Reconstruction Era Research Project Teacher: Martin Richards, Mount Mansfield Union High School Grade Level of Lesson: High School Time Required: Several class periods Topic: Reconstruction Era Context & Differentiation: This three-part lesson requires students to analyze a primary source document, conduct some independent research concerning an historical character from the era of Reconstruction, write an ‘I Am From’ poem, and share findings with the class, offering students the opportunity to explore their assigned character in depth while being immersed in multiple perspectives through class presentations. Content Standards: H & SS 6.2c: Understand the varied use of evidence and data – distinguish among fact, bias, stereotyping, generalizing, and categorizing in gathering and presenting evidence and data with respect to Reconstruction era characters. Historical Processes: H & SS 6.5c: Gain historical empathy to understand the worldview of the historical actors by identifying and analyzing the influences of various groups on major issues during the Reconstruction era. Common Core Standards: Reading Standards for Informational Text (11-12) Integration of Knowledge and Ideas (7) Integrate and evaluate multiple sources of information presented in different media or formats in order to address an historical question concerning freedom, justice, and equality during the Reconstruction era. Essential Questions: 1. Why did various people from the Reconstruction era fight for principles of freedom, justice, and equality (human rights)? How did various groups define those concepts? 2. How did those left out of full citizenship react to events and issues? 3. Who won the most in the struggle? Who gained little or nothing? 4. How do issues from the Reconstruction era continue to impact us today. 5. How do various groups use our Reconstruction history today?

Culminating Assessment: Students analyze a primary resource, conduct additional research, create a project to communicate the role of an historical character during Reconstruction, write an ‘I Am From’ poem, and share findings with the class in a presentation. Formative Assessment: Teacher collects primary source analysis, offering feedback and conferencing if necessary. During in-class work time, teacher circulates to answer clarifying questions and offer support as needed.

Teaching and Learning Activities: 

Pre-Teaching: In order for students to independently complete the required tasks, it is essential that they have a strong foundation in the context of the Reconstruction era. Before assigning this project, be sure students have an understanding of the following concepts, skills, and historic content: o What is race? o How have African Americans been depicted in the media, art, etc. in American culture? o Gullah culture o The Port Royal Experiment o The challenges of Reconstruction (politically, economically, and socially) o The different plans for Reconstruction (Lincoln’s, Johnson’s, and the Radical Republicans) o The successes and failures of Reconstruction o Introduce, teach, and practice using the SCIM-C process to analyze primary resources (Appendix A)



Introduce project o Distribute project instructions (Appendix B) and give students a few minutes to glance at the project requirements independently. o This project has three components. Explain / review each component along with weight assigned to each part for scoring (you decide). o Answer clarifying questions. o Set work parameters. You may want to include the students in this conversation. What time will students have to work on this in class? How much time should students expect to work outside of class? Establish ground rules for any in-class work time. o Set a deadline that makes sense for your students.

Resources: Eldred, Christine. "Reconstruction During & After the Civil War  Tags: African_american_history, American, Civil_war, Government, History, Multimedia, Photographs, Primary_sources, Reconstruction, United_states, Vermont, War  ." Colchester High School Library. Colchester High School, n.d. Web. 21 Mar. 2013. . Rose, Willie Lee. Rehearsal for Reconstruction: The Port Royal Experiment. University of Georgia Press: Athens, 1999. Sterling, Dorothy. The Trouble They Seen: The Story of Reconstruction in the Words of African Americans. Da Capo Press: New York, 2994.

Materials: Appendix A: SCIM-C guide Appendix B: Project instruction and rubrics

Appendix B:

Reconstruction Choice Project Due: ________________ For this project each student analyzes a primary source, chooses from one of the three project choices, and write an “I am From” poem. While creating your project you need to consider the following essential questions: 1. Why did various people from the era fight for principles of freedom, justice, and equality (human rights)? How did various groups define those concepts? 2. How did geography, class, gender, and race figure into the various perspectives on the era? 3. How did those left out of full citizenship react to events and issues? 4. Who won the most in the struggle? Who gained little or nothing? 5. How do issues from the Reconstruction era impact us today? 6. How do various groups use our Reconstruction history today? For this three-part research project, choose an historical person from the Reconstruction era to research. In order to represent varied perspectives, students much each select a different person to research. Select from the following list, but do not get started with the research until the teacher approves your selection. You can choose from the following individuals: Abraham Lincoln Jefferson Davis Thaddeus Stevens Aunt Becky Laura Towne Charlotte Fortin Lydia Smalls Major Gen. David Hunter Susie Baker Thomas W. Higginson Limus Anders Henry Bram Isaac Stevens William Fergeson Colcock William Fergeson Hutson Edmund Rhett, Sr.

