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Activities:

fugitive slave law

john brown

bleeding kansas


Assessment Plan

Curriculum Goals

Resources


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Assessment Plan

Rubrics for all activities are listed below, as well as a culminating project that you may complete.

Activity 1 - Fugitive Slave Law Essay

The Fugitive Slave Law activity requires you to answer the following question:

Should Northern abolitionists have supported the Fugitive Slave Act?

The rubric presented below is modeled after the Take a Stand Essay that is part of the Michigan Educational Assessment Program.

Score:

Criteria:

4

Students create a document that includes:

  • Clearly stated position on the issue.
  • Explanation of an applicable Core Democratic Value.
  • An example from the student’s prior knowledge or experience.
  • A citation of a primary source with explanation.

3

Students create a document that includes:

  • Clearly stated position on the issue.
  • 2 of the 3 remaining elements.

2

Students create a document that includes:

  • Clearly stated position on the issue.
  • 1 of the 3 remaining elements.

1

Students create a document that includes:

  • Clearly stated position on the issue.
  • 0 of the 3 remaining elements.

Activity 2 - John Brown Quiz

You are required to complete a 10 question multiple-quiz about the life of John Brown, using information gathered at the American Experience website.

Use the rubric below to assess your performance on this quiz.

Number of Correct Answers:

Grade:

10

A

9

A-

8

B-

7

C-

6

D-

5 - below

E

Activity 3 - Bleeding Kansas Wiki

You are required to create a RAFT-formatted letter to the editor from the point of view of a Kansas settler.

The rubric below will help you judge your performance on this task.

Role- Pro-Slavery or Anti-Slavery Kansas settler

Audience- national newspaper audience

Format- letter to the editor

Topic- Should slavery be allowed in Kansas?

Score:

Criteria:

4

Students create a document that includes:

  • Clearly stated position appropriate to the role chosen.
  • Explanation of an applicable Core Democratic Value.
  • Appropriately formatted letter.
  • At least one example that backs the writer’s opinion.

3

Students create a document that includes:

  • Clearly stated position on the issue.
  • 2 of the 3 remaining elements.

2

Students create a document that includes:

  • Clearly stated position on the issue.
  • 1 of the 3 remaining elements.

1

Students create a document that includes:

  • Clearly stated position on the issue.
  • 0 of the 3 remaining elements.

Activity 4 - Culminating Activity

When you have successfully completed the above activities, you may also complete the following culminating activity.

Given the information presented in this curriculum web, would you argue that perspective is an important part of learning about history?

This question should be answered in an essay format, using the following rubric.

Score:

Criteria:

4

Students create a document that includes:

  • Clearly stated position on the issue.
  • Examples from each of the three activities in the curriculum web.
  • Analysis of the effects of perspective in each example.
  • At least one example that backs your opinion from current events.

3

Students create a document that includes:

  • Clearly stated position on the issue.
  • 2 of the 3 remaining elements.

2

Students create a document that includes:

  • Clearly stated position on the issue.
  • 1 of the 3 remaining elements.

1

Students create a document that includes:

  • Clearly stated position on the issue.
  • 0 of the 3 remaining elements.

If you have any further questions about your performance, please use the Contact Form to ask questions.