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John Bowne High School Howard Kwait, Principal

Grades 9-10

Interdisciplinary Research Paper: Cycle 3

Immunization and Immigration in the United States

Directions: Closely read each of the texts outlined below and write an evidence-based argument on the following topic:

Topic: Determine whether or not it is appropriate to deny a student admission into a public school based upon his or her immunization records.

Be sure to cite strong and thorough textual evidence from all four subject area documents (math, science, history, English) as well as the researched document. This assignment will be assessed and graded in each subject area and will count as both a project grade and an exam grade for cycle 3 in each subject.

Your Task:

1. Read all four documents provided to gather evidence for the prompt below.

2. Research one additional document relevant to your argument to support your stance.

3. Clearly establish your claim, distinguish your claim from alternate or opposing claims and use specific and relevant evidence.

4. Using the materials outlined above and the guiding prompt provided, write a 3-4 (9th graders)/5-6 (10th graders) page essay in which you use evidence from all five texts to support your response and develop your argument.

Subject Specific Guidelines:

Your Task in English:

✓ Order and sequence ideas and information and use appropriate transitional words/phrases in a way that allows the audience to follow the argument

✓ Represent content from reading materials accurately

✓ Analyze explicit ideas/information from texts and interpret the authors’ meaning and purpose

✓ Establish a precise and credible position that responds appropriately to the prompt

✓ Explain your position with claim(s), reasons, and evidence

✓ Discuss counterclaim(s) or alternate claims and/or evidence

✓ Include a conclusion that supports the position

✓ Refer to authors and cite sources where appropriate by identifying the source that you reference by text number and line number(s) or graphic (for example: Text 1, line 4 or Text 2, graphic)

✓ Use language and tone appropriate to the audience and purpose

✓ Demonstrate a command of standard English conventions

✓ Include a “works cited” page which appropriately cites all sources referenced during in-text citations

Your Task in Math:

✓ Read the articles “Why Immunize?” and “What Would Happen If We Stopped Vaccinations?” Explain what you learned from the text.

✓ Use the provided text to support your position on a person’s immunization status

✓ Synthesize the information that you collected and studied and present your mathematical findings to inform your position on a person’s immunization status

✓ Analyze graphs and tables in order to support your position

✓ Use mathematical vocabulary appropriate to the audience and the purpose of the research

✓ Refer to authors and cite sources where appropriate by identifying the source and that you reference by text number and line number(s) or visual representation(s) (for example: Text 1, line 4 or Text 2, graphic)

Your Task in Science:

✓ Explain how vaccines greatly reduce the risk of infection

✓ Discuss how macrophages, antibodies, and T-lymphocytes work together to naturally fight infection

✓ Provide an explanation as to why a person who was vaccinated with the influenza vaccine might still be at risk of contracting the influenza disease

✓ Create a chart that describes the 5 different types of vaccines. Within the chart, include a description of how the vaccine works as well as an example of each vaccine type

✓ Citing evidence from the article “Understanding How Vaccines Work”, determine whether or not immunity provided by vaccines is as effective as naturally acquired immunity at fighting off infection

Your Task in Social Studies:

✓ Choose two issues related to requiring vaccination of children as a requirement to enter public school

✓ Briefly discuss the history of vaccinations

✓ Discuss arguments of those in favor of vaccination and of those opposed to the requirement for vaccination

✓ In your discussion include at least one immediate concern and one long range concern of vaccination

Texts:

English Text 1: “Mandatory Vaccinations are a Violation of Parental Rights”

Math Text 2: “Why Immunize?”

Text 3: “What Would Happen If We Stopped Vaccinations?”

Science Text 4: “Understanding How Vaccines Work”

Social Studies Text 5: “Vaccines: Pro Con Arguments”

Research Text 6: Student researched document/graph/chart/statistics

John Bowne High School Howard Kwait, Principal

Grades 11-12

Interdisciplinary Research Paper: Cycle 3

Building a Nuclear Reactor in New York City

Directions: Closely read each of the texts outlined below and write an evidence-based argument on the following topic:

Topic: Determine whether building a nuclear reactor facility in New York City is beneficial or detrimental to its inhabitants.

