Dave Kunz
Performance Package - Minnesota Profile of Learning




Content Standard:  Inquiry and Research
Course:  Western Civilization
Package/Activity: World History and Cultures
Level:  High School
 

Summary Statement of Content Standard:

A student shall understand the significance of events and themes across cultures and time.


Description of Student Performances:

TASK 1:

Students will demonstrate their knowledge of key concepts, events, places, people, and themes of Western Civilization by writing a series of eight essays over the duration of the course.  These essays will be in response to specific questions and will follow a standard five paragraph format.
TASK 2:
Working in groups of three, students will investigate and analyze primary documents and historical interpretations concerning the cause and effect relationships among issues, events, or historical developments in Western Civilization.  Each group will then present their findings and conclusions to the class during the time devoted to the topic during the course.
TASK 3:
In the form of a research proposal and presentation, students will investigate and describe the impact of at least one theme of Western Civilization on other cultures, nations, movements, or time periods.
Scoring Criteria:
4 - Performance on this standard achieves and exceeds expectations of high standard work.
3 - Performance on this standard meets the expectations of high standard work.
2 - Work on this standard has been completed, but all or part of the student’s performance is below high standard level.
1 - Work on this standard has been completed, but performance is substantially below high standard level.

Performance Package Task #1:  Overview of Events and Themes




Content Standard:  Inquiry and Research, World History and Cultures
Level:  High School
 

Specific Statement(s) from the Standard:

A) demonstrate understanding of the significance of key people, events, places, concepts, and themes in the historical development of one or more world cultures by:
1) a survey of world history including early civilizations, classical traditions, major empires and institutions; expansions of exchange and encounter, intensified hemispheric interactions and the first global age; the age of revolutions; and the twentieth century.
Product:
A series of eight essays, typed, in five paragraph form.
Task Description:
You will complete this task as part of your year long study of Western Civilization.  Each of the eight essays pertains to a specific question that relates to developments, concepts, or events of Western Civilization.  You will be given background information during class discussion of the questions and also text readings to allow you to complete this task.
Subtask 1:
What aspects of the Greek and Roman empires were recognizable during the Dark Ages?
Subtask 2:
How did the increase in the production of goods and trade fuel the Renaissance and Nation Building?
Subtask 3:
What spurred the Age of Exploration; knowledge, power, or economics?
Subtask 4:
Which ideas of the Enlightenment were key to the ideas of the American and French Revolutions?
Subtask 5:
What long lasting effects of the British Empire do we see today around the world?
Subtask 6:
How did the imperialistic policies of Western Civilization lead to world war?
Subtask 7:
What elements of Western Civilization are difficult to implement in Third World countries when the “west” tries to build nations?
Subtask 8:
How is the modern global age similar to the first global age?
Essay Format:
 
Each essay will be typed, free of grammatical errors, and follow the five paragraph format as defined below.
Introduction:
-State your thesis (example: Though the Dark Ages are seen as a period of low civilization, some elements of the Roman Empire existed)
-Provide an overview of your main points you will make in your essay.
Body:
-Paragraph - first main point with supporting examples
-Paragraph - second point with supporting examples
-Paragraph - third point with supporting examples
(additional paragraphs may be used if needed)
Conclusion:
-Restate your thesis and main points made in essay.
-Do not include new facts, only restate.
Note:  All eight essays must be completed.  Each essay will be scored by the scoring criteria.  Final task score will be determined by the average of the combined scores with an emphasis given to continued improvement.


Performance Package Task #2:  Investigate and Analyze




Content Standard:  Inquiry and Research, World History and Cultures
Level:  High School

Specific Statement(s) from the Standard:

B) investigate and analyze cause and effect relationships among issues, events and major historical developments in at least one culture, nation, movement or time period.
Product:
A cause and effect chart to present to classmates.


Task Description:
 

You will work in groups of three (four if necessary) to investigate cause and effect relationships among issues, events, and major historical developments that affected Western Civilization.  Your group will choose from a list of items, which may include but not limited to the following:
 


Since your groups will present their findings to the class, a due date will be assigned according to the appropriate time frame of the topic in the course schedule.  Likewise, a start date for research will also be assigned to be one month prior to the due date.

