| 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)
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