Module3260.pdf
Overview
Overview
Television in the 1950s and 1960s
Television in the 1950s and 1960s
by Steve Goodrid, Jennifer Higdon, and Sharon Thurman
After researching historical sources on television in the 1950s and 1960s,
students write an essay that describes the social, economic, political, and
diplomatic impact of television on American culture.
Grades: 11
Discipline: Social Studies
Teaching Task: Task Template 21 (Informational or Explanatory and
Analysis)
Course: PRE-AP U.S. History
Author Information:
Steve Goodrid (Daviess County)
Jennifer Higdon (Daviess County)
Sharon Thurman (Daviess County)
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Section 1: What Task?
TEACHING TASK
Task Template 21 — [3 Levels]
Informational & Analysis
L1: How did television impact life in the 1950s and 1960s? After reading informational texts ,
write an essay that addresses the question and analyzes how television impacted American
culture socially, economically, politically, and diplomatically , providing examples to clarify your
analysis. What conclusion or implications can you draw? A bibliography is required.
STUDENT BACKGROUND
Students will have previously studied the following concepts that will provide background for
this task: Origins of the Cold War, Second Red Scare, Korean War, Post World War II
economy, President Harry S Truman and the Fair Deal. Students will read textbook
(American Anthem - Chapters 16, 17, 18, and 19) and internet articles to learn about 1950s
and 1960s
EXTENSION
Students will create and editorial cartoon that portrays the effect of television on America
during either the 1950s or 1960s.
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Rubric
Approaches
Expectations
Not Yet
Scoring Elements
1
Focus
Attempts to
address prompt,
but lacks focus or
is off-task.
Controlling Idea
Attempts to
establish a
controlling idea, but
lacks a clear
purpose.
1.5
2
Meets
Expectations
2.5
3
4
Addresses prompt
appropriately and
maintains a clear,
steady focus.
Addresses all
aspects of prompt
appropriately and
maintains a
strongly
developed focus.
Establishes a
controlling idea
with a general
purpose.
Establishes a
controlling idea
with a clear
purpose
maintained
throughout the
response.
Establishes a
strong controlling
idea with a clear
purpose
maintained
throughout the
response.
Presents
information from
reading materials
relevant to the
purpose of the
prompt with minor
lapses in accuracy
or completeness.
(L2) Begins to
address the
credibility of
sources when
prompted.
Presents
information from
reading materials
relevant to the
prompt with
accuracy and
sufficient detail.
(L2) Addresses the
credibility of
sources when
prompted.
Accurately
presents
information
relevant to all
parts of the
prompt with
effective selection
of sources and
details from
reading materials.
(L2) Addresses
the credibility of
sources and
identifies salient
sources when
prompted.
Presents thorough
and detailed
information to
strongly support
the focus and
controlling idea.
(L2) Thoroughly
discusses relevant
and salient
implications or
consequences,
and (L3) one or
more significant
gaps/unanswered
questions.
Maintains an
organizational
structure that
intentionally and
effectively
enhances the
presentation of
information as
required by the
specific prompt.
Reading/Research
Development
Attempts to provide
details in response
to the prompt,
including retelling,
but lacks sufficient
development or
relevancy. (L2)
Implication is
missing, irrelevant,
or illogical. (L3)
Gap/unanswered
question is missing
or irrelevant.
Presents
appropriate details
to support the
focus and
controlling idea.
(L2) Briefly notes a
relevant implication
or (L3) a relevant
gap/unanswered
question.
Presents
appropriate and
sufficient details to
support the focus
and controlling
idea. (L2) Explains
relevant and
plausible
implications, and
(L3) a relevant
gap/unanswered
question.
Attempts to
organize ideas, but
lacks control of
structure.
Uses an
appropriate
organizational
structure to
address the
specific
requirements of the
prompt, with some
lapses in
coherence or
awkward use of the
organizational
structure.
Maintains an
appropriate
organizational
structure to
address the
specific
requirements of the
prompt.
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3.5
Addresses prompt
appropriately, but
with a weak or
uneven focus.
Attempts to present
information in
response to the
prompt, but lacks
connections or
relevance to the
purpose of the
prompt. (L2) Does
not address the
credibility of
sources as
prompted.
Organization
Advanced
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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.
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 an
appropriate format
with only minor
errors.
Content
Understanding
Attempts to include
disciplinary content
in explanations, but
understanding of
content is weak;
content is
irrelevant,
inappropriate, or
inaccurate.
Briefly notes
disciplinary content
relevant to the
prompt; shows
basic or uneven
understanding of
content; minor
errors in
explanation.
Accurately
presents
disciplinary content
relevant to the
prompt with
sufficient
explanations that
demonstrate
understanding.
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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.
Integrates relevant
and accurate
disciplinary
content with
thorough
explanations that
demonstrate
in-depth
understanding.
Module3260.pdf
STANDARDS
Kentucky — Culture (Elements of Culture)
SS-HS-2.1.1: Students will explain how belief systems, knowledge, technology and behavior
patterns define cultures and help to explain historical perspectives and events in the modern
world (1500 A.D. to present) and United States (Reconstruction to present).
Kentucky — Economics (Economic Systems and Institutions)
SS-HS-3.2.3: Students will explain how, in a free enterprise system, individuals attempt to
maximize their profits based on their role in the economy (e.g., producers try to maximize
resources, entrepreneurs try to maximize profits, workers try to maximize income, savers
and investors try to maximize return).
Kentucky — History (The Factual and Interpretive Nature of History)
SS-HS-5.1.1: Students will use a variety of tools (e.g., primary and secondary sources, data,
artifacts) to analyze perceptions and perspectives (e.g., gender, race, region, ethnic group,
nationality, age, economic status, religion, politics, geographic factors) of people and
historical events in the modern world (1500 A.D. to present) and United States History
(Reconstruction to present).
Kentucky — History (The History of the United States)
SS-HS-5.2.6: Students will explain and give examples of how after WWII, America
experienced economic growth (e.g., suburban growth), struggles for racial and gender
equality (e.g., Civil Rights Movement), the extension of civil liberties (e.g., desegregation,
Civil Rights Acts) and conflict over political issues (e.g., McCarthyism, U.S. involvement in
Vietnam).
Kentucky — Practical Living/Vocational Studies - (Consumer Decisions)
PL-HS-3.1.3: Students will explain why various factors that influence consumer decisions,
such as peer pressure, impulses, desire for status and advertising techniques
(jingles/slogans, facts and figures, glittering generalities, endorsement, testimonial,
bandwagon, snob appeal, emotional appeal, free gifts/rewards) are influential.
Common Core Anchor Standards — Reading
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R.CCR.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.
R.CCR.2: Determine central ideas or themes of a text and analyze their development;
summarize the key supporting details and ideas.
R.CCR.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.
R.CCR.6: Assess how point of view or purpose shapes the content and style of a text.
R.CCR.10: Read and comprehend complex literary and informational texts independently
and proficiently.
Common Core Anchor Standards — Writing
W.CCR.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.
W.CCR.4: Produce clear and coherent writing in which the development, organization, and
style are appropriate to task, purpose, and audience.
