Why might historians disagree about the same historical event?
To what extent does history change?
Now that you understand that historians disagree and some reasons why they might disagree, you are prepared to critique sources about the Boston Massacre.
Delaware’s largest newspaper features a “Life and Leisure” section that offers book, video, and website reviews every Sunday. The editor of the “Life and Leisure” section has given you the assignment of preparing a special feature on the Boston Massacre as part of its March Into History series—a series highlighting famous events that occurred in March.
You are a feature writer for Delaware’s largest newspaper.
You are to write a review of a book, video, or website that deals with the Boston Massacre (maximum length is 250 words).
The use of content-appropriate vocabulary (interpretation, conclusion, sources, massacre)
Criteria for an Exemplary Response
Be sure to include:
A description of the interpretation(s) that appear in the source
A critique of the interpretation(s) based on the evidence that is used to support it
Reasons why you would OR would not recommend the book, website, or video
The use of content appropriate vocabulary (interpretation, conclusion, sources, massacre)
Teacher Tip: Have students read a sample book review prior to beginning their own review. Important elements such as the thesis, supporting evidence, gaps, and what question drove the author should be identified. Book reviews that might be used as models are available at the following site: http://ehistory.osu.edu/osu/reviews/?orderby=title
This review provides…
Score Point 3
Score Point 2
Score Point 1
a description of the interpretation(s) that appear in the source
When students are required to think about their own learning, to articulate what they understand and what they still need to learn, achievement improves.
– Black and William, 1998; Sternberg, 1996; Young, 2000.
How a teacher uses the information from assessments determines whether that assessment is formative or summative. Formative assessments should be used to direct learning and instruction and are not intended to be graded.
The Checks for Understanding at the end of each instructional strategy should be used as formative assessment and may be used as writing prompts or as small-group or whole-class discussion. Students should respond to feedback and be given opportunities to improve their work. The rubrics will help teachers frame that feedback.
An interactive notebook or writing log could be used to organize student work and exhibit student growth and reflection.
Stage 3 – Learning Plan
Design learning activities to align with Stage 1 and Stage 2 expectations