Catherine Rhett Edward Philbrick Robert Smalls Austa French Rufus Saxton Loudon Shubael Langley Robert Barnwell Rhett James G. Thompson Mansfield French Salmon P. Chase Martha Johnson Johathan J. Wright Oscar J. Dunn Edward Pierce John Gary Evans William Whipper

Hiram Revels William Lloyd Garrison Pinckney B. S. Pinchback Charles Sumner Gen. William T. Sherman Ulysses S. Grant Fredrick Douglas Alexander H. Stephens Rutherford B. Hayes Andrew Johnson Robert E. Lee Henry Clay Warmoth Clara Barton Richard Howell Gleaves Thomas E. Miller **A choice approved by teacher

Research Resources: •Rehearsal for Reconstruction: The Port Royal Experiment by William Lee Rose •The Trouble They Seen: The Story of Reconstruction in the Words of African Americans by Dorthy Sterling •Research Guide for Reconstruction - Internet links organized by Christine Eldred of Colchester HS http://chs.csdvt.libguides.com/reconstruction •School’s Internet Databases •Print Books •Credible Internet resources

Social Education (), pp. - ©  National Council for the Social Studies

The SCIM-C Strategy: Expert Historians, Historical Inquiry, and Multimedia David Hicks, Peter E. Doolittle and E. Thomas Ewing Understanding history is a challenge. In order to provide teachers with a tool that can help students acquire the knowledge and skills necessary to interpret primary sources and reconcile various historical accounts, we developed the SCIM-C strategy. Grounded in research on teaching and learning history1 and building upon Riley’s layers of inference model to support teaching evidential understanding,2 the SCIM-C strategy focuses on five broad phases: Summarizing, Contextualizing, Inferring, Monitoring, and Corroborating. When students examine an individual source, they move through the first four phases (i.e., summarizing, contextualizing, inferring, and monitoring) and then, after analyzing several individual sources, they compare the sources collectively in the fifth phase (i.e., corroborating). The following sections explain each of the five phases of the SCIM-C strategy, including the four spiraling analyzing questions for each phase. Summarizing

Summarizing is the first phase of the SCIMC strategy. In this phase, students quickly examine the documentary aspects of the text in order to find any information or evidence that is explicitly available from the source. Students should attempt to identify the type of source (e.g., letter, photograph, or cartoon) as well as its subject, author, purpose, and audience. In addition,

students should look for key facts, dates, ideas, opinions, and perspectives. The four analyzing questions associated with the summarizing phase are as follows: 1. What type of document is the source? 2. What specific information, details and/or perspectives does the source provide? 3. What is the subject and/or purpose of the source? 4. Who was the author and/or audience of the source? Contextualizing

When students begin contextualizing, they spend more time with the source in order to locate it within time and space. The teacher should emphasize that it is important to recognize and understand that a source may contain archaic words and/or images from the period. These words or images may no longer be used today or they may be used differently; these differences should be noted and defined. In addition, the meanings, values, habits, and customs of the period may be very different from those today. Ultimately, students and teachers must be careful to avoid treating the source as a contemporary product as they pursue their guiding historical question. Following are the four analyzing questions associated with the contextualizing phase: 1. When and where was the source produced? 2. Why was the source produced? April 2004 221

3. What was happening within the immediate and broader context at the time the source was produced? 4. What summarizing information can place the source in time and place? Inferring

