UNIT 2: Wagon Trails West DISCUSSION
1- YOU Must write your own DISCUSSION post. (YOU will not receive credit for simply responding to another student's post)
2- WRITE YOUR RESPONSE ONCE IN THE DISCUSSION FOLDER.
3- BACK UP YOUR OPINION WITH RESEARCH! EXPRESS YOUR OPINIONS WITH SUPPORTING FACTS AND DETAILS. CITE YOUR SOURCE(S) IN YOUR POST --*This is the difference between an SAQ and Discussion Post*
4- WRITE 4-5 COMPLETE SENTENCES (follow Holistic Rubric)
5- YOU DO NOT NEED TO REPLY TO OTHER STUDENT'S COMMENTS...unless you want extra credit for well thought out feedback.
In this lesson, you will discuss what you are learning with other students in your state. Be as thoughtful and respectful in a discussion board conversation as you would be in real life. Sharing your own ideas and listening to the ideas of others can deepen your understanding of the time period and help you look at this era in a whole new way. Using your knowledge of the text, begin your discussion by addressing the following prompt:
Discussion Prompt:
​Think about the many dangers, obstacles, and challenges of a journey on an overland trail. How would you prepare for the journey?
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What would you pack in your wagon?
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What challenging situations are you prepared for? How are you prepared?
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What dangerous situations will you avoid? How?
Thoughtfully respond to the questions and your classmates’ postings. Begin your discussion posts the following way:
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The items I would pack in the wagon include . . .
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To prepare for crossing a desert I would . . .
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To avoid disasters like those of the Donner-Reed Party, I would not . . .
​Rubric: Click on the PDF link to review the rubric and how your portfolio will be scored.
​Rubric Score: 1= 3 pts 3= 7 pts 5= 11 pts. (extra credit)
2= 5 pts 4= 10 pts 6= 13 pts. (extra credit)
social_studies_rubric.pdf
Download File
Explanation of Rubric: Discussion is worth 10 pts.
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Connectability: Writer’s ability to maintain connection between topic, details, and conclusion. Writer stays focused on the main idea and does not distract the reader by adding unimportant, irrelevant, or off-topic information.
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Evidence/Details: Writer provides appropriate amount of evidence/details to support the writing prompt. Evidence/details are relevant and accurate.
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Introduction/conclusion: Writer includes a hook sentence or something that grabs the reader’s attention. Writer also include a topic sentence or thesis statement/section that lets the reader know what the rest of the
paragraph/essay is about. Writer summarizes why the details/evidence prove the topic sentence is correct. -
Organization: Writer is able to present ideas that flow smoothly from one sentence to the next. Writer is able to choose the best possible words or phrases to provide meaning and understanding to the reader. If the organization does not provide readers with the information they are looking for in an orderly manner, they will quickly lose interest.
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Audience: Writer knows who they are writing for and is able to make a good decision about what information to include, as well as the tone and language used to explain it. Example: We might say: 'Look at that silly dogie!' if the audience is a 2-year-old, but we wouldn't say that to a teenager. We might say: 'I need you to pick up the kids from soccer practice tonight.' to a spouse or partner, but we wouldn't say that to our boss.
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Conventions: Writer is able to use correct grammar, spelling, punctuation, and capitalization. The audience can finish reading, without having to stop to try to figure out what was actually intended. (please remember to proof read)
Example Discussion Post:
Read the following sample discussion board question and the three sample answers that are in the table. Then use the following criteria to determine which student should receive the highest score, the lowest score, and an intermediate score.
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Low Score - The claim is not valid or sound; there is little to no text evidence provided.
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Middle Score - The claim is possibly true, but text evidence is not provided to support the claim.
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Top Score - The claim is based on fact or can be proven as true. Text evidence is provided to support the claim.
Example Discussion Prompt: How do you think conquered people felt about joining the Incan empire? Why?
Student 1 Response: I think some conquered people may have wanted to join the Incan empire. The book says that some of the Inca leaders promised peace and protection to those who agreed to join the empire. The conquered rulers were also able to maintain some of their power and customs. The Inca also were advanced and organized. On the other hand, the Inca sang songs about the gruesome things they do to their enemies. It’s reasonable to think that some may have preferred peace and prosperity with taxes than a horrible death. (Holistic Rubric Score: 4 = 10/10 pts)
Student 2 Response: I don’t think conquered people were happy about joining the Incan empire. The people would have had little freedom and the Inca were demanding rulers. I think the conquered people would have been afraid to belong to the Incan empire. (Holistic Rubric Score: 3 = 7/10 pts)
Student 3 Response: Conquered people probably didnt like joining the Incin empire. They most likely wanted to continue ruleing themselve's. (Holistic Rubric Score: 2 = 5/10 pts)
Student 4 Response: I wouldnt be Incin evan if they tired to kill me. I want to be mines own people.
(Holistic Rubric Score: 1 = 3/10 pts)