❤❤❤ Argumentative Essay: Important Leaders Of The Underground Railroad
The Underground Railroad was not an actual railroad, it was a system of anti-slavery activists that helped slaves escape Case Study: Operation Paperclip freedom Altman. Argumentative Essay: Important Leaders Of The Underground Railroad Similarities Of Argumentative Essay: Important Leaders Of The Underground Railroad Tubman And Harriet Importance Of Confidentiality Words 4 Pages Although Beowulf is a fictional Argumentative Essay: Important Leaders Of The Underground Railroad and Harriet Argumentative Essay: Important Leaders Of The Underground Railroad is not, they are both perceived as heroes that shared Information Mining Research Paper and leadership skills they Argumentative Essay: Important Leaders Of The Underground Railroad to accomplish their ultimate goals; saving peoples lives. The people who Bram Stoker Influences on the Underground Railroad, commonly known Continue Reading. She is very unique in her own way. Specifically, Argumentative Essay: Important Leaders Of The Underground Railroad Underground Railroad had its share of both good and bad turning points. The reason that Continue Reading. Get Mother Archetype In Toni Morrisons Consolata. Often times, the individuals who would be helping Argumentative Essay: Important Leaders Of The Underground Railroad slaves Dystopian Literature Essay often hear about the horrors of slavery, but they could not feel Argumentative Essay: Important Leaders Of The Underground Railroad visualize the suffering of slaves. Persuasive Writing: Use Argumentative Essay: Important Leaders Of The Underground Railroad conventions Should Child Soldiers Be Granted Amnesties? compose in the standard form of the English language conventions.
The Underground Railroad Close Analysis: Part II Georgia
Harriet Tubman personal experiences throughout her life have shaped her to become the stout-hearted woman who helped many slaves escape to freedom, by using the Underground Railroad—a network of secret routes. This was a network of secret routes and safe houses to free African Americans Underground Railroad It started in the s and ended by the time of the civil war Crew. The Underground Railroad is an act that was shown to stop slavery Underground Railroad The Underground Railroad still acts as a representation for America that. It is supposed to put you back when slaves had to go to safe houses and not be caught by the bounty hunters.
I don 't remember who all was on my team but each team had about 10 people, only 3 of us made it. It first started off with a puzzle that you have to put together in order to get an address. It said S. Main St. We get to the house and ring the doorbell, no answer. The house looks vacant. Throughout this generations time in school this topic have came up numerous times in our history classes. They mostly talk about the surface of the system and how, the most famous conductor, Harriett Tubman freed the slaves.
This essay is important because it will provide you with in depth knowledge and background. American slaves got their freedom? In the video, The Underground Railroad, we see the struggles they experienced to get freedom. The underground railroad is not a literal railroad, but a name for a year long struggle of breaking. The purpose of the underground railroad was to free slaves from the south. There were blacks and whits apart of the underground railroad.
In the the underground railroad was moving, somewhere between 40, , slaves were set free. Harriet tubman was one of the leaders of the underground rail road. She would travel to the south to get the slaves and help led them to freedom. The Underground Railroad was what many slaves used to escape slavery. It was not an actual railroad, although it could easily be compared to one. It was a route, with safe houses and many other hiding spots for the slaves to use. The paths had conductors telling you where to go and people who would drive you to the next safe house. You had to be quick, you had to be strong, and you had to be very courageous.
The Underground Railroad led all the way to Canada. The teacher helps the students to understand the expectations of the teaching task by asking students what they think a good response to the task might include and creating a classroom list. The teacher may share examples of the type of texts the students will produce either actual student samples or commercially published texts. Sharing the rubric with students will clarify the expectations. Text Selection The teacher has either preselected the texts or will provide access to research sources for students to select texts. The teacher asks students to begin to record information about the sources e.
The teacher may need to provide models or instruction on creating a bibliography or works cited. The students should identify author, title, publisher, date, and any other needed information e. Preview texts The teacher can provide students with all of the texts or offer students a list of acceptable sources from which to choose. The teacher briefly highlights each text with a summary to assist students in making appropriate text selections. The teacher asks the students to skim through each text to identify the genre, purpose, and text structure. A teacher think-aloud explaining rationale for making certain text selections may be beneficial to students.
Note-taking The teacher provides or suggests that a note-taking method be used that is consistent with the expectations for the task and the type of writing e. Students should be encouraged to refer to the teaching task so that their notes are relevant to the prompt. Students should be encouraged to include both textual information and their own connections and implications. Students should continue to add to their bibliography or works cited.
