Provide background information about Garrison and Douglass. |
Students provide little information with no sense of organization. |
Students provide limited information with some organization. |
Students provide some information in well constructed paragraphs. |
Students can provide extensive information in well-organized complete paragraphs. |
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Using the Constitution, analyze excerpts that deal with slavery. |
Students reference a minimum of one (1) excerpts. |
Students reference a minimum of two (2) excerpts. |
Students reference a minimum of three (3) excerpts. |
Students reference a minimum of four (4) excerpts. |
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Engage in a debate in which you support/defend Douglass's or Garrison's views on how to end slavery, citing references such as speeches, articles, and historical documents. |
Students do not effectively support/defend their position.
Students do not/incorrectly cite resources. |
Using persuasive language, students support/defend their position by citing few sources. |
Using persuasive language, students support/defend their position by citing some sources. |
Using persuasive language, students effectively support/defend their position by citing numerous sources. |
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