W.CCR.5: Develop and strengthen writing as needed by planning, revising, editing,
rewriting, or trying a new approach.
W.CCR.9: Draw evidence from literary or informational texts to support analysis, reflection,
and research.
W.CCR.10: Write routinely over extended time frames (time for research, reflection, and
revision) and shorter time frames (a single sitting or a day or two) for a range of tasks,
purposes, and audiences.
Custom Standards
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Section 2: What Skills?
Selected Skills
Preparing for the Task
TASK ENGAGEMENT: Ability to connect the task and new content to existing knowledge,
skills, experiences, interests, and concerns
TASK ANALYSIS: Ability to understand and explain the task's prompt and rubric.
Reading Process
TEXT SELECTION: Ability to identify appropriate texts
ACTIVE READING: Ability to identify the central point and main supporting elements of a
text.
ESSENTIAL VOCABULARY: Ability to apply strategies for developing an understanding of
text(s) by locating words and phrases that identify key concepts and facts, or information.
ACADEMIC INTEGRITY: Ability to use and credit sources appropriately.
NOTE-TAKING: Ability to read purposefully and select relevant information; to summarize
and/or paraphrase.
Transition to Writing
BRIDGING: Ability to begin linking reading results to writing task.
Writing Process
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 an
information/explanation task.
DEVELOPMENT: Ability to construct an initial draft with an emerging line of thought and
structure.
REVISION: Ability to refine text, including line of thought, language usage, and tone as
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appropriate to audience and purpose.
EDITING: Ability to proofread and format a piece to make it more effective.
COMPLETION: Ability to submit final piece that meets expectations.
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Section 3: What Instruction?
MiniTasks
Preparing for the Task
TASK ENGAGEMENT: Ability to connect the task and new content to existing knowledge,
skills, experiences, interests, and concerns
LIST
In a quick write, write your first reaction to the task prompt. Add some notes of things
you know about this issue.
Scoring Guide: work meets expectations if:
None
Teaching Strategies:
• Link this task to earlier class content.
• Discuss student responses.
• Clarify timetable and support plans for the task.
OUTLINE
3 Graphic Organizers – for Presidents Eisenhower, Kennedy, Johnson
•each is divided into three sections – social, economic, political, and diplomatic
Pacing: 15 days
Scoring Guide: work meets expectations if:
student responses will be checked by teacher and used for class discussion
the graphic organizers will be used to help students organize thoughts for final essay
Teaching Strategies:
3 Graphic Organizers – for Presidents Eisenhower, Kennedy, Johnson
•each is divided into three sections – social, economic, political, and diplomatic
SHORT CONSTRUCTED RESPONSE
Maps – students will use maps to review the topics covered in this unit – location and
why the location is important to the 1950s and 1960s
Pacing: 1 day (Use as review of locations learned about in unit)
Scoring Guide: work meets expectations if:
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Discussion - No scoring
Maps will be filed in student history binder
Teaching Strategies:
U.S. Map – Washington, D.C., New York City, Levittown NY, Tupelo MS, Topeka KS,
Little Rock AR, Montgomery AL, Greensboro NC, Oxford MS, Birmingham AL,
Anniston AL, Selma AL, Philadelphia MS, Cape Canaveral FL, Dallas TX, Memphis
TN, Chicago IL, Miami FL, Los Angeles CA (Watts), Berkeley CA
World Map – South Korea, North Korea, 38th parallel, China, Suez Canal,
Guatemala, Iran, Marshall Islands, Budapest, Vienna, Berlin, East Germany, West
Germany, Moscow, Cuba, Laos, Tonkin Gulf, Saigon, Hanoi
Notes:
1. Students will receive two maps (one a U.S. map, another a world map)
2. Locations will be labeled with numbers
3. students are to identify locations and discuss relevance of each location
4. Use teaching strategy – “association chain” – so students can connect location
with specific terms
TASK ANALYSIS: Ability to understand and explain the task's prompt and rubric.
SHORT CONSTRUCTED RESPONSE
Introduction: What TV is Doing to American (1955) – found in For the Record: A
Documentary History of America – can be found online at
http://www.wwnorton.com/college/history/archive/resources/documents/ch32_05.htm
Discussion Questions
1. Summarize the supposedly negative effects of watching television.
2. What were the benefits of television?
3. Which concerns about television strike you as being equally relevant today?
Pacing: 1 day
Scoring Guide: work meets expectations if:
Discussion - no scoring
Teaching Strategies:
This activity will start a unit that will conclude with an essay about the impact of
television on American culture during the 1950s and 1960s.
• Students will share their responses with the class
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LIST
In your own words, what are the important features of a good response to this
prompt?
Scoring Guide: work meets expectations if:
None
Teaching Strategies:
• Share examples of type of text students will produce (either from past students or
from professional writers).
• Identify or invite students to identify key features of examples.
• Pair students to share and improve their individual bullets.
• Create a classroom list: Choose one student to share a few ideas on the board, and
ask other to add to it.
Reading Process
TEXT SELECTION: Ability to identify appropriate texts
NOTES
For each text, list the needed bibliographic information. Add bullets on why you think
the work is credible and/or worthy of study.
Scoring Guide: work meets expectations if:
• Identifies author, title, publisher, date, and any other needed information (for
example, the volume for a periodical or the editor for an anthology).
• Includes reasonable evidence that work is credible and/or worthy of study.
Teaching Strategies:
• Provide citation guide and discuss why each element of citation is needed.
• Ask students to brainstorm what makes an author credible and/or worthy of study.
• Provide access to research sources for students to assess the texts.
• Note: for an “after researching” task, add teaching and time for students to select
the texts they will use.
ACTIVE READING: Ability to identify the central point and main supporting elements of a
text.
SHORT CONSTRUCTED RESPONSE
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Topic: 1950s culture/conformity/suburbs/car culture
Lyrics for song about suburbia “Little Boxes”
http://people.wku.edu/charles.smith/MALVINA/mr094.htm
Show Commercial – Dinah Shore, See the USA in a Chevrolet
http://www.youtube.com/watch?v=qhR8GZ_WWMM&safe=active
What is the author trying to accomplish? Which parts of the text show you that?
• L2 What competing arguments have you encountered or can you think of?
• L3 What historical or current examples can you note that relate to the task prompt?
Pacing: 45 Minutes
Scoring Guide: work meets expectations if:
• Answers questions with credible response.
Teaching Strategies:
• Invite students to brainstorm ways to figure out any author’s intent.
• Invite students to share and discuss their answers for each text.
• After the discussion, allow them to add to their entries.
Notes:
During class discussion, students will use graphic organizer for appropriate president
to list ways television affected America.
SHORT CONSTRUCTED RESPONSE
Topic: 1950s consumerism/advertising
•Website: The Rise and Fall of the TV Commercial
http://muse.jhu.edu/journals/advertising_and_society_review/v011/11.2.o-barr.html
(show Video 17 – commercial portraying ideal , happy, Nuclear Family)
•Students read
http://adage.com/article/75-years-of-ideas/1950s-tv-turns-america/102703/
•Article – Life Magazine Identifies the New Teenage Market, 1959 (found in Out of
Many: A History of the American People, Documents Workbook)
•Introduction to TV in the 1950s – Land of Television
http://www.ushistory.org/us/53c.asp
Pacing: 1 day
Scoring Guide: work meets expectations if:
•Answers questions with credible response
Teaching Strategies:
• Invite students to brainstorm ways to figure out any author’s intent.
