Watch, Read, and Write: Water Crisis in Flint, Michigan

  • Due No Due Date
  • Points 10
  • Submitting a website url

Overview

For this activity, you will look closely at environmental racism in the Flint, Michigan water crisis.  

Watch

The video Here's How Flint's Water Crisis Happened will give you background information about the water crisis in Flint, Michigan.

Read

The article Lead-Laced Water In Flint: A Step-By-Step Look At The Makings Of A Crisis will give you more background information about the water crisis in Flint, Michigan.

Use the article A Question of Environmental Racism in Flint to write a summary:

Write

  • Open a Google Doc.
  • Review the Tips for Writing a Summary handout to help you as you type a clear summary of "A Question of Environmental Racism in Flint."
  • Submit your summary using a Google Link.

Licenses and Attributions

0

Rubric

Watch, Read, and Do: Water Crisis in Flint, Michigan
Watch, Read, and Do: Water Crisis in Flint, Michigan
Criteria Ratings Pts
CCR Writing Anchor 4:Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. TASK
threshold: pts
Edit criterion description
2 pts Responds skillfully with all writing related to the task Demonstrates a strong understanding of task
1.5 pts Responds with all writing related to the task Demonstrates an understanding of the task
1 pts Responds with most writing related to the task Demonstrates limited understanding of the task
0.5 pts Responds with little or no writing related to the task Demonstrates little or no understanding of the task
pts
2 pts
--
Additional Comments
CCR Writing Anchor 4:Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. ORGANIZATION/DEVELOPMENT
threshold: pts
Edit criterion description
2 pts Selects precise information relevant to task, purpose, and audience Uses multiple ways to organize information such as (but not limited to) brainstorm, lists, free write, cluster maps, graphic organizers etc Consistently organizes the writing by using a logical progression of ideas that flow Consistently uses a variety of sentence lengths and structures Includes a variety of transitional words and phrases that connects ideas and guides the reader Uses appropriate organizational techniques to convey information in writing (e.g., comparison/contrast, cause/effect, order of importance, reasons/explanations). Consistently develops ideas with depth and complexity to provide insight, support, and clarification of the topic. Consistently develops ideas using appropriate and effective examples, details, facts, explanations, descriptions, or arguments
1.5 pts Selects information relevant to task, purpose, and audience Organizes information using one or two different modes Adequately organizes the writing by using a logical progression of ideas that generally flows from idea to idea, though connections between some ideas are less clear on occasion. Displays variety in sentence lengths and structures Includes transitional words and phrases that generally guide the reader Generally maintains organizational techniques, but organization and connection of ideas may become less clear on occasion Develops ideas with adequate support, and clarification of the topic through examples, details, facts, explanations, descriptions, or arguments
1 pts Attempts to select information relevant to task, purpose, and audience but some information may not be relevant Attempts to organize information Demonstrates some attempt at organization, but often places ideas in an unclear order that disrupts the natural flow or cohesion Occasionally uses varied sentence structures, but these appear alongside mostly simple sentences Transitions are simple and infrequent May use organizational strategies inappropriately or ineffectively, such as attempting to use a comparison when it is not warranted Demonstrates inconsistent development of ideas often presenting facts (sometimes in isolation from one another) with little insight, interpretation, or clarification. Provides minimal or irrelevant examples and/or details for support.
0.5 pts Offers little or no organizational structure, placing ideas in no logical order Uses little if any variety in sentence structures Ineffective or absent information creates a lack of cohesion Few, if any, transition words or phrases are used Minimally develops ideas (may be too much or too little information, or the wrong approach)
pts
2 pts
--
Additional Comments
CCR Writing Anchor 4:Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. PURPOSE AND AUDIENCE
threshold: pts
Edit criterion description
2 pts Establishes and maintains focus on audience and purpose and effectively engages the audience by providing relevant background information necessary to anticipate its needs
1.5 pts Adequately establishes focus on the intended audience and purpose, but may not consistently maintain this focus, losing sight of audience or purpose on occasion. Provides adequate background information that generally anticipates audience needs
1 pts Does not use a style relevant to purpose and/or audience Does not provide background or show awareness of the needs of the audience
0.5 pts Identifies a generalized purpose or audience but does not maintain focus on both. Irrelevant or inconsistent background information demonstrates a general lack of awareness of audience needs
pts
2 pts
--
Additional Comments
CCR Language Anchor 1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
threshold: pts
Edit criterion description
1 pts Full Marks
0 pts Rating Description
pts
1 pts
--
Additional Comments
CCR Anchor 2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
threshold: pts
Edit criterion description
1 pts Full Marks
0 pts Rating Description
pts
1 pts
--
Additional Comments
CCR Reading Anchor 2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. (Apply this standard to texts of appropriate complexity as outlined by Standard 10.)
threshold: pts
Edit criterion description
2 pts Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. (RI/RL.9-10.2) Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms. (RST.11- 1
1.5 pts Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas and characters, setting, and plot; provide an objective summary of the text. (RI/RL. 8.2) Determine the central ideas or conclusions of a text; trace the text's explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text. (RST.9-10.2)
1 pts Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text. (RI/RL.7.2) With prompting and support, determine the central ideas or conclusions of a text; trace the text's explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text. (RST.9-10.2)
0.5 pts With prompting and support, determine two or more central ideas in a text and analyze their development over the course of the text; use a graphic organizer to provide a summary of the text. Think aloud with classmates and teacher to determine two or more central ideas in a text and analyze their development over the course of the text.
pts
2 pts
--
Additional Comments
Total Points: 10 out of 10