Sources of the Democratic Tradition
Sources of the Democratic
Tradition
by Dave A. Forrest, Lizzie E. Clark, Tim Wharton, stephanie papas, and James P. Williams
In this unit students will explore the sources of the democratic tradition, including the origins democracy in
Greece, Rome, England, and the Enlightenment. Students will write an informational/explanatory essay,
showing how these traditions influenced the development of the American Revolution and the formation of
the US government. This first essay will be used as a formative assessment of students' writing skills.
Therefore, this module does not include writing skill lessons because it is designed to provide a baseline
information for teachers about students' writing abilities.
Lessons:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
Shipwrecked Simulation
Teacher Lecture --> Student Note Taking
THIEVES Pre Reading Strategy
Cornell Note Taking
Essential Vocabulary
Gallery Walk: The Magna Carta
Text Annotation of Declaration of Independence
Branches of Government
Mall Matching
Roots of American Government
Essay on Sources of Democracy
GRADES
DISCIPLINE
COURSE
10
 Social Studies
 World Studies
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Sources of the Democratic Tradition
Section 1: What Task?
Teaching Task
Task Template 19 - Informational or Explanatory
After reading informational texts, write an essay in which you explain the democratic contributions of the
Greeks, Romans, English, and the Enlightenment to the American Revolution and the formation of the
American Republic. Support your discussion with evidence from the text(s).
Standards
CCSS
Common Core State Standards for English Language Arts & Literacy in History/Social Studies,
Science, and Technical Subjects
RH.9-10.1
RH.9-10.2
RH.9-10.4
RH.9-10.6
Cite specific textual evidence to support analysis of primary and secondary
sources, attending to such features as the date and origin of the information.
Determine the central ideas or information of a primary or secondary source;
provide an accurate summary of how key events or ideas develop over the course
of the text.
Determine the meaning of words and phrases as they are used in a text, including
vocabulary describing political, social, or economic aspects of history/social
studies.
Compare the point of view of two or more authors for how they treat the same or
similar topics, including which details they include and emphasize in their
respective accounts.
RH.9-10.10
By the end of grade 10, read and comprehend history/social studies texts in the
grades 9—10 text complexity band independently and proficiently.
WHST.9-10.2
Write informative/explanatory texts, including the narration of historical events,
scientific procedures/ experiments, or technical processes.
WHST.9-10.2.a
WHST.9-10.2.b
Literacy Design Collaborative
Introduce a topic and organize ideas, concepts, and information to make
important connections and distinctions; include formatting (e.g., headings),
graphics (e.g., figures, tables), and multimedia when useful to aiding
comprehension.
Develop the topic with well-chosen, relevant, and sufficient facts, extended
definitions, concrete details, quotations, or other information and examples
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Sources of the Democratic Tradition
appropriate to the audience's knowledge of the topic.
WHST.9-10.2.c
WHST.9-10.2.d
WHST.9-10.2.e
WHST.9-10.2.f
WHST.9-10.4
WHST.9-10.5
WHST.9-10.9
WHST.9-10.10
Use varied transitions and sentence structures to link the major sections of
the text, create cohesion, and clarify the relationships among ideas and
concepts.
Use precise language and domain-specific vocabulary to manage the
complexity of the topic and convey a style appropriate to the discipline and
context as well as to the expertise of likely readers.
Establish and maintain a formal style and objective tone while attending to the
norms and conventions of the discipline in which they are writing.
Provide a concluding statement or section that follows from and supports the
information or explanation presented (e.g., articulating implications or the
significance of the topic).
Produce clear and coherent writing in which the development, organization, and
style are appropriate to task, purpose, and audience.
Develop and strengthen writing as needed by planning, revising, editing,
rewriting, or trying a new approach, focusing on addressing what is most
significant for a specific purpose and audience.
Draw evidence from informational texts to support analysis, reflection, and
research.
Write routinely over extended time frames (time for reflection and revision) and
shorter time frames (a single sitting or a day or two) for a range of disciplinespecific tasks, purposes, and audiences.
California
History-Social Science Content Standards for California Public Schools, Kindergarten Through
Grade Twelve
-
-
Compare the major ideas of philosophers and their effects on the democratic
revolutions in England, the United States, France, and Latin America (e.g., John
Locke, Charles-Louis Montesquieu, Jean-Jacques Rousseau, Simón Bolívar,
Thomas Jefferson, James Madison).