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• Invite students to share and discuss their answers for each text.
• After the discussion, allow them to add to their entries.
Notes:
During class discussion, students will use graphic organizer for appropriate president
to list ways television affected America.
SHORT CONSTRUCTED RESPONSE
Topic: 1950s Television/Movies/ resistance to conformity
Pacing: 1 day
Scoring Guide: work meets expectations if:
• Answers questions with credible response.
Teaching Strategies:
• Show episode of I Love Lucy – Job Switching
• Discuss with class the message that was being sent to the audience
• Newton Minow – “Vast Wasteland” (1961)
2 page excerpt from The American Spirit: Volume II
whole speech can be found at
http://www.americanrhetoric.com/speeches/newtonminow.htm
•What We Talk About When We Talk About Elvis – Article from American History
magazine
http://web.ebscohost.com/ehost/detail?sid=f115e6fd-2264-4ea5-81da-764eacfac6fa%40sessionmgr104&vid=2&
•Summarizing The Fifties
http://www.gilderlehrman.org/history-by-era/1945-present/fifties
•(Students will use Opinion-Proof Graphic Organizer to find proof from the same
article for two opinions 1. The 1950s was a time of conformity 2. Seething beneath
the surface of the 1950s was discontent and dissent.)
Notes:
During class discussion, students will use graphic organizer for appropriate president
to list ways television affected America.
SHORT CONSTRUCTED RESPONSE
Topic: 1950s Election of Eisenhower/ Checkers Speech
1. Selling the President like toothpaste
http://www.livingroomcandidate.org/ (students analyze 1952 presidential campaign
commercials)
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2. The 1952 Checkers Speech: The Dog Carries the Day for Richard Nixon
http://www.usnews.com/news/articles/2008/01/17/the-dog-carries-the-day-for-nixon
•Discuss how television saved Richard Nixon’s political career.
Pacing: 1 day
Scoring Guide: work meets expectations if:
• Answers questions with credible response.
Teaching Strategies:
Questions for students – from Teacher website
http://blog.teachingamericanhistory.org/2012/09/25/historical-presidential-campaign-commercials/
•Were Ike’s commercials “tightly scripted”?
•Were Ike’s commercials “devoid of substance”?
•Did they “oversimplify complicated economic issues”?
•Also view Adlai Stevenson campaign commercials too. What can students make of
these ads?
•How do these commercials from 1952 compare to today’s commercials?
Notes:
During class discussion, students will use graphic organizer for appropriate president
to list ways television affected America.
SHORT CONSTRUCTED RESPONSE
Topic: 1950s Eisenhower and the Cold War/ Atomic Anxiety
Pacing: 1 day
Scoring Guide: work meets expectations if:
• Answers questions with credible response.
Teaching Strategies:
1. American Heritage article on Sputnik
http://www.americanheritage.com/content/sputnik?page=show
2. Students will list the effects of the Soviet satellite Sputnik on the United States
3. Show students Duck and Cover from Cold War Archives downloaded from
Discovery Education
4. Duck and Cover article
http://www.livinghistoryfarm.org/farminginthe50s/life_04.html
Notes:
•Questions of Duck and Cover from
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http://www.vcsc.k12.in.us/staff/mhutchison/digital/ZP205E_1950s%20(dragged).pdf
• Class discussion on Duck and Cover
1. In the film, the narrator says that the atomic bomb is “very dangerous,” and
equates it with other dangers children face. What dangers are listed? Why do you
think the producers of the film chose to do this?
2. In your view, did Civil Defense and the producers of this film really believe the
“facts” presented in this film, or did they believe the film would serve as propaganda
to ease the minds of children or parents who were concerned that war between the
U.S. and USSR was inevitable?
• During class discussion, students will use graphic organizer for appropriate
president to list ways television affected America.
SHORT CONSTRUCTED RESPONSE
Topic: 1950s Eisenhower and Civil Rights
Pacing: 1 day
Scoring Guide: work meets expectations if:
• Answers questions with credible response.
• student responses will be collected and recorded
Teaching Strategies:
• Students will use their computers for internet research
1. Brown v. Board of Education National Historic Site
http://www.nps.gov/nr/travel/civilrights/ka1.htm
2. Kenneth B. Clark's “Doll Test”
http://www.loc.gov/exhibits/brown/brown-brown.html
3. Rosa Parks
http://www.digitalhistory.uh.edu/disp_textbook.cfm?smtID=2&psid=3320
3xtra website
http://mlk-kpp01.stanford.edu/index.php/encyclopedia/encyclopedia/enc_montgomery_bus_boycott_1955_1956
4. Martin Luther King, Jr. – Nonviolence and Racial Justice, 1957
http://www.pbs.org/wgbh/amex/eyesontheprize/sources/ps_nonviolence.html
5. Little Rock Central High School National Historic Site – brochure on The 1957
Crisis at Central High
http://www.nps.gov/chsc/planyourvisit/upload/SitebulletinCrisis.pdf
6. brochure on the Little Rock Nine
http://www.nps.gov/chsc/planyourvisit/upload/Site%20Bulletin%20Little%20Rock%20Nine.pdf
7. Brief History of the Sit-in Movement in Photographs (12 photos)
http://www.time.com/time/photogallery/0,29307,1957689,00.html
Notes:
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Questions for students
1. What argument did Thurgood Marshall use in the case of Brown v. Board of
Education?
2. How did the case affect the United States?
3. Describe Kenneth B. Clark’s “doll test” and his findings.
4. Why was Rosa Parks the “ideal person to contest” segregation?
5. Describe the tactics used by Montgomery’s African American community to force
change to bus segregation.
6. What were the main points of nonviolent resistance that Martin Luther King, Jr.,
learned from Mohandas Gandhi?
7. How did television influence events at Little Rock Central High School in 1957?
8. Identify the Little Rock Nine (who, what, when, where, significance)
9. What happened to white students that tried to befriend the Little Rock Nine?
10. How did four students in Greensboro, NC change America?
11. Identify SNCC (who, what, when, where, significance)
• During class discussion, students will use graphic organizer for appropriate
president to list ways television affected America.
SHORT CONSTRUCTED RESPONSE
Topic: 1960s Kennedy-Nixon debates/ JFK and the Cold War
(Bay of Pigs, Berlin Crisis, Cuban Missile Crisis)
Pacing: 1 day
Scoring Guide: work meets expectations if:
• Answers questions with credible response.
Teaching Strategies:
1. The Great Debate: Kennedy, Nixon, and Television in the 1960 Race for the
Presidency
https://www.gilderlehrman.org/history-by-era/sixties/essays/great-debate-kennedy-nixon-and-television-1960-rac
2. Discuss with students how television affected the election of JFK
3. JFK’s Berlin Crisis Speech, July 25, 1961
http://www.presidentialrhetoric.com/historicspeeches/kennedy/berlincrisis.html
• According to President Kennedy, why must the United States “be ready to resist
with force, if force is used upon us” in West Berlin?
