(1) Become a Slave, by Julius Lester.
(2) the narrative of the life of Frederick Douglass, the author is Frederick Douglass.
You can choose one of the following four themes as your theme.
Slavery is cruel both physically and mentally;
(2) Slavery is inhuman;
(3) Slave owners were negatively affected by slavery;
(4) Slaves are better people than slave owners.
2. Job requirements
Introduction paragraph:
(1) The introduction paragraph should attract readers' attention and carry out the theme (3 points);
(2) The correct sentence should be used in the introduction paragraph (3 points).
The main body of the paper:
(3) Each paragraph begins with a correct related topic sentence (9 points);
(4) The first paragraph needs three arguments to support your topic sentence, which must be logical, complete and directly related to the topic sentence (6 points);
(5) The second paragraph needs three arguments to support your topic sentence, which must be logical, complete and directly related to the topic sentence (6 points);
(6) The third paragraph needs three arguments to support your topic sentence, which must be logical, complete and directly related to the topic sentence (6 points).
End segment:
(7) Restate your topic in another way in the last paragraph, and end the full text (3 points).
3. Quality and grammar requirements:
(8) No typos (3 points);
(9) Correctly quote the information supporting your argument (2 points);
(10) All sentences are meaningful, that is, each sentence does not need to be rewritten (5 points); (1 1) Put the cited documents on the correct page number (2 points);
(12) Make proper use of the two novels, and quote each novel at least three times (2 points). Total score: 50 points.
"History Curriculum Standard for Ordinary Senior High Schools (Experiment)" states the history exercises as follows: "Writing history exercises is one of the contents that reflect the achievements of inquiry learning, and it is also a way to evaluate history learning. By writing history exercises, we focus on cultivating students' historical thinking ability, language expression ability and ability to collect and process information. " [ 1]
History homework is an important part of history teaching, which has the functions of discovery, feedback, promotion and development. History exercises, as a type of history homework, are accompanied by the upsurge of history essays in the college entrance examination, and more and more researches are made by educators. Teacher Zheng Liansheng pointed out that the writing of short historical essays should pay attention to small topics, read widely, have accurate materials and correct them face to face. [2] (P68) Cao Jiaqiao, a special-grade teacher in Shanghai, pointed out that in writing historical compositions, attention should be paid to examining topics, establishing topics, scrutinizing arguments and organizing materials. [3](P65-66) According to his own teaching practice, Mr. Zhang Shusheng proposed that the teaching of short history essays is conducive to the change of students' learning style; It is helpful for students to master basic knowledge, improve ideological understanding and cultivate comprehensive ability; It is helpful to cultivate students' rigorous and realistic style of study; It is helpful to improve students' comprehensive quality. [4](P42-43) The teaching of historical essays requires teachers to design situations, provide materials and give some guidance, give students writing space, and give timely feedback through appropriate evaluation. Part of the existing research results mainly focus on the writing and teaching guidance of historical composition, and the other part mainly focuses on the life characteristics and problem-solving skills of historical composition in college entrance examination, with little discussion on the design and evaluation of historical composition.
Teacher Yang Wenzheng believes that effective history homework should be completed in eight stages: release, completion, submission, feedback, questioning, discussion, expansion and generation. [5] The author will take the above topics as an example, combined with the requirements of the new curriculum and new ideas, and talk about some thoughts and suggestions on the design and evaluation of high school history composition, so as to seek advice from experts.
1. Design principles: fun, openness and inquiry.
Interest can make students actively study and think, let students experience happiness, increase their wisdom and stimulate their desire to explore the truth. The topic of historical composition should be interesting, attract students to explore actively and finish their homework actively driven by curiosity.
Pay attention to openness in selecting topics. Students' learning should not be limited to the standard of consent, but should create a free and open learning environment for them. If the choice of thesis topic is limited to difficult points, it just changes the composition topic into a new form. This kind of homework can't give students room to think and create, and can't develop students' thinking ability and problem consciousness, so this kind of essay homework has lost its meaning.