List the principles of the Magna Carta, the English Bill of Rights (1689), the
American Declaration of Independence (1776), the French Declaration of the
Rights of Man and the Citizen (1789), and the U.S. Bill of Rights (1791).
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Sources of the Democratic Tradition
Custom Standards
CUSTOM
Students will trace the impact of the Greek and the Roman democratic
experiences on the founding of the US government.
Texts
 Pericles' Funeral Oration excerpt
 Roman Republic Graphic
 Magna Carta
 The Declaration of Independence Excerpt
 Ellis, Elisabeth and Esler, Anthony, World History - Modern World, Pearson Prentice Hall, Boston, 2007.
Chapter 1, Section 1, "Athens in the Age of Pericles," pages 8-12. Chapter 1, Section 2, "The Roman
Empire and Republic," pages 20-22. Chapter 1, Section 5, "Democratic Developments in England,"
pages 40- 47. Chapter 2, Section 1, "Philosophy in the Age of Reason," pages 54-59. Chapter 2, Section
3, "The Birth of the American Republic," pages 67 - 75.
 Formative Writing Assessment Prompt and Four Sources
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Sources of the Democratic Tradition
LDC Student Work Rubric - Informational or Explanatory
Not Yet
Approaches
Expectations
Meets Expectations
Advanced
1
2
3
4
Attempts to address prompt,
but lacks focus or is off-task.
Addresses prompt
appropriately, but with a weak
or uneven focus.
Addresses prompt
appropriately and maintains a
clear, steady focus.
D: Addresses additional
demands sufficiently.
Addresses all aspects of
prompt appropriately and
maintains a strongly
developed focus. D:
Addresses additional demands
with thoroughness and makes
a connection to controlling
idea.
Attempts to establish a claim,
but lacks a clear purpose.
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.
Attempts to present
information in response to the
prompt, 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.
Presents information from
reading materials relevant to
the prompt with accuracy and
sufficient detail.
Accurately presents
information relevant to all parts
of the prompt with effective
selection of sources and
details from reading materials.
Attempts to provide details in
response to the prompt,
including retelling, but lacks
sufficient development or
relevancy.
Presents appropriate details to
support the focus and
controlling idea.
Presents appropriate and
sufficient details to support the
focus and controlling idea.
Presents thorough and
detailed information to strongly
support the focus and
controlling idea.
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.
Maintains an organizational
structure that intentionally and
effectively enhances the
presentation of information as
required by the specific
prompt.
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.
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 an appropriate format.
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.
Integrates relevant and
accurate disciplinary content
with thorough explanations
that demonstrate in-depth
understanding.
Focus
Controlling Idea
Reading/Research
Development
Organization
Conventions
Content
Understanding
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Sources of the Democratic Tradition
Background for Students
In middle school you studied the Greek City States, the Roman Republic, the democratic traditions of England,
and the formation of the US. This first World Studies unit is designed to help you remember these earlier middle
school social studies lessons. In addition, we want to add to your background knowledge by having you
carefully read documents which were important sources of our democratic tradition. Finally, we are going to
have you use these documents to write an essay in which you explain the democratic contributions of these
historical experiences to the American Revolution and the formation of the American Republic. We will use this
essay to see where your writing is strong and where we need to help you with future essays.
Extension
Not provided
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Sources of the Democratic Tradition
Section 2: What Skills?
Preparing for the Task
BRIDGING CONVERSATION > TASK ENGAGEMENT: Ability to connect the task and new content to
existing knowledge, skills, experiences, interests, and concerns.
TEACHER LECTURE > STUDENT NOTE TAKING: Several times a week students listen to a direction
instruction lecture and take notes.
Reading Process
PRE-READING > INSPECTIONAL READING: Students preview textbook using the THIEVES strategy.
ACTIVE READING > NOTE-TAKING: Ability to select important facts and passages for use in one's own
writing.
ACTIVE READING > ESSENTIAL VOCABULARY: Ability to identify and master terms essential to
understanding a text.
ACTIVE READING > ANNOTATION: Students read difficult document and interact with text by adding
their own annotations.
Transition to Writing
PREPARING FOR WRITING > ORGANIZING IDEAS: Students work with notes and sources to
organize ideas for writing.
