uil current events essay rubric

University Interscholastic League

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Academic Contests

Current issues and events.

Contest Materials
Computer Applications

Current Issues & Events

Essay Contests
Literary Criticism
Ready Writing
Social Studies
Spelling & Vocabulary

Academics Contact Info

Academics Director: Dr. David Stevens

Department Phone: 512-471-5883

State Champions

View State Champions

Elements of the Contest

The Current Issues and Events Contest focuses on a basic knowledge of current state, national and world events/issues and consists of 40 multiple-choice questions and one essay. The essay is intended to assess the competitor's ability to synthesize and evaluate information and present it in an informed manner.

Current Issues and Events Overview Video

Additional information.

The multiple choice test and the essay will cover important domestic and international issues, events, and personalities. Topics tend to (but do not always) fall in to the following categories:

War & Conflict
International
Science / Technology / Environment
Education / Awards / Honors / Media / Deaths

The contest will focus on a basic knowledge of current state, national and world events and issues. “Current events” are defined as those that have occurred during the current school year so any material after Aug. 15, 2022 is fair game for any exam. However, the following cut-off dates may assist in studying for multiple-choice questions. Invitational — Aug. 15 - Dec. 2 (A) or Jan. 6 (B) District —Feb. 6 Region — March 10 State — May 15

More Information on the Essay

The multiple choice test is worth 80 points total; the essay is worth 20 points total. The competitor with highest combined score (multiple choice + essay) will be the winner. For a more specific discussion of the scoring, please see the Constitution and Contest Rules.

UIL Regional and State Qualifiers

Remember, if your team or any individual cannot advance for any reason, it is your responsibility to notify the contest officials of the next higher meet as well as the alternate school of your inability to advance.

State contest director

Bradley Wilson, PhD [email protected]

Contest Rules

Section 932 of UIL Constitution and Contest Rules (C&CR).

Contest Handbook

Sample test & key.

(Based on Spring 2017 year's events and news)

2017 Current Issues and Events Sample Test, Prompts and Key
Update for 2021-22
Frequently Asked Questions
Current Issues & Events Presentation 2020-21
Current Issues & Events Essay Presentation 2017-2018
Rubric for Current Issues and Events Essay
CI&E Coaching Tips

Integrating Current Issues and Events into Classroom Instruction

Four Lessons/Two Sponge Activities to Prepare for Current Issues and Events Contest

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Social Studies Essay Assignment - University Interscholastic League

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Social Studies Essay Assignment: The Holistic Approach

Lesson Plan Title: Social Studies Essay Preparation

Goal of Lesson: Provide students of Social Studies classes the opportunity to prepare essays

while, at the same time, gaining an understanding of specific concepts

Grade Level/Course: 9 – 12 (World Geography, World History, U.S. History, U.S.

Government)

Objectives: students will be able to demonstrate writing and organizational skills, methods, and

techniques; students will participate in peer evaluation activity; students will develop an

awareness of holistic approach to writing evaluation

TEKS Addressed: (provided for each grade level; applicable TEKS should be selected based

on course application)

World Geography – Knowledge and Skills

(22) Social studies skills. The student communicates in written, oral, and visual forms. The

student is expected to:

(B) generate summaries, generalizations, and thesis statements supported by evidence;

(D) use standard grammar, spelling, sentence structure, and punctuation; and

(E) create original work using proper citations and understanding and avoiding plagiarism.

(23) Social studies skills. The student uses problem-solving and decision-making skills, working

independently and with others, in a variety of settings. The student is expected to:

(A) plan, organize, and complete a research project that involves asking geographic questions;

acquiring, organizing, and analyzing information; answering questions; and communicating

results;

World History – Knowledge and Skills

(29) Social studies skills. The student applies critical-thinking skills to organize and use

information acquired from a variety of valid sources, including electronic technology. The

(D) evaluate the validity of a source based on language, corroboration with other sources, and

information about the author;

(E) identify bias in written, oral, and visual material;

(F) analyze information by sequencing, categorizing, identifying cause-and-effect relationships,

comparing, contrasting, finding the main idea, summarizing, making generalizations and

predictions, drawing inferences and conclusions, and developing connections between historical

events over time;

(G) construct a thesis on a social studies issue or event supported by evidence; and

(30) Social studies skills. The student communicates in written, oral, and visual forms. The

(A) use social studies terminology correctly;

(B) use standard grammar, spelling, sentence structure, and punctuation;

(D) transfer information from one medium to another.