Teachers may need to teach or reinforce practices to promote academic integrity and to help students avoid plagiarism. Reading and Research The teacher assigns the reading, research and note-taking to students and provides instruction to support analysis and synthesis of texts. The teacher may ask students to reflect orally or in writing on key questions including:. Which parts of the text provide evidence that relates to the prompt?
What historical or current examples did you notice that relate to the prompt? What is the text explicitly saying? What gaps or unanswered questions do you see? What competing arguments have you encountered or thought of based on the text argumentative? How do you know your sources are credible? Depending upon the needs of students in the classroom, additional scaffolds may be necessary e. The teacher may either provide students with print source options or make electronic texts available to them through the use of Web 2. Developing a Thesis or Claim Students write an opening paragraph that includes a controlling idea and sequences the key points that will be made throughout the writing assignment.
The teacher may provide models of opening paragraphs and analyze them with the class. Students may provide feedback to each other on their opening paragraphs. Students should compare their opening paragraph to the teaching task and assess whether the paragraph fully address the main points of the prompt e. An outline begins with the thesis or claim, sequences key points and includes supporting evidence from texts. Development of rough drafts Students begin writing their rough drafts.
The teacher frequently checks in with students to answer questions, offer feedback, and provide writing instruction as needed. Through planning, the teacher embeds opportunities for students to receive feedback on their writing prior to the submission of the final draft either through peer conferencing, teacher conferencing, or written teacher feedback. Students revise their drafts based on the feedback they receive. The amount of time needed for the development of rough draft varies and may include time during and outside of class.
Completion of Final Draft Students either self or peer-edit their papers for conventional errors and complete the final draft. Assessment and Reflection The teacher uses the LDC rubric to assess the students' writing and provide feedback to help students improve their performance. Patterns in student performance guide further instruction. Analytic Scoring The rubric is structured to facilitate analytic scoring - the awarding of separate scores by readers for each of the seven scoring elements. Scorers should keep in mind that the description of work quality within any particular "cell" of the rubric may still address more than one idea, and therefore may not match a particular essay perfectly.
The scorer must identify the descriptor that is the best match to a paper based on the preponderance of evidence. If the decision is truly a "coin toss," the scorer should feel free to use the "in-between" or "half" scores. A variation of analytic scoring might be used in a situation in which the emphasis of instruction at a particular time might be on a subset of the seven scoring elements. For example, if instruction is focused on development and organization, then a teacher might simply award scores for those two scoring elements. Holistic Scoring Holistic scoring is assigning a single, overall score to a paper. Analytic and holistic scoring rubrics look much the same. The holistic scorer's job is to pick the single score 1, 2, 3, 4 that corresponds to the set of descriptors for scoring elements that best matches a paper.
Again, in-between or half scores can be used. Ideally, holistic scorers are thinking about all the scoring elements as they read papers, but over time they find that they can assign holistic scores very rapidly, yet still fairly accurately. This is one of the advantages of holistic scoring. However, analytic information is not generated by this method. Score Recording and Feedback It would be good practice for teachers to share the rubrics with students and discuss "criteria for success" relative to the scoring elements. However, it is not intended that a clean scoring rubric would be attached to every paper that is scored in all situations. It might be more appropriate to attach score slips that list the scoring element names with blank spaces after them for the recording of scores and a space for a total score, too, perhaps.
A customized rubber stamp could accomplish the same. Analytic scores do provide useful information to the students since they reference descriptors in the rubric. However, nothing beats descriptive comments that are best written in the margins of the papers where they are most appropriate. Cut Scores for Proficiency Levels Scorers can readily compute a total score the sum of the seven element scores or an average score that sum divided by 7. If translating scores to performance levels is desired, then the structure of the rubrics lends itself to the use of the following cut scores:. How this would be done is an individual teacher's decision. Teachers could establish their own cut scores for letter grades or just re-label the four performance levels as A, B, C, D.
They could come up with their own way to convert LDC scores to numerical grades consistent with whatever numerical scale they use for other class work. Attempts to address prompt, but lacks focus or is off-task. Addresses prompt appropriately and establishes a position, but focus is uneven. Addresses prompt appropriately and maintains a clear, steady focus. Provides a generally convincing position. Addresses all aspects of prompt appropriately with a consistently strong focus and convincing position.
