Evaluation

I Cannot Be A Slave:
Voices of the Lowell Mill Girls
& the Turn-Out of 1836, Refracted

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INTRODUCTION

TASK

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Evaluation

Evaluation Rubric
Students will be able to…	Inadequate	Adequate	Good	Strong
Use the Document analysis Worksheets to analyze “primary source documents,” including: letters, newspaper articles, a memoir excerpt, and a song. They will use the worksheets to analyze excerpts of secondary source materials.	Students are not able to demonstrate the ability to use document-based questions to analyze both “primary sources” and “secondary sources.”	Students are able to demonstrate the ability to use document-based questions to analyze both “primary sources” and “secondary sources.” However, they do not provide detailed responses that demonstrate an understanding of the documents or the ability to draw insightful conclusions.	Students are able to demonstrate the ability to use document-based questions to analyze both “primary sources” and “secondary sources.” They answer questions with detailed responses and demonstrate a good understanding of the documents and the ability to draw good conclusions in their analysis.	Students are able to demonstrate the ability to use document-based questions to analyze both “primary sources” and “secondary sources.” They answer questions with very detailed responses and demonstrate an excellent understanding of the documents and the ability to draw excellent, insightful conclusions in their analysis.
Understand the impact of “point of view” on how individuals report, experience, and interpret an event or events.	Students are not able to describe the various points of view of those involved in the Lowell turnout of 1836, including those of: business people, reporters, the wife of a Mill Agent, and Mill Girls.	Students are able to describe the various points of view of those involved in the Lowell turn-out of 1836. However, they do not provide sufficient evidence to support their interpretations of those points of view.	Students are able to describe the various points of view of those involved in the Lowell turn-out of 1836. They provide sufficient evidence to support their interpretations of those points of view.	Students are able to describe the various points of view of those involved in the Lowell turn-out of 1836. They provide strong evidence to support their interpretations of those points of view. They demonstrate the ability to see the issues clearly from each of the points of view they encounter.
Understand how the mill girls saw themselves within the context of their times through an interpretation of their words within a resolution, a memoir, and a song.	Students are not able to draw conclusions about how the mill girls saw themselves through an encounter with their words and music.	Students are able to draw conclusions about how the mill girls saw themselves through an encounter through an encounter with words and music. However, they do so in insufficient detail.	Students are able to draw conclusions about how the mill girls saw themselves through an encounter with words and music. They provide good evidence to corroborate their conclusions. They reach good conclusions about how the mill girls saw themselves.	Students are able to draw conclusions about how the mill girls saw themselves through an encounter with words and music. They provide excellent evidence to corroborate their conclusions. They reach excellent and well reasoned conclusions.
Understand how a song’s music and lyrics can be a valuable historical source in the study of historical events.	Students are not able to analyze the music, lyrics, tone, and mood of the song “I Cannot Be A Slave.” They do not demonstrate an understanding of what they reveal about the events of October 1836.	Students are able to analyze the music, lyrics, tone, and mood of the song “I Cannot Be A Slave.” They demonstrate a limited ability to use the song to reach both an accurate and an enriched understanding of the historical times through this encounter.	Students are able to analyze the music, lyrics, tone, and mood of the song “I Cannot Be A Slave.” They demonstrate a good ability to use the song to reach both an accurate and an enriched understanding of the historical times through this encounter. They do not demonstrate a full appreciation of the significance of the words “slave” or “liberty” within the context of the time period.	Students are able to analyze the music, lyrics, tone, and mood of the song “I Cannot Be A Slave.” They demonstrate an excellent ability to use the song to reach both an accurate and an enriched understanding of the historical times through this encounter. They demonstrate a strong and nuanced appreciation of the significance of the words “slave” and “liberty” within the context of the time period.
Apply their understanding of “primary source documents” by creating an original account of the Lowell turn-out of 1836.	Students are not able to write an original interpretation of the events of October 1836 after analyzing the “primary source documents” in this lesson.	Students are able to write an adequate version of the Lowell turn-out of October 1836. They provide an account of limited accuracy with only cursory reference to the evidence and sources studied in this lesson.	Students are able to write a good interpretation of the events of the Lowell turn-out. They provide strong corroboration for their conclusions. However, they fail to draw upon all of the information and points of view they have encountered in the lesson. They provide an accurate but incomplete version of events.	Students write an excellent interpretation of the events of the Lowell turn-out. They synthesize a variety of points of view into their account. They strive to be accurate, and to draw upon the “primary source documents” they have encountered in this lesson. They demonstrate an accurate and nuanced understanding of the Lowell turn-out of 1836.