• According to President Kennedy, how has the U.S. moved toward its defense
goals?
• According to President Kennedy, what will be done for civil defense?
4. When Bunkers Last in the Backyard Bloom-d, American Heritage Magazine –
found at
http://www.americanheritage.com/content/when-bunkers-last-backyard-bloom%E2%80%94d
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• What are three ways that President Kennedy’s speech affected Americans?
• What debate arose over building a backyard bomb shelter?
• Why did the bomb shelter “craze” die?
5. Summary of the Cuban Missile Crisis
http://www.jfklibrary.org/JFK/JFK-in-History/Cuban-Missile-Crisis.aspx
Notes:
• During class discussion, students will use graphic organizer for appropriate
president to list ways television affected America.
SHORT CONSTRUCTED RESPONSE
Topic: 1960s JFK and Civil Rights
Pacing: 1 day
Scoring Guide: work meets expectations if:
• Answers questions with credible response.
• student responses will be collected and recorded
Teaching Strategies:
• Open class with Report to the American People on Civil Rights, 11 June 1963 (14
minutes) http://www.jfklibrary.org/Asset-Viewer/LH8F_0Mzv0e6Ro1yEm74Ng.aspx
•Students will use their computers for internet research
• JFK and Civil Rights
http://www.jfklibrary.org/JFK/JFK-in-History/Civil-Rights-Movement.aspx
1.When John F. Kennedy became President in 1961 in what ways were African
Americans still discriminated against?
2. Why didn’t JFK aggressively seek civil rights for African Americans after he
became president?
3. Identify James Meredith (who, what, when, where, significance)
4. Who said, “Segregation now, segregation tomorrow, and segregation forever,” and
why did he say it?
• Birmingham Protest 1963
http://www.pbs.org/wgbh/amex/eyesontheprize/story/07_c.html
1. Who was Eugene “Bull” Connor?
2. What actions did he take during the protest in Birmingham?
• Toward Equality for All (Article from U.S. News and World Report)
http://www.usnews.com/usnews/news/articles/030922/22race_print.htm
1.What happened in Birmingham, Alabama that made JFK “feel sick?”
2. How does President Kennedy’s assassination relate to the Civil Rights Act of
1964?
• The Freedom Riders and the Media
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http://www.pbs.org/wgbh/americanexperience/freedomriders/issues/the-media
1. What role did television play in the Freedom Rides?
2. What specific incidents helped shift public opinion?
Notes:
•Questions for class discussion on JFK speech from
https://www.gilderlehrman.org/history-by-era/civil-rights-movement/resources/promise-democracy
1. Why were the National Guardsmen required to be present at the University of
Alabama? Describe the political and social climate of the South at this time in
American history.
2. What does Kennedy mean when he says, "The rights of every man are diminished
when the rights of one man are threatened?"
3. What was the "worldwide struggle" Kennedy was referring to? What role did this
struggle play in the civil rights movement?
4. What are the "privileges" of being American?
5. What democratic privileges were denied to African Americans?
6. What "promise" was denied to African Americans? What must the U.S.
government do to fulfill this promise? Has it been fulfilled? Explain your viewpoint.
• During class discussion, students will use graphic organizer for appropriate
president to list ways television affected America.
NOTES
Topic: 1960s LBJ/ War on Poverty/ Great Society/LBJ and Civil Rights
Pacing: 1 day
Scoring Guide: work meets expectations if:
• Answers questions with credible response.
Teaching Strategies:
1. http://www.museum.tv/eotvsection.php?entrycode=civilrights
• How did television affect the Civil Rights movement?
• How the role of African American television characters change in the late 1960s?
2. Malcolm X http://lv-staff.francisparker.org/jhoward/Civil%20Rights/06MalcolmXReadings.pdf
3. LBJ – We Shall Overcome Speech excerpt
http://www.nps.gov/nr/twhp/wwwlps/lessons/133SEMO/133facts3.htm
Notes:
Assignment – Students read for Homework: The Week the World Watched Selma,
American Heritage Magazine found at
http://www.americanheritage.com/content/week-world-watched-selma
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• During class discussion, students will use graphic organizer for appropriate
president to list ways television affected America.
NOTES
Topic: 1960s LBJ,Vietnam, and Television
Pacing: 1 day
Scoring Guide: work meets expectations if:
• Answers questions with credible response.
Teaching Strategies:
1. Tonkin Gulf Incident and Tonkin Gulf Resolution
http://www.pbs.org/wgbh/americanexperience/features/primary-resources/lbj-tonkin/
2. Article on Walter Cronkite’s “Report from Vietnam” found at
http://www.americanheritage.com/content/sage-black-rock (Discuss how television
anchor Walter Cronkite changed American’s view about Vietnam)
Notes:
• During class discussion, students will use graphic organizer for appropriate
president to list ways television affected America.
NOTES
Topic: 1960s 1968 Election/ Democratic National Convention/ Nixon elected
President
Pacing: 1 day
Scoring Guide: work meets expectations if:
• Answers questions with credible response.
Teaching Strategies:
Class discussion - How television coverage of violent events led to the election of
Richard Nixon
1. Brief History Of Chicago's 1968 Democratic Convention
http://www.cnn.com/ALLPOLITICS/1996/conventions/chicago/facts/chicago68/index.shtml
2. Nixon speech accepting 1968 Republican nomination
http://www.pbs.org/wgbh/americanexperience/features/primary-resources/nixon-accept68/
3. (2 minute video) Silent Majority speech - televised November 3, 1969
http://www.pbs.org/wgbh/americanexperience/features/bonus-video/presidents-unity-nixon/
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Notes:
• During class discussion, students will use graphic organizer for appropriate
president to list ways television affected America.
ESSENTIAL VOCABULARY: Ability to apply strategies for developing an understanding of
text(s) by locating words and phrases that identify key concepts and facts, or information.
LIST
In your notebook, list words and phrases essential to the texts. Add definitions, and
(if appropriate) notes on connotation in this context.
Scoring Guide: work meets expectations if:
• Lists appropriate phrases.
• Provides accurate definitions.
Teaching Strategies:
• After scoring, ask some students to share definitions of terms that others
overlooked or misunderstood.
• After scoring, be willing to provide direct instruction or guide a close reading if
needed to work through a key phrase most students missed.
ACADEMIC INTEGRITY: Ability to use and credit sources appropriately.
SHORT CONSTRUCTED RESPONSE
Define "plagiarism" and list ways to avoid it.
Scoring Guide: work meets expectations if:
• Provides accurate definition
• Lists several appropriate strategies
Teaching Strategies:
• Discuss respect for others’ work to assemble evidence and create texts.
• Discuss academic penalties for stealing others thoughts and words.
NOTE-TAKING: Ability to read purposefully and select relevant information; to summarize
and/or paraphrase.
