This approach is called form criticism, and it was developed largely by German scholars in the early twentieth century. Among these scholars, whether they be German or English-speaking, one constantly hears German phrases. The social setting is called the Sitz im Leben. When I was in the seminary learning about all this, I at first wondered why it should be necessary to use these German words; but then I learned that the German words are used because they are recognized as technical terms, and the English equivalents are not.
By Kenneth Bernstein You are a college professor. I have just retired as a high school teacher. I have some bad news for you.
In case you do not already see what is happening, I want to warn you of what to expect from the students who will be arriving in your classroom, even if you teach in a highly selective institution.
While it is true that the US Department of Education is now issuing waivers on some of the provisions of the law to certain states, those states must agree to other provisions that will have as deleterious an effect on real student learning as did No Child Left Behind—we have already seen that in public schools, most notably in high schools.
Troubling Assessments My primary course as a teacher was government, and for the last seven years that included three or four out of six sections of Advanced Placement AP US Government and Politics.
My students, mostly tenth-graders, were quite bright, but already I was seeing the impact of federal education policy on their learning and skills. With test scores serving as the primary if not the sole measure of student performance and, increasingly, teacher evaluation, anything not being tested was given short shrift.
Further, most of the tests being used consist primarily or solely of multiple-choice items, which are cheaper to develop, administer, and score than are tests that include constructed responses such as essays.
Even when a state has tests that include writing, the level of writing required for such tests often does not demand that higher-level thinking be demonstrated, nor does it require proper grammar, usage, syntax, and structure.
Thus, students arriving in our high school lacked experience and knowledge about how to do the kinds of writing that are expected at higher levels of education. Recognizing this, those of us in public schools do what we can to work on those higher-order skills, but we are limited.
Remember, high schools also have tests—No Child Left Behind and its progeny such as Race to the Top require testing at least once in high school in reading and math. High schools are also forced to focus on preparing students for tests, and that leads to a narrowing of what we can accomplish in our classrooms.
I mentioned that at least half my students were in AP classes. The explosive growth of these classes, driven in part by high school rankings like the yearly Challenge Index created by Jay Mathews of the Washington Post, is also responsible for some of the problems you will encounter with students entering your institutions.
The College Board did recognize that not everything being labeled as AP met the standards of a college-level course, so it required teachers to submit syllabi for approval to ensure a minimal degree of rigor, at least on paper.
But many of the courses still focus on the AP exam, and that focus can be as detrimental to learning as the kinds of tests imposed under No Child Left Behind. I served several times as a reader for the examination that follows the course.
I saw several problems. If a student hits the points on the rubric, he or she gets the points for that rubric.
There is no consideration of grammar or rhetoric, nor is credit given or a score reduced based on the format of the answer. A student who takes time to construct a clear topic sentence and a proper conclusion gets no credit for those words. Thus, a teacher might prepare the student to answer those questions in a format that is not good writing by any standard.Rubrics for AP Histories + History Disciplinary Practices and Reasoning Skills AP History Long Essay Question Rubric AP History LEQ Rubric (6 points) continuity and/or change over time.
Explain how a relevant context influenced a specific. Search the world's information, including webpages, images, videos and more. Google has many special features to help you find exactly what you're looking for. View Homework Help - ccot_rubric from HIS at Mount St.
Joseph University. AP World History: Continuity & Change Over Time (CCOT) Essay Rubric Basic Core Expanded Core Historical skills and.
AP® WORLD HISTORY Modified Essay Questions for Exam Practice This document provides modifications of the AP World History Comparative and Continuity and Change-Over-Time (CCOT) essay questions. AP World History. Search this site. Navigation. Home. Calendar. Course Info. Grading.
Overview. Crash Course. Unit 1. CCOT Rubric Basic Core Analyzes the process of change over time and/or continuity. 1 Point 2 Points (1) 2 Points (1) 1 Point 1 Point. Against the Theory of ‘Dynamic Equivalence’ by Michael Marlowe Revised and expanded, January Introduction.
Among Bible scholars there is a school which is always inquiring into the genres or rhetorical forms of speech represented in any given passage of the Bible, and also the social settings which are supposed to be connected with these forms.