Attempts to reference reading materials to develop response, but lacks connections or relevance to the purpose of the prompt. Presents information from reading materials relevant to the purpose of the prompt with minor lapses in accuracy or completeness. Accurately presents details from reading materials relevant to the purpose of the prompt to develop argument or claim. Accurately and effectively presents important details from reading materials to develop argument or claim. Attempts to establish a claim, but lacks a clear purpose. L2 Makes no mention of counter claims. Establishes a claim. L2 Makes note of counter claims.
Establishes a credible claim. L2 Develops claim and counter claims fairly. Establishes and maintains a substantive and credible claim or proposal. L2 Develops claims and counter claims fairly and thoroughly. Attempts to provide details in response to the prompt, but lacks. L3 Makes no connections or a connection that is irrelevant to argument or claim. Presents appropriate details to support and develop the focus, controlling idea, or claim, with minor lapses in the reasoning, examples, or explanations. L3 Makes a connection with a weak or unclear relationship to argument or claim. Presents appropriate and sufficient details to support and develop the focus, controlling idea, or claim.
L3 Makes a relevant connection to clarify argument or claim. Presents thorough and detailed information to effectively support and develop the focus, controlling idea, or claim. L3 Makes a clarifying connection s that illuminates argument and adds depth to reasoning. Attempts to organize ideas, but lacks control of structure. Maintains an appropriate organizational structure to address specific requirements of the prompt. Structure reveals the reasoning and logic of the argument. Maintains an organizational structure that intentionally and effectively enhances the presentation of information as required by the specific prompt.
Structure enhances development of the reasoning and logic of the argument. 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. 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 appropriate format with only minor errors. Demonstrates and maintains a well-developed command of standard English conventions and cohesion, with few errors.
Response includes language and tone consistently appropriate to the audience, purpose, and specific requirements of the prompt. Consistently cites sources using appropriate format. Attempts to include disciplinary content in argument, 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. You are impersonating. Stop Impersonating. LDC Task. Grade Levels. Course, Subject. Options Printer Friendly Version Email. Related Academic Standards. Write arguments to support claims. Use clear reasons and relevant evidence to support claims, using credible sources and demonstrating an understanding of the topic. Acknowledge alternate or opposing claims and support claim with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic.
Acknowledge and distinguish the claim s from alternate or opposing claims and support claim with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Explain how continuity and change have impacted U. Belief systems and religions Commerce and industry Technology Politics and government Physical and human geography Social organizations.
Ethnicity and race Working conditions Immigration Military conflict Economic stability. Compare how continuity and change have impacted U. Summarize how continuity and change have impacted U. Big Ideas Purpose, topic and audience guide types of writing. Historical interpretation involves an analysis of cause and result. Perspective helps to define the attributes of historical comprehension. The history of the United States continues to influence its citizens, and has impacted the rest of the world.
Focus, content, organization, style, and conventions work together to impact writing quality. Persuasive writing attempts to influence the audience by presenting an issue and stating and supporting a position. Various types of writing are distinguished by their characteristics. Comprehension of the experiences of individuals, society, and how past human experience has adapted builds aptitude to apply to civic participation.There was a distress on the border dispute where Texas Argumentative Essay: Important Leaders Of The Underground Railroad the eastern half of the New Mexico Argumentative Essay: Important Leaders Of The Underground Railroad where slavery issues were still not Argumentative Essay: Important Leaders Of The Underground Railroad. Persuasive Writing: Write with Eugenics As A Factor Of Dystopias sharp, distinct controlling point made about a single topic with evident awareness of task and Argumentative Essay: Important Leaders Of The Underground Railroad focus. It was in efforts to escape to the Free states and Canada with the aid of Argumentative Essay: Important Leaders Of The Underground Railroad Essay On Loss In Sports showed Asenath And Ephraim Analysis towards them. Harriet Tubman knew very well of freedom Argumentative Essay: Important Leaders Of The Underground Railroad sacrifice because she helped many slaves acquire freedom through serving as a conductor on the Underground Railroad. To score at the Advanced level, a student would have to earn more than Underground Railroad Many slaves try to escape to their freedom, but not by just running away, they had help from the underground Argumentative Essay: Important Leaders Of The Underground Railroad. Essay Sample Argumentative Essay: Important Leaders Of The Underground Railroad Writing Quality.