H U M A N I T I E S PA R T I I – U N I T 2
Module 3 - What is Power? - “Brief Account of the
Devastation of the Indies”
LIST OF CONTENTS
Information Sheet
Section 1: What Task and Standards?
Teaching Task
Common Core State Standards
Reading Standards for Argumentation Tasks
Speaking and Listening Standards
Writing Standards for Argumentation Tasks
Content Standards from State or District
Speaking and Listening Rubric
Writing Rubric for Argumentation Tasks
Section 2: What Skills?
Skill Cluster Overview
Section 3: What Instruction?
Instructional Ladder
Skill Cluster 1: Preparation for Module
Skill Cluster 2: Reading Process
Skill Cluster 3: Dialogue Process
Skill Cluster 3: Transition to Writing
Skill Cluster 4: Writing Process
Materials, References and Supports
Teacher Work Section
Module Appendix
Seminar Plan
Text
Vocabulary List
Seminar
Speaking and Listening Checklist
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H U M A N I T I E S PA R T I I – U N I T 2
Module 3 - What is Power? - “Brief Account of the
Devastation of the Indies” (continued)
Information Sheet
FOR ARGUMENTATION
What is power? – “A Brief Account of the Devastation of the Indies”
Module Title
(Title should Include text
title and key ideas)
Module Description
(Overview to state
course subject, key
ideas, text, written
product and audience)
This module is designed to be taught as part of a high school Humanities
Course, specifically as part of a unit on how the Enlightenment did or did
not shape Western history. The key ideas in this unit include Good and Evil,
Man, Power – all having to do with how human being treat each other. The
seminar text for this module is the excerpt from Bartoleme de Las Casas’
1542 “Brief Account of the Devastation of the Indies.” The written product
that students will produce as a final product is an essay that compares the
Spanish invaders and the Indian natives and explores to what extent each
group was responsible for the devastation of the West Indies. The student
essays will be read and assessed by a history professor from a local college,
who will “grade” them as he would a set of student papers from a freshman
or sophomore survey course at the college level. They will then go into the
student portfolios along with the professor’s grades and comments.
Template Task
(The writing assignment
with blanks; include
number, type, level)
Collection 2, Task 4: [Insert Optional Question.] After reading __________
(literature or informational texts), write a/an __________ (essay or substitute)
in which you compare __________ (content) and argue __________ (content).
Support your conclusion with evidence from the text(s).
(Argumentation/Comparison)
Teaching Task
(FIll in the blanks and
be sure there is a clear
connection between the
question, task and text)
•According to de Las Casas, who is responsible for the depopulation and
devastation of the West Indies in the 16th Century?
•After reading an excerpt from Bartoleme de Las Casas’ “Brief Account of
the Devastation of the Indies,” write an essay in which you compare the
behavior of the Spanish invaders and the Indian natives and argue that
one or the other or both are responsible for the devastation of the Indies.
Support your conclusion with evidence from the text.
Big Ideas, Values
(see Ideas and Values
list on page 19 in the
Paideia Course Manual)
•Good and Evil
•Man
•Power
Grade(s)/Level
10
Discipline
(e.g., ELA, science,
history, other?)
Humanities
Course
Humanities (or World History)
Author(s)
Laura Billings, Terry Roberts
Contact Information
•[email protected]
•[email protected]
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| www.paideia.org
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H U M A N I T I E S PA R T I I – U N I T 2
Module 3 - What is Power? - “Brief Account of the
Devastation of the Indies” (continued)
Section 1: What Tasks and Standards?
TEACHING TASK
Teaching Task
(Before finalizing, draft your own
response to text and revise)
•According to de Las Casas, who is responsible for the
depopulation and devastation of the West Indies in the 16th
Century?
•After reading an excerpt from Bartoleme de Las Casas’ “Brief
Account of the Devastation of the Indies,” write an essay in
which you compare the behavior of the Spanish invaders and
the Indian natives and argue that one or the other or both are
responsible for the devastation of the Indies. Support your
conclusion with evidence from the text.
Reading Texts
(See Paideia Text Rubric on page
20 in the Paideia Course Manual for
text selection rubric; provide text
title here and include link to exact
version or whole text in Appendix)
12 paragraph excerpt from “Brief Account of the Devastation of
the Indies” (1542) by Bartoleme de Las Casas.
(in Appendix)
Background to Share with Students
(Justify why it is important for
students to read and study this text)
Bartolome de Las Casas (1484-1566) was a 16th century Spanish
historian, social reformer, and Dominican friar. He became
the first resident Bishop of Chiapas, and the first officially
appointed “Protector of the Indians.” Note that he himself is
Spanish, writing a dramatic criticism of his own people and their
treatment of the West Indies natives. Be sure to identify the
location of the islands and the mainland listed in the text on a
world map before the seminar discussion.
Extension
(Note the written product, the
audience and how the audience
might respond)
The student essays will be read and assessed by a history
professor from a local college, who will “grade” them as he
would a set of student papers from a freshman or sophomore
survey course at the college level. They will then go into the
student portfolios along with the professor’s grades and
comments.
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H U M A N I T I E S PA R T I I – U N I T 2
Module 3 - What is Power? - “Brief Account of the
Devastation of the Indies” (continued)
Section 1: What Tasks and Standards? (continued)
COMMON CORE STATE STANDARDS (refer to grade level standards)
Reading Standards vary by module type.
READING STANDARDS for ARGUMENTATION
“Built-in” Reading Standards
“When Appropriate” Reading Standards
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.
3. Analyze how and why individuals, events,
and ideas develop and interact over the
course of a text.
2. Determine central ideas or themes of a text and
analyze their development; summarize the key
supporting details and ideas.
5. Analyze the structure of texts, including how
specific sentences, paragraphs, and larger
portions of the text (e.g., section, chapter, scene,
or stanza) relate to each other and the whole.
4. Interpret words and phrases as they are used
in a text, including determining technical,
connotative, and figurative meanings, and
analyze how specific word choices shape
meaning or tone.
6. Assess how point of view or purpose shapes the
content and style of a text.
10. Read and comprehend complex literary
and informational texts independently and
proficiently.
7. Integrate and evaluate content presented in
diverse formats and media, including visually
and quantitatively, as well as in words.
8. Delineate and evaluate the argument and
specific claims in a text, including the validity
of the reasoning as well as the relevance and
sufficiency of the evidence.
9. Analyze how two or more texts address similar
themes or topics in order to build knowledge or
to compare the approaches the authors take.