Writing Process
FORMATIVE WRITING ASSESSMENT: Students write a paper without writing help from the teacher.
This is designed to gather baseline data at the beginning of the school year on the students' writing skills.
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Sources of the Democratic Tradition
Section 3: What Instruction?
PACING SKILL AND DEFINITION PRODUCT AND PROMPT
SCORING GUIDE
INSTRUCTIONAL STRATEGIES
Preparing for the Task
Not
provided
BRIDGING
CONVERSATION >
TASK
ENGAGEMENT:
Ability to connect the
task and new content to
existing knowledge,
skills, experiences,
interests, and
concerns.
SHIPWRECKED
SIMULATION
Imagine you were
shipwrecked on an island
with 10 people. Discuss the
rights and responsibilities
of island citizens, along
with what type of
governmental structure
might best serve
your stranded community.
Not Provided
The purpose of this activity is to engage students in a
discussion of the fundamentals of government. By
placing students on a ficticious island after a shipwreck,
students have to grapple with establsihing rules,
responsibilities, and leadership. It is also designed to
see what students remember about key government
terms from 6th,7th, and 8th grade social studies
courses.
1. Handout Shipwrecked and put students into pairs or
small groups.
2. Have students discuss and write down answer to 7
questions on the Shipwrecked handout.
3. Hold class discussion on questions.
4. Ask students define terms of government, leaving
blank those they don't know or can't remember.
5. Teacher goes over key terms.
Additional Attachments:
 Shipwrecked
Not
provided
TEACHER LECTURE
> STUDENT NOTE
TAKING: Several
times a week students
listen to a direction
instruction lecture and
take notes.
STUDENT NOTE TAKING
FROM LECTURE
Students will take notes of
a teacher lecture, for 10-15
minutes several times a
week. The teacher
presentation will be
supported by a computer
based slideshow, which
includes text and visuals.
Not Provided
1. Teacher explains the importance of note taking for
students' academic success, especially as notes can
be used to study for tests and support writing.
2. Teacher delivers lecture, along with two to three
slides of information.
3. Students to copy as notes and discuss issues
related to lecture.
Additional Attachments:
 The Origins of Democracy - PowerPoint Presentation
 The Enlightenment and the American Revolution
Reading Process
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Sources of the Democratic Tradition
PACING SKILL AND DEFINITION PRODUCT AND PROMPT
SCORING GUIDE
Not
provided
Not Provided
PRE-READING >
INSPECTIONAL
READING: Students
preview textbook using
the THIEVES strategy.
THIEVES PRE-READING
STRATEGY
Look at the assigned
section of your textbook.
Try the THIEVES prereading strategy, designed
to to help you "steal"
information before you
actually begin reading the
chapter.
INSTRUCTIONAL STRATEGIES
1. Teacher explains the 6 steps in the THIEVES
strategy.
2. Teacher models each step of the THIEVES strategy
from a section of the textbook.
3. Students are assigned a section of the textbook and
employ the THIEVES strategy prior to reading the text.
The THIEVES pre-reading strategy was created by
Suzanne Liff Manz. It was published in The Reading
Teacher Volume 55 Number 5 in February of 2002.
Additional Attachments:
 Thieves Text Preview Handout
Not
provided
ACTIVE READING >
NOTE-TAKING: Ability
to select important facts
and passages for use
in one's own writing.
CORNELL NOTE TAKING
Student view a model of
Cornell Note taking notes
for first textbook section
"The Greek Roots of
Democracy", pages 10-13.
Class reads this first
section with Cornell model.
Not Provided
2. Teacher handouts Model of the Cornell Note Taking
sheet. Teacher identifies and explains the different parts
of Cornell Not taking including:
Student take notes from
textbook section, The
Roman Republic, pages
20-22, using the Cornell
Notes handout by (A)
Defining unknown words,
(B) Asking thoughtful
questions, (C) Using
Abbreviations or symbols,
(D) Writing a summary
paragraph of the most
important information from
the text.
Topic/Objective
Essential Question
Questions
Notes
Summary
3. Class reads the first section on Greek Democracy
with Cornell model in front of them. Class discusses key
ideas in the section.
4. Teacher passes out a blank Cornell note taking sheet.
Students are assigned to read the second section of the
text book on the "Roman Republic", pages 20-22.
Students check how well
they read by accessing
Socrative questions on
Greece and Rome on their.
