Assessment Portfolio Brittany McIntyre EDTP645 Dr. John ... › 2014 › 12 › assessme… · Enlightenment and Revolution 2. Describe Enlightenment ideas about human rights and

Assessment Portfolio

Brittany McIntyre

EDTP645

Dr. John Sullivan

November 23, 2014

i

Table of Contents

Table of Contents ................................................................................................................... i

Standards Addressed .............................................................................................................. ii

Section I – Fifteen Item Multiple Choice Test (Higher Level – Bloom’s Taxonomy) .......... 1

Section II – Ten Item Multiple Choice Test (Lower Level – Bloom’s Taxonomy) .............. 7

Section III – Ten Item True-False Test ..................................................................................10

Section IV – Critical Thinking Essays

1. The Industrial Revolution ....................................................................................12

2. The Enlightenment and the American and French Revolutions ..........................22

3. The Renaissance...................................................................................................32

Section V – Short Answer Questions

1. Capitalism, Socialism, and Communism .............................................................37

2. The New World....................................................................................................39

3. The Ottoman Empire............................................................................................41

4. The Munich Conference ......................................................................................43

5. Feudalism .............................................................................................................45

Section VI – Fifteen Item Matching Question .......................................................................47

Section VII – Cooperative Learning Assignment ..................................................................52

References ..............................................................................................................................62

Standards Addressed

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Florida Standards

SS.912.W.1.3

Interpret and evaluate primary and secondary sources.

SS.912.W.2.8

Describe the rise of the Ottoman Turks, the conquest of Constantinople in 1453, and the

subsequent growth of the Ottoman empire under the sultanate including Mehmet the Conqueror

and Suleiman the Magnificent.

SS.912.W.2.10

Describe the orders of medieval social hierarchy, the changing role of the Church, the emergence

of feudalism, and the development of private property as a distinguishing feature of Western

Civilization.

SS.912.W.2.14

Describe the causes and effects of the Great Famine of 1315-1316, The Black Death, The Great

Schism of 1378, and the Hundred Years War on Western Europe.

SS.912.W.2.21

Compare Japanese feudalism with Western European feudalism during the Middle Ages.

SS.912.W.4.3

Identify the major artistic, literary, and technological contributions of individuals during the

Renaissance.

SS.912.W.4.8

Summarize religious reforms associated with Luther, Calvin, Zwingli, Henry VIII, and John of

Leyden and the effects of the Reformation on Europe.

SS.912.W.4.9

Analyze the Roman Catholic Church's response to the Protestant Reformation in the forms of the

Counter and Catholic Reformation.

SS.912.W.4.11

Summarize the causes that led to the Age of Exploration, and identify major voyages and

sponsors.

SS.912.W.4.12

Evaluate the scope and impact of the Columbian Exchange on Europe, Africa, Asia, and the

Americas.

SS.912.W.5.3

Summarize the major ideas of Enlightenment philosophers.

http://www.cpalms.org/Public/PreviewStandard/Preview/3391

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Standards Addressed

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SS.912.W.5.4

Evaluate the impact of Enlightenment ideals on the development of economic, political, and

religious structures in the Western world.

SS.912.W.5.5

Analyze the extent to which the Enlightenment impacted the American and French Revolutions.

SS.912.W.6.3

Compare the philosophies of capitalism, socialism, and communism as described by Adam

Smith, Robert Owen, and Karl Marx.

SS.912.W.7.1

Analyze the causes of World War I including the formation of European alliances and the roles

of imperialism, nationalism, and militarism.

SS.912.W.7.7

Trace the causes and key events related to World War II.

Standards Addressed

iv

Maryland Social Studies Reading/Writing Standards

RH.11-12.1

Cite specific textual evidence to support analysis of primary and secondary sources, connecting

insights gained from specific details to an understanding of the text as a whole.

RH.11-12.2

Determine the central ideas or information of a primary or secondary source; provide an accurate

summary that makes clear the relationships among the key details and ideas.

RH.11-12.5

Analyze in detail how a complex primary source is structured, including how key sentences,

paragraphs, and larger portions of the text contribute to the whole.

WHST.11-12.4

Produce clear and coherent writing in which the development,

organization, and style are appropriate to task, purpose, and audience.

WHST.11-12.6

Use technology, including the Internet, to produce, publish, and update

individual or shared writing products in response to ongoing feedback, including new

arguments or information.