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H U M A N I T I E S PA R T I I – U N I T 2
Module 3 - What is Power? - “Brief Account of the
Devastation of the Indies” (continued)
Section 1: What Tasks and Standards? (continued)
COMMON CORE STATE STANDARDS (refer to grade level standards)
Speaking and Listening Standards are the same for all three module types.
SPEAKING AND LISTENING STANDARDS
for ALL MODULE TYPES
“Built-in”
Speaking and Listening Standards
1. Prepare for and participate effectively in a
range of conversations and collaborations with
diverse partners, building on others’ ideas and
expressing their own clearly and persuasively.
“When Appropriate”
Speaking and Listening Standards
2. Integrate and evaluate information presented
in diverse media and formats, including visually,
quantitatively, and orally.
4. Present information, findings, and supporting
3. Evaluate a speaker’s point of view, reasoning,
and use of evidence and rhetoric.
evidence such that listeners can follow the line
of reasoning and the organization, development,
and style are appropriate to task, purpose, and
audience.
6. Adapt speech to a variety of contexts and
communicative tasks, demonstrating command
of formal English when indicated or appropriate.
5. Make strategic use of digital media and visual
displays of data to express information and
enhance understanding of presentations.
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H U M A N I T I E S PA R T I I – U N I T 2
Module 3 - What is Power? - “Brief Account of the
Devastation of the Indies” (continued)
Section 1: What Tasks and Standards? (continued)
COMMON CORE STATE STANDARDS (refer to grade level standards)
Writing Standards vary by module type.
WRITING STANDARDS for ARGUMENTATION
“Built-in” Writing Standards
“When Appropriate” Writing Standards
1. Write arguments to support claims in an analysis
of substantive topics or texts, using valid
reasoning and relevant and sufficient evidence.
2. Write informative/explanatory texts to examine
and convey complex ideas and information
clearly and accurately through the effective
selection, organization, and analysis of content.
4. Produce clear and coherent writing in which
the development, organization, and style are
appropriate to task, purpose, and audience.
3. Write narratives to develop real or imagined
experiences or events using effective technique,
well-chosen details, and well-structured event
sequences.
5. Develop and strengthen writing as needed by
planning, revising, editing, rewriting, or trying a
new approach.
6. Use technology, including the Internet, to
produce and publish writing and to interact and
collaborate with others.
9. Draw evidence from literary or informational
texts to support analysis, reflection, and
research.
7. Conduct short as well as more sustained
research projects based on focused questions,
demonstrating understanding of the subject
under investigation.
10. Write routinely over extended time frames (time 8. Gather relevant information from multiple print
and digital sources, assess the credibility and
for research, reflection, and revision) and shorter
time frames (a single sitting or a day or two) for a
accuracy of each source, and integrate the
range of tasks, purposes, and audience.
information while avoiding plagiarism.
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H U M A N I T I E S PA R T I I – U N I T 2
Module 3 - What is Power? - “Brief Account of the
Devastation of the Indies” (continued)
Section 1: What Tasks and Standards? (continued)
CONTENT STANDARDS from STATE OR DISTRICT
Standards Source:
NUMBER
CONTENT STANDARDS
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H U M A N I T I E S PA R T I I – U N I T 2
Module 3 - What is Power? - “Brief Account of the
Devastation of the Indies” (continued)
Section 1: What Tasks and Standards? (continued)
SPEAKING AND LISTENING RUBRIC
This is the same for all three module types.
SCORING
ELEMENTS
Approaches Expectations
/Meets Expectations
Not Yet
1
1.5
2
2.5
Adanced
3
Attention
•Does not look at the
person speaking.
•Occasionally turns
and talks to person
sitting nearby while
another person is
speaking.
•Looks at the person
speaking during most of
the discussion.
•Rarely talks while another
is speaking.
•Looks at the person
speaking during the
discussion.
•Does not talk while
another is speaking.
Engagement
•Does not take notes
related to the ideas
being discussed.
•Occasionally takes notes
related to the ideas
being discussed.
•Gives way to another as
a way of sharing the talk
time.
•Consistently takes
notes related to
the ideas being
discussed.
•Gives way to another
as a way of sharing
the talk time.
Articulation
•Makes barely audible
statements.
•Makes clear and accurate
statements; generally
speaks at appropriate
pace, volume; uses
relevant vocabulary and
grammar.
•Makes clear and
accurate statements;
consistently speaks
at appropriate
pace, volume; uses
relevant vocabulary
and grammar.
Explanation
•Makes simple,
somewhat unrelated
or repetitive points/
statements.
•Provides points/
statements about
the discussion topic
noting details related
to sequence, category,
purpose, or point of view.
•Provides insight
related to fallacies
within the text; tests
assumptions and
explores inferences.
•Refers to the text
or another relevant
source.
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Table continues on next page
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H U M A N I T I E S PA R T I I – U N I T 2
Module 3 - What is Power? - “Brief Account of the
Devastation of the Indies” (continued)
Section 1: What Tasks and Standards? (continued)
SPEAKING AND LISTENING RUBRIC (continued)
SCORING
ELEMENTS
Not Yet
1
Approaches Expectations /
Meets Expectations
1.5
2
2.5
Adanced
3
Expansion
•Draws conclusions
based on a single
perspective.
•Refers to the text or
another relevant source.
•Illuminates relevance;
Notes positive/
negative implications
•Acknowledges
difference in own
perspectives—
before and now.
•Adds to previous
statement by
offering a more
global/ holistic
interpretation.
Connection
•Does not ask
questions.
•Does not refer to
what else has been
said.
•Considers another
point of view and
acknowledges personal
bias.
•Asks authentic questions.
•Paraphrases what else
has been said.
•Refers to another
facet of an idea or
another’s comment.
•Considers multiple
points of view and
acknowledges
personal bias.
•Asks authentic,
thought-provoking,
open-ended
questions.
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H U M A N I T I E S PA R T I I – U N I T 2
Module 3 - What is Power? - “Brief Account of the
Devastation of the Indies” (continued)
Section 1: What Tasks and Standards? (continued)
WRITING RUBRIC for ARGUMENTATION TASKS
Writing Rubrics vary by module type.
SCORING
ELEMENTS
Not Yet
1
Approaches Expectations
1.5
2
2.5
Focus
•Attempts to address prompt, but
lacks focus or is off-task.
•Addresses prompt appropriately
and establishes a position, but
focus is uneven.
Controlling
Idea
•Attempts to establish a controlling
idea, but lacks a clear purpose.
•Establishes a claim.
Reaading/
Research
•Attempts to reference reading
materials to develop response, but
lacks connections or relevance to
the purpose of the prompt.
•Presents information from reading
materials relevant to the purpose
of the prompt with minor lapses in
accuracy or completeness.
