Youth Activism Evidence and Analysis Assessment

Honors Global Civics
Unit 9: Youth Activism
Evidence and Analysis Assessment

PROMPT: What methods can young people use to create change in their communities?
Directions: Using the Unit 9 document set, you will write THREE body paragraphs to support your claim (written last week,) with:
❏ At least SIX pieces of specific and relevant evidence (2 pieces per paragraph) from at least FOUR of the provided documents. Your evidence should be well organized into paragraphs that support ALL parts of your claim, and properly cited. You should also include any relevant context or background information – apply what you’ve learned about these movements over the past three weeks!
❏ Analysis of each piece of evidence that clearly explains HOW young people have created change in their communities.
*Use the outline on page two to guide your response; type your response directly into this document!*

SSWR2: Evidence
Performance Indicator: Provide accurate and relevant evidence that is effectively organized, contextualized, and directly supports the claim.
Emerging (1): I can identify some information related to my claim, however this information does not provide evidence that is accurate, relevant, contextualized, or supports my claim. Developing (2): I can provide accurate evidence related to my claim. My evidence may contain irrelevant content and/or may lack organization or contextualization. Achieving (3): I can provide accurate and relevant evidence that is effectively organized, contextualized, and directly supports my entire claim. Excelling (4): I can comprehensively provide ample, accurate, and relevant evidence that is effectively organized, contextualized, and supports my entire claim.
Feedback for Revision (if necessary):
❏ Evidence is too vague; need more specific examples
❏ Evidence is not accurate
❏ Evidence is not relevant to the prompt / claim
❏ Insufficient evidence to support claim – need more!!
❏ Evidence is not effectively organized or introduced
❏ Evidence lacks citation

SSWR3: Analysis
Performance Indicator: Clearly and accurately explain how each piece of evidence supports the claim and how the evidence has relevance and/or significance.
Emerging (1): I attempt to rephrase my evidence but do not add accurate insight for how my evidence supports my claim or how the evidence has relevance and/or significance. Developing (2): I can rephrase my evidence, however I do not fully explain how my evidence supports my claim and/or how the evidence has relevance and/or significance. Achieving (3): I can clearly and accurately explain how each piece of evidence supports my claim and how the evidence has relevance and/or significance. Excelling (4): I can clearly, accurately, and thoroughly explain how each piece of evidence supports and enhances my claim and how the evidence has relevance and/or significance.
Feedback for Revision (if necessary):
❏ Analysis does not effectively or accurately summarize evidence or ONLY summarizes evidence
❏ Analysis is missing contextualization including author’s purpose, audience, background, or tone/word choice
❏ Analysis does not explain how or why evidence supports claim
❏ Other:
Outline
I. Claim
– Write your original or revised claim. You can include a sentence or two of context before your claim if you’d like!

II. Body Paragraph 1
– Topic sentence about the first reason in your claim
– Introduction to evidence (Who wrote this? When was this written? What is the title?)
– Evidence that demonstrates the first reason in your claim (cite the document within parenthesis.)
– Analysis of your evidence. How does the quote you selected or image description demonstrate the methods youth have used to create change? Is there any other important historical context or important source information to consider?
– Second piece of evidence that demonstrates the first reason in your claim (cite the document within parenthesis.)
– Analysis of your evidence. How does the quote you selected or image description demonstrate the methods youth have used to create change? Is there any other important historical context or important source information to consider?

III. Body Paragraph 2
– Topic sentence about the second reason in your claim
– Introduction to evidence (Who wrote this? When was this written? What is the title?)
– Evidence that demonstrates the second reason in your claim (cite the document within parenthesis.)
– Analysis of your evidence. How does the quote you selected or image description demonstrate the methods youth have used to create change? Is there any other important historical context or important source information to consider?
– Second piece of evidence that demonstrates the second reason in your claim (cite the document within parenthesis.)
– Analysis of your evidence. How does the quote you selected or image description demonstrate the methods youth have used to create change? Is there any other important historical context or important source information to consider?

IV. Body Paragraph 3
– Topic sentence about the third reason in your claim
– Introduction to evidence (Who wrote this? When was this written? What is the title?)
– Evidence that demonstrates the third reason in your claim (cite the document within parenthesis.)
– Analysis of your evidence. How does the quote you selected or image description demonstrate the methods youth have used to create change? Is there any other important historical context or important source information to consider?
– Second piece of evidence that demonstrates the third reason in your claim (cite the document within parenthesis.)
– Analysis of your evidence. How does the quote you selected or image description demonstrate the methods youth have used to create change? Is there any other important historical context or important source information to consider?

V. Conclusion (optional – you can restate your claim, or write a 1 – 2 sentence call to action. Based on what you wrote, how can WE create change in our society? What lessons can we learn from these youths?)