Students will be able to… |
Inadequate |
Adequate |
Good |
Strong |
Weighting |
Review the life of Anthony Burns and create a timeline of events. Understand the challenges that escaped slaves faced. Explain the significance of the Fugitive Slave Law and the Compromise of 1850. |
Students are not able to describe the events of Anthony Burn’s life and cannot create a correct timeline of these events. |
Students can provide brief descriptions of the life events but do not provide details that demonstrate in depth understanding. While no errors exist, students do not present details that demonstrate thorough understanding of the events and concepts. |
Students can provide descriptions of the events in Anthony Burns life. Students are able to create a correct timeline of the events of Anthony Burns life. |
Students can provide detailed descriptions of the events. Students are able to create a detailed timeline that correctly identifies all the important events of the life of Anthony Burns. |
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Students will understand the major tenets of the Compromise of 1850 and the Fugitive Slave Law. |
Students are not able to describe the tenets of the Compromise of 1850 and the Fugitive Slave Law. |
Students can provide brief descriptions of the tents of the Compromise of 1850 and the Fugitive Slave Law but do not provide details that demonstrate in depth understanding. While no errors exist, students do not present details that demonstrate thorough understanding of the concepts. |
Students can provide descriptions of the tenets of the Compromise of 1850 and the Fugitive Slave Law. Students are able to discuss the meaning and impact of the Compromise of 1850 and the Fugitive Slave Law. |
Students can provide detailed descriptions of the tents of the Compromise of 1850 and the Fugitive Slave Law. Students are able to discuss the meaning of the legislation. |
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Students will understand what happened after the capture of Anthony Burns. |
Students are not able to describe the impact that the Anthony Burns case had in 1854. Errors exist in student’s time lines/PowerPoint presentations/letters to the editor. |
Students can provide brief descriptions of the impact of the Compromise of 1850, the Fugitive Slave Law and the Anthony Burns case but do not provide details that demonstrate
in depth understanding. While no errors exist, students do not present details that demonstrate thorough understanding of the concepts. |
Students can provide descriptions of the impact of the Compromise of 1850, the Fugitive Slave Law and the Anthony Burns case. Students are able to compare and contrast the effects of legislation and the Anthony Burns case on abolitionism. |
Students can provide detailed descriptions of the impact created by the Compromise of 1850, the Fugitive Slave Law and the trial of Anthony Burns. Students are able to compare and contrast the effects of the legislation and the Anthony Burns case on abolitionism. |
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Students use primary sources to interpret the life and impact of the Anthony Burns case. |
Students are not able to describe the subject matter and/or elements seen in the historical records. Errors exist in student reports of primary sources. |
Students demonstrate interpretive skills by making a description of the subject matter and/or elements seen in the primary source documents, but do not provide details that demonstrate in-depth understanding. Students need guidance to determine the meaning of the work. Students need guidance to support their interpretation of the work.
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Students demonstrate interpretive skills by making a description of the subject matter and/or elements seen in the primary source documents. Students can determine the meaning of the work with minimal guidance. They support their interpretation with minimal evidence from the work. |
Students demonstrate interpretive skills by making a complete and detailed description of the subject matter and/or elements seen in the primary source documents. Students can fully determine the meaning of the work and support their interpretation with evidence from the work. |
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Students will be able to analyze the cause and effect relationships, including the importance of the individual, and the influence of ideas (e.g. abolitionism) during the 1850’s. |
Students are not able to answer document-based questions. Errors exist in student reports. |
Students demonstrate interpretive skills by answering document-based questions about the topic, authors, occasion, audience and the purpose of the written work, but do not provide details that demonstrate in-depth understanding. Students need guidance to determine the meaning of the work. |
Students demonstrate interpretive skills by answering document-based questions about the topic, authors, occasion, audience and the purpose of the written work. Students can determine the meaning of the work with minimal guidance. Students support their interpretation with minimal evidence from the work. |
Students demonstrate interpretive skills by completely answering document-based questions about the topic and the purpose of the written work. Students can fully determine the meaning of the work and support their interpretation with evidence from the work. |
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