Development
•Attempts to provide details in
response to the prompt, but
lacks sufficient development or
relevance to the purpose of the
prompt.
•Presents appropriate details to
support and develop the focus,
controlling idea, or claim, with
minor lapses in the reasoning,
examples, or explanations.
Organization
•Attempts to organize ideas, but
lacks control of structure.
•Uses an appropriate organizational
structure for development
of reasoning and logic, with
minor lapses in structure and/or
coherence.
Conventions
•Attempts to demonstrate standard
English conventions, but lacks
cohesion and control of grammar,
usage, and mechanics.
•Sources are used without citation.
•Demonstrates an uneven command
of standard English conventions
and cohesion.
•Uses language and tone with
some inaccurate, inappropriate, or
uneven features.
•Inconsistently cites sources.
•Attempts to include disciplinary
Content
Understanding content in argument, but
understanding of content is weak.
•Content is irrelevant,
inappropriate, or inaccurate.
National Paideia Center, 2013 | www.paideia.org
•Briefly notes disciplinary content
relevant to the prompt.
•Shows basic or uneven
understanding of content.
•Minor errors in explanation.
Table continues on next page
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Module 3 - What is Power? - “Brief Account of the
Devastation of the Indies” (continued)
Section 1: What Tasks and Standards? (continued)
WRITING RUBRIC for ARGUMENTATION TASKS (continued)
Meets Expectations
3
Advanced
3.5
4
•Addresses prompt appropriately and
maintains a clear, steady focus.
•Provides a generally convincing position.
•Addresses all aspects of prompt appropriately with
a consistently strong focus and convincing position.
•Establishes a credible claim.
•Establishes and maintains a substantive and credible
claim or proposal.
•Accurately presents details from reading
materials relevant to the purpose of the
prompt to develop argument or claim.
•Accurately and effectively presents important
details from reading materials to develop argument
or claim.
•Presents appropriate and sufficient
details to support and develop the focus,
controlling idea, or claim.
•Presents thorough and detailed information
to effectively support and develop the focus,
controlling idea, or claim.
•Maintains an appropriate organizational
structure to address specific requirements
of the prompt.
•Structure reveals the reasoning and logic of
the argument.
•Maintains an organizational structure that
intentionally and effectively enhances the
presentation of information as required by the
specific prompt.
•Structure enhances development of the reasoning
and logic of the argument.
•Demonstrates a command of standard
English conventions and cohesion, with few
errors.
•Response includes language and tone
appropriate to the audience, purpose, and
specific requirements of the prompt.
•Cites sources using appropriate format with
only minor errors.
•Demonstrates and maintains a well-developed
command of standard English conventions and
cohesion, with few errors.
•Response includes language and tone consistently
appropriate to the audience, purpose, and specific
requirements of the prompt.
•Consistently cites sources using appropriate format.
•Accurately presents disciplinary
content relevant to the prompt with
sufficient explanations that demonstrate
understanding.
•Integrates relevant and accurate disciplinary content
with thorough explanations that demonstrate indepth understanding.
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H U M A N I T I E S PA R T I I – U N I T 2
Module 3 - What is Power? - “Brief Account of the
Devastation of the Indies” (continued)
Module Templates – Section 2: What Skills?
SKILL CLUSTER OVERVIEW
Skill
Definition
SKILL CLUSTER 1: PREPARATION FOR MODULE
Task Analysis
Ability to understand and explain the task’s prompt and rubric.
SKILL CLUSTER 2: READING PROCESS (PRE-SEMINAR)
Background Information
Ability to identify contextual information.
Inspectional Reading
Ability to identify structural components of the seminar text.
Essential Vocabulary
Ability to identify and master terms essential to understanding a text.
Analytical Reading
Ability to read for meaning and inferences.
SKILL CLUSTER 3: DIALOGUE PROCESS (PAIDEIA SEMINAR)
Pre-Seminar Process
Ability to reflect on personal communication habits and select appropriate
speaking and listening goals.
Seminar
Ability to think critically and collaboratively in a group about concepts and
ideas of a text through a structured Socratic seminar or other discussion-based
strategy.
Post-Seminar Process
Ability to self-assess on speaking and listening skills practiced in the seminar and
note relevant communication goals for future discussions.
SKILL CLUSTER 4: WRITING PROCESS
Note-taking
Ability to select important facts and passages for use in one’s own writing.
Initiating the Task
(Controlling Idea)
Ability to establish a controlling idea and consolidate information relevant to task.
Planning
Ability to develop a line of thought and text structure appropriate to the task type.
Initial Draft and
Development
Ability to construct an initial draft with an emerging line of thought and structure.
•Ability to explain relevant and plausible implications.
•Ability to address the credibility and origin of sources in view of your research
topic.
•Ability to identify gaps or unanswered questions.
Revision
Ability to refine text, including line of thought, language usage, and tone as
appropriate to audience and purpose.
Editing
Ability to proofread and format a piece to make it more effective.
Completion
Ability to submit final work that is on task.
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| www.paideia.org
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H U M A N I T I E S PA R T I I – U N I T 2
Module 3 - What is Power? - “Brief Account of the
Devastation of the Indies” (continued)
Section 3: What Instruction?
INSTRUCTIONAL LADDER
Pacing
Skill &
Definition
Product & Prompt
Criteria
for Scoring
Instructional
Strategies
SKILL CLUSTER 1: PREPARING FOR THE TASK
Day 1
Task Analysis
•Ability to
understand
and explain
the task’s
prompt and
rubric.
Bullets
•In your own words, what
are the important features
of a good response to this
prompt?
•No scoring
•Share examples of poster
papers
–http://www.ncbi.nlm.
nih.gov/pmc/articles/
PMC1876493
SKILL CLUSTER 2: READING PROCESS (PRE-SEMINAR)
Days
1-2
Background
Information
•Ability to
identify
contextual
information.
Notes
•Add notes to your timeline
and world map.
•Also note key features of
the essay.
•Complete
and accurate
background
information
is noted.
•Share background
information with students
either via short lecture,
power point, video, or
reading.
•Have students do additional
research as appropriate.
Days
1-2
Inspectional
Reading
•Ability to
identify
structural
components
of the seminar
text.
Labeling Text & Paraphrase
•Label the parts of the
text by numbering the 12
paragraphs of the text.
Note which are the longest
and shortest paragarphs.
•Now place the events
described by de Las Casas
on your timeline and your
world map. Locate Spain in
relation to the West Indies.
•While the teacher reads
the text aloud, mark any
unfamiliar vocabulary.
•Structural
features of
the text are
visible and
clear.
•Each student has a copy of
the printed text.
•Read the 12 paragraphs
aloud for students.