Inferring is designed to provide students with the opportunity to revisit initial facts gleaned from the source and to begin to read subtexts and make inferences based upon a developing understanding of the context. In answering an historical question and working with the primary source, sometimes the evidence is not explicitly stated or obvious but rather, the evidence is hinted at and needs to be drawn out. The inferring stage provides room for students to explore the source and examine the source’s perspective in the light of the questions being asked. These are the four analyzing questions associated with the inferring phase: 1. What is suggested by the source? 2. What interpretations may be drawn? 3. What perspectives or points of view are indicated? 4. What inferences may be drawn from absences or omissions in the source? Monitoring

Monitoring is the capstone stage in examining individual sources. Here students are expected to reflect upon their initial assumptions in terms of the overall focus

on the historical questions being studied. This reflective monitoring is essential in making sure that students have asked the key questions from each of the previous phases. Such a process requires students to examine the credibility and usefulness or significance of the source in answering the questions at hand. Ultimately, monitoring is about reflection—reflection upon the use of the SCIMC strategy and reflection upon the source itself. The SCIM-C strategy is recursive in nature and thus revisiting phases and questions is essential as one begins to create an historical interpretation through one’s questions. The four analyzing questions associated with the monitoring phase are as follows: 1. What additional evidence beyond the source is necessary to answer the historical question? 2. What ideas, images, or terms need further defining? 3. How useful or significant is the source for its intended purpose in answering the historical question? 4. What questions from the previous stages need to be revisited in order to analyze the source satisfactorily? Corroborating

Corroborating only starts when students have analyzed a series of sources, and are ready to extend and deepen their analysis by comparing the evidence gleaned. What similarities and differences in ideas, information, and perspectives exist between the analyzed sources? Students should also look for gaps in their evidence that may hinder their interpretations and the answering of their guiding historical questions. When they find contradictions between sources, they must investigate further, including checking the credibility of each source. Once the sources have been compared the student then begins to draw conclusions based upon the synthesis of the evidence, and can begin to develop her or his own conclusions and interpretations. The four analyzing questions associated with the corroborating phase are as follows: 1. What similarities and differences between the sources exist?

2. What factors could account for these similarities and differences? 3. What conclusions can be drawn from the accumulated interpretations? 4. What additional information or sources are necessary to answer more fully the guiding historical question? The SCIM-C strategy’s utility lies in the recognition that it provides a point of entry through which to teach and learn historical inquiry. The overall process of moving through the phases of the SCIMC strategy should be viewed as a precise, recursive, and thoughtful approach to historical inquiry. It is an approach that requires a concerted level of engagement with each source in order to investigate historical questions through analyzing primary sources deeply, thoroughly, and carefully. The ultimate goal of this instruction strategy is for students to become self-regulated in the use of the strategy as part of the process of doing history. In pursuit of this goal—the development of a multimedia tool for teachers and students that facilitates the use of the SCIM-C strategy for historical inquiry—the three authors, a social studies educator, an educational psychologist/ technologist, and an academic historian, respectively, designed, developed, and implemented the SCIM-C Historical Inquiry Tutorial (edpsychserver.ed.vt.edu/ scim/soced). Following is a demonstration of SCIM-C using a letter from the Depression-era, which is included in our tutorial. Letter from the Depression

In this section, we will apply the SCIM strategy to an historical primary source. Our intention is to illuminate the source relative to this guiding historical question: What was the life of a child like during the Depression? The source to be analyzed is a letter obtained from the National Archives (see Figure 1, p.223). The letter was originally sent to the federal Children’s Bureau and, as was the custom when the letter was sent, the original handwritten letter was transcribed using a typewriter. As we address each of the four phases of the SCIM strategy, we will attempt to S o c i a l E d u c at i o n 222