(31) Social studies skills. The student uses problem-solving and decision-making skills, working

(A) use a problem-solving process to identify a problem, gather information, list and consider

options, consider advantages and disadvantages, choose and implement a solution, and

evaluate the effectiveness of the solution;

U.S. History – Knowledge and Skills

(A) use a variety of both primary and secondary valid sources to acquire information and to

analyze and answer historical questions;

(B) analyze information by sequencing, categorizing, identifying cause-and-effect relationships,

comparing and contrasting, finding the main idea, summarizing, making generalizations, making

predictions, drawing inferences, and drawing conclusions;

(G) identify and support with historical evidence a point of view on a social studies issue or

event; and

(A) create written, oral, and visual presentations of social studies information;

(B) use correct social studies terminology to explain historical concepts; and

(32) Social studies skills. The student uses problem-solving and decision-making skills, working

evaluate the effectiveness of the solution; and

(B) use a decision-making process to identify a situation that requires a decision, gather

information, identify options, predict consequences, and take action to implement a decision.

U.S. Government – Knowledge and Skills

(19) Science, technology, and society. The student understands the impact of advances in

science and technology on government and society. The student is expected to:

(B) evaluate the impact of the Internet and other electronic information on the political process.

(20) Social studies skills. The student applies critical-thinking skills to organize and use

(A) analyze information by sequencing, categorizing, identifying cause-and-effect relationships,

predictions, and drawing inferences and conclusions;

(B) create a product on a contemporary government issue or topic using critical methods of

inquiry;

(D) analyze and evaluate the validity of information, arguments, and counterarguments from

primary and secondary sources for bias, propaganda, point of view, and frame of reference;

(21) Social studies skills. The student communicates in written, oral, and visual forms. The

written or visual, using computer software as appropriate; and

(D) create written, oral, and visual presentations of social studies information.

(22) Social studies skills. The student uses problem-solving and decision-making skills, working

(In addition to TEKS references identified above, other objectives related to specific content

material to be addressed in essays are also appropriate for use)

Overview of Lesson: (estimated time requirement: 3 – 45 minute class periods)

Day One –

Day Two –

Day Three –

Introduce assignment; overview, explain format and technique, begin research

Complete research and begin writing rough draft

Small group exchange and assessment; complete final draft

Materials Needed:

outline / overview of assignment

supplemental resources (primary and secondary material)

copy of UIL Social Studies essay rubric (attached)

Procedures and Activities:

Describe the following to students:

Assignment expectations: writing, evaluation, and editing

specific steps of the assignment:

1) topic selection / assignment

2) research; gather and organize information for essay

3) students write a draft of the essay using guidelines based on UIL rubric

4) upon completion of draft, students divided into groups of 3 to 5; each student in group reads

essay aloud and other members of the group offer both criticism and suggestions for editing

(basis for peer review should be provided rubric)

5) students re-write essay making any necessary changes based on peer evaluation and rubric

review

Independent Practice:

All students will independently construct draft essay.

Students will independently re-write essays.

Assessment:

Rubric-based scoring

Teacher observation of group participation

Rubric

for the Social Studies Essay

Judges may award all or no points. This is a working document for as many as three judges.

Final points are a compromise among judges, not a running point total or pure

point averaging. Return this form to the student with the objective portion of the contest.

■ Points awarded:

A 16-20 ESSAY opens with a declarative

statement that extends the prompt without

re-stating it. The thesis is supported by substantial,

relevant information that analyzes

the prompt from a range of perspectives

— for example, political, social, cultural and

economic. It does not provide a mere shopping

list of facts. It inteprets the facts without

editorializing. The essay is well written

and organized with few spelling, grammar

or punctuation errors. The essay is clear,

precise and succinct.

Judge 1 Judge 2 Judge 3 Consensus

Comments:

An 11-15 ESSAY offers a clear thesis with

limited development. It either deals with

one aspect in depth or with all aspects more

superficially while providing limited analysis.

Generally good writing and organization

skills displayed. May contain errors of fact

that do not seriously detract from the quality

of the essay.

A 6-10 ESSAY lacks a thesis or presents a

confused or undeveloped thesis. It deals

with the prompt in a superficial way and offers

no analysis. Instead, it tends to editorialize.

May contain major fact errors, display

poor writing skills and rely on bloated,

pretentious language.

A 0-5 ESSAY displays little or no understanding

of the prompt. The response is

poorly written and organized and may contain

significant fact, grammar, punctuation

and/or spelling errors that detract from the

clarity of the response.

Overall essay score

(maximum of 20 points)

objective score

(score from the objective

portion of the test)

Overall score

(add essay score

to objective score)

Social Studies Map Activity

Lesson Plan

Lesson Plan Title: Using Maps as Social Studies Resources

Goal of Lesson: To gain understanding of nations and regions by using maps

Grade Level/Course: World Geography (9), World History (10)

Objectives: Students will demonstrate the ability to identify nations, cities, and

other landmarks on maps

TEKS Addressed:

Students will locate demographic data relevant to specific nations and

regions

Students will draw conclusions regarding such issues as climate,

foreign relations, trade patterns, industry and and other demographic

trends based on information provided by maps

Students will utilize maps as a tool for explaining major historical

events and relationships between nations

Students will complete map activities that involve location of countries

relative to other countries

Student will be able to explain the difference between physical and

political maps

Students will to identify the relationships between nations / states

using maps

(2) History. The student understands how people, places, and environments have changed

over time and the effects of these changes. The student is expected to:

(A) describe the human and physical characteristics of the same regions at different periods of

time to evaluate relationships between past events and current conditions; and

(B) explain how changes in societies have led to diverse uses of physical features.