NOTES
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In what ways did the assassination of President Kennedy change television?
http://www.americanheritage.com/print/59360
Pacing: 1 day
Scoring Guide: work meets expectations if:
• Identifies relevant elements.
• Includes information to support accurate citation (for example, page numbers for a
long text, clear indication when quoting directly.
Teaching Strategies:
From the text, make a list of the elements that look most important for answering the
prompt. Do what you need to do to avoid plagiarism.
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.
• L2(a) What strategies will you use to discern “credible sources”?
• L2(b): What implications can your draw? (Tasks 11,12 )
• L3 Why is it important in the process of inquiry to “identify gaps” or “unanswered
questions” about the topic?
Scoring Guide: work meets expectations if:
• Identifies relevant elements.
• Includes information to support accurate citation (for example, page numbers for a
long text, clear indication when quoting directly.
Teaching Strategies:
• 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).
Transition to Writing
BRIDGING: Ability to begin linking reading results to writing task.
LIST
In a quick write, write about what you know now that you’ve read about (content).
Scoring Guide: work meets expectations if:
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None
Teaching Strategies:
• Discussion-based strategies, such as seminar.
• Small group discussion using question.
Writing Process
CONTROLLING IDEA: Ability to establish a controlling idea and consolidate information
relevant to task.
SHORT CONSTRUCTED RESPONSE
Write an opening paragraph that includes a controlling idea and sequences the key
points you plan to make in your composition
Scoring Guide: work meets expectations if:
• Writes a concise summary statement or draft opening.
• Provides direct answer to main prompt requirements.
• Establishes a controlling idea.
• Identifies key points that support development of argument.
Teaching Strategies:
• Offer several examples of opening paragraphs.
• Ask class to discuss what makes them strong or weak.
• Review the list that students created earlier to identify needed elements (from
Cluster 1, skill 2).
PLANNING: Ability to develop a line of thought and text structure appropriate to an
information/explanation task.
NOTES
Students will use their three Graphic Organizers – for Presidents Eisenhower,
Kennedy, Johnson
(each is divided into three sections – social, economic, political, and diplomatic)
Pacing: 1 day
Scoring Guide: work meets expectations if:
student responses have already been checked by teacher and used for class
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discussions
the graphic organizers will be used to help students organize thoughts for final essay
Teaching Strategies:
In groups students will discuss and compare their three Graphic Organizers – for
Presidents Eisenhower, Kennedy, Johnson
• What events are most important in relation to essay topic? Why?
OUTLINE
Create an outline based on your notes and reading in which you state your claim,
sequence your points, and note your supporting evidence.
Scoring Guide: work meets expectations if:
• Creates an outline or organizer.
• Supports controlling idea. Uses evidence from texts read earlier.
Teaching Strategies:
• 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.
DEVELOPMENT: Ability to construct an initial draft with an emerging line of thought and
structure.
LONG CONSTRUCTED RESPONSE
Write an initial draft complete with opening, development, and closing; insert and cite
textual evidence.
Scoring Guide: work meets expectations if:
• Provides complete draft with all parts.
• Supports the opening in the later sections with evidence and citations.
Teaching Strategies:
• Encourage students to re-read prompt partway through writing, to check that they
are on track.
REVISION: Ability to refine text, including line of thought, language usage, and tone as
appropriate to audience and purpose.
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LONG CONSTRUCTED RESPONSE
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.
Scoring Guide: work meets expectations if:
• Provides complete draft with all parts.
• Supports the opening in the later sections with evidence and citations.
• Improves earlier edition.
Teaching Strategies:
• Sample useful feedback that balances support for strengths and clarity about
weaknesses.
• Assign students to provide each other with feedback on those issues.
EDITING: Ability to proofread and format a piece to make it more effective.
LONG CONSTRUCTED RESPONSE
Revise draft to have sound spelling, capitalization, punctuation, and grammar. Adjust
formatting as needed to provide clear, appealing text.
Scoring Guide: work meets expectations if:
• Provides draft free from distracting surface errors.
• Uses format that supports purpose.
Teaching Strategies:
• 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.
COMPLETION: Ability to submit final piece that meets expectations.
LONG CONSTRUCTED RESPONSE
Turn in your complete set of drafts, plus the final version of your piece
Scoring Guide: work meets expectations if:
• Fits the “Meets Expectations” category in the rubric for the teaching task.
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Resources
Selected Articles
TOWARD EQUALITY FOR ALL.
(http://modulecreator.com/ModuleCreator/#page=login&moduleId=3260&scrollTo=articles)
U.S. News & World Report (9/22/2003)—Grose, Thomas K.
Looks at the causes and events leading up to the creation of the U.S. Civil Rights Act in
1964. Comments from historian Robert Loevy regarding a televised speech given to the
American public by U.S. President John F. Kennedy regarding legislation designed to
eliminate racism; Details of the 13th, 14th and 15th Amendments to the U.S. Constitution
regarding equal rights; Continued racist practices in the southern U.S.; Jim Crowe; Impact of
race riots in Birmingham, Ala. on Kennedy's decision to act swiftly with respect to racism;
Parliamentary and political tactics employed to end a filibuster in the U.S. Senate.
1060L
A seminal decade.
(http://modulecreator.com/ModuleCreator/#page=login&moduleId=3260&scrollTo=articles)
World & I (Oct93)—Spaeth, Robert L.
Reviews the book `The Fifties,' by David Halberstam. Dispelling the prevailing smokescreen
about the untroubled 1950s; Avoiding all criticism of debased pop culture; Preoccupation
with sex; Review of the civil rights movement; Analysis of the Emmet Till trial of 1955; Focus
on the rapidly changing commercial patterns of the 1950s; Growing power of television.
1080L
1950s TV TURNS ON AMERICA.
(http://modulecreator.com/ModuleCreator/#page=login&moduleId=3260&scrollTo=articles)
Advertising Age (3/28/2005)—
Looks at developments in advertising and popular culture in the U.S. during the 1950s.
Population and employment; Top advertising agency; Patterns in consumer spending;
Proliferation of advertising agencies; Creation of popular aspirational advertising incomes;
Dominance of the television as a commercial medium; Lifestyle; Popular television shows,
movies and music, and literature.
1210L
The Dog Carries the Day for Nixon.
(http://modulecreator.com/ModuleCreator/#page=login&moduleId=3260&scrollTo=articles)
U.S. News & World Report (1/28/2008)—LaGesse, David
The article discusses a speech made by former U.S. President Richard Nixon. Rumors
spread that he had a political secret reserve which hurt his run for the vice presidency. He
went on television and proceeded to broadcast an accounting of his finances to the
American public, ending on a comment about keeping a cocker spaniel dog sent by a
supporter in Texas.
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1090L
How TV Alters U.S. Elections.
(http://modulecreator.com/ModuleCreator/#page=login&moduleId=3260&scrollTo=articles)
Advertising Age (6/23/2008)—Liesse, Julie
The article, part of a special section of this issue promoting the television program "Mad
Men," examines the role of television in the 1960 U.S. presidential election. John F. Kennedy
defeated Richard Nixon by only 0.1 percent of the vote. It is generally acknowledged that the
unprecedented series of four live debates between the two candidates broadcast by all three
television networks worked to benefit Kennedy.