answer the four analyzing questions associated with each phase (see Table 1, p. 224). It is important to note how different portions of the text help to answer different analyzing questions. The purpose of summarizing is to locate any information or evidence that is explicitly available. The first piece of evidence available from the source is the source type; in this case, we are analyzing a letter. At this point it is necessary to read through the letter to get a broad understanding of the letter’s author, subject, audience, and purpose. The sender’s address is listed as: Bobby Murray, Route 3, Malvern, Arkansas, and the letter is dated July 8, 1939. In addition, the letter is addressed to the Children’s Bureau, Department of Labor, Washington, D.C. What does this letter tell us, explicitly? The author of the letter is a 15-year-old boy, Bobby Murray, who is in the 10th grade. The purpose of the letter is to seek assistance to be able to continue school; specifically, he is writing to the government, to the Children’s Bureau at the Department of Labor for help. In addition, the author has a mother, an older sister, who died six months earlier, and a niece from his deceased older sister. The mother works, though not regularly, and pays the family’s living expenses. This may not be an exhaustive summarization, but we do now know who wrote the letter, why the letter was written, to whom the letter was written, and a series of other specific details within the letter. The question to be answered next is, can this letter be placed in some type of context? Now we move into contextualizing, which as we mentioned earlier, means examining the source in more detail to locate it in time and space (see Figure 2, p. 225). In this case, when and where the letter was written is fairly straightforward. This was also mentioned previously in the summarization phase. Specifically, the letter was written in 1939, in Malvern, Arkansas. Why the letter was written is also clearly stated. Bobby Murray, the author, is seeking financial assistance from the government to continue his schooling. Now, what was happening within the immediate and broader context of the

time and place the letter was written? The date of 1939 is significant. We know that ten years earlier, in 1929, the Depression started in the United States. However, by 1939, the time of the writing of this letter, economic life was generally getting better. Yet, within the immediate context of Malvern, Arkansas, the letter tells us that life was still difficult. The author does not imply that starvation is an issue, or that his family might lose their home; nor does he say they are at risk of having his niece taken from them. Specifically, the letter tells us that unemployment was still a problem for boys under eighteen years of age. At this point, we have identified the letter’s author, the letter’s purpose, and the letter’s context. We now move on to inferring—that is, what information may be implied or concluded from the evidence? (See Figure 3, p. 225) We can see that this particular source provides fertile ground for inferring. For example, the letter suggests that the boy is mature for fifteen

years of age, as he seems to understand the family’s dynamics. Specifically, he is concerned with furthering his education, but not allowing his education to adversely affect the family finances. The author also seems sensitive to his mother’s workload and her need to take care of his niece. Unfortunately, the author does not tell us much about his family; specifically, who was his father, how did his sister die, or who was the father of his sister’s child? In addition, since the author is writing to the Children’s Bureau and referencing the superintendent, it is likely the author already asked the superintendent for financial assistance. Extending this financial focus, since the author is seeking financial assistance from the government, we can conclude that the family was not an upper class family, but more likely a family where finances would be difficult, such as a middle or lower class family. Finally, this letter reflects a change in

individuals’ perspectives: that is, the letter reflects a perspective that the government is willing and able to get directly involved in citizen’s lives—a perspective not common in the 1920s. Curiously, the author does not provide much explicit information regarding life in Malvern, Arkansas. He paints a picture of a difficult time, but Bobby Murray does not reference bleak details about the number of unemployed, the number of students out of school, or the number of people starving, which would suggest that life had improved since the depths of the Depression in the early 1930s. The progression from summarizing, through contextualizing, to inferring, always leads to questions. In the monitoring phase, we tend to ask, ‘What questions do I have regarding my initial assumptions and interpretations or my current understandings?’ In this case, we have several questions. The author seems very mature for a fifteen-year-old boy, which raises the question: Was there something about the experience of the Depression that would have increased the sense of responsibility of a fifteen-year-old boy? Also, what opportunities were available to a fifteenyear-old boy during 1939? The author seems to value education: why? Did the author see education as a way to better conditions for himself and his family? As we mentioned previously, the author does not indicate much about the conditions in Malvern, Arkansas. Learning more about Malvern might help us understand the author’s environment and better contextualize the contents of the letter. Was Malvern a typical southern community? Similarly, we are still left with questions regarding his family. Who was his father and did something happened to him? What happened to his sister? What happened to his niece’s father? Were the conditions of the author’s family common during the late 1930s? Finally, we are left with the question of what happened to Bobby Murray and Figure . A letter from Bobby Murray requesting financial assistance to continue schooling in light of family hardship.