(4) Geography. The student understands the patterns and characteristics of major landforms,

climates, and ecosystems of Earth and the interrelated processes that produce them. The

(A) explain how elevation, latitude, wind systems, ocean currents, position on a continent, and

mountain barriers influence temperature, precipitation, and distribution of climate regions;

(B) describe different landforms and the physical processes that cause their development; and

(6) Geography. The student understands the types, patterns, and processes of settlement. The

(A) locate and describe human and physical features that influence the size and distribution of

settlements; and

(B) explain the processes that have caused changes in settlement patterns, including

urbanization, transportation, access to and availability of resources, and economic activities.

(7) Geography. The student understands the growth, distribution, movement, and

characteristics of world population. The student is expected to:

(A) construct and analyze population pyramids and use other data, graphics, and maps to

describe the population characteristics of different societies and to predict future population

trends;

(B) explain how political, economic, social, and environmental push and pull factors and

physical geography affect the routes and flows of human migration;

(D) examine benefits and challenges of globalization, including connectivity, standard of living,

pandemics, and loss of local culture.

(9) Geography. The student understands the concept of region as an area of Earth's surface

with related geographic characteristics. The student is expected to:

(A) identify physical and/or human factors such as climate, vegetation, language, trade

networks, political units, river systems, and religion that constitute a region; and

(B) describe different types of regions, including formal, functional, and perceptual regions.

(21) Social studies skills. The student applies critical-thinking skills to organize and use

(A) analyze and evaluate the validity and utility of multiple sources of geographic information

such as primary and secondary sources, aerial photographs, and maps;

(B) locate places of contemporary geopolitical significance on a map; and

relationships, and analyze change.

(A) design and draw appropriate graphics such as maps, diagrams, tables, and graphs to

communicate geographic features, distributions, and relationships;

(15) Geography. The student uses geographic skills and tools to collect, analyze, and interpret

data. The student is expected to:

(A) create and interpret thematic maps, graphs, and charts to demonstrate the relationship

between geography and the historical development of a region or nation; and

(B) analyze and compare geographic distributions and patterns in world history shown on

maps, graphs, charts, and models.

(16) Geography. The student understands the impact of geographic factors on major historic

events and processes. The student is expected to:

(A) locate places and regions of historical significance directly related to major eras and turning

points in world history;

(B) analyze the influence of human and physical geographic factors on major events in world

history, including the development of river valley civilizations, trade in the Indian Ocean, and the

opening of the Panama and Suez canals; and

events in the past.

(A) identify methods used by archaeologists, anthropologists, historians, and geographers to

analyze evidence;

(B) explain how historians, when examining sources, analyze frame of reference, historical

context, and point of view to interpret historical events;

sources to analyze frame of reference, historical context, and point of view;

(H) use appropriate reading and mathematical skills to interpret social studies information such

as maps and graphs.

Overview of Lesson:

Introduce activity; provide and discuss terms related to map use; identify different

kinds of maps; identify types of geographic features on maps

Physical map identification activity

Political map location of nations, states, and cities activity

list of key vocabulary terms

maps (blank outline, physical, political)

map colors (optional)

poster board

describe the following to students:

1) Introduce and describe the assignment

2) provide list of terms (copies or as student notes)

3) class presentation related to maps – display samples, discuss features and characteristics

4) using blank outline maps students will label landforms, major geographic features and

regional divisions

5) With access to a combination of reference material, information and illustrations, students

will create / reproduce poster sized maps with assigned features

6) Assessment based on student presentation of maps and posters to class with explanation

7) Quiz based on locating and identifying map divisions / locations / landforms, etc.

8) Vocabulary assessment

labeling of outline maps

developing original poster map

accuracy of map labeling activity

completion of poster project

map identification quiz

vocabulary quiz

Attachment One – Vocabulary terms

bay any wide indentation of the land; larger than a cove but smaller than a gulf

canal an artificial waterway or artificially improved river used for travel, shipping, or irrigation

cape a point or extension of land jutting into water as a peninsula or as a projecting point

cartography the art and science of making maps

climate the long term trends in weather patterns for an area

continents the major land masses of the earth; Africa, Antarctica, Australia, Asia, Europe,

North America, and South America

delta the often triangular-shaped alluvial deposition area at the mouth of a river

desert an area with little precipitation or where evaporation exceeds precipitation, and includes

little vegetation

equator zero degrees latitude; divides the earth into the northern and southern hemispheres

gulf a large inlet of water surrounded by land, usually on three sides

harbor a part of a body of water protected and deep enough to furnish anchorage; especially

one with port facilities

hemisphere half of the earth's surface; there are four hemispheres, Northern and Southern