WHST.11-12.7

Conduct short as well as more sustained research projects to answer a

question (including a self-generated question) or solve a problem; narrow or broaden

the inquiry when appropriate; synthesize multiple sources on the subject,

demonstrating understanding of the subject under investigation.

WHST.11-12.8

Gather relevant information from multiple authoritative print and digital

sources, using advanced searches effectively; assess the strengths and limitations of

each source in terms of the specific task, purpose, and audience; integrate information

into the text selectively to maintain the flow of ideas, avoiding plagiarism and

overreliance on any one source and following a standard format for citation.

WHST.11-12.9

Draw evidence from informational texts to support analysis, reflection,

and research.

Standards Addressed

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Howard County Modern World History Content Framework

Cultural in Africa and Eurasia Prior to 1300

13. Compare the political systems found in Japan and Europe. (U1LD)

Economic and Cultural Transformations in Europe

13.Analyze the political, philosophical, and cultural contributions of earlier civilizations

to the Renaissance. (U2LF)

14.Summarize the scientific, aesthetic, and cultural significance of major artistic and

literary changes. (U2LF)

15.Explain the role of new technologies, such as the printing press, on the spread of

secular ideas and humanistic thought of the 14th through 17th centuries. (U2LF)

16.Analyze the causes and consequences of the Protestant and Catholic reformations.

(U2LF)

Economic, Political, and Cultural Transformations in a Global Economy

20. Explain how the European desire for Asian goods and Ming China’s demand for

silver, led the Portuguese, Dutch and Spanish to explore new trade routes. (U2LH)

Enlightenment and Revolution

2. Describe Enlightenment ideas about human rights and government, including

democratic ideas, and how enlightenment thinkers used the printing press to spread new

ideas. (U3LA)

3. Compare the causes, character, and consequences of the American and French

Revolutions, including ideas of social equality, democracy, human rights, liberty,

constitutionalism, and nationalism. (U3LB)

Growth and Transformation of Large Territorial Eurasian Empires – The Ottoman

4. Summarize the achievements of the Ottoman Empire through the 17th

century. (U2LB)

6. Analyze the impact of the growth of the Ottoman Empire on the diverse peoples of the

empire. (U2LB)

5. Analyze the role of trade and location in the origin, organization, and administration of

the Ottoman Empire. (U2LB)

Standards Addressed

vi

The Impact of New Social Movements, Cultural Movements, and Ideologies on 19th Century

Europe

24.Analyze the impacts of Socialist and Marxist movements on politics, industry, and

labor relations in late 19th century Europe. (U4LH)

26.Examine the impact of political, economic, and social events on the artistic

movements of 19th Century European society. (U4LH)

Industrialization

19.Explain how industrialization led to demographic changes such as population patterns,

urbanization, the emergence of new social classes, and increase literacy and how these

impacted urban populations. (U3LF)

20.Analyze the connections between industrialization and political and social reform

movements. (U3LF)

Intercommunication and Trade throughout Afro-Eurasia

2. Trace the rise of European involvement in interregional trade from the 14th through

the 17th centuries. (U2LA)

21.Analyze how and why the Spanish and Portuguese were able to establish colonial

empires in the Americas. (U2LH)

Reaction

11.Analyze the extent to which revolutions in the New World accomplished

Enlightenment goals. (U3LD)

World War II

21.Analyze how the policies of appeasement and nonaggression by nations and the

failure of the League of Nations led to continued aggression. (U5LF)

Section I: Fifteen Item Multiple Choice Test

1

Unit Test: Medieval Western Europe

Directions: Read the following passage from The Decameron, a work of historical fiction, by

Giovanni Boccaccio and answer questions one through three.

Dear ladies...here we tarry, as if, I think, for no other purpose than to bear witness to the

number of the corpses that are brought here for internment....And if we quit the church,

we see dead or sick folk carried about, or we see those, who for their crimes were of late

condemned to exile...but who, now...well knowing that their magistrates are a prey to

death or disease, have returned, and traverse the city in packs, making it hideous with

their riotous antics; or else we see the refuse of the people, fostered on our blood,

becchini, as they call themselves, who for our torment go prancing about...making mock

of our miseries in scurrilous songs....Or go we home, what see we there?...where once

were servants in plenty, I find none left but my maid, and shudder with terror, and feel

the very hairs of my head to stand on end; and turn or tarry where I may, I encounter the

ghosts of the departed....None...having means and place of retirement as we have, stays

here...or if any such there be, they are of those...who make no distinction between things

honorable and their opposites, so they but answer the cravings of appetite, and, alone or

in company, do daily and nightly what things soever give promise of most gratification.

