During and after the great fire of 1871 the people of Chicago were shown to be at their best and at their worst.
Do you have what it takes to dole out justice?
Research crimes against persons and property that took place during and after the fire, and establish news bills that you would like to pass that would help local officials prosecute individuals that took part in such activities. The purpose of these purposed laws would be to discourage unlawful activity during a time of widespread crisis.
You will develop bills (use current laws as your guide when writing) to present before your peers; you must be able to persuade your peers to vote to adopt your bills to become law by using examples of the crimes committed during the great fire and your persuasive abilities.
How you will be graded: quality of your research, creativity, perceived practicality and effectiveness of your laws, presentation of your material.
You will develop bills (use current laws as your guide when writing) to present before your peers; you must be able to persuade your peers to vote to adopt your bills to become law by using examples of the crimes committed during the great fire and your persuasive abilities.
How you will be graded: quality of your research, creativity, perceived practicality and effectiveness of your laws, presentation of your material.
Common Core Standards for 6th Grade:
Reading:
RL1. Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RI7. Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent
understanding of a topic or issue.
RI8. Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims
that are not.
RI9. Compare and contrast one author’s presentation of events with that of another (e.g., a memoir written by and a biography on the same person).
Writing:
W1. Write arguments to support claims with clear reasons and relevant evidence.
a. Introduce claim(s) and organize the reasons and evidence clearly.
b. Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic
or text.
c. Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons.
d. Establish and maintain a formal style.
e. Provide a concluding statement or section that follows from the argument presented.
W4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
W7. Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate
W8. Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.
W9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
a. Apply grade 6 Reading standards to literature
b. Apply grade 6 Reading standards to literary
Speaking and Listening:
SL1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacherled) with diverse partners on grade 6 topics,
texts, and issues, building on others’ ideas and expressing their own clearly.
a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on
the topic, text, or issue to probe and reflect on ideas under discussion.
b. Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed.
c. Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.
d. Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.
SL2. Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.
SL4. Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.
RL1. Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RI7. Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent
understanding of a topic or issue.
RI8. Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims
that are not.
RI9. Compare and contrast one author’s presentation of events with that of another (e.g., a memoir written by and a biography on the same person).
Writing:
W1. Write arguments to support claims with clear reasons and relevant evidence.
a. Introduce claim(s) and organize the reasons and evidence clearly.
b. Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic
or text.
c. Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons.
d. Establish and maintain a formal style.
e. Provide a concluding statement or section that follows from the argument presented.
W4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
W7. Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate
W8. Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.
W9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
a. Apply grade 6 Reading standards to literature
b. Apply grade 6 Reading standards to literary
Speaking and Listening:
SL1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacherled) with diverse partners on grade 6 topics,
texts, and issues, building on others’ ideas and expressing their own clearly.
a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on
the topic, text, or issue to probe and reflect on ideas under discussion.
b. Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed.
c. Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.
d. Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.
SL2. Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.
SL4. Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.