Chromebook.
Literacy Design Collaborative
1. Teacher asks students to answer individually - What
is the purpose of taking notes? What are different notetaking strategies you use? Elicit class answers. Teacher
explains the importance of taking good notes to be
successful in World Studies.
5. Students take Cornell Note Taking Sheet on the
section on the Roman Republic.
6. Students go on-line to Socrative website to check
how well they read by answering questions
about Greece and Rome.
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PACING SKILL AND DEFINITION PRODUCT AND PROMPT
SCORING GUIDE
INSTRUCTIONAL STRATEGIES
Additional Attachments:
 Cornell Notes Model on Greek Democracy
 Cornell Notes Blank Template
Not
provided
ACTIVE READING >
ESSENTIAL
VOCABULARY: Ability
to identify and master
terms essential to
understanding a text.
CREATING A
CLASSROOM WORD
WALL
As students read and take
notes, the class will identify
key academic vocabulary
in the unit. Teacher will
create a word wall, listing
these words along with
their definitions on a large
part of the classroom
wall. This "word wall" will
be grow and be used
throughout the unit for a
variety of vocabulary
activities described by the
Core Six - Vocabulary
CODE matrix.
Not Provided
The World Studies course is filled with key academic
vocabulary which students must know to master the
academic content of the class. Therefore, there needs
to be a variety of strategies for teaching vocabularly.
These should include:
Teacher introduces vocabuarly through notes given
in direct instruction.
Students take Cornell notes, focusing on key
vocabularly from textbook reading.
Teacher creates World Wall, containing a collection
of unit words posted on the wall in the classroom.
A variety vocabulary activities from the Core Six book
chapter 6, Vocabulary's CODE.
Additional Attachments:
 Vocabulary CODE matrix
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PACING SKILL AND DEFINITION PRODUCT AND PROMPT
SCORING GUIDE
Not
provided
Not Provided
ACTIVE READING >
ESSENTIAL
VOCABULARY: Ability
to identify and master
terms essential to
understanding a text.
GALLERY WALK - THE
MAGNA CARTA
Students will understand
the importance of the
Magna Carta and its
contributions to the growth
of democratic traditions in
the United States by
creating a poster on parts
of the document.
INSTRUCTIONAL STRATEGIES
1. Students will be placed in groups of two.
2. Each pair will be given a piece of poster paper, along
with an excerpt from the Magna Carta.
There are four different excerpts, so multiple groups
will have the same excerpt.
3. Each pair will discuss the assigned excerpt and
attempt to determine the central idea.
4. Once they have done so, they will complete the
following with the poster paper:
A. At the top, they will copy the excerpt.
B. At the bottom, they will explain the central idea of the
excerpt in their own words.
C. In the middle, they will draw an image/symbol which
helps explain the central idea.
5. Once all the groups are done, students will then hang
their posters around the classroom using
a push-pin or thumb tack.
6. The teacher will then hand students a copy of the
worksheet. This will require students to
perform a “gallery walk” in which they walk around the
room and look at the other posters to
figure out the central ideas of the other excerpts.
7. Once done with the gallery walk, students will return
to their desks to answer the remaining
questions on the worksheet. These will be completed
while working in pairs.
Additional Attachments:
 Magna Carta Poster - Student Directions
 Magna Carta Quotes and Worksheet
 Secondary Source on the Magna Carta
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Sources of the Democratic Tradition
PACING SKILL AND DEFINITION PRODUCT AND PROMPT
SCORING GUIDE
Not
provided
Not Provided
ACTIVE READING >
ANNOTATION:
Students read difficult
document and interact
with text by adding their
own annotations.
STUDENT ANNOTATION
OF DECLARATION
Students will annotate
excerpt from Thomas
Jefferson's Declaration of
Independence.
INSTRUCTIONAL STRATEGIES
1. Teacher shows model of annotating the primary
source document, Pericles' Funeral Oration.
2. Teacher hands out annotation document, with key
symbols.
3. Teacher handouts Declaration of Independence
excerpt, asking students to annotate text.
4. Students annotate Declaration of Independence
excerpt.
5. Teacher debriefs with students, asking them to share
their annotation and responding to questions.