(divided by the equator) and the Eastern and Western (divided by the Prime Meridian and 180

degrees longitude)

island a body of land surrounded on all sides by water

isthmus a narrow strip of land that is bordered on two sides by water and connects two larger

land masses

lake any accumulation of water surrounded by land, often of a considerable size

latitude an imaginary line around the earth, parallel to the equator; angular degrees based on

the equator; the equator is 0 degrees latitude and the North Pole is 90 degrees North while the

South Pole is 90 degrees South

longitude angular degrees based on the Prime Meridian (0 degrees longitude); degrees are

east or west and meet in the Pacific Ocean at 180 degrees; describes a location on Earth east

or west of a north-south line called the Prime Meridian

ocean the largest bodies of water on the planet

parallel a line of latitude; all lines of latitude are parallel and never touch

peninsula a piece of land projecting into a body ow water and normally surrounded on three

sides by water

plains large expanses of level, almost treeless regions

piedmont an area that lies in the foothills of a mountain range

plateau an elevated and generally level land area

prairie a large open area of grassland

prime meridian 0 degrees longitude; also known as the Greenwich Meridian

relief the difference between the highest and lowest elevations in a given area

river a large stream that flows over land; often a perennial water body usually flowing in a

specific channel

sea either a large lake that contains salt water or a portion of an ocean (can be surrounded by

either water, land or both)

steppes a large area of non-forested grassland in southeastern Europe and Siberia

strait a narrow passage of water connecting two seas, oceans, or large areas of water

tropics the area south of the Tropic of Cancer and north of the Tropic of Capricorn; divided by

the equator

tundra a treeless area between the icecap and the tree line of Arctic regions having

permanently frozen subsoil and supporting low-growth

Attachment 2 – Maps

Social Studies Time line Activity

Lesson Plan Title: Time-line Historical / Personal Comparisons

Goal of Lesson: awareness of differing kinds of timelines and the manner in which they enable

the study of history

Grade Level/Course: 9 – 12

World Geography

World History

U.S. History

(31) Social studies skills. The student uses geographic tools to collect, analyze, and interpret

(A) create thematic maps, graphs, and charts representing various aspects of the United

States; and

(B) pose and answer questions about geographic distributions and patterns shown on maps,

graphs, charts, and available databases.

Introduce activity; provide and discuss features of a timeline

student research – library or computer lab, to collect data for timeline

present timeline to class describing personal and non-personal items

access to Internet or printed data bases that contain dates of key events

markers

1) demonstrate methods for time-line construction and discuss parameters for assignment

2) review time-lines from various historical periods and identify the method of item selection

3) discuss and evaluate the kinds of information that should be included in a time-line

4) brainstorming activity in small groups to determine interview questions

5) identify relative, friend of individual who will be interviewed for the project

6) students will interview an individual from a previous generation and, if possible, use

information related to family history in order to compare major family / non-family personal

events to historical events

7) students will initially produce time-line on paper and then transfer, along with illustrations, to

8) in small group settings each student will present their own poster to the group

9) one member from each group will be selected to present time-line to entire class

10) posters will be displayed in classroom

all students will have opportunity to describe the events in their personal section of the activity

and then discuss the relationship of those events to actual historical events

student will be assessed on the basis of:

group participation

paper constructed time-line

group presentation

Social Studies Lesson Plan

Characteristics of Political Candidates

Lesson Plan Title: Political Candidates: Qualifications, Traits, Characteristics, and Strategies

Goal of Lesson: To identify qualities of political candidates

Grade Level/Course: 10 – 12 World History, U.S. History, U.S. Government

c) Knowledge and skills.

(3) History. The student understands the contributions and influence of classical civilizations

from 500 BC to AD 600 on subsequent civilizations. The student is expected to:

(A) describe the major political, religious/philosophical, and cultural influences of Persia, India,

China, Israel, Greece, and Rome, including the development of monotheism, Judaism, and

Christianity;

(B) explain the impact of the fall of Rome on Western Europe; and

(4) History. The student understands how, after the collapse of classical empires, new political,

economic, and social systems evolved and expanded from 600 to 1450. The student is

expected to:

(A) explain the development of Christianity as a unifying social and political factor in medieval

Europe and the Byzantine Empire;

political/social system of feudalism and the economic system of manorialism;

(9) History. The student understands the causes and effects of major political revolutions

between 1750 and 1914. The student is expected to:

(A) compare the causes, characteristics, and consequences of the American and French

revolutions, emphasizing the role of the Enlightenment, the Glorious Revolution, and religion;

role of Simón Bolivar; and

(D) identify the influence of ideas such as separation of powers, checks and balances, liberty,

equality, democracy, popular sovereignty, human rights, constitutionalism, and nationalism on

political revolutions.