Be sure to cite strong and thorough textual evidence from all four subject area documents (math, science, history, English) as well as the researched document. This assignment will be assessed and graded in each subject area and will count as both a project grade and an exam grade for cycle 3 in each subject.

Your Task:

1. Read all four documents provided to gather evidence for the prompt below.

2. Research one additional document relevant to your argument to support your stance.

3. Clearly establish your claim, distinguish your claim from alternate or opposing claims and use specific and relevant evidence.

4. Using the materials outlined above and the guiding question provided, write a 7-8 (11th graders)/8-10 (12th graders) page essay in which you use evidence from all five texts to support your response and develop your argument.

Subject Specific Guidelines:

Your Task in English:

✓ Order and sequence ideas and information and use appropriate transitional words/phrases in a way that allows the audience to follow the argument

✓ Represent content from reading materials accurately

✓ Establish a precise and credible position that responds appropriately to the prompt

✓ Explain your position with claim(s), reasons, and evidence

✓ Analyze explicit ideas/information from texts and interpret the authors’ meaning and purpose

✓ Discuss counterclaim(s) or alternate claims and/or evidence

✓ Include a conclusion that supports the position

✓ Refer to authors and cite sources where appropriate by identify the source that you reference by text number and line number(s) or graphic (for example: Text 1, line 4 or Text 2, graphic)

✓ Use language and tone appropriate to the audience and purpose

✓ Demonstrates a command of standard English conventions

✓ Include a “works cited” page which appropriately cites all sources referenced during in-text citations

Your Task in Math:

✓ Read the “Public Health Risks to Fairfield County, CT of Keeping the Indian Point Nuclear Reactors Open” and explain what you learned from the text.

✓ Use the provided text and an article of your own to support your position on determining whether building a nuclear reactor facility in New York City is beneficial or detrimental to its habitants

✓ Synthesize the information that you collected and studied and present your mathematical findings to inform your position on whether building a nuclear reactor facility in New York City is beneficial or detrimental to its habitants

✓ Include mathematical data such as graphs, tables, statistics that support your position

✓ Discuss arguments of those in favor of nuclear reactor and arguments of those opposed to the use of nuclear reactor

✓ Use mathematical vocabulary appropriate to the audience and the purpose of the research

✓ Refer to authors and cite sources where appropriate by identifying the source and that you reference by text number and line number(s) or visual representation(s) (for example: Text 1, line 4 or Text 2, graphic)

Your Task in Science:

✓ Summarize the information presented in the pie chart found within the article “Biological Effects of Radiation”.

✓ Describe the 3 possible outcomes that can result when living cells are exposed to radiation.

✓ Explain the significance of the linear no-threshold dose response relationship that exists between radiation dosage and the occurrence of cancer.

✓ Citing evidence from the article “Biological Effects of Radiation,” determine whether or not it’s safe for humans to be exposed to radiation.

Your Task in Social Studies:

✓ Choose two issues related to nuclear power generation

✓ Discuss arguments of those in favor of nuclear power generation and arguments of those opposed to the use of nuclear power

✓ In your discussion include at least one immediate concern and one long range concern of nuclear power

Texts:

English Text 1: “The Case For and Against Nuclear Power”

Math Text 2: “Public Health Risks to Fairfield County, CT of Keeping the Indian Point Nuclear Reactors Open”

Science Text 3: “Biological Effects of Radiation”

Social Studies Text 4: “The Pro and Cons of Nuclear Power”

Research Text 5: Student researched document/graph/chart/statistics

Name: ________________________________

English Language Arts Task Rubric

Writing to Sources – Common Core Interdisciplinary Argument Rubric Grades 9-10

Grades 11-12

ELA Rubric |Level 4

Exceeds Standards |3.5 |Level 3

Meets Standards |2.5 |Level 2

Approaching Standards |1.5 |Level 1

Attempting Standards |0 | |

Trait 1:

Focus: Position

(CCLS W.1) |Establishes a precise and convincing position and insightfully addresses all aspects of the prompt.