Besides being interesting and open, the theme should also be of exploratory value. There are many historical problems, so teachers should choose questions that are relevant to what they have learned and have inquiry value according to students' ability to design homework. The topic selection should serve the teaching, the development of students' historical understanding and the development of students' ability. The topic of American history homework is slavery, and students will think about what slave life is like. What's the difference with slave owners? How is it different from our life now? Why did slavery exist and then why was it abolished? Wait a minute. Arouse students' interest in thinking, and provide students with a lot of thinking space at the same time. The problem has thinking value and depth.
Second, design requirements: guidance, purpose and concreteness.
After choosing a topic, the teacher has to put forward some writing requirements. Students are unfamiliar with the topic of history composition, so the teacher's guidance is essential. The first is reading guidance. Considering students' limited knowledge and insufficient reading, it is necessary for teachers to provide materials related to the topic, such as books, video materials and historical documents, and also to choose future generations' understanding and comments on historical events and processes. In addition, we can provide some ideas that are not reflected in textbooks to broaden students' horizons. Secondly, point of view guidance, because students' world outlook and outlook on life values are still in the formative stage, teachers should also have a general direction to guide students' thinking direction and provide them with a reference point of view, which can not only help students establish correct values, but also provide reference for students who have difficulty in summing up their views. The third is inquiry guidance, which teaches students how to consult materials and how to extract effective information from materials. Finally, writing instruction teaches students how to demonstrate clearly, fully and rigorously. Enable students to write standardized papers. The requirements should also be specific. General and universally applicable homework requirements cannot effectively guide students.
The assignment requirements should reflect the purpose of the theme design. Teachers' homework design is not arbitrary, but should reflect the teaching objectives, that is, knowledge and ability, process and method, emotional attitude and values. Historical composition is a comprehensive homework, which requires students' ability. Students need to mobilize their own knowledge, use historical learning methods, and complete their homework according to certain writing norms. Homework requires purposeful pointing out the knowledge points that teachers want students to think about.
The inquiry method adopted is very helpful to students' history acquisition. In addition to making students think about a certain knowledge point or problem, history exercises are more important to help students learn to think, expand their thinking ability and master correct and scientific learning and inquiry methods. They should not be confined to one assignment, but should serve the future study.
The requirements of American history homework are very specific and instructive. In particular, the writing requirements, including the number of words, the writing method of the introduction paragraph and the writing method of the main body of the article, embody the historical concept of strict logic and rigorous scientific inquiry, and even stipulate the number of citations of each book. This requirement is effective and meaningful for guiding students to write historical papers.
Third, evaluation principles: diversification, effectiveness and certainty.
The writing of brief history papers is different from that of professional history papers. The key point is not to ask students to draw mature conclusions, but to try to guide students to explore the mystery of knowledge and learn to think in the process of learning. How to evaluate students' compositions is equally important.
Pay attention to diversity when evaluating. The evaluation subject is diverse, and the evaluation of small papers is not only the work of teachers, but also the participation of students. The teacher's evaluation can't just be finished by giving it an excellent, good, medium and poor. It should spend more time and energy and try to correct it face to face. Correcting the obvious mistakes in students' exercises and affirming their advantages should not only look at the results, but also pay attention to the gains and losses in the process of inquiry. Students can also evaluate themselves and each other. We should not only attach importance to students' dominant position in the learning process, but also play their role in the evaluation process to promote students' self-development. There are various evaluation methods. Teachers can use SOLO hierarchical evaluation method and PTA scale evaluation method to evaluate students' compositions.
The evaluation should be timely and effective. The feedback link of homework should be timely and effective. Historical composition is the result of students' research study. Teachers should review every article carefully and responsibly, and record, classify and summarize the problems found in time. Make a reasonable and appropriate judgment on the result of the homework and give it back to the students in time. You can draw accurate and vivid sentences and comment and praise beside them; You can also write a general comment at the end to praise and affirm its Excellence and gently point out its shortcomings. It is suggested that it is best to hold a summary class, improve students' cognitive level by analyzing and summarizing, and let students continue to discuss these issues; Teachers can also organize students to debate in groups to make their thinking more active and open.