•As you read, have students
mark any unfamiliar
vocabulary.
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H U M A N I T I E S PA R T I I – U N I T 2
Module 3 - What is Power? - “Brief Account of the
Devastation of the Indies” (continued)
Section 3: What Instruction? (continued)
INSTRUCTIONAL LADDER (continued)
Pacing
Skill &
Definition
Product & Prompt
Criteria
for Scoring
Instructional
Strategies
SKILL CLUSTER 2: READING PROCESS (PRE-SEMINAR) (continued)
Days
1-3
Essential
Vocabulary
•Ability to
identify and
master terms
essential to
understanding
a text.
Vocabulary List
•In your notebook,
list context and high
frequency words.
•Find definitions
for those you are
assigned.
•Take notes while
others share
remaining definitions.
•Lists
appropriate
phrases.
•Provides
accurate
definitions.
•Note list of vocabulary words
associated with this text in the
Appendices.
•Assign partners as selection
of context and high frequency
words.
•Coach students finding
definitions.
•Have all words shared.
Days
2-3
Analytical
Reading
•Ability to read
for meaning
and inferences.
Notes
•Work as one of
12 teams, each of
which is assigned a
paragraph from this
text to paraphrase
•Working with your
team mates, write a
paraphrase of your
assigned paragraph in
modern English.
•Then takes notes as a
member of each team
shares its paraphrase.
Discuss as needed.
•Captures key
ideas of text
in writing.
•Divide students into 12
groups—one for each
paragraph in the text.
•Have each group prepare a
modern-English paraphrase of
its assigned paragraph.
•Have each group share its
paraphrase in order, while all the
other students take notes on the
meaning of each paragraph in
turn.
•Discuss as needed.
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H U M A N I T I E S PA R T I I – U N I T 2
Module 3 - What is Power? - “Brief Account of the
Devastation of the Indies” (continued)
Section 3: What Instruction? (continued)
INSTRUCTIONAL LADDER (continued)
Pacing
Skill &
Definition
Product & Prompt
Criteria
for Scoring
Instructional
Strategies
SKILL CLUSTER 3: DIALOGUE PROCESS (SEMINAR)
Day 4
Pre-Seminar
Self-Assessment
Process
•Based on the list
•Ability to reflect
of speaking and
on personal
listening behaviors,
communication
note in writing a goal
habits and select
for your personal
appropriate
participation in the
speaking and
upcoming dialogue.
listening goals.
See Appendix.
•Chooses
appropriate
individual
process goal
based on
past seminar
performance.
•PLEASE use the Seminar
Plan/Seminar Process Script
in Appendix along with the
Speaking and Listening
Checklist.
•Teacher should identify a
collection of appropriate
speaking and listening goals
for the group.
•Students select what they
will work on individually
and note it in writing on the
Seminar Process Assessment
sheet included in the Module
Appendix.
•The group participation goal
is discussed and posted where
all can see.
Day 4
Seminar
•Ability to think
critically and
collaboratively
in a group
about concepts
and ideas of a
text through
a structured
Paideia seminar.
•No scoring
•PLEASE use the Seminar Plan
in Appendix.
•Participate in the
Seminar and focus on
your goals.
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H U M A N I T I E S PA R T I I – U N I T 2
Module 3 - What is Power? - “Brief Account of the
Devastation of the Indies” (continued)
Section 3: What Instruction? (continued)
INSTRUCTIONAL LADDER (continued)
Pacing
Skill &
Definition
Product & Prompt
Criteria
for Scoring
Instructional
Strategies
SKILL CLUSTER 3: DIALOGUE PROCESS (SEMINAR) (continued)
Day 4
Post-Seminar
Self-Assessment
•Ability to
•Reflect back on your
participation goal, then
self-assess on
speaking and
finish filling out the
Speaking and Listening
listening skills
practiced in the
Checklist; write a short
seminar and
reflective work on your
seminar performance in
note relevant
communication
detail.
goals for future
discussions.
•Answers task by
filling in form
completely.
•Writes in detail
about seminar
participation.
•PLEASE use the Seminar
Plan/Seminar Process
Script in Appendix.
•Have a few representative
students share their goal
for speaking and listening
and their performance.
•Likewise, may ask the
entire class to reflect
on the entire dialogue
process, i.e. the group
effort.
•In whatever format is
preferred, both individual
and group reflections
should be archived
for reference at the
beginning of the next
Seminar.
SKILL CLUSTER 3 – TRANSITION TO WRITING
Day 5
Capturing Ideas
from Discussion
•Ability to
capture in
writing the
ideas (and
words used
to name
and discuss
ideas) from
the seminar
discussion.
•No scoring
Short Response
•In a quick write, note
your first reaction to the
task prompt.
•After re-examining
the prompt, note
everything that you
heard, said, or thought
during the seminar that
is related to the task.
(Do not worry about
grammar, punctuation,
or spelling at this point.)
National Paideia Center, 2013 | www.paideia.org
•Link this task to earlier
class content.
•Discuss student quickwrite responses with the
whole class.
•Clarify timetable and
support plans for the task.
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H U M A N I T I E S PA R T I I – U N I T 2
Module 3 - What is Power? - “Brief Account of the
Devastation of the Indies” (continued)
Section 3: What Instruction? (continued)
INSTRUCTIONAL LADDER (continued)
Pacing
Skill &
Definition
Product & Prompt
Criteria
for Scoring
Instructional
Strategies
SKILL CLUSTER 4 – WRITING PROCESS
Days
5-6
Note-taking
•Ability to select
important facts
and passages
for use in one’s
own writing.
Notes
•From each text,
make a list of the
elements that look
most important
for answering the
prompt. Do what
you need to do to
avoid plagiarism.
•Identifies relevant
elements.
•Includes information
to support accurate
citation (for example,
page numbers for
a long text, clear
indication when
quoting directly.)
Day 6
Initiating the Task
(Controlling Idea)
•Ability to
establish a claim
and consolidate
information
relevant to task.
Opening Paragraph
•Write an opening
paragraph
that includes a
controlling idea
and sequences the
key points you plan
to make in your
composition.
•Offer several examples
•Writes a concise
summary statement or
of opening paragraphs.
draft opening.
•Ask class to discuss
•Provides direct answer
what makes them
to main prompt
strong or weak.
•Review the list that
requirements.
•Establishes a
students created earlier
controlling idea.
to identify needed
elements.
•Identifies key
points that support
development of
argument.
Day 7
Planning
•Ability to
develop a line
of thought and
text structure
appropriate to
the task type.