• Introduces artful and precise thesis statement and claim(s). | |Establishes a precise and credible position in evidence and reasoning and competently addresses all aspects of the prompt.

• Introduces precise thesis statement and claim(s) | |Establishes a general position that responds to the prompt and partially addresses aspects of the prompt.

• Introduces superficial, flawed, and weak thesis statement and claim(s). | |Minimally addresses some aspect of the prompt.

• Fails to introduce a relevant thesis statement and claim(s) | | |Trait 2:

Elaboration/

Development

(CCLS W.1) |Provides thorough explanations of the most important claim(s), reasons and evidence that support and develop a convincing position. | |Provides detailed explanations of the most important claim(s), reasons, and evidence that support and develop the position. | |Position is explained with claim(s) reasons and evidence. | |Position is minimally developed with little explanation of claim(s), reasons and evidence. | | |

Trait 3:

Textual Analysis

(CCLS R.1) |Provides substantial and pertinent evidence to support thesis statement and claim(s)

• Seamlessly and effectively integrates and cites credible sources and/or text evidence | |Provides sufficient and relevant evidence to support thesis statement and claim(s)

• Competently integrates and cites credible sources and/or text evidence

| |Provides limited and/or superficial evidence to support thesis statement and claim(s)

• Ineffectively integrates and cites adequate sources and/or text evidence | |Provides minimal and/or irrelevant evidence to support thesis statement and claim(s)

• Incorrectly integrates or cites sources and/or text evidence that may not be credible | | |

Trait 4:

Counter Claims

(CCLS W.1) |Develops counter claim(s) or alternate claim (s) thoroughly with relevant evidence and explains why counterclaim is less convincing than the claim. | |Develops counter claim(s) or alternate claims fairly with relevant evidence.

• Explains why the counterclaim is less convincing than the claim. | |Makes note of a specific counterclaim, alternate claim, or counter-evidence. | |Demonstrates awareness of counterclaim, alternate claim, or counter-evidence. | | |

Trait 5:

Reading

(CCLS R.1) |Represents content from reading material accurately

• When appropriately, makes note of gaps in information or areas where the text leaves matters uncertain. | |Represents content from reading material accurately.

• Attempts to make note of where the text is uncertain. | |Content from reading materials is mostly accurate.

• When appropriate, begins to question whether information from texts is complete. | |Content from reading material is inaccurate or misinterpreted. | | |

Trait 6:

Organization

and Style

(CCLS W.1) |Skillfully organizes ideas within and across paragraphs and uses appropriate transitional words/phrases, which clarify reasoning and logic of argument.

• Conclusion strengthens the position.

• Establishes a formal style, using sophisticated language and structure. | |Effectively orders ideas within and across paragraphs and uses appropriate transitional phrases which clarifies the reasoning and logic of the argument.

• Conclusion clarifies the position.

• Establishes a formal style, using fluent and precise language and sound structure. | |Exhibit some organization of ideas and information and uses transitional words/phrases which allows the audience to follow the argument.

• Conclusion simply restates the position.

• Fails to maintain a formal style, using primarily basic language and structure. | |Groups ideas and information through a basic use of paragraph structure and some transitional words/phrases.

• Uses language that is incoherent, inappropriate, or copied directly from the text

• Conclusion detracts from or confuses the position. | | |

Trait 7:

Conventions

(CCLS W.1) |Strategically uses academic vocabulary appropriate for the audience and purpose.

• Contains minimal to no errors in conventions | |Competently uses academic vocabulary appropriate for the audience and purpose.

• Contains few, minor errors in conventions. | |Inadequately uses academic vocabulary appropriate for the audience and purpose.

• Contains numerous errors in conventions, which cause confusion. | |Fails to use academic vocabulary appropriate for the audience and purpose

• Contains serious and pervasive errors in conventions | | |

Next Steps for Learning: __________________________________________________________________________________________________________________________________________________________________

Name: ________________________________

English Language Arts Task Rubric

Writing to Sources – Common Core Interdisciplinary Argument Rubric Grades 11-12

Grades 11-12

ELA Rubric |Level 4

Exceeds Standards |3.5 |Level 3

Meets Standards |2.5 |Level 2

Approaching Standards |1.5 |Level 1

Attempting Standards |0 | |

Trait 1:

Focus: Position

(CCLS W.1) |Establishes a precise and convincing position and insightfully addresses all aspects of the prompt.

