TCH Rubric
When choosing an approach, I focused on a two pronged tactic to teaching the cyclical nature of historical events. First, every unit in a History classroom should have an aspect of it that ties into the modern day. It could be comparing Native American culture in the early 17th century to modern day Native American culture or following a story-line to present day, such as women’s right to vote from the suffragette movement to modern day. Nothing happens in a vacuum therefore there will always be a connection to modern day that can be made. Second, students need to be given the power and tools to become inquisitors about history and the modern implications. Students need to know what types of questions must be asked, and how to pursue information using multiple outlets. Students need to know that the textbook is not the highest authority and to be a well-informed citizen, they must engage with different sources. These two prongs will work in tandem to help students develop their own opinions, as they are asked to decide where they stand on historical events and current events.
Because this line of inquiry is largely based in non-quantifiable student and teacher work, I have developed a rubric with two separate sections to evaluate my lesson planning and student’s work. The Teacher and Student sections of the rubric are rated on a scale of 1-10 and makes up a grade out of 30 or 40 possible points respectively. In the summary of the two rubrics, the points from the sections will be taken into consideration to decide if the overall arch of the unit or lesson was successful. Because of the way the model was developed, it requires that there is a full complete lesson or unit to be appraised—there is student and teacher work and they are analyzed together to see the whole picture.
Click on each of the sections of the rubric to read about the research that supports my decisions to include that section:
Because this line of inquiry is largely based in non-quantifiable student and teacher work, I have developed a rubric with two separate sections to evaluate my lesson planning and student’s work. The Teacher and Student sections of the rubric are rated on a scale of 1-10 and makes up a grade out of 30 or 40 possible points respectively. In the summary of the two rubrics, the points from the sections will be taken into consideration to decide if the overall arch of the unit or lesson was successful. Because of the way the model was developed, it requires that there is a full complete lesson or unit to be appraised—there is student and teacher work and they are analyzed together to see the whole picture.
Click on each of the sections of the rubric to read about the research that supports my decisions to include that section: