Declaration of Independence Introductory Page
Chapters 6 ~ 8
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Declaration
of Independence Rubric Page
Activity 1 Create a new title page in your notebook. Title it: "The Colonies Declare Independence" Activity 2
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Activity 3
Create a flowchart in your
notebook, that describes the relationship between events [such as the Boston
Tea Party and Boston Massacre] and British laws found on page 140 in your
textbook. Include all significant details as you can find relating to the
cause effect relationship between events and laws.
Activity 4
Read Longfellow’s poem,
“Paul Revere’s Ride.” Email a written analysis of it’s symbolism. Write
a poem of your own dealing with this unit in United States history.
Activity 5
Divide yourself into groups
of 3 or 4, but not with someone you have worked with in the past. Each
group is to create a set of 10 rules that would apply to everyone on the
school campus [students, teachers, principal, janitors, bus drivers ...
everyone]. These rules must be fair to everyone, deal with all matters
of school [sports programs, homework, grades, etc], and design them so
that the school would run more efficiently and effectively and everyone
would accept them. Only after everyone in your group agrees to the set
of rules can any specific rule take effect. You will be asking for rules
that are primarily “a league of friendship” between all parties at school.
Evaluation Criteria
Exemplary:
• With your partner, you
created a graphic organizer that compares and contrasts the French and
the British colonies. It can be found in your notebook. It was creative,
neat and on time.
• Created a flowchart in
your notebook, that describes the relationship between events and British
laws found on page 140 in your textbook. It was creative, neat and on time.
• Read and emailed on time
an analysis of “Paul Revere’s Ride.” Wrote and emailed a poem of your own
dealing with this unit in United States history.
• Worked in a group to
create a set of 10 rules that would apply to everyone on the school campus.
These rules were fair to everyone, dealt with all matters of school
Proficient:
• With your partner, you
created a graphic organizer that compares and contrasts the French and
the British colonies. It can be found in your notebook. It was somewhat
creative, colored neatly and on time.
• Created a flowchart in
your notebook, that describes the relationship between events and British
laws found on page 140 in your textbook. It was somewhat creative, neat
and on time.
• Read and emailed on time
an analysis of “Paul Revere’s Ride.” Wrote and emailed a poem of your own
dealing with this unit in United States history.
• Worked in a group to
create a set of 10 rules that would apply to everyone on the school campus.
These rules were fair to everyone, not centered only on students, and dealt
with all matters of school.
A - Exemplary
B/C - Proficient
Incomplete - needs to be
resubmitted
Activity 3:
Read Longfellow’s poem,
“Paul Revere’s Ride.” Analyzed its symbolism. Wrote a poem of your own
dealing with this unit in history in your notebook.
Activity 4:
Drew a political cartoon
that supports or opposes the colonists’ document declaring independence
from Great Britain. If you supported it, you incorporated Enlightenment
thinking. If you opposed it, you identified the documents shortcomings.
Wrote captions to accompany your cartoon.
Group Activity:
Each group created a set
of rules that would apply to everyone in the school. These rules were fair
to everyone and designed so that the school would run efficiently and everyone
would accept them.
Evaluation Criteria
Exemplary:
• All readings were completed
and mailed on time.
• Your flowchart identified
many significant causes and effects between the laws and events which occurred.
• Your graphic organizer
of the British acts was copied neatly into the notebook with a brief and
concise analysis of the overall chart.
• You wrote a poem pertaining
to this time period in history. It was historically accurate and insightful
to the time and feeling of he colonists.
• Your cartoon is well
drawn, includes accurate information, and includes a caption pertaining
to the historical person, place or thing.
• Your group activity was
well thought out, you worked well together, and pertained to real life
school situation. You took everyone’s feelings into consideration.
Proficient:
• All readings were completed
and mailed on time.
• Your flowchart identified
some causes and effects between the laws and events which occurred.
• Your graphic organizer
of the British acts was copied into the notebook with somewhat of an analysis
of the overall chart.
• You wrote a poem pertaining
to this time period in history.
• Your cartoon is drawn,
includes accurate information, and includes a caption.
• Your group activity was
well thought out, you worked well together, and pertained to real life
school situation.
A - Exemplary
B/C - Proficient
Incomplete - needs to be
resubmitted