Outline/Organizer
•Creates an outline or
•Create an outline
organizer.
based on your notes •Supports controlling
and reading in which
idea.
you state your claim, •Uses evidence from
sequence your
texts read earlier.
points, and note
your supporting
evidence.
National Paideia Center, 2013 | www.paideia.org
•Teach a model format
for note taking.
•Check that early
student work is in the
assigned format (or in
another format that
gathers the needed
information effectively).
•Provide and teach one
or more examples of
outlines or organizers.
•Invite students to
generate questions
in pairs about how
the format works, and
then take and answer
questions.
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H U M A N I T I E S PA R T I I – U N I T 2
Module 3 - What is Power? - “Brief Account of the
Devastation of the Indies” (continued)
Section 3: What Instruction? (continued)
INSTRUCTIONAL LADDER (continued)
Pacing
Skill &
Definition
Product & Prompt
Criteria
for Scoring
Instructional
Strategies
SKILL CLUSTER 4 – WRITING PROCESS (continued)
Days
8-9
Inital Draft and
Development
•Ability to
construct an
initial draft with
an emerging
line of thought
and structure.
Draft
•Write an initial draft
complete with opening,
development, and closing;
insert and cite textual
evidence.
•Address the credibility and
origin of sources in view of
your research topic.
•Identify gaps or
unanswered questions.
Days
10-11
Revision
•Ability to refine
text, including
line of thought,
language usage,
and tone as
appropriate to
audience and
purpose.
Multiple Drafts
•Provides
•Refine composition’s
complete draft
analysis, logic, and
with all parts.
organization of ideas/
•Supports the
opening in the
points.
•Use textual evidence
later sections
with evidence
carefully, with accurate
citations.
and citations.
•Decide what to include and •Improves earlier
what not to include.
edition.
•Model useful feedback
that balances
support for strengths
and clarity about
weaknesses.
•Assign students to
provide each other
with feedback on those
issues.
Day 12
Editing
•Ability to
proofread and
format a piece
to make it more
effective.
Correct Draft
•Provides draft
•Revise draft to have sound
free from
spelling, capitalization,
distracting
punctuation, and grammar.
surface errors.
•Adjust formatting as
•Uses format
needed to provide clear,
that supports
appealing text.
purpose.
•Briefly review selected
skills that many
students need to
improve.
•Teach a short list of
proofreading marks.
•Assign students to
proofread each other’s
texts a second time.
Day 13
Completion
•Ability to submit
final piece
that meets
expectations.
Final Work
•Turn in your complete set
of drafts, plus the final
version of your piece.
National Paideia Center, 2013 | www.paideia.org
•Provides
complete draft
with all parts.
•Supports the
opening in the
later sections
with evidence
and citations.
•Encourage students
to re-read prompt
partway through
writing, to check that
they are on-track.
•Demonstrates
•Celebrate!
that composition
is on task
and ready for
evaluation.
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H U M A N I T I E S PA R T I I – U N I T 2
Module 3 - What is Power? - “Brief Account of the
Devastation of the Indies” (continued)
Materials, References, and Supports
FOR TEACHERS
Adler, Mortimer J. and Charles Van Doren. (1972). How to Read a Book. New York: Simon and Schuster.
Adler, Mortimer. How to Speak and How to Listen.
Davis, Judy and Sharon Hill. (2003). The No-Nonsense Guide to Teaching Writing: Strategies, Structures, and
Solutions. Portsmouth, NH: Heinemann.
Dougherty, Billings, Roberts, ASCD 2014. Teaching Writing for Enduring Understanding.
National Paideia Center (2010). Teaching Thinking Through Dialogue: Paideia Seminar Manual. 2nd Edition.
Roberts, Terry and Laura Billings. (2011). Teaching Critical Thinking: Using Seminars for 21st Century Literacy.
New York: Eye on Education.
FOR STUDENTS
Dictionary: http://www.merriam-webster.com/
Timeline: http://www.tiki-toki.com/
World Map: http://www.nationalgeographic.com/kids-world-atlas/maps.html
National Paideia Center, 2013 | www.paideia.org
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H U M A N I T I E S PA R T I I – U N I T 2
Module 3 - What is Power? - “Brief Account of the
Devastation of the Indies” (continued)
Teacher Work Section
Added Thoughts About Teaching This Module
Background Information
Bartolomé de las Casas (1484 –1566) was a 16th-century Spanish historian, social
reformer and Dominican friar.
He became the first resident Bishop of Chiapas, and the first officially appointed
“Protector of the Indians.”
His extensive writings, the most famous being A Short Account of the
Destruction of the Indies and Historia de Las Indias, chronicle the first decades
of colonization of the West Indies and focus particularly on the atrocities
committed by the colonizers against the indigenous peoples.
National Paideia Center, 2013 | www.paideia.org
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H U M A N I T I E S PA R T I I – U N I T 2
Module 3 - What is Power? - “Brief Account of the
Devastation of the Indies” (continued)
seminar plan for:
What is Power? – “Brief Account of
the Devastation of the Indies”
Ideas: Good and Evil, Man, Power
National Paideia Center, 2013 | www.paideia.org
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H U M A N I T I E S PA R T I I – U N I T 2
Module 3 - What is Power? - “Brief Account of the
Devastation of the Indies” (continued)
PRE-SEMINAR
“Brief Account of the Devastation of the Indies”
BY BARTOLEME DE LAS CASAS (1542)
The Indies were discovered in the year one
thousand four hundred and ninety-two. In the
following year a great many Spaniards went there
with the intention of settling the land. Thus, fortynine years have passed since the first settlers
penetrated the land, the first so claimed being the
large and most happy isle called Hispaniola, which
is six hundred leagues in circumference. Around it
in all directions are many other islands, some very
big, others very small, and all of them were, as we
saw with our own eyes, densely populated with
native peoples called Indians. This large island was
perhaps the most densely populated place in the
world. There must be close to two hundred leagues
of land on this island, and the seacoast has been
explored for more than ten thousand leagues, and
each day more of it is being explored. And all the
land so far discovered is a beehive of people; it is
as though God had crowded into these lands the
great majority of mankind.
