Declaration of Independence Project - Rubric

Declaration of Independence Powerpoint with Resources

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
·         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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