April 2004 223

Table . The SCIM-C Strategy Summarizing

1. What type of historical document is the source? 2. What specific information, details, and/or perspectives does the source provide? 3. What are the subject, audience, and/or purpose of the source? 4. What does the source directly tell us? Contextualizing

1. Who produced the source? 2. When, why, and where was the source produced? 3. What was happening locally and globally at the time the source was produced? 4. What summarizing information can place the source in time, space, and place? Inferring

1. What is suggested by the source? 2. What conclusions may be drawn from the source? 3. What biases are indicated in the source? 4. What contextualizing information, while not directly evident, may be suggested from the source? Monitoring

1. What is missing from the source in terms of evidence that is needed to answer the guiding historical question? 2. What ideas, images, or terms need further defining from the source in order to understand the context or period in which the source was created? 3. How reliable is the source for its intended purpose in answering the historical question? 4. What questions from the previous stages need to be revisited in order to analyze the source satisfactorily? Corroborating

1. What similarities and differences exist between the sources? 2. What factors could account for the similarities and differences? 3. What gaps appear to exist that hinder the final interpretation of the source? 4. What other sources are available that could check, confirm, or oppose the evidence currently marshaled?

Table . General Guidelines for Teaching Strategies Description and Explanation

1. Teach strategies explicitly. 2. Teach strategies through modeling and explaining. 3. Teach when, where, and why to use strategies. Practice and Feedback

4. Provide extensive examples of strategies in use. 5. Provide extensive practice in strategy use. 6. Provide extensive feedback on strategy use. Evaluation and Control

7. Teach students to monitor the effectiveness of strategy use. 8. Teach students to self-regulate the use of strategies. 9. Teach strategies within the context of their natural use. Generalization and Adaptation

10. Encourage the use of strategies beyond the classroom or specific domain. 11. Encourage the use of strategies over an extended period of time. 12. Encourage students to modify strategies and evaluation criteria for different uses. S o c i a l E d u c at i o n 224

Part A. – SCIM-C Read a primary source document about the person you are researching and complete the SCIM-C assignment as practiced in class. Complete the SCIM steps prior to starting your choice project, and complete the final C (Corroboration) when you have completed your research. As you analyze your primary source, use one or more of the essential questions as your lens / guiding historical question.      

Why did various people from the era fight for principles of freedom, justice, and equality (human rights)? How did various groups define those concepts? How did geography, class, gender, and race figure into the various perspectives on the era? How did those left out of full citizenship react to events and issues? Who won the most in the struggle? Who gained little or nothing? How do issues from the Reconstruction era impact us today? How do various groups use our Reconstruction history today?

Rubric for SCIM-C Criteria

Does not meet the standard

Nearly meets the standard

Summarize

Little attempt to summarize the resource

Summarizes most of the details from resource

Contextualize

Little attempt to set the source in context of time and place

Almost sets the source in context of time and place

Infer

Little attempt to interpret the resource or identify perspective

Monitor

Corroborate

Meets the standard

Wow!

Thoroughly summarizes the details available in resource Accurately sets the source in context of time and place

Extrapolates all of the relevant information with exceptional insight

Partially interprets the resource and / or identifies perspective

Proficiently interprets the resource and identifies perspective

Critically interprets the purpose and subtle messages, identifying both perspective and bias

Little attempt to evaluate one’s ability to answer the historical question with evidence from source

Partially evaluated one’s ability to answer the historical question with evidence from source

Credibly evaluated the document and identified evidence needed to answer the historical question

Critically evaluated the document and its shortcomings in answering the historical question, identifying concrete direction for continued research

Little attempt to support or modify original interpretation

Partially supports or modifies original interpretation

Effectively supports or modifies original interpretation in corroboration with additional sources

Student is particularly creative in identifying additional sources to support or modify original interpretation

Sets the source in context of time and place with exceptional detail

SCIM- C Organizer Interpret primary resources through the lens of historical question(s) Summarize Contextualize 1. What type of historical document is the source?

1. Who produced the source?

2. When, why, and where was the source produced?

2. What specific information, details, and/or perspectives does the source provide? 3. What was happening locally and globally at the time the source was produced?