1410L
What We Talk About When We Talk About Elvis.
(http://modulecreator.com/ModuleCreator/#page=login&moduleId=3260&scrollTo=articles)
American History (Aug2007)—McKeen, William
The article discusses the historical and cultural impact of rock 'n' roll legend Elvis Presley.
The article discusses Elvis's fusion of country and bluegrass music with traditionally black
musical styles like the blues. The article discusses Elvis's television appearances on
programs like "The Ed Sullivan Show" and Milton Berle's variety show. The article also
discusses his decline as a performer, his health problems, eccentric behavior, and his
drug-related death.
1130L
The SAGE of BLACK ROCK.
(http://modulecreator.com/ModuleCreator/#page=login&moduleId=3260&scrollTo=articles)
American Heritage (Winter/Spring2012)—Brinkley, Douglas
The article discusses coverage of the Vietnam War by CBS "Evening News" television
program correspondent Walter Cronkite, examining his change from a pro-war to an anti-war
stance. It comments on Cronkite's travels in Vietnam in 1965 and 1968, his views on the Tet
Offensive, and his opinions of U.S. President Lyndon Baines Johnson.
1210L
Uploaded Files
Keywords
Links*
* These Lexile measures were computed automatically and did not undergo human review.
They are not certified measures and should not be published or recorded in any way.
Other Resources
Page 26 of 33
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How did television impact life in the 1950s and 1960s?
After reading informational texts, write an essay that addresses the question and analyzes
how television impacted American culture socially, economically, and politically, providing
examples to clarify your analysis. What conclusion or implications can you draw?
1950s Housewife stereotypes
http://americanmemoryofthe1950shousewif.bgsu.wikispaces.net/Stereotypes
Advertising Age Article – 1950s TV Turns on America
http://adage.com/article/75-years-of-ideas/1950s-tv-turns-america/102703/
The Rise and Fall of the TV Commercial
http://muse.jhu.edu/journals/advertising_and_society_review/v011/11.2.o-barr.html (show
commercial portraying ideal , happy, Nuclear Family)
Introduction to TV in the 1950s – Land of Television
http://www.ushistory.org/us/53c.asp
Newton Minow – “Vast Wasteland” (1961) Excerpt from The American Spirit
whole speech found at http://www.americanrhetoric.com/speeches/newtonminow.htm
What We Talk About When We Talk About Elvis – Article from American History
magazine
http://web.ebscohost.com/ehost/detail?sid=f115e6fd-2264-4ea5-81da-764eacfac6fa%40sessionmgr104&vid=2&hid=
Summarizing The Fifties
http://www.gilderlehrman.org/history-by-era/1945-present/fifties
Lyrics for song about suburbia “Little Boxes”
http://people.wku.edu/charles.smith/MALVINA/mr094.htm
Selling the President like Toothpaste – Election of 1952
http://www.livingroomcandidate.org/ (students analyze 1952 presidential campaign
commercials)
The Living Room Candidate: Historical Presidential Campaign Commercials
http://blog.teachingamericanhistory.org/2012/09/25/historical-presidential-campaign-commercials/
The 1952 Checkers Speech: The Dog Carries the Day for Richard Nixon
http://www.usnews.com/news/articles/2008/01/17/the-dog-carries-the-day-for-nixon
American Heritage article on Sputnik
http://www.americanheritage.com/content/sputnik?page=show
Page 27 of 33
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Duck and Cover article
http://www.livinghistoryfarm.org/farminginthe50s/life_04.html
Brown v. Board of Education National Historic Site
http://www.nps.gov/nr/travel/civilrights/ka1.htm
Kenneth B. Clark's “Doll Test”
http://www.loc.gov/exhibits/brown/brown-brown.html
Montgomery Bus Boycott
http://mlk-kpp01.stanford.edu/index.php/encyclopedia/encyclopedia/enc_montgomery_bus_boycott_1955_1956/
Martin Luther King, Jr. – Nonviolence and Racial Justice, 1957
http://www.pbs.org/wgbh/amex/eyesontheprize/sources/ps_nonviolence.html
Little Rock Central High School National Historic Site
http://www.nps.gov/nr/travel/civilrights/ak1.htm
brochure on The 1957 Crisis at Central High
http://www.nps.gov/chsc/planyourvisit/upload/SitebulletinCrisis.pdf
brochure on the Little Rock Nine
http://www.nps.gov/chsc/planyourvisit/upload/Site%20Bulletin%20Little%20Rock%20Nine.pdf
Brief History of the Sit-in Movement in Photographs
http://www.time.com/time/photogallery/0,29307,1957689,00.html
The Great Debate: Kennedy, Nixon, and Television in the 1960 Race for the
Presidency
https://www.gilderlehrman.org/history-by-era/sixties/essays/great-debate-kennedy-nixon-and-television-1960-race-fo
JFK’s Berlin Crisis Speech, July 25, 1961
http://www.presidentialrhetoric.com/historicspeeches/kennedy/berlincrisis.html
When Bunkers Last in the Backyard Bloom-d, American Heritage Magazine – found at
http://www.americanheritage.com/content/when-bunkers-last-backyard-bloom%E2%80%94d
(Response of Americans to JFK's televised speech about the Berlin Crisis)
Summary of the Cuban Missile Crisis
http://www.jfklibrary.org/JFK/JFK-in-History/Cuban-Missile-Crisis.aspx
Radio and Television Report to the American People on the Soviet Arms Buildup in
Cuba, October 22, 1962
Page 28 of 33
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http://www.jfklibrary.org/Asset-Viewer/sUVmCh-sB0moLfrBcaHaSg.aspx
Report to the American People on Civil Rights, 11 June 1963
http://www.jfklibrary.org/Asset-Viewer/LH8F_0Mzv0e6Ro1yEm74Ng.aspx (video of JFK's
televised report)
Transcript of JFK’s Report to the American People on Civil Rights, June 11, 1963
http://www.jfklibrary.org/Research/Ready-Reference/JFK-Speeches/Radio-and-Television-Report-to-the-American-P
Toward Equality for All
http://www.usnews.com/usnews/news/articles/030922/22race_print.htm (U.S. News article
on JFK and Civil Rights)
JFK and Civil Rights (from JFK presidential library)
http://www.jfklibrary.org/JFK/JFK-in-History/Civil-Rights-Movement.aspx
Birmingham Protest 1963
http://www.pbs.org/wgbh/amex/eyesontheprize/story/07_c.html
The Freedom Riders and the Media
http://www.pbs.org/wgbh/americanexperience/freedomriders/issues/the-media
Excerpt from Now is Your Time!: The African-American Struggle for Freedom by
Walter Dean Myers
excerpt from book on Civil Rights struggle and television
JFK in history
http://www.jfklibrary.org/JFK/JFK-in-History.aspx (for information about the Peace Corps,
Alliance for Progress, Laos, the Green Berets, Vietnam, Space Program, and JFK
assassination)
Article from American Heritage on TV and the JFK Assassination: The Four Days That
Made TV News
http://www.americanheritage.com/print/59360 (How the JFK assassination changed
television)
The Civil Rights Movement and Television
http://www.museum.tv/eotvsection.php?entrycode=civilrights
Malcolm X – Ballot or the Bullet speech
http://lv-staff.francisparker.org/jhoward/Civil%20Rights/06MalcolmXReadings.pdf
The Week the World Watched Selma, American Heritage Magazine
Page 29 of 33
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http://www.americanheritage.com/content/week-world-watched-selma
LBJ – We Shall Overcome Speech excerpt
http://www.nps.gov/nr/twhp/wwwlps/lessons/133SEMO/133facts3.htm
Tonkin Gulf Incident
http://www.pbs.org/wgbh/americanexperience/features/primary-resources/lbj-tonkin/
Article on Walter Cronkite’s “Report from Vietnam”
http://www.americanheritage.com/content/sage-black-rock
Brief History Of Chicago's 1968 Democratic Convention
http://www.cnn.com/ALLPOLITICS/1996/conventions/chicago/facts/chicago68/index.shtml
Nixon speech accepting 1968 Republican nomination
http://www.pbs.org/wgbh/americanexperience/features/primary-resources/nixon-accept68/
Silent Majority speech - televised November 3, 1969
(2 minute video from PBS-American Experience)
http://www.pbs.org/wgbh/americanexperience/features/bonus-video/presidents-unity-nixon/
Civil Defense Museum
http://www.civildefensemuseum.com/
Commercial – Dinah Shore, See the USA in a Chevrolet
http://www.youtube.com/watch?v=qhR8GZ_WWMM&safe=active
Page 30 of 33
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Section 4: What Results?