(12) History. The student understands the causes and impact of World War II. The student is

(A) describe the emergence and characteristics of totalitarianism;

(B) explain the roles of various world leaders, including Benito Mussolini, Adolf Hitler, Hideki

Tojo, Joseph Stalin, Franklin D. Roosevelt, and Winston Churchill, prior to and during World

War II; and

(13) History. The student understands the impact of major events associated with the Cold War

and independence movements. The student is expected to:

(D) explain the roles of modern world leaders, including Ronald Reagan, Mikhail Gorbachev,

Lech Walesa, and Pope John Paul II, in the collapse of communism in Eastern Europe and the

Soviet Union;

(19) Government. The student understands the characteristics of major political systems

throughout history. The student is expected to:

(A) identify the characteristics of monarchies and theocracies as forms of government in early

civilizations; and

(B) identify the characteristics of the following political systems: theocracy, absolute monarchy,

democracy, republic, oligarchy, limited monarchy, and totalitarianism.

(20) Government. The student understands how contemporary political systems have

developed from earlier systems of government. The student is expected to:

(A) explain the development of democratic-republican government from its beginnings in the

Judeo-Christian legal tradition and classical Greece and Rome through the English Civil War

and the Enlightenment;

Voltaire, Charles de Montesquieu, Jean Jacques Rousseau, Thomas Aquinas, John Calvin,

Thomas Jefferson, and William Blackstone; and

(21) Citizenship. The student understands the significance of political choices and decisions

made by individuals, groups, and nations throughout history. The student is expected to:

(A) summarize the development of the rule of law from ancient to modern times;

(B) identify the influence of ideas regarding the right to a "trial by a jury of your peers" and the

concepts of "innocent until proven guilty" and "equality before the law" that originated from the

Judeo-Christian legal tradition and in Greece and Rome;

(E) identify examples of individuals who led resistance to political oppression such as Nelson

Mandela, Mohandas Gandhi, Oscar Romero, Natan Sharansky, Las Madres de la Plaza de

Mayo, and Chinese student protestors in Tiananmen Square; and

(F) assess the degree to which American ideals have advanced human rights and democratic

ideas throughout the world.

(1) History. The student understands the principles included in the Celebrate Freedom Week

program. The student is expected to:

(A) analyze and evaluate the text, intent, meaning, and importance of the Declaration of

Independence and the U.S. Constitution, including the Bill of Rights, and identify the full text of

the first three paragraphs of the Declaration of Independence;

(B) analyze and evaluate the application of these founding principles to historical events in U.S.

history; and

John Jay, John Witherspoon, John Peter Muhlenberg, Charles Carroll, and Jonathan Trumbull

Sr.

3) History. The student understands the political, economic, and social changes in the United

States from 1877 to 1898. The student is expected to:

(A) analyze political issues such as Indian policies, the growth of political machines, civil

service reform, and the beginnings of Populism;

(4) History. The student understands the emergence of the United States as a world power

between 1898 and 1920. The student is expected to:

(5) History. The student understands the effects of reform and third-party movements in the

early 20th century. The student is expected to:

(A) evaluate the impact of Progressive Era reforms, including initiative, referendum, recall, and

the passage of the 16th, 17th, 18th, and 19th amendments;

(B) evaluate the impact of muckrakers and reform leaders such as Upton Sinclair, Susan B.

Anthony, Ida B. Wells, and W. E. B. DuBois on American society; and

(6) History. The student understands significant events, social issues, and individuals of the

1920s. The student is expected to:

(A) analyze causes and effects of events and social issues such as immigration, Social

Darwinism, eugenics, race relations, nativism, the Red Scare, Prohibition, and the changing role

of women; and

(B) analyze the impact of significant individuals such as Clarence Darrow, William Jennings

Bryan, Henry Ford, Glenn Curtiss, Marcus Garvey, and Charles A. Lindbergh.

(8) History. The student understands the impact of significant national and international

decisions and conflicts in the Cold War on the United States. The student is expected to:

(A) describe U.S. responses to Soviet aggression after World War II, including the Truman

Doctrine, the Marshall Plan, the North Atlantic Treaty Organization, the Berlin airlift, and John F.

Kennedy's role in the Cuban Missile Crisis;

(B) describe how Cold War tensions were intensified by the arms race, the space race,

McCarthyism, and the House Un-American Activities Committee (HUAC), the findings of which

were confirmed by the Venona Papers;

(10) History. The student understands the impact of political, economic, and social factors in

the U.S. role in the world from the 1970s through 1990. The student is expected to:

(A) describe Richard M. Nixon's leadership in the normalization of relations with China and the

policy of détente;

(B) describe Ronald Reagan's leadership in domestic and international policies, including

Reaganomics and Peace Through Strength;

(E) describe the causes and key organizations and individuals of the conservative resurgence

of the 1980s and 1990s, including Phyllis Schlafly, the Contract with America, the Heritage

Foundation, the Moral Majority, and the National Rifle Association; and social issues of the

United States from the 1990s into the 21st century. The student is expected to:

(D) analyze the impact of third parties on presidential elections;

(E) discuss the historical significance of the 2008 presidential election; and

(F) discuss the solvency of long-term entitlement programs such as Social Security and

Medicare.