3. What are the subject, audience, and/or purpose of the source?

4. What does the source directly tell us?

4. What summarizing information can place the source in time, space, and place?

Infer 1. What is suggested by the source?

Monitor 1. What is missing from the source in terms of evidence that is needed to answer the guiding historical question?

2. What conclusions may be drawn from the source? 2. What ideas, images, or terms need further defining from the source in order to understand the context or period in which the source was created? 3. What perspective does this source represent? 3. How reliable is the source for its intended purpose in answering the historical question? 4. What biases are indicated in the source?

5. What contextualizing information, while not directly evident, may be suggested from the source?

4. What questions from the previous stages need to be revisited in order to analyze the source satisfactorily?

Corroboration When you have completed your research, revisit the first primary resource that you analyzed. Review the interpretations you provided in the graphic organizer and compare them to the evidence you have collected from other primary and secondary resources with respect to your historical question(s). Then, answer the following questions to complete the SCIM-C process.

Corroborate 1. What similarities and differences exist between the sources?

2. What factors could account for the similarities and differences?

3. What gaps appear to exist that hinder the final interpretation of the source?

4. What other sources are available that could check, confirm, or oppose the evidence currently assembled?

Part B. – Choice Projects Read through the options, and select ONE of the following projects to complete. Choice #1 (Technology) Research and create a PowerPoint, Prezi, Glogster or Museumbox presentation on an historical character associated with Reconstruction. Directions  Gather and organize information about the person you are researching, the same person approved for Part A.  The slides should be organized as follows: o Include a picture of your person with some basic information such as date of birth, where s/he was born, where s/he lived during the Reconstruction and Post-Reconstruction eras (1862-1895), what was the person’s stand on Reconstruction?, etc. o Include information about what significant achievements (3-5) the person accomplished regarding Reconstruction. o Incorporate a quote by the person or from someone else that describes your person’s position regarding Reconstruction or race relations. o You need to have “your take.” In your own words describe your conclusions about the person’s accomplishments – did s/he advance the principles of freedom, justice, and equality or not? o Answer at least two of the essential questions above, citing evidence. o Your last slide must be a bibliography in MLA format. At least one source must be a primary source that has been examined using the SCIM-C process. The teacher will assess your analysis prior to your using it in your bibliography.  The following information should be considered in designing your slides: o Slides should be colorful and easy to read, with large font. We need to be able to read your text from the back of the room. Six (6) slides or areas MAXIMUM (not including source slide). o Slides should have headings with the person’s name and main issues s/he embraced. o The slides should have minimal text. The majority of your information should come from what you say in your presentation.

Technology Project Rubric

Criteria

The content of the slides conveyed accurate knowledge of the topic and conclusions backed by evidence

The slides were organized and easy to read

Does not meet the standard

Nearly meets the standard

Meets the standard

Wow!

There are many inaccurate facts and some slides are missing.

Some information is inaccurate.

All required information is accurate, and conclusions are well supported with evidence.

All information is accurate, conclusions are well supported with evidence and the presenter went beyond what is required.

Slides did not follow the prescribed format. Source slide formatted inaccurately.

Slides partially follow the prescribed format and sources are almost formatted accurately.

Slides mostly follow the prescribed format and sources are generally formatted accurately.

All slides and sources are formatted accurately.

No visual appeal.

Lacks visual appeal.

Visuals were eye catching

Visuals were especially eye catching and enhanced the presentation.

Lacks insight into your person’s feelings and actions regarding Reconstruction and/or race relations.

Provided minimal insight to your person’s feelings and actions regarding Reconstruction and/or race relations.

Provided good insight to your person’s feelings and actions regarding Reconstruction and/or race relations.

Provided exceptionally deep insight to your person’s feelings and actions regarding Reconstruction and/or race relations.

Lacked analysis

Provided some analysis of your person, but lacked depth.

Provided good analysis of your person using all the steps in the analysis process.

Exceptional depth of analysis of your person using all necessary steps.

Has very poor G.U.M.

Has frequent errors in G.U.M. that distracted from the content.

Has some errors in G.U.M. but they did not distract the reader.

Minor errors in G.U.M. No distractions.