As a group, create a list of possible causes and a list of possible effects for the selected topic.  These will be the hypotheses that you will search for evidence to support.  Independently, conduct research, properly citing sources (see below), to come up with supporting evidence for each cause and effect, eliminating those that are not supported.

It is important to communicate within the group what sources are being used so as not to use the same ones.  It is suggested that sources be divided among members (such as primary and secondary, opposing view points).

When finished researching, compile your independent findings on a master list of causes and effects, each with proper citation.  At this time you may need to conduct further research if evidence is lacking to support your original hypotheses.

Once a satisfactory body of evidence has been compiled a presentation must be developed.  Groups can choose from a simple chart drawn on a chalk board or dryerase board to a power point presentation.  All members of the group must participate in the presentation.

While there is no true right or wrong answer to this project, causes and effects must be supported by evidence.  Be prepared to defend your evidence during your presentation.
 

Source Citation:
Standard Information:
Type of source:
Primary or secondary:
Author(s):
Title:
Article or chapter title:
Page numbers used:
Publisher:
Date published (copyright):
Location of source:
Library call number or internet URL:
Citation Format:
Doe, John J., Title of source (publisher, date published), pages used.


Note:  As a group project, each member will be held accountable for their participation in the project.  Each group will receive a group score on the master list of causes and effects and the presentation.  Individually, members will receive a separate score for their independent research and for presentation participation.  Each members’ final score will be the average of the four components.
 

Performance Package Task #3:  Investigate and Describe




Content Standard:  Inquiry and Research, World History and Cultures
Level:  High School
 

Specific Statement(s) from the Standard:

C) investigate and describe the impact of at least one theme on other cultures, nations, movements or time periods.
Product:
A research proposal and presentation.
Task Description:
 
You will investigate and describe the impact of a theme of Western Civilization on other cultures, nations, movements or time periods.  You will research a theme and develop a research proposal based on that research.  Themes can be from the following list but are not limited to them:


Once you have selected a theme, you will develop a research question by brainstorming questions on how your theme impacted other cultures, nations, movements or time periods.  List at least ten questions related to your theme.  Evaluate each question by the likelihood it will lead to significant information, complex enough to generate further sub-questions, sources exist to find information, and interesting enough to motivate research.  Areas your research question should generate sub-questions could include people, places, events, and concepts.  All of these preliminary notes will be placed in a research file.

Next you will develop a one page feasibility study.  This study should answer the following questions:

At this stage you will decide if you need to revise your research question or proceed.  Your feasibility study will be placed in your research file.

Once you have completed your feasibility study you will begin organizing your sources into a source list.  Each source should be cited (as detailed in Task #2) and in addition include a general description of the content, the viewpoint or perspective of the source, and a statement noting the relevance of the source to your resource question.  Your source list should be included in your research file.

At this stage you will be ready to develop your research proposal.  The research proposal should include the following:

Lastly, you will decide on how you wish to present your findings.  Your presentation may be an essay, oral presentation, some form of multimedia, or an alternate form agreeable with you and your teacher.  In the course of your presentation you must draw conclusions and answer your research question.


Note:  Throughout each step of this project you should consult with your teacher.
 

Performance Package Task #1 Checklist




Content Standard:  Inquiry and Research, World History and Cultures
Level:  High School

The purpose of the checklist is to provide feedback to the student about their work in relation to the content standard.  Scores not satisfactory to the student’s expectations made be redone to improve the quality of the final product.
 

Student                                                                                        Teacher
                                   Essay Structure
 

_____              Essay follows the five paragraph format              _____
                          (introduction, body, conclusion)

_____              Has a minimum of five paragraphs                       _____
 

_____              Use of proper punctuation, spelling, and              _____
                          sentence structure

_____              Typed, double-spaced                                          _____

_____              Each paragraph of the body has a main point       _____
                          supported by three examples
 

                                   Essay Content
 

_____               Student addresses the specific question                _____
 

_____              The thesis contains the student’s opinion              _____
 

_____              Main points support student’s thesis                     _____


 
 
Scoring Criteria:

4 - Performance on this standard achieves and exceeds expectations of high standard work.
3 - Performance on this standard meets the expectations of high standard work.
2 - Work on this standard has been completed, but all or part of the student’s performance is below high standard level.
1 - Work on this standard has been completed, but performance is substantially below high standard level.
 