(18) Economics. The student understands the economic effects of increased worldwide

interdependence as the United States enters the 21st century. The student is expected to:

(A) discuss the role of American entrepreneurs such as Bill Gates, Sam Walton, Estée Lauder,

Robert Johnson, Lionel Sosa, and millions of small business entrepreneurs who achieved the

American dream; and

(B) identify the impact of international events, multinational corporations, government policies,

and individuals on the 21st century economy.

(19) Government. The student understands changes over time in the role of government. The

(A) evaluate the impact of New Deal legislation on the historical roles of state and federal

government;

(B) explain constitutional issues raised by federal government policy changes during times of

significant events, including World War I, the Great Depression, World War II, the 1960s, and

9/11;

Clinton's impeachment, on the views of U.S. citizens concerning trust in the federal government

and its leaders;

(22) Citizenship. The student understands the concept of American exceptionalism. The

(A) discuss Alexis de Tocqueville's five values crucial to America's success as a constitutional

republic: liberty, egalitarianism, individualism, populism, and laissez-faire;

(B) describe how the American values identified by Alexis de Tocqueville are different and

unique from those of other nations; and

common bond in standing for certain self-evident truths.

(23) Citizenship. The student understands efforts to expand the democratic process. The

(A) identify and analyze methods of expanding the right to participate in the democratic

process, including lobbying, non-violent protesting, litigation, and amendments to the U.S.

Constitution;

(B) evaluate various means of achieving equality of political rights, including the 19th, 24th, and

26th amendments and congressional acts such as the American Indian Citizenship Act of 1924;

and

and civic responsibility as well as our progress to build a "more perfect union."

(24) Citizenship. The student understands the importance of effective leadership in a

constitutional republic. The student is expected to:

(A) describe qualities of effective leadership; and

(B) evaluate the contributions of significant political and social leaders in the United States such

as Andrew Carnegie, Thurgood Marshall, Billy Graham, Barry Goldwater, Sandra Day

O'Connor, and Hillary Clinton.

U.S. Government

(1) History. The student understands how constitutional government, as developed in America

and expressed in the Declaration of Independence, the Articles of Confederation, and the U.S.

Constitution, has been influenced by ideas, people, and historical documents. The student is

(A) explain major political ideas in history, including the laws of nature and nature's God,

unalienable rights, divine right of kings, social contract theory, and the rights of resistance to

illegitimate government;

(B) identify major intellectual, philosophical, political, and religious traditions that informed the

American founding, including Judeo-Christian (especially biblical law), English common law and

constitutionalism, Enlightenment, and republicanism, as they address issues of liberty, rights,

and responsibilities of individuals;

American founding documents, including those of Moses, William Blackstone, John Locke, and

Charles de Montesquieu;

(D) identify the contributions of the political philosophies of the Founding Fathers, including

John Adams, Alexander Hamilton, Thomas Jefferson, James Madison, John Jay, George

Mason, Roger Sherman, and James Wilson, on the development of the U.S. government;

(E) examine debates and compromises that impacted the creation of the founding documents;

(F) identify significant individuals in the field of government and politics, including George

Washington, Thomas Jefferson, John Marshall, Andrew Jackson, Abraham Lincoln, Theodore

Roosevelt, Franklin D. Roosevelt, and Ronald Reagan.

(2) History. The student understands the roles played by individuals, political parties, interest

groups, and the media in the U.S. political system, past and present. The student is expected to:

(A) give examples of the processes used by individuals, political parties, interest groups, or the

media to affect public policy; and

(B) analyze the impact of political changes brought about by individuals, political parties,

interest groups, or the media, past and present.

(3) Geography. The student understands how geography can influence U.S. political divisions

and policies. The student is expected to:

(A) understand how population shifts affect voting patterns;

(B) examine political boundaries to make inferences regarding the distribution of political power;

decisions such as Baker v. Carr.

(7) Government. The student understands the American beliefs and principles reflected in the

U.S. Constitution and why these are significant. The student is expected to:

(A) explain the importance of a written constitution;

(B) evaluate how the federal government serves the purposes set forth in the Preamble to the

U.S. Constitution;

explain the principles of the American constitutional system of government;

(D) evaluate constitutional provisions for limiting the role of government, including

republicanism, checks and balances, federalism, separation of powers, popular sovereignty,

and individual rights;

(E) describe the constitutionally prescribed procedures by which the U.S. Constitution can be

changed and analyze the role of the amendment process in a constitutional government;

(F) identify how the American beliefs and principles reflected in the Declaration of

Independence and the U.S. Constitution contribute to both a national identity and federal identity

and are embodied in the United States today; and

(G) examine the reasons the Founding Fathers protected religious freedom in America and

guaranteed its free exercise by saying that "Congress shall make no law respecting an

establishment of religion, or prohibiting the free exercise thereof," and compare and contrast

this to the phrase, "separation of church and state."