• Introduces artful and precise thesis statement and claim(s). | |Establishes a precise and credible position in evidence and reasoning and competently addresses all aspects of the prompt.

• Introduces precise thesis statement and claim(s) | |Establishes a general position that responds to the prompt and partially addresses aspects of the prompt.

• Introduces superficial, flawed, and weak thesis statement and claim(s). | |Minimally addresses some aspect of the prompt.

• Fails to introduce a relevant thesis statement and claim(s) | | |Trait 2:

Elaboration/

Development

(CCLS W.1) |Provides thorough explanations of the most important claim(s), reasons and evidence that support and develop a convincing position. | |Provides detailed explanations of the most important claim(s), reasons, and evidence that support and develop the position. | |Position is explained with claim(s) reasons and evidence. | |Position is minimally developed with little explanation of claim(s), reasons and evidence. | | |

Trait 3:

Textual Analysis

(CCLS R.1) |Provides substantial and pertinent evidence to support thesis statement and claim(s)

• Seamlessly and effectively integrates and cites credible sources and/or text evidence | |Provides sufficient and relevant evidence to support thesis statement and claim(s)

• Competently integrates and cites credible sources and/or text evidence

| |Provides limited and/or superficial evidence to support thesis statement and claim(s)

• Ineffectively integrates and cites adequate sources and/or text evidence | |Provides minimal and/or irrelevant evidence to support thesis statement and claim(s)

• Incorrectly integrates or cites sources and/or text evidence that may not be credible | | |

Trait 4:

Counter Claims

(CCLS W.1) |Develops counter claim(s) or alternate claim (s) thoroughly with relevant evidence and explains why counterclaim is less convincing than the claim. | |Develops counter claim(s) or alternate claims fairly with relevant evidence.

• Explains why the counterclaim is less convincing than the claim. | |Makes note of a specific counterclaim, alternate claim, or counter-evidence. | |Demonstrates awareness of counterclaim, alternate claim, or counter-evidence. | | |

Trait 5:

Reading

(CCLS R.1) |Represents content from reading material accurately

• When appropriately, makes note of gaps in information or areas where the text leaves matters uncertain. | |Represents content from reading material accurately.

• Attempts to make note of where the text is uncertain. | |Content from reading materials is mostly accurate.

• When appropriate, begins to question whether information from texts is complete. | |Content from reading material is inaccurate or misinterpreted. | | |

Trait 6:

Organization

and Style

(CCLS W.1) |Skillfully organizes ideas within and across paragraphs and uses appropriate transitional words/phrases, which clarify reasoning and logic of argument.

• Conclusion strengthens the position.

• Establishes a formal style, using sophisticated language and structure. | |Effectively orders ideas within and across paragraphs and uses appropriate transitional phrases which clarifies the reasoning and logic of the argument.

• Conclusion clarifies the position.

• Establishes a formal style, using fluent and precise language and sound structure. | |Exhibit some organization of ideas and information and uses transitional words/phrases which allows the audience to follow the argument.

• Conclusion simply restates the position.

• Fails to maintain a formal style, using primarily basic language and structure. | |Groups ideas and information through a basic use of paragraph structure and some transitional words/phrases.

• Uses language that is incoherent, inappropriate, or copied directly from the text

• Conclusion detracts from or confuses the position. | | |

Trait 7:

Conventions

(CCLS W.1) |Strategically uses academic vocabulary appropriate for the audience and purpose.

• Contains minimal to no errors in conventions | |Competently uses academic vocabulary appropriate for the audience and purpose.

• Contains few, minor errors in conventions. | |Inadequately uses academic vocabulary appropriate for the audience and purpose.

• Contains numerous errors in conventions, which cause confusion. | |Fails to use academic vocabulary appropriate for the audience and purpose

• Contains serious and pervasive errors in conventions | | |

Next Steps for Learning: __________________________________________________________________________________________________________________________________________________________________

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