Classroom Assessment Rubric
Not Yet
Focus
Reading/Research
Controlling Idea
Attempts to address prompt but lacks focus or is off-task.
Attempts to present information relevant to prompt.
Controlling idea is weak and does not establish a purpose and/or address a research question.
Development
Tends to retell rather than present information in order to answer questions, solve problems;
lacks details to develop topic. *L2 Implications are weak or not relevant to topic. L3 Does not
identifies a relevant gap or unanswered question.
Organization
Applies an ineffective structure; composition does not address requirements of the prompt.
Conventions
Demonstrates a weak command of standard English conventions; lacks cohesion; language and
tone are inappropriate to audience and purpose.
Meets Expectations
Focus
Reading/Research
Controlling Idea
Addresses prompt with a focused response.
Presents and applies relevant information with general accuracy.
Establishes a controlling idea that states the main purpose and/or question for the tasks. L2
Addresses the credibility of sources.
Development
Presents sufficient information in order to examine or convey topics or issues, answer questions,
solve problems; identifies salient themes or features; explains key information with sufficient
detail. *L2 Discusses relevant implications to topic. L3 Identifies a gap or unanswered question.
Organization
Applies a generally effective structure to address specific requirements of the prompt.
Conventions
Demonstrates a command of standard English conventions and cohesion; employs language
and tone appropriate to audience and purpose.
Classroom Assessment Task
No Classroom Assessment Task for this module
Exemplar Work
Uploaded Files
Goodrid not yet.pdf (Not Yet)
(http://literacybytechnology.s3.amazonaws.com/worksampleuploads/3260/367146097_Mar_07_2013_153624454.pdf)
Goodrid approaches.pdf (Approaches Expectations)
(http://literacybytechnology.s3.amazonaws.com/worksampleuploads/3260/1841208214_Mar_07_2013_153647948.pdf)
Goodrid meets.pdf (Meets Expectations)
(http://literacybytechnology.s3.amazonaws.com/worksampleuploads/3260/923268096_Mar_07_2013_153712752.pdf)
Page 31 of 33
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Goodrid advanced 2.pdf (Advanced)
(http://literacybytechnology.s3.amazonaws.com/worksampleuploads/3260/1714263752_Mar_07_2013_153744873.pdf)
Goodrid TV advanced 1.pdf (Advanced)
(http://literacybytechnology.s3.amazonaws.com/worksampleuploads/3260/1976207227_Apr_29_2013_091531945.pdf)
Page 32 of 33
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Comments
Author Notes
Other Comments
Page 33 of 33
Jurying Rubric for LDC Tasks and Modules
Task/Module Information
Title
Television in 50s and 60s
Author(s)
Steve Goodrid (Daviess County)
Jennifer Higdon (Daviess County)
Sharon Thurman (Daviess County)
District
Davies County, KY
School
Rules of Road
Reviewer(s)
Date Reviewed
Evaluator(s)
Stuart Kahl
Janet Price
May 14, 2013
LDC Jurying Team
Date Evaluated
Jurying Rubric for LDC Tasks and Modules
May 2013 Version, page 1 of 6
Evaluator
Summative
Comments
Engaging prompt well integrated and supported by larger unit.
Effective grouping of reading mini-tasks by topic.
Jurying Rubric for LDC Tasks and Modules
May 2013 Version, page 2 of 6
LDC TEACHING TASK SCORING GUIDE
Category
Task
Clarity &
Coherence
Content
Work in Progress
x
Good to Go
Exemplar
("Good to Go" characteristics and...)
Template type uses a writing mode that
may not match the intended purpose of
the prompt.
x
x
x
Prompt wording may not be clear.
x
x
Prompt wording is clear.
x
Task may be answerable without using
the texts or instructional scaffolding in
module.
x
Prompt wording is aligned with content,
texts, and student product (a "good fit").
x
Background statement may not frame
task for students.
x
Task is text dependent, requiring students
to identify and use evidence from the
texts in their responses.
x
Background statement frames task for
students.
x
Addresses content central to the
discipline, requiring students to build
strong content knowledge.
("Good to Go" characteristics and...)
x
Addresses big ideas or enduring
understandings central to the discipline.
Engages students in a range of analytic
reading and thinking skills.
x
Engages students in complex, higher
order thinking skills specific to the
discipline.
Prompt wording may bias students
toward a particular response.
x
May have a weak connection to content
central to the discipline.
x
May not address a central issue/theme
relevant to the discipline.
x
May oversimplify a topic, or may not
require students to engage in analytic
reading and thinking skills central to the
discipline.
Jurying Rubric for LDC Tasks and Modules
x
Template task uses a writing mode that
matches the intended purpose of the
prompt.
Prompt wording is unbiased, leaving room
for diverse responses.
x
Task is worded precisely to give students
a clear purpose for writing and
unambiguous directions.
x
Prompt, texts, content, and student
product are tightly aligned (are close to a
"perfect fit").
May 2013 Version, page 3 of 6
Text(s)
Student
Product
x
May be loosely aligned or misaligned to
the purpose of the task.
x
Are useful for providing content and
evidence to be used in addressing the
task.
("Good to Go" characteristics and...)
x
Are engaging, tightly relevant
(indispensable), and authentic.
x
x
Are tightly aligned to the task purpose.
x
Are carefully selected, excerpted, or
modified to provide appropriate text
complexity (using either quantitative or
qualitative measures) for the range of
student reading ability.
x
May bias students toward a particular
response.
x
x
May be too difficult or too easy for the
range of student ability.