Additional Attachments:
 Annotation Guidelines
Transition to Writing
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PACING SKILL AND DEFINITION PRODUCT AND PROMPT
SCORING GUIDE
Not
provided
Not Provided
PREPARING FOR
WRITING >
ORGANIZING IDEAS:
Students work with
notes and sources to
organize ideas for
writing.
BRANCHES OF
GOVERNMENT
Students will learn about
the three branches of the
national government
established in the US
Constitution by placing one
slip of paper on the board
about one of the three
branches of government.
Once all the slips on are
the board, students
propose moving slips that
are misplaced. As the
discussion develops,
students are able to place
each slip in the correct part
of the national government.
INSTRUCTIONAL STRATEGIES
Teacher preparation:
1. Print list of people, jobs, and concepts related to
three parts of government. Use Branches of
Government Teacher handout. Add your own
examples, too.
2. Cut a slip of paper for each student.
3. Get blue painter’s tape.
4. Print a photo the Capitol Building, White House, and
Supreme Court using the GovBuilding.doc file. Tape
a photo of each building on your whiteboard.
5. Run off a class set of the Threebranches.pdf
organizer.
In Class Activity
1. Give each student a strip of paper with something
related to one of the three parts of government.
2. Simply ask students to put up their strip under the
photo of one of three parts of government on the
whiteboard. If they are not sure, they can ask a fellow
student or simply make a guess. Don’t ask students to
come up one at a time, just let kids line up and
anonymously put up their slip where they think it might
fit. You want to make this activity low risk.
3. Once you have all the student strips taped to the
whiteboard, begin by saying
“ Look at the Capitol building and the strips you put up
about the Legislative branch, are there any strips of
paper that are out of place because you think they
belong to either the White House or the Supreme
Court?
4. Have students volunteer to describe pieces of paper
that might go to the other branches. Move the ones that
are misplaced, or explain why a piece of paper should
stay with the legislative branch.
5. Then ask, “ Are there any strips of paper in the other
two branches which should be with the Capitol
Building?”
6. Have students volunteer to describe misplaced
pieces of paper in the other two branches and move
them to the correct spot. Again move the ones that are
misplaced etc.
7. Repeat this process for the other two branches of
government.
8. You may want to organize slips of paper more
specifically, e.g. Senate and Diane Feinstein etc. Or you
may want to use your white board marker and make a
check next to the slips which represents a check or
balance. You can do as much or as little of this type of
instruction as you want.
9. Have students write the final information from the
white board on their US Branches of
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Sources of the Democratic Tradition
PACING SKILL AND DEFINITION PRODUCT AND PROMPT
SCORING GUIDE
GovernmentINSTRUCTIONAL
organizer. You might
STRATEGIES
also want to have
them add additional information from a slideshow or
from textbook reading on their three parts of government
organizer.
Additional Attachments:
 US Branches of Government Materials for Teacher
 Branches of Government Organizer for Students
Not
provided
PREPARING FOR
WRITING >
ORGANIZING IDEAS:
Students work with
notes and sources to
organize ideas for
writing.
MALL MATCHING
Using the Internet site, A
Trip to the Mall
(http://daveforrest.net/Mall),
students look at a photo
and read the short
description of each Mall
stop and then match the
location with it’s
description. Once students
have completed the Mall
Matching worksheet, they
can do a whole series of
extension lessons found on
the link Activities. For
example, they can click on
the Sporcle quiz to see how
much they remember of
their journey or find new
Mall spots etc. Students
can also use the photo link
to see more of my DC
photos. These might
downloaded and used by
students to make a short
slideshow for your class.
Not Provided
Teacher hands out Mall Matching work sheet.
Teacher demonstrates how to access website.
Students match mall location with descriptions.
Teacher decides on additional extension activities.
Additional Attachments:
 Mall Matching Worksheet
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Sources of the Democratic Tradition
PACING SKILL AND DEFINITION PRODUCT AND PROMPT
SCORING GUIDE
Not
provided
Not Provided
PREPARING FOR
WRITING >
ORGANIZING IDEAS:
Students work with
notes and sources to
organize ideas for
writing.
THE ROOTS OF
AMERICAN
GOVERNMENT
Students fill out
the organizer, The Roots of
American Government, to
show how the Greeks,
Romans, English, and
Enlightenment Thinkers
contributed to the American
Revolution and the new
American government
established by the
Founders.
INSTRUCTIONAL STRATEGIES
1. Teacher passes out organizer, Roots of American
Government.
