AM
GVT
Foundations
Declaration
of Independence Legacy Project
The Declaration of Independence is a
multi-purpose document. It severed colonial ties with Great Britain and
established the United States of America. It marked the beginning of a
distinctly American identity and expressed in unequivocal terms the loftiest of
American goals and principles. The Declaration of Independence has no binding
influence on the government of the United States, however, it has served as a
foothold for those Americans excluded from suffrage, denied their humanity and
relegated to sidelines of history. For this project you will create a 5 slide powerpoint
presentation on how a historical figure used the Declaration of Independence to
promote greater equality in the United States.
1. Chose
a historical figure/document
Abigail Adams – “remember the ladies”, Letter to John Adams
Frederick Douglass – What to the Slave is the Fourth of July?
Elizabeth Cady Stanton – Declaration of Rights and Sentiments
Martin Luther King – Letter from a
Birmingham Jail
2.
Go to our class blog and review the
preliminary resources available on your historical figure/document: https://amgvtmurraydocarmo.blogspot.com/
3. Assign
tasks to each group member. Outline of requirements are below.
SLIDE
1: Title Slide with Picture
·
Give your presentation a title that
captures what your group believes is most
important about the influence of your historical figure.
·
Select a historically relevant image
SLIDE
2: Mini-Biography
·
Introduce your audience to your historical
figure. Select key elements of their life that hold direct bearing on their fight
for equality. Keep this concise and relevant.
·
USE THE NOTES SECTION OF THE SLIDE for key
details
SLIDE
3: Connect your figure to their writing
·
Each historical figure created a piece of
writing in which they referenced, directly or indirectly, the Declaration of
Independence and its ideals. Explain what your document is and why your
historical figure wrote it.
SLIDE 4: “Un-Pack” the Document - Analyze and
Draw Connections
· Include TWO direct quotes from your
document that reference The Declaration of Independence and its ideals.
* all members of your group must read your selected document
* all members of your group must read your selected document
·
Analyze: Interpret and explain the
connection to the Declaration of Independence and HOW your figure USED it to
promote equality.
SLIDE
5: MLA Works Cited
4. Budget
time and meet your deadline. Be prepared to teach the class about your
historical figure, their written work, and the way in which they used the
Declaration of Independence to promote greater equality in the United States.
RUBRIC
Exemplary
|
Accomplished
|
Developing
|
Beginning
|
|
Organization and
Clarity
(school wide)
|
Superb
organization of thoughts on legacy of Declaration of Independence; main
points on promotion of equality are explicitly identified, fluid, and
explained with masterful detail and confidence.
|
Strong
organization of thoughts legacy of Declaration of Independence; main points on
promotion of equality effectively identified and explained with interesting
and logical detail.
|
Some
organization of thoughts on legacy of Declaration of Independence;
generalized points on promotion of equality are fragmented and difficult to
follow.
|
Little
to no organization of thoughts on legacy of Declaration of Independence with
no clear points on the promotion of equality.
|
Content Knowledge
(school wide)
|
Exceptional
depth of knowledge demonstrated on historical figure and document. Analysis
of connection to Declaration of Independence utilizes highly effective
supporting evidence.
|
Proficient
depth of knowledge demonstrated on historical figure and document. Analysis
of connection to Declaration of Independence utilizes logical and effective
supporting evidence.
|
Uncomfortable
command of knowledge demonstrated on historical figure and document. Limited analysis
of connection to Declaration of Independence utilizes weak supporting
evidence.
|
Confused
and/or disinterested grasp of knowledge on historical figure with limited
capability to analyze connection to Declaration of Independence. Little to no
supporting evidence.
|
Use of Visuals
(school wide)
|
Strategic
use of graphs, tables, diagrams, photos and other visual aids to support
points and explain, interpret, and assess information
|
Thoughtful
use of graphs, tables, diagrams, photos and other visual aids to support
points and explain, interpret and assess information.
|
Uses
graphs, tables, diagrams, maps, photos and other visual aids, but only in a
few instances are they used to support, explain, or interpret information.
|
Limited
use of graphs, tables, diagrams, maps, photos and other visual aids that do
not support points or further the sharing of information.
|
Use of Resources
(school wide)
|
Highly
effective selection and use of resources, including both primary and
secondary sources. Skilled application of MLA formatting.
|
Careful
selection and use of resources, including both primary and secondary sources.
Appropriate application of MLA formatting.
|
Narrow
selection and simplistic use of resources. Sporadic and/or inconsistent
application of MLA formatting.
|
Poor
selection and misguided/limited use of resources. Little to no effort in the
application of MLA formatting.
|
Preparedness
(Course Specific)
|
Project is complete , fully edited and ready for presentation at
the start of class.
|
Project is complete and ready for presentation. Some editing
evident.
|
Project is not ready for presentation. Final draft not
edited.
|
Project is more than one day late or lack of editing seriously
undermines quality of presentation.
|
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