Pictures added to the visual appeal

Quotes were relevant

Your Take provided analysis and closure to the topic

G.U.M.

Choice #2 (Artistic) Research and create a poster of an individual from the Reconstruction era.

Directions  Gather and organize information about the person you are researching, the same person approved for Part A.  The poster should be organized as follows: o A drawing of the person should be on the front of the poster with the person’s name at the top. The class should be able to read the name from the back of the room. o Type basic information such as date of birth, where s/he was born, where s/he lived during the Reconstruction years (1862-1895), what was the person’s stand on Reconstruction?, etc. and put this on the back of the poster. o Put information about what significant achievements (3-5) the person accomplished regarding Reconstruction on the back of the poster. Please type and glue to the back. o Put a quote by the person or from someone else that describes your person’s position regarding Reconstruction or race relations on the front of the poster. The class should be able to read the quote from the back of the room. o Under the heading “My Take,” record your own impressions. In your own words describe your conclusions about the person’s accomplishments – did s/he advance the principles of freedom, justice, and equality or not? This should be typed and put on the back of the poster. o Answer at least two of the essential questions, citing evidence. Answers must be typed and affixed to the back of the poster. o Include a bibliography in MLA format on the back of the poster. At least one source must be a primary source that has been examined using the SCIM-C process. The teacher will assess your analysis prior to your using it in your bibliography.  The majority of your information should come from what you say in your presentation. ***You should only have the title, drawing and quote on the front of the poster. All other information needs to be typed and glued to the back of the poster. Create headings to identify each piece of information included on the back.

Poster Rubric

Criteria

The content of the information conveyed accurate knowledge of the topic and conclusions backed by evidence

Does not meet the standard

Nearly meets the standard

Meets the standard

Wow!

There are many inaccurate facts about the person.

Some information is inaccurate.

All required information is accurate, and conclusions are well supported with evidence.

All information is accurate, conclusions are well supported with evidence, and the presenter went beyond what is required.

No visual appeal.

Lacks visual appeal.

Drawing was eye catching.

Picture was especially eye catching and enhanced the presentation.

Lacks insight into your person’s feelings and actions regarding Reconstruction and/or race relations.

Provided minimal insight to your person’s feelings and actions regarding Reconstruction and/or race relations.

Provided good insight to your person’s feelings and actions regarding Reconstruction and/or race relations.

Provided exceptionally deep insight to your person’s feelings and actions regarding Reconstruction and/or race relations.

Lacked analysis

Provided some analysis of your person, but lacked depth.

Provided good analysis of your person using all the steps in the analysis process.

Exceptional depth of analysis of your person using all necessary steps.

Has very poor G.U.M.

Has frequent errors in G.U.M. that distracted from the content.

Has some errors in G.U.M. but they did not distract the reader.

Minor errors in G.U.M. No distractions.

Visual appeal

Quotes were relevant

Your Take provided analysis and closure to the topic

G.U.M.

Choice #3 (Writing) Create a storybook about your character.

Directions  Gather and organize information about the person you are researching, the same person approved for Part A.  The storybook needs to have the following: o Title on the front cover with a picture of the historical person you are researching (either computer generated or drawn by you). o Pictures within the book (either computer generated or drawn by you). o Your story should include basic information such as date of birth, where s/he was born, where s/he lived during the Reconstruction years (1862-1895), what was the person’s stand on Reconstruction, etc. o Incorporate information about what significant achievements (3-5) the person accomplished regarding Reconstruction and/or race relations into your story. o Include a quote by the person or from someone else that describes your person’s position regarding Reconstruction or race relations. o Answer at least two of the essential questions above, citing evidence. o Once you have written your story you need to write a section subtitled ‘My Take” to share your impressions. In your own words describe your conclusions about the person’s accomplishments – did s/he advance the principles of freedom, justice, and equality or not? Put this after your story and put the words “My Take” at the top of the page. o Include a bibliography in MLA format at the end of your storybook. At least one source must be a primary source that has been examined using the SCIM-C process. The teacher will assess your analysis prior to your using it in your bibliography. The bibliography should be the last page of your storybook.  The book should be typed or handwritten neat penmanship.  When presenting, you will read your story to the class, discuss the creation process, and answer questions from classmates.

