CHAPTER 4 ASSESSMENT 1 Upper class leaders of common schools reform such as Horace Mann argued that a common education system would do all of the following EXCEPT A Reduce poverty B Increase individual freedom C Prevent crime D Ease friction between classes 2 Write the letter from column B on the line in column A Column A Column B The Whig Party a Supported common schools because they offered a fair chance at education and political power The Democrat Party b Against common schools because they centralized power and emphasized intervention in societal affairs Protestants c Supported common schools because of the moral principles Catholics d Supported common schools because they offered a way to create social stability and unity Workingmen s Parties e Against common schools because they taught opposing moral rhetoric Factory Owner f Supported common schools because they trained immigrants in areas of attendance discipline and order 3 For the workingmen s parties was power 4 Compare and contrast the different reasons common schools were encouraged using the rubric provided for guidelines Short Essay Rubric Civics 4 3 2a Analyze the influence of various interest groups and individuals on the development of public policy and decision making History 2 1 2 Explain the origin and historical context of major ideas and their impact on societies Expansion and Reform 1801 1861 Social Studies Inquiry and Information Skill 3 1 3a Identify multiple perspectives compare and contrast use multiple sources determine relevant information 4 Consistent 3 Adequate 2 Limited 1 Minimal Accurately makes two or more references to specific groups or individuals and explains their relationship to the position of thought involved with this issue Accurately makes one reference to a specific groups or individual and explains their relationship to the position of thought involved with this issue Makes a partially accurate reference to a specific groups or individual and explains their relationship to the position of thought involved with this issue Makes a reference to a specific groups or individual but does not explain the relationship between them Demonstrates two or more specific examples of the origins or implications of the common school formation Demonstrates one specific examples of the origins or implications of the common school formation Demonstrates generalized examples of the origins or implications of the common school formation Fails to demonstrate an example of the origins or implications of the common school formation Makes explicit references within the text to three sources that provide relevant information and or support for the position on the issue Makes explicit references within the text to two sources that provide relevant information and or support for the position on the issue Makes explicit references within the text to one source that provide relevant information and or support for the position on the issue Makes explicit references within the text to one source that provides vague or mis information and or support for the position on the issue
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