And of all the infinite universe of humanity, these
people are the most guileless, the most devoid
of wickedness and duplicity, the most obedient
and faithful to their native masters and to the
Spanish Christians whom they serve. They are by
nature the most humble, patient, and peaceable,
holding no grudges, free from embroilments,
neither excitable nor quarrelsome. These people
National Paideia Center, 2013 | www.paideia.org
are the most devoid of rancors, hatreds, or desire
for vengeance of any people in the world. And
because they are so weak and complaisant, they
are less able to endure heavy labor and soon die
of no matter what malady. The sons of nobles
among us, brought up in the enjoyments of life’s
refinements, are no more delicate than are these
Indians, even those among them who are of the
lowest rank of laborers. They are also poor people,
for they not only possess little but have no desire to
possess worldly goods. For this reason they are not
arrogant, embittered, or greedy. Their repasts are
such that the food of the holy fathers in the desert
can scarcely be more parsimonious, scanty, and
poor. As to their dress, they are generally naked,
with only their pudenda covered somewhat. And
when they cover their shoulders it is with a square
cloth no more than two varas in size. They have no
beds, but sleep on a kind of matting or else in a
kind of suspended net called bamacas. They are
very clean in their persons, with alert, intelligent
minds, docile and open to doctrine, very apt to
receive our holy Catholic faith, to be endowed
with virtuous customs, and to behave in a godly
fashion. And once they begin to hear the tidings
of the Faith, they are so insistent on knowing
more and on taking the sacraments of the Church
and on observing the divine cult that, truly, the
missionaries who are here need to be endowed by
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H U M A N I T I E S PA R T I I – U N I T 2
Module 3 - What is Power? - “Brief Account of the
Devastation of the Indies” (continued)
PRE-SEMINAR
“Brief Account of the Devastation of the Indies” (p2)
God with great patience in order to cope with such
eagerness. Some of the secular Spaniards who have
been here for many years say that the goodness
of the Indians is undeniable and that if this gifted
people could be brought to know the one true God
they would be the most fortunate people in the
world.
Yet into this sheepfold, into this land of meek
outcasts there came some Spaniards who
immediately behaved like ravening wild beasts,
wolves, tigers, or lions that had been starved for
many days. And Spaniards have behaved in no
other way during tla! past forty years, down to the
present time, for they are still acting like ravening
beasts, killing, terrorizing, afflicting, torturing, and
destroying the native peoples, doing all this with
the strangest and most varied new methods of
cruelty, never seen or heard of before, and to such
a degree that this Island of Hispaniola once so
populous (having a population that I estimated to
be more than three million), has now a population
of barely two hundred persons.
The island of Cuba is nearly as long as the distance
between Valladolid and Rome; it is now almost
completely depopulated. San Juan [Puerto
Rico] and Jamaica are two of the largest, most
productive and attractive islands; both are now
deserted and devastated. On the northern side of
National Paideia Center, 2013 | www.paideia.org
Cuba and Hispaniola he the neighboring Lucayos
comprising more than sixty islands including those
called Gigantes, beside numerous other islands,
some small some large. The least felicitous of them
were more fertile and beautiful than the gardens
of the King of Seville. They have the healthiest
lands in the world, where lived more than five
hundred thousand souls; they are now deserted,
inhabited by not a single living creature. All the
people were slain or died after being taken into
captivity and brought to the Island of Hispaniola
to be sold as slaves. When the Spaniards saw that
some of these had escaped, they sent a ship to find
them, and it voyaged for three years among the
islands searching for those who had escaped being
slaughtered , for a good Christian had helped them
escape, taking pity on them and had won them
over to Christ; of these there were eleven persons
and these I saw.
More than thirty other islands in the vicinity of San
Juan are for the most part and for the same reason
depopulated, and the land laid waste. On these
islands I estimate there are 2,100 leagues of land
that have been ruined and depopulated, empty of
people.
As for the vast mainland, which is ten times larger
than all Spain, even including Aragon and Portugal,
containing more land than the distance between
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Module 3 - What is Power? - “Brief Account of the
Devastation of the Indies” (continued)
PRE-SEMINAR
“Brief Account of the Devastation of the Indies” (p3)
Seville and Jerusalem, or more than two thousand
leagues, we are sure that our Spaniards, with their
cruel and abominable acts, have devastated the
land and exterminated the rational people who
fully inhabited it. We can estimate very surely and
truthfully that in the forty years that have passed,
with the infernal actions of the Christians, there
have been unjustly slain more than twelve million
men, women, and children. In truth, I believe
without trying to deceive myself that the number of
the slain is more like fifteen million.
The common ways mainly employed by the
Spaniards who call themselves Christian and who
have gone there to extirpate those pitiful nations
and wipe them off the earth is by unjustly waging
cruel and bloody wars. Then, when they have slain
all those who fought for their lives or to escape
the tortures they would have to endure, that is to
say, when they have slain all the native rulers and
young men (since the Spaniards usually spare only
the women and children, who are subjected to
the hardest and bitterest servitude ever suffered
by man or beast), they enslave any survivors. With
these infernal methods of tyranny they debase and
weaken countless numbers of those pitiful Indian
nations.
Their reason for killing and destroying such an
infinite number of souls is that the Christians have
National Paideia Center, 2013 | www.paideia.org
an ultimate aim, which is to acquire gold, and to
swell themselves with riches in a very brief time
and thus rise to a high estate disproportionate to
their merits. It should be kept in mind that their
insatiable greed and ambition, the greatest ever
seen in the world, is the cause of their villainies.
And also, those lands are so rich and felicitous,
the native peoples so meek and patient, so easy
to subject, that our Spaniards have no more
consideration for them than beasts. And I say this
from my own knowledge of the acts I witnessed.
But I should not say “than beasts” for, thanks be to
God, they have treated beasts with some respect;
I should say instead like excrement on the public
squares. And thus they have deprived the Indians
of their lives and souls, for the millions I mentioned
have died without the Faith and without the benefit
of the sacraments. This is a wellknown and proven
fact which even the tyrant Governors, themselves
killers, know and admit. And never have the Indians
in all the Indies committed any act against the
Spanish Christians, until those Christians have
first and many times committed countless cruel
aggressions against them or against neighboring
nations. For in the beginning the Indians regarded
the Spaniards as angels from Heaven. Only after
the Spaniards had used violence against them,
killing, robbing, torturing, did the Indians ever rise
up against them....
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Module 3 - What is Power? - “Brief Account of the
Devastation of the Indies” (continued)
PRE-SEMINAR
“Brief Account of the Devastation of the Indies” (p4)
On the Island Hispaniola was where the Spaniards
first landed, as I have said. Here those Christians
perpetrated their first ravages and oppressions
against the native peoples. This was the first land in
the New World to be destroyed and depopulated
by the Christians, and here they began their
subjection of the women and children, taking them
away from the Indians to use them and ill use them,
eating the food they provided with their sweat and
toil. The Spaniards did not content themselves with
what the Indians gave them of their own free will,
according to their ability, which was always too
little to satisfy enormous appetites, for a Christian
eats and consumes in one day an amount of food
that would suffice to feed three houses inhabited
by ten Indians for one month. And they committed
other acts of force and violence and oppression
which made the Indians realize that these men had
not come from Heaven. And some of the Indians
concealed their foods while others concealed
their wives and children and still others fled to the
mountains to avoid the terrible transactions of the
Christians.