Do not bias students toward a particular
response.
x
x
May include so many texts or allow so
much student choice that it will be
difficult to support reading closely and
provide appropriate instruction.
Are intellectually challenging but
accessible to all students, requiring them
to apply CCSS reading skills to
comprehend and analyze content.
x
May be inappropriate to the discipline,
content, or challenge of the task.
x
May be too difficult or too easy for the
range of student ability.
x
x
Is appropriate for the discipline, content,
and challenge of the task.
Represent central modes of discourse in
the discipline.
("Good to Go" characteristics and...)
x
Is intellectually challenging and accessible
to all students, requiring them to apply
CCSS writing skills to demonstrate their
achievement.
Authentically engages students in
rhetorical modes and types of writing
central to the discipline.
HOLISTIC SCORE FOR LDC TEACHING TASK
Rating (check one)
x Exemplar
Description
Teaching task is coherent, with all components tightly aligned. Teaching task has clear purpose and precise elements overall;
addresses content central to the discipline; engages students in applying higher order thinking skills specific to the discipline;
employs carefully selected or customized, highly appropriate, and relevant text(s); and creates academic contexts for engaging
CCSS reading and writing skills and tasks. Teaching task topic or issue is relevant to the discipline or course and has broad
applicability. Teaching task provides a focus on one or more CCSS reading standards involving reading texts closely.
Good to Go
Teaching task is coherent, with all components aligned. Teaching task has clear, specific, and detailed elements overall; addresses
content relevant to the discipline; employs relevant text(s); and creates academic contexts for engaging CCSS reading and writing
skills and tasks. Teaching task creates opportunities to teach CCSS reading skills.
Work In Progress
Needs revision for reasons listed below.
Not scored
Does not fit the LDC Rules of the Road.
Jurying Rubric for LDC Tasks and Modules
May 2013 Version, page 4 of 6
Evaluator
Formative
Feedback
for Revision
Task appropriately embedded in a unit that gives the background information they will need. Matching what they have learned
about the politics and culture of the 50s and 60s to what they now will study about TV during that period to find the nexus
between TV and politics and culture is a very cognitively challenging but also very engaging task.
Jurying Rubric for LDC Tasks and Modules
May 2013 Version, page 5 of 6
LDC MODULE SCORING GUIDE
Category
What Skills?
What
Instruction?
Work in Progress
Good to Go
x
Skills list may miss significant demands of
the task.
x
Skills may not be clustered and
sequenced to support the teaching task.
x
x
x
Mini-tasks may not relate to skills list.
x
Mini-tasks may rely on general strategies
that provide weak support for the skills,
texts, and teaching task.
x
x
Instructional strategies may be loosely
connected to mini-tasks and completion
of the teaching task.
Mini-tasks support the skills, texts, and
teaching task, (including prompt, content,
discipline, text(s), and student product).
x
x
x
Pacing may not be realistic.
Instructional strategies support the minitasks and completion of the teaching task,
(including prompt, content, discipline,
text(s), and student product).
x
Materials, references, and supports used
in instruction may not be available to
other teachers.
Module does not present adequate
opportunity to teach writing in response
to reading.
Jurying Rubric for LDC Tasks and Modules
x
x
x
Skills list is relevant to teaching task,
(including prompt, content, discipline,
text(s), and student product)
Exemplar
("Good to Go" characteristics and...)
x
Skills list is tightly aligned to the task and
the demands of the texts.
Skills are clustered and sequenced to
support the teaching task.
x
Skills are clustered and sequenced to
support access to the texts and
completion of the teaching task product.
Mini-tasks and scoring guides relate to
skills list.
("Good to Go" characteristics and...)
x
The mini-tasks and instructional
strategies are coherent, tightly aligned to
the skills, and well designed to support
student success on the teaching task.
x
The mini-tasks and instructional
strategies explicitly build student capacity
to understand and analyze complex texts.
The mini-tasks and instructional
strategies explicitly build student capacity
to produce clear and coherent writing
appropriate to task, purpose, and
audience.
Mini-tasks are well placed to provide
formative feedback and give evidence
about student progress.
x
Pacing is realistic.
Materials, references, and supports used
in instruction are attached, linked, or
cited in enough detail to allow other
teachers to obtain them.
x
x
Instructional strategies are sufficiently
specified to be replicated (but not overdescribed).
x
Each scoring guide has clear criteria
tightly aligned to the skill being taught.
x
Materials, references, and supports for
instruction are of high quality, relevant,
and aligned.
May 2013 Version, page 6 of 6
What
Results?
x
If included, classroom assessment may
have loose connection to teaching task or
may be unrealistic as an on-demand task.
x
x
If module has been taught, student work
samples with annotated scoring rubrics
are included, providing two samples per
level if available.
("Good to Go" characteristics and...)
x
If included, the classroom assessment is
realistic as an on-demand task and
provides targeted information about
student progress toward meeting one or
more module goals.
x
Module is annotated with sufficient detail
so others can use it. Annotation helps
make module clear and easy to use.
If included, the optional classroom
assessment is connected to teaching task.
Teacher
Work
HOLISTIC SCORE FOR LDC MODULE
Rating (Check One)
Description
Exemplar
Module is highly coherent, tightly aligned to an exemplar teaching task, and appropriate in rigor to the course. Module supports
the teaching task with a well-planned and strategic instructional sequence in which mini-tasks lead to the final product’s
completion. Module is polished with attention to the needs of a wide educator audience. Module closely aligns to CCSS standards
and creates an opportunity to teach writing in response to reading text(s) closely.
Good to Go
Module is coherent and aligned to a good to go or exemplar teaching task. Module supports the teaching task with a well-planned
instructional sequence in which mini-tasks lead to the final product’s completion. Module provides sufficient detail so that others
might use it. Module generally aligns to CCSS standards and creates an opportunity to teach writing in response to reading.
Work In Progress
Needs revision for reasons listed below.
Not scored
Does not fit the LDC Rules of the Road.
Evaluator
Formative
Feedback
for Revision
Why does text selection and bibliographical information precede reading?
Great that reading is organized by topic. Do all students read all selections? That seems a bit overwhelming. So many questions
listed in mini-tasks—not clear how they are to be dealt with—do students pick or get assigned different ones? Are they
discussed in small groups or whole class?
Wonderful use of constructed response questions. However, scoring guides are all the same generic statement (credible
response) –what about whether students are connecting the events they previously studied to the impact of TV? A somewhat
more granular scoring guide might be more useful as formative assessment.
The bridge from reading to writing currently is “In a quick write, write about what you know now that you’ve read about
(content).” This is from the default template and may not be best way to bridge in this task. What about a Socratic seminar or
other speaking/listening task or creating T chart in small groups?
Jurying Rubric for LDC Tasks and Modules
May 2013 Version, page 7 of 6
The student writing is very interesting and demonstrates that students are able to show, e.g., how television advanced the agenda
of the Civil Right Movement
Jurying Rubric for LDC Tasks and Modules
May 2013 Version, page 8 of 6