Storybook Rubric

Criteria

The content of the information conveyed accurate knowledge of the topic and conclusions backed by evidence

Does not meet the standard

Nearly meets the standard

Meets the standard

Wow!

There are many inaccurate facts about the person.

Some information is inaccurate.

All required information is accurate, and conclusions are well supported.

All information is accurate, conclusions are well supported, and the story expands beyond what is required.

No visual appeal.

Lacks visual appeal.

Images are eye catching.

Images are especially eye catching and enhanced the presentation.

Lacks insight into your person’s feelings and actions regarding Reconstruction and/or race relations.

Provided minimal insight to your person’s feelings and actions regarding Reconstruction and/or race relations.

Provided good insight to your person’s feelings and actions regarding Reconstruction and/or race relations.

Provided exceptionally deep insight to your person’s feelings and actions regarding Reconstruction and/or race relations.

Lacked analysis

Provided some analysis of your person, but lacked depth.

Provided good analysis of your person using all the steps in the process.

Exceptional depth of analysis of your person using all the necessary steps.

Has very poor G.U.M.

Has frequent errors in G.U.M. that distracted from the content

Has some errors in G.U.M. but they did not distract the reader

Minor errors in G.U.M. No distractions

Visual appeal

Quotes were relevant

Your Take provided analysis and closure to the topic

G.U.M.

Part C. – Poem

“I am From” Poem    

Write an “I am from” poem based upon your chosen character. First, read the sample poem – Susannah by Elise Guyette The poem should be 3-4 stanzas. The poem should have words that describe the person’s personality, where s/he is from geographically, what s/he has experienced and accomplished in his/her life, feelings and reflections about the world in which s/he lives, etc.  Be creative with your words.  You will read your poem to the class. Poem Rubric

Criteria

The content of the information conveys accurate knowledge of the topic

Use of descriptive words

Does not meet the standard

Meets the standard

Wow!

There are many inaccurate facts about the person.

Some information is inaccurate.

All information is accurate.

All information is accurate including details that expands upon the required information.

Used very few descriptive words. The audience has a hard time understanding who the person is.

Used some descriptive words so that the audience gets a partial understanding of the person.

Used many descriptive words, metaphors, and other poetic imagery so that the audience gets an understanding of the person’s place.

Used many descriptive words and poetic devices so that the audience gets a complete understanding of the person’s place and feelings.

Poor voice Poor volume Poor pace

Voice has little emotion. Difficult to hear at times. Pace makes it difficult to understand.

Voice depicts emotions. Good volume – easy to hear. Good pace – helps to understand the character.

Excellent voice presented with strong emotions and inflections. Excellent volume – very clear. Excellent pace.

Has very poor G.U.M.

Has frequent errors in G.U.M. that distracted from the content

Has some errors in G.U.M. but they did not distract the reader

Minor errors in G.U.M. No distractions

Reading

G.U.M.

Nearly meets the standard

I AM FROM By Susannah aka Elise Guyette I am from the sea the middle passage. I am from pain and violence on the Sea Islands.

Now I’m from Miss Towne and Miss Murray who live at our house at the Oaks and who taught my girls and boy to read and

I am from picking Sea Island cotton

write

day after day in the hot sun

and to be new citizens of this country

at the Oaks Plantation

in the very dining room where I serve those

where the massa and missus come sometimes in the cooler weather

kind ladies. I am from serving them upstairs

to have parties

going downstairs to my cellar to sleep

and to be served by my girls

where I always slept when the massa and

and my boy even when they can hardly stand from tiredness. I’m also from the big skedaddle when those whites who said they owned me fled from the big guns

missus were here. I’m from black taskmaster to white plantation owners I’m from learning to read late at night From my girls in my cellar. I am from the praise house

and tried to make me come too

where we finally get to be by ourselves

but I ran and hid

away from white eyes

Because

trying to make us think and act like them.

They never really owned me at all. I’m from an oral people with African tales in my head to a literate woman with new tales of white Christians on my mind trying to not forget where I really came from where we all came from – Mother Africa.