(10) Government. The student understands the processes for filling public offices in the U.S.

system of government. The student is expected to:

(A) compare different methods of filling public offices, including elected and appointed offices at

the local, state, and national levels;

(B) explain the process of electing the president of the United States and analyze the Electoral

College; and

(11) Government. The student understands the role of political parties in the U.S. system of

government. The student is expected to:

(A) analyze the functions of political parties and their role in the electoral process at local, state,

and national levels;

(B) explain the two-party system and evaluate the role of third parties in the United States; and

national levels.

(14) Citizenship. The student understands the difference between personal and civic

responsibilities. The student is expected to:

(A) explain the difference between personal and civic responsibilities;

(B) evaluate whether and/or when the obligation of citizenship requires that personal desires

and interests be subordinated to the public good;

informed about civic affairs, serving in the military, voting, serving on a jury, observing the laws,

paying taxes, and serving the public good; and

(D) understand the voter registration process and the criteria for voting in elections.

(15) Citizenship. The student understands the importance of voluntary individual participation in

the U.S. constitutional republic. The student is expected to:

(A) analyze the effectiveness of various methods of participation in the political process at local,

state, and national levels;

(B) analyze historical and contemporary examples of citizen movements to bring about political

change or to maintain continuity; and

(16) Citizenship. The student understands the importance of the expression of different points

of view in a constitutional republic. The student is expected to:

(A) examine different points of view of political parties and interest groups such as the League

of United Latin American Citizens (LULAC), the National Rifle Association (NRA), and the

National Association for the Advancement of Colored People (NAACP) on important

contemporary issues; and

(B) analyze the importance of the First Amendment rights of petition, assembly, speech, and

press and the Second Amendment right to keep and bear arms.

(A) understand the potential impact on society of recent scientific discoveries and technological

innovations; and

This lesson provides the opportunity for students to determine, discuss, and identify

fundamental characteristics of political candidates. It involves a combination of both personal

attributes as well as ideological positions. Finally, for more appropriate application in history

courses, students should also give consideration to timely events to their candidate’s data.

access to research material

basic data-base regarding characteristics of political candidates

1) brainstorm in group sessions to determine characteristics of political candidates

2) using a list of well known historical figures, students will identify characteristics that are

common among various candidates

3) groups sessions will provide both personal traits and political views for potential candidates

4) general class discussion regarding traits and views; students provided with a universal list of

appropriate information for the activity

5) research session for all students although they should continue to work in groups

6) each group will create a candidate; assignment for each group will include a poster for the

candidate, a campaign speech and a brief data base description

assignment is appropriate for either group or individual completion

posters, speeches, and data-bases given group or separate grades

Sponge Activity 1

Social Studies Preparation

Sponge Activity Title: Learning Social Studies terms

Goal of Activity: To encourage students to learn a new vocabulary word each day.

Grade Level/Course: All high school Social Studies Classes

Geography

(A) use social studies terminology correctly

• UIL “Word Power” list for the current year

• Dictionaries

• Notebook for each student (to be supplied by students).

Procedures:

The teacher will –

• select a word for each day from the Social Studies contest list.

• place the word for the day on the chalk board at the very beginning of class.

• assign students to use notebooks to write the word, the definition of the word (from

dictionaries) and a sentence using the word.

The teacher will conduct a spelling/vocabulary quiz every two to three weeks over the words

learned in class during that time period.

Sponge Activity 2

Sponge Activity Title: Writing an Essay Thesis Statement

Goal of Activity: Allows for students the opportunity to practice writhing essay thesis

statements.

(22) Social studies skills. The student communicates in written, oral, and visual forms.

(29)  Social studies skills. The student applies critical‐thinking skills to organize and use information

acquired from a variety of valid sources, including electronic technology. The student is expected to:

(G)  construct a thesis on a social studies issue or event supported by evidence; and

Essay questions from past tests

Teacher written essay questions based on current topic

present one or more essay questions to students

instruct students to write two to five brief thesis statements for one of the

questions

Students will present thesis statements and provide self-evaluation.

Teacher assessment

Peer assessment optional

More documents
Recommendations

Social Studies Essay Assignment: The Holistic Approach Lesson Plan Title: Social Studies Essay Preparation Goal of Lesson: Provide students of Social Studies classes the opportunity to prepare essays while, at the same time, gaining an understanding of specific concepts Grade Level/Course: 9 – 12 (World Geography, World History, U.S. History, U.S. Government) Objectives: students will be able to demonstrate writing and organizational skills, methods, and techniques; students will participate in peer evaluation activity; students will develop an awareness of holistic approach to writing evaluation TEKS Addressed: (provided for each grade level; applicable TEKS should be selected based on course application) World Geography – Knowledge and Skills (22) Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to: (B) generate summaries, generalizations, and thesis statements supported by evidence; (C) use geographic terminology correctly; (D) use standard grammar, spelling, sentence structure, and punctuation; and (E) create original work using proper citations and understanding and avoiding plagiarism. (23) Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings. The student is expected to: (A) plan, organize, and complete a research project that involves asking geographic questions; acquiring, organizing, and analyzing information; answering questions; and communicating results; World History – Knowledge and Skills (29) Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to: (D) evaluate the validity of a source based on language, corroboration with other sources, and information about the author; (E) identify bias in written, oral, and visual material; (F) analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, drawing inferences and conclusions, and developing connections between historical events over time; (G) construct a thesis on a social studies issue or event supported by evidence; and (30) Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to: (A) use social studies terminology correctly; 1