Matching the Assessments to the Standard
 

 The Inquiry and Research Standard, World History and Cultures, Survey of World History, requires that students understand the significance of events and themes across culture and time.  Students are to gain this understanding through the standard specification:

A student shall:

A) demonstrate understanding of the significance of key people, events, places, concepts, and themes in the historical development of one or more world cultures by:
1) a survey of world history including early civilizations, classical traditions, major empires and institutions; expansions of exchange and encounter, intensified hemispheric interactions and the first global age; the age of revolutions; and the twentieth century;
B) investigate and analyze cause and effect relationships among issues, events and major historical developments in at least one culture, nation, movement or time period; and

C) investigate and describe the impact of at least one theme on other cultures, nations, movements or time periods.

 This assessment package completely satisfies the graduation requirements of the Inquiry and Research Standard.  The choice of using Western Civilization as the focal point of study is twofold; western culture is familiar to students and western culture has interacted with most cultures of the world over the course of history.

 Part A of the standard calls for a demonstration of understanding of key people, places, events, concepts, and themes in the historical development of one or more cultures, including a survey of world history from early civilizations to the present time.  Part A of the standard is handled specifically in Task One of this assessment package where students answer a series of eight questions in the form of an essay.  Each of the questions are geared toward the particular subject matter covered during classroom discussion and activities and span the length of the course from early civilizations to the twentieth century.  The questions ask students to think critically to bridge events, concepts, and/or themes across time.  Pertinent to this understanding is the actions of key people and places where these events took place.  Additionally, understanding the components of Part A is essential to completing Parts B and C of the standard and therefore are reinforced in Tasks Two and Three.

 Part B requires students to investigate and analyze cause and effect relationships among issues, events, and major historical developments in at least one culture, nation, movement or time period.  By working independently within a small group of three or four, students will have the opportunity to investigate on their own possible causes and effects of a significant topic of Western Civilization.  By comparing their findings with that of the other group members, students will have to analyze the information to arrive at sound conclusions that will have to be defended by peer questioning when they present their final findings.  Individual accountability is maintained by having students’ final score arrived at by averaging their individual work and participation with the group score.

 Part C states that students investigate and describe the impact of at least one theme on other cultures, nations, movements or time periods.  Students accomplish this in Task Three by thoroughly investigating a major theme of Western Civilization.  Students must develop a research question that specifically addresses the theme’s impact on another culture, nation, movement or time period.  The research question must stand up to a check by a feasibility study to ensure viability of the project.  Students are given the option of the method of presentation, however, their presentation must describe conclusions drawn from the evidence gathered.

Authenticity of the Performance Assessments
 

 The assessments of this Performance Package meet the authenticity criteria established by Scheurman and Newman (Social Education, 1998).

 The first criteria for authenticity, construction of knowledge, is met in all three tasks of the package.  Students must interpret, synthesize, and evaluate information as they answer the eight questions of Task One, choose their causes and effects in Task Two, and draw conclusions from their research in Task Three.  Additionally, students must consider other perspectives as they investigate causes and effects in Task Two and determine the impact of a theme of Western Civilization on another culture.

 The second criteria, disciplined inquiry, is evident in all three tasks but especially Tasks Two and Three.  Students must follow established research methods in order to successfully complete the tasks and then must present their conclusions to the class.  By preparing the students to defend their findings against questioning and requiring an original opinion on their essays in Task One, they must show understanding of the core ideas.

 The third criteria, value beyond school, is central to all three tasks.  Students will need to develop their critical thinking skills through out the tasks, especially Task One, that they can use in situations in their own lives.  In Tasks Two and Three, students are not only directing their presentations to their peers but are required to defend their reasoning, another skill they will need to rely on the rest of their lives.