Assignments & Assessment Notes: Introductory Document Activities Illustrating a Quotation (15 points) (1) teacher has students visit computer station, identify, and jot down a few interesting quotations from the home page (http://teacherweb.com/FL/Cocoa/CEWhitehead/HTMLPage3.stm ) (2) With the home page displayed on the overhead projector, the teacher goes over quotations with students--noting which are exact quotations, which are not, and who said each.. (3) Teacher asks students to suggest ways they might illustrate any quotations they are interested in. Student: (1) Students may either create their own illustrations, or use and modify on- line images to illustrate the quotation of their choice. (2) Students must cite the source of the quotation (3 points), along with the source of any images they use (3 points). (3) The image used to illustrate the quotation should in some way relate to quotation, and to student's perspective on it. Each student will share the image he/she has chosen with the class; student might need to explain his/her choice of image if it's not explanatory. (3 pt) (4) Students also graded for attentiveness during class dicusssions, (3 pts) and on completion of the task. (3 pts) Location of Nathan Whitehead Land Deed on Map (10 pts) Teacher: (1) Teacher has students work at computer stations in small groups to try to find the deed. (2). Teacher reminds students to check out all the information available about nearby deeds in the Deed Book Excerpts (linked to), as well as to look on the map for things and places named in the deed. Students can use the red guide questions that go with the Deed Book Excerpts to help them locate the deeds. Students: (1) After students have looked at maps and various related deeds, and have discussed the guide questions, each group should decide where they think the deed is located on a map. Each group will pick a representative to justify that group's pick for the deed's location to the class. Rough Rubric: Students are graded on the basis of teacher observation of their being on task (2 pts), checking the map (2 pts) and checking relevant information (2 pts), discussing these as needed with their group (2 pts), and justifying their location of the deed in a whole class discussion (2 pts). Entering Items Listed on the Culpepper Wills on the Table of Household * Items (10 pts) Teacher: (1) Teacher guides students to identify as a class an example of a person in the household, a heir, a land deed, an animal, a furnishing, and an agricultural item Students: (1), Students then work independently to complete the table. Rough Rubric: Students are graded on the basis of participation in group discussion (2 points), attentiveness during group discussion (2 points), being on-task and completing the table (2 points), bringing into the table completion activity informaton from both Wills (2 points), entering items into the table appropriately in the columns for all 5 categories of items (1 point), and entering all items listed in will (1 point). Document Analysis Worksheets (combination of all activities = 10 pts, 4 pts per worksheet, 2 pts for class warm up) Teacher: (1) teacher directs students to the on-line resource (http://lcweb2.loc.gov/learn/lessons/psources/mindwalk.html) and directs students to reflect on and assess the evidence provided by various 'documents,' to assess its value, the biases it shows, etc. They might also discuss the kinds of 'documents' they might someday leave behind. Students: (1) Students reflect in a notebook on the above discussion (about evidence provided by various documents), and then share with the class their reflections. (2) Students chose individually an 'oral' document--that is, a transcribed oral history or written document (including advertisements, legal documents, letters, journals); and also a visual document (including visual images in advertisements, other images of North Carolina, slavery, land, nature, etc) (3) Students complete the appropriate document analysis worksheets for each Rough Rubric: (1 pt for being on-task in reflecting on left-behind evidence; 1 pt for sharing ideas on this with class; 4 pts for each worksheet completed--divided as follows1/2 pt for choosing appropriate document; 1/2 pt for selected right worksheet; 3 pts for completing the analysis sheet) (See the various Document Analysis Worksheets from The National Archives and Record Administration's Digital Classroom)