Page 2 and 3: (B) use standard grammar, spelling,
Page 4 and 5: Students will independently re-writ
Page 6 and 7: Social Studies Map Activity Lesson
Page 8 and 9: (A) locate places and regions of hi
Page 10 and 11: Attachment One - Vocabulary terms b
Page 12 and 13: Attachment 2 - Maps 7 
Page 14 and 15: 9 
Page 16 and 17: 11 
Page 18 and 19: 13 
Page 20 and 21: Social Studies Time line Activity L
Page 22 and 23: Social Studies Lesson Plan Characte
Page 24 and 25: (C) explain the contributions of th
Page 26 and 27: Constitution; (B) evaluate various
Page 28 and 29: (C) analyze the impact of the passa
Page 30 and 31: Sponge Activity 1 Social Studies Pr

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UIL Ready Writing Workshop

Published by Jennifer Bennett Modified over 5 years ago

Presentation on theme: "UIL Ready Writing Workshop"— Presentation transcript:

Writing a News Report.

A Road Map for Your Essay

SHERRY WYNN PERDUE, DIRECTOR OAKLAND UNIVERSITY WRITING CENTER 212 KRESGE LIBRARY Active Reading with SOAPS 3 Tone and Tri-Entry Notes.

On-Demand Writing An Introduction.

Writing a Thesis for a Literary Analysis Grade 11 English.

On-Demand Success Have a plan of attack! Tips for Writing On- Demand Sometimes it’s hard to write when you’re under pressure and put on the spot. Here.

Mass Media and Public Opinion Chapter 8. The Formation of Public Opinion Section 1.

To Agree or Not to Agree... That Is the Question Intro to Argumentative Writing.

The Research Paper English 12. Argumentative Research Papers  Present a strong claim to a possibly resistant audience  You will gather evidence by looking.

J.M. Collins Better Thinking = Better Writing.

Chapter 1 The Demands of College Writing. Why Take A Writing Course? Writing skills will transfer into your other college courses Introduction courses.

KWL Take a minute to discuss with a friend/ jot down your KWL thoughts

Common Application Essay

Using Collaborative Learning Techniques in the Writing Classroom

Steps to a Successful Paper

By Santiago Anllo and Agustín Rizzolo

About project

IMAGES

UIL CONCERT RUBRIC
Current Events Rubric Teaching Resources
Pin by Gaby S on ENL
CURRENT EVENT RUBRIC
Current Events Presentation Rubric by Erica by Erica
Current Events Rubric by Ms G's History

VIDEO

COMBO S25 EP 45
GK questions 🔥💯।। GK questions and answers #a1gk #gkfacts💥👍।। GK in Hindi 😱 । #viral #gkquestion
1to14 Nov 2023
manike mage hithe || Cover By
CM Chandrababu Naidu Speech at TDP Road Show in Narsipatnam
Comedy Circuit News (CCN)

COMMENTS

Rubric
A 5-7 ESSAY offers a clear thesis with lim- ited development. It either
Current Issues and Events
Rubric for Current Issues and Events Essay · CI&E Coaching Tips. Recommended
Current Events Assignment Rubric
Article is from relevant website or news source (ie magazine or paper).
Current Issues and Events (UIL)
Both sections must be completed in one hour; students who do not attempt the essay section are immediately disqualified. No time warning is given during the
Texas UIL Current Issues and Events
worth 2 pts each, essay is worth a max of 20 pts for a total of 100 pts. Allows SS and CI&E to use same rubric. Should cut down on ties. UIL Texas web pages are
Social Studies Essay Assignment
3) students write a draft of the essay using guidelines based on UIL rubric ... time to evaluate relationships between past events and
UIL Literary Criticism 2019-2020 (TAPPS)
Essay Rubric. 2. Answer Sheet. 3. Six Literary Criticism Tests (A‐F). 4 ... Current Issues &. Events, Number Sense, Science, Social Studies
2023-2024 UIL Constitution
(T) Three Current Issues and Events. (U) One Current Issues and Events Team*. (V) Three Literary Criticism. (W) One Literary Criticism Team*. (X) Three
Essay Contest Judging Rubric Form
events along with our a-plus director at uil going to give you a little tour
Current Events Assignment Rubric
Current Event Assignment Grading Rubric: 18 Total Points Possible.
UIL Ready Writing Workshop
... current events, Ask: What themes do you see in your readings and other materials? Result: Students will gravitate toward generalizable themes that they can