please answer the three-part question below. Part A Determine the key idea that is developed by the details Massachusetts Response. Write what the text says explicitly as the key idea as a sentence. Part B Select three particular details that support the key idea you determined in Part A. Write down these details. Part C Finally, write a brief analysis of how each detail helps to develop the key idea. Write your three analyses.
E. Analysis of Texts 1, 2, and 3 Directions: You have read several sources of information about the Alien Sedition Acts. Consider the argument each author used to challenge whether the Alien and Sedition Acts violated the U.S. Constitution. Write an essay that analyzes the strength of the arguments in at least two of these sources based on the given reasoning and evidence. Include an explanation of the specific claims of the texts and cite strong and thorough evidence from both texts to support your argument. Be sure to follow the conventions of standard written English. Write your essay on your own paper. What happened? Include the 5Ws. Restate the controversy or historical question. Include your claim/answer to the historical question. And use evidence to support your claim. Track your evidence with citations. Evaluate credibility of the author or source.
Scaffolding Tools to Support Student Growth in the Classroom Teacher Note: Teachers are encouraged to integrate the provided general scaffolding tools into their lessons to provide additional student support with summary and analysis, identifying claim, and identifying key ideas and details of various texts. The graphic organizers can be used to assess if completed independently, or used as a learning guide. I. Summary: How to Summarize a Non-Fiction Passage II. Summary: Knowledge Organizer Chart III. Claim: Graphic Organizer IV. Key Ideas & Details: I-READ Organizer V. Analysis: WRITE Strategy How to Write Your Essay student handout; Helpful Phrases for Writing Historical Arguments
I. Summary: How to Summarize a Non-Fiction Passage Directions: Read closely then answer with evidence. Topic: List words that are important to understanding it. What are four important facts or ideas in the passage? What is the main idea of the passage? EXCEED: On another page, write a summary. In the first sentence, tell the main idea. Then use facts to explain that idea. Polk Bros. Foundation Center for Urban Education http://teacher.depaul.edu Strategic Thinkers 2008
II. Summary: Knowledge Organizer: Chart Directions: 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. Title: Summarize what your chart shows. Polk Bros. Foundation Center for Urban Education http://teacher.depaul.edu Strategic Thinkers 2008
III. Claim: Graphic Organizer Source: Write claim as a sentence here: Claim Evidence #1 Evidence #2 Evidence #3 Write evaluation of support for claim here: Evaluation
IV. Key Ideas & Details: I-READ Organizer Source: Key Ideas and Details Write what the text says explicitly as a sentence here: I Identify the author s argument in response to the historical question R Read each paragraph and ask about the author s main idea Write line numbers here: Write line numbers here: I-READ Write analysis of the author s point of view here: Write analysis of author s main idea here: E Examine the author s reliability Write line numbers here: Write analysis of the author s reliability for the information here: A Assess the influence of context Write line numbers here: Write analysis of how place/location of events influence what is going on in the text here: D Determine the quality of the author s facts and examples Write line numbers here: Write analysis of how the facts or examples support the author s argument here:
V. Analysis: WRITE Strategy Directions: You have read several sources of information. Consider the argument each author makes. Write an essay that analyzes the strength of the arguments in at least two of these sources based on the given reasoning and evidence. Include an explanation of the specific claims of the texts and cite strong and thorough evidence from both texts to support your argument. Be sure to follow the conventions of standard written English. Write your essay on your own paper. What happened? Include the 5Ws. Restate the controversy or historical question. Include your claim/answer to the historical question. And use evidence to support your claim. Track your evidence with citations. Evaluate credibility of the author or source.