And the Christians attacked them with buffets
and beatings, until finally they laid hands on the
nobles of the villages. Then they behaved with such
temerity and shamelessness that the most powerful
ruler of the islands had to see his own wife raped
by a Christian officer.
National Paideia Center, 2013 | www.paideia.org
From that time onward the Indians began to seek
ways to throw the Christians out of their lands.
They took up arms, but their weapons were very
weak and of little service in offense and still less in
defense. (Because of this, the wars of the Indians
against each other are little more than games
played by children.) And the Christians, with their
horses and swords and pikes began to carry out
massacres and strange cruelties against them.
They attacked the towns and spared neither the
children nor the aged nor pregnant women nor
women in childbed, not only stabbing them and
dismembering them but cutting them to pieces as
if dealing with sheep in the slaughter house. They
laid bets as to who, with one stroke of the sword,
could split a man in two or could cut off his head
or spill out his entrails with a single stroke of the
pike. They took infants from their mothers’ breasts,
snatching them by the legs and pitching them
headfirst against the crags or snatched them by
the arms and threw them into the rivers, roaring
with laughter and saying as the babies fell into
the water, “Boil there, you offspring of the devil!”
Other infants they put to the sword along with
their mothers and anyone else who happened to
be nearby. They made some low wide gallows on
which the hanged victim’s feet almost touched
the ground, stringing up their victims in lots of
thirteen, in memory of Our Redeemer and His
twelve Apostles, then set burning wood at their
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Module 3 - What is Power? - “Brief Account of the
Devastation of the Indies” (continued)
PRE-SEMINAR
“Brief Account of the Devastation of the Indies” (p5)
feet and thus burned them alive. To others they
attached straw or wrapped their whole bodies in
straw and set them afire. With still others, all those
they wanted to capture alive, they cut off their
hands and hung them round the victim’s neck,
saying, “Go now, carry the message,” meaning,
Take the news to the Indians who have fled to the
mountains. They usually dealt with the chieftains
and nobles in the following way: they made a
grid of rods which they placed on forked sticks,
then lashed the victims to the grid and lighted a
smoldering fire underneath, so that little by little,
as those captives screamed in despair and torment,
their souls would leave them....
After the wars and the killings had ended, when
usually there survived only some boys, some
women, and children, these survivors were
distributed among the Christians to be slaves. The
repartimiento or distribution was made according
to the rank and importance of the Christian to
whom the Indians were allocated, one of them
being given thirty, another forty, still another,
National Paideia Center, 2013 | www.paideia.org
one or two hundred, and besides the rank of the
Christian there was also to be considered in what
favor he stood with the tyrant they called Governor.
The pretext was that these allocated Indians were
to be instructed in the articles of the Christian
Faith. As if those Christians who were as a rule
foolish and cruel and greedy and vicious could be
caretakers of souls! And the care they took was to
send the men to the mines to dig for gold, which is
intolerable labor, and to send the women into the
fields of the big ranches to hoe and till the land,
work suitable for strong men. Nor to either the men
or the women did they give any food except herbs
and legumes, things of little substance. The milk
in the breasts of the women with infants dried up
and thus in a short while the infants perished. And
since men and women were separated, there could
be no marital relations. And the men died in the
mines and the women died on the ranches from the
same causes, exhaustion and hunger. And thus was
depopulated that island which had been densely
populated.
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H U M A N I T I E S PA R T I I – U N I T 2
Module 3 - What is Power? - “Brief Account of the
Devastation of the Indies” (continued)
PRE-SEMINAR
VOCABULARY LIST
High Frequency
ravening
dismembering
penetrated
felicitous
entrails
leagues
depopulated
torment
infinite
abominable
intolerable
guileless
devasted
marital
devoid
exterminated
duplicity
rational
Hispaniola
rancors
debase
embroilments
refinements
disproportionate
pudenda
arrogant
repasts
parsimonious
sacrament
cult
secular
sheepfold
meek
insatiable
felicitous
excrement
tyrant
subjection
oppression
buffets
Rare / Contextual
varas
bamacas
Valladolid
Rome
Gigantes
Lucayos
extirpate
repartimiento
temerity
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Module 3 - What is Power? - “Brief Account of the
Devastation of the Indies” (continued)
PRE-SEMINAR
Content
BACKGROUND INFORMATION
•
Determine essential facts necessary to understand context of key text.
•
Share with students either via short lecture, power point, video, or reading.
•
Have students do additional research as appropriate.
INSPECTIONAL READING
•
See that each student has a copy of the printed text or can closely view.
•
Have students take first look at text structure.
•
Direct students to label the parts of the text for common referencing.
•
Read the text (or the first section) aloud with students.
VOCABULARY
•
Have students work with categories of words.
•
Define for them rare or contextual terms.
•
Have students define and practice using high frequency words.
ANALYTICAL READING
•
Coach students in reading the text a second and third time responding in
detail to the key ideas.
•
Provide graphic organizer for notes when appropriate.
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Module 3 - What is Power? - “Brief Account of the
Devastation of the Indies” (continued)
PRE-SEMINAR
Process
Prepare participants to participate in seminar discussion with a version of the following
script.
DEFINE SEMINAR
•
“A Paideia Seminar is a time when we talk with each other about important
ideas.”
•
“The main purpose of seminar is to arrive at a fuller understanding of the
textual ideas and values in this speech of ourselves, and of each other. We
are going to work together and practice thinking about (list great ideas).”
FACILITATOR AND PARTICIPANT RESPONSIBILITIES
•
“As participants, I am asking you to think, listen, and speak candidly about
your thoughts, reactions, and ideas. You can help each other do this by using
each other’s names.”
•
“You do not need to raise your hands in order to speak; rather, the
discussion is collaborative in that you try to stay focused on the main speaker
and wait your turn to talk.”
•
“You should try to both agree and disagree in a courteous, thoughtful
manner. For example, you might say, ‘I disagree with Joanna because…,’
focusing on the ideas involved, not the individuals.”
•
“As the facilitator, I am primarily responsible for asking challenging, openended questions, and I will take a variety of notes to keep up with the talk
turns and flow of ideas. I will help move the discussion along in a productive
direction by asking follow-up questions based on my notes.”
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Module 3 - What is Power? - “Brief Account of the
Devastation of the Indies” (continued)
PRE-SEMINAR
Process (continued)
INDIVIDUAL SELF-ASSESSMENT / GOAL SETTING
•
“Now, think about how you usually talk in a group. How do you usually talk?”