2. Students use classroom notes, Cornell notes, and
textbook to fill in the boxes.
3. Students pair share answers.
4. Teacher debriefs activity in whole class discussion.
Additional Attachments:
 The Roots of American Government Organizer
Writing Process
Not
provided
FORMATIVE WRITING
ASSESSMENT:
Students write a paper
without writing help
from the teacher. This
is designed to gather
baseline data at the
beginning of the school
year on the students'
writing skills.
ESSAY ON SOURCES OF
DEMOCRACY
After reading informational
texts, write an essay in
which you explain the
democratic contributions of
the Greeks, Romans,
English and Enlightenment
to the American Revolution
and the formation of the
American republic. Support
your discussion with
evidence from texts and
your notes.
Not Provided
1. Students may see the four sources prior to the day of
the writing assignment. Teachers may use and teach
these sources prior to the writing assignment.
2. Students don't see writing prompt prior to the writing
assignment because we want to see how our students
tackle writing without instruction in writing. In addition,
we don't want students walking in with an outline or
rough draft.
3. Students may use their notes the day of the writing
assignment, along with the four sources.
4. Students will write during one class period.
5. Students will not receive a grade for their essay.
Teachers may want to give incentive by awarding points
for effort.
6. Teacher will assess each piece of writing and put the
results up on Illuminate to form our writing baseline.
Additional Attachments:
 World Studies Formative Writing Assessment
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Sources of the Democratic Tradition
Instructional Resources
Student Handout
 Essay Prompt and Essay Sources
Teacher Resource
 World Studies Informational Writing Rubric
Literacy Design Collaborative
16 of 18
https://s.ldc.org/u/cw49hrmrjpkxfdi2fm1mk77rl
Sources of the Democratic Tradition
Section 4: What Results?
Student Work Samples
Approaches Expectations
 ApproachesExpectations (page1).pdf
Meets Expectations
 MeetsExpectations(page1)
Advanced
 AdvancedEssay(page1)
Not Yet
 NotYet.pdf
Teacher Reflection
This unit was successful in helping students remember previous social studies lessons and to exposing
students to key documents related to the sources of the democratic tradition. It also provided those of us who
taught the unit with a good understanding of the strengths and weaknesses of our students' writing. Therefore,
the assigned essay was a successful formative writing assessment of World Studies students. World Studies
teachers used the informational rubric to evaluate each student essay, and then met as a team to develop
specific future writing lessons for our students. For example, we agreed that many students were weak in
developing their introductions with a controlling idea and few could cite sources used in the essay. We will
develop and teach these specific writing lessons and measure the writing growth of our students in the next
informational essay, planned around the Industrial Revolution in Britain.
Literacy Design Collaborative
17 of 18
https://s.ldc.org/u/cw49hrmrjpkxfdi2fm1mk77rl
Sources of the Democratic Tradition
All Attachments
 Pericles' Funeral Oration excerpt : https://s.ldc.org/u/204pjcd1rh6d9h5yy62dyibz
 Roman Republic Graphic : https://s.ldc.org/u/87zyigw13o7q14p172iyzpx9p
 Magna Carta : https://s.ldc.org/u/4ysymiir7p2nxq8j4s2yn76px
 The Declaration of Independence Excerpt : https://s.ldc.org/u/3negb5vdrghvowwmbswb5qg4i
 Formative Writing Assessment Prompt and Four Sources :
https://s.ldc.org/u/4wer7iyz3ro0f9n8mtci8pxzt
 ApproachesExpectations (page1).pdf : https://s.ldc.org/u/4hw7547scruew5it57yr0rqmc
 MeetsExpectations(page1) : https://s.ldc.org/u/eyd56vo2n9nmc597pakxz1osn
 AdvancedEssay(page1) : https://s.ldc.org/u/ci69l9z3xewaw2zor6vf69sgw
 NotYet.pdf : https://s.ldc.org/u/7fdfsaxxdn5nvvh4k0qybxtqs
 Essay Prompt and Essay Sources : https://s.ldc.org/u/7n8gbysfdrvheyz4hhb2sg34h
 World Studies Informational Writing Rubric : https://s.ldc.org/u/48nyflr30yzbw4uae72aiqnf9
Literacy Design Collaborative
18 of 18
https://s.ldc.org/u/cw49hrmrjpkxfdi2fm1mk77rl