•
“Consider this list of personal participation goals that are listed on the
board.” (OR on the Speaking and Listening Check List.)
Possibilities:
Speak at least three times
Ask a question
Look at the person speaking
Use others’ names
Agree and disagree respectfully
•
“Please choose one goal from the list and commit to achieving it during the
discussion we are about to have and write your personal goal in your name
tent.” National Paideia Center, 2013 | www.paideia.org
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Module 3 - What is Power? - “Brief Account of the
Devastation of the Indies” (continued)
SEMINAR
Reiterate that our purpose is to discuss important ideas and values including: Good and
Evil, Man, and Power. Arrange seats so that everyone can see each other’s face.
Opening Question(s) – Identify main ideas from the text
• Divide the seminar circle into pairs and ask each pair of students to come
up with one adjective to describe the Spaniards and one adjective to
describe the natives as they are portrayed in this text. (share round-robin
responses from each pair while a volunteer writes the adjectives on the
board).
• Why did you choose that adjective to describe the Spanish? Why did you
choose that adjective to describe the natives? (spontaneous discussion)
Core Questions – Focus/analyze textual details
• De las Casas continually refers to the Spaniards as “Christians.” Why do you
think he does this?
• In the early stages of their relationship, the two groups (Spaniards and
natives) have relatively peaceful relations. What destroys the peace? Refer to
the text.
• Looking back at the two lists of adjectives on the board: how are the
Spaniards and the natives different? How are they alike?
• How do their similarities and differences contribute to the “destruction of
the Indies”?
Closing Question(s) – Personalize and apply the textual ideas
• The “Destruction of the Indies” happened almost 500 years ago and
yet contemporary history is full of similar events (in which one group
systematically tries to destroy another). What in human nature do you
believe contributes to this ongoing pattern? Is it possible to end the cycle?
National Paideia Center, 2013 | www.paideia.org
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Module 3 - What is Power? - “Brief Account of the
Devastation of the Indies” (continued)
POST-SEMINAR
Process
Assess individual and group participation in seminar discussion.
ASSESS INDIVIDUAL / GROUP GOALS
•
“Thank you for your focused and thoughtful participation in our seminar.“
•
“As part of the post-seminar process, I would first like to ask you to take
a few minutes to reflect on your relative success in meeting the personal
process goal you set prior to beginning the discussion. Please review the
goal you set for yourself and reflect in writing to what extent you met the
goal. In addition, note why you think you performed as you did. (Pause for
reflection.)
•
“Would several volunteers please share your self-assessment and
reflection…”
•
Note goals for next seminar:
–
“Given your performance today, please jot down what goal you might
productively set for yourself in our next seminar.”
–
“As always, our goal is continuous improvement: both as individual
seminar participants and as an evolving seminar group. Thanks again for
your participation.”
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H U M A N I T I E S PA R T I I – U N I T 2
Module 3 - What is Power? - “Brief Account of the
Devastation of the Indies” (continued)
POST-SEMINAR
Content
UNDERSTANDING THE ASSIGNMENT
• According to de Las Casas, who is responsible for the depopulation and
devastation of the West Indies in the 16th Century?
•
After reading an excerpt from Bartoleme de Las Casas’ “Brief Account of the
Devastation of the Indies,” write an essay in which you compare the behavior
of the Spanish invaders and the Indian natives and argue that one or the
other or both are responsible for the devastation of the Indies. Support your
conclusion with evidence from the text.
BRAINSTORMING CONTENT
•
From each text, make a list of the elements that look most important for
answering the prompt. Do what you need to do to avoid plagiarism.
•
Note in particular quotes that you can use to illustrate your response to the
writing task.
STRUCTURING THE COMPOSITION
•
Create an outline based on your notes and reading in which you state your
claim, sequence your points, and note your supporting evidence.
•
Provide and teach one or more examples of outlines or organizers.
•
Invite students to generate questions in pairs about how the format works,
and then take and answer questions.
WRITING THE FIRST DRAFT
•
Write an initial draft complete with opening, development, and closing;
insert and cite textual evidence.
•
Address the credibility and origin of sources in view of your research topic.
•
Identify gaps or unanswered questions.
•
Encourage students to re-read prompt partway through writing, to check
that they are on-track.
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H U M A N I T I E S PA R T I I – U N I T 2
Module 3 - What is Power? - “Brief Account of the
Devastation of the Indies” (continued)
POST-SEMINAR
Content (continued)
REVISING
•
Refine composition’s analysis, logic, and organization of ideas/points.
•
Use textual evidence carefully, with accurate citations.
•
Decide what to include and what not to include.
•
Model useful feedback that balances support for strengths and clarity about
weaknesses.
•
Assign students to provide each other with feedback on those issues
through a writer’s workshop approach.
EDITING
•
Revise draft to have sound spelling, capitalization, punctuation and grammar.
•
Adjust formatting as needed to provide clear, appealing text.
•
Briefly review selected skills that many students need to improve.
•
Teach a short list of proofreading marks.
•
Assign students to proofread each other’s texts a second time.
PUBLISHING THE FINAL COPY
•
Turn in your complete set of drafts, plus the final version of your work.
•Celebrate!
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H U M A N I T I E S PA R T I I – U N I T 2
Module 3 - What is Power? - “Brief Account of the
Devastation of the Indies” (continued)
Speaking and Listening Checklist
Before Seminar
Select (underline or circle from left column) one or two skills that you will focus on during
this seminar.
After Seminar
Self-assess your participation in this Paideia Seminar by circling the number you would
rate yourself.
0 = I did not do this during Paideia seminar. 5 = I did this well during Paideia seminar.
PAIDEIA SEMINAR SELF-ASSESSMENT
SKILLS
Attention
SPECIFIC SKILL
•I look at the person speaking during the discussion.
•I do not talk while another is speaking.
RATING
0
1
2
3
4
5
•I give way to others as a way of sharing the talk time.
0
1
2
3
4
5
Articulation
•I make clear and accurate statements.
•I speak at appropriate pace & volume.
•I use relevant vocabulary and grammar.
0
1
2
3
4
5
Explanation
(Justification)
•I provide insight about the discussion topic.
•I refer to the text or another relevant source.
0
1
2
3
4
5
Expansion
•I consider another point of view.
•I add to a previous statement by offering a more
global/holistic interpretation.
0
1
2
3
4
5
Connection
•I refer to another comment.
•I consider multiple points of view.
•I ask thought-provoking, open-ended questions.
0
1
2
3
4
5
Engagement •I take notes related to the ideas being discussed.
To summarize, I feel my participation in seminar today was:___________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
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