Nor are these secular persons alone, but such as live recluse in monasteries break their

rule, and give themselves up to carnal pleasures, persuading themselves that they are

permissible to them, and only forbidden to others, and, thereby thinking to escape,

become unchaste and dissolute.

1. What is the narrator upset about at the beginning of the passage?

a. The spread of the plague was decimating his town.

b. Many of the townsfolk that did not contract the disease were participating in

forbidden activities.

c. The piety of the townsfolk.

d. Illness or death of the authorities in the town made it possible for exiled criminals

to return and wreak havoc on the town.

2. Why were all of the servants gone from the home of the narrator?

a. Most of his servants had died of the plague.

b. He relieved his servants of their duties during this hard time.

c. Most of his servants ran away to indulge in forbidden activities.

d. Most of his servants decided to join nunneries and monasteries.

3. According to the author why does it seem that all people, regardless of their class or

profession, indulged in activities that were considered “forbidden”?

a. The townsfolk saw that members of the clergy were participating in these

activities and decided to follow suit.

b. The townsfolk were trying to escape the realities of daily life during this period.

c. The townsfolk thought that engaging in these activities would keep them from

catching the plague.

d. The activities were now condoned.


2

Directions: Read the following selections from the chronicles of Agnolo di Tura del Grasso and

answer questions four through six.

The city of Siena seemed almost uninhabited for almost no one was found in the city.

And then, when the pestilence abated, all who survived gave 'themselves over to

pleasures: monks, priests, nuns, and lay men and women all enjoyed themselves, and

none worried about spending and gambling. And everyone thought himself rich because

he had escaped and regained the world, and no one knew how to allow himself to do

nothing. At this time in Siena the great and noble project of enlarging the cathedral of

Siena that had been begun a few years earlier was abandoned.

After the pestilence the Sienese appointed two judges and three non Sienese notaries

whose task it was to handle the wills that had been made at that time. And so they

searched them out and found them.

1349. After the great pestilence of the past year each person lived according to his own

caprice, and everyone tended to seek pleasure in eating and drinking, hunting, catching

birds and gaming. And all money had fallen into the hands of nouveaux riches.

4. What point is the author, Agnolo di Tura del Grasso, trying to convey?

a. The plague caused most of the population to become extremely pious.

b. By the time the plague ran its course, the traditional model of power had been re-

established.

c. While the plague took a very large human toll on the city of Siena, it also took a

very large toll on the morals of the townsfolk.

d. The abandonment of the remodeling of the cathedral was sacrilegious.

5. What is the most likely reason the author wrote this piece?

a. He wrote his chronicles to entertain the masses.

b. He was commissioned to write his chronicles by the Bishop of Siena.

c. He thought that writing his chronicles would make him rich.

d. To keep a written record of what was happening in the city of Siena during this

time.

6. Why was it important for the author to point out how many judges and notaries were

tasked with reading wills?

a. To convey a sense of how many people died within the city.

b. To show how few people died of the plague.

c. To show how unaffected the city was by the plague.

d. For bragging rights; the city had the money to employ all of these judges and

notaries.


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Directions: Using your knowledge of The Decameron by Giovanni Boccaccio and the chronicles

of Agnolo di Tura del Grasso, answer questions seven through nine.

7. After reading the previous two passages, what was similar about the two pieces?

a. Both pieces focused on the moral toll the plague took on the townsfolk of their

respective cities.

b. Both pieces focused on how people became more pious as a result of the plague.

c. Both pieces focused on the fact that the authors were happy about the changes that

were going on in their cities.

d. Both pieces focused on the how the clergy remained steadfast in their beliefs

throughout this time of turmoil.

8. After reading the previous two passages, what is different about the two pieces?

a. Agnolo di Tura del Grasso’s chronicles tell of the piety of the townsfolk, while

Giovanni Boccaccio’s Decameron depicts the townsfolk as being without morals.

b. Agnolo di Tura del Grasso’s chronicles tell of true events that happened in Siena,

while Giovanni Boccaccio’s Decameron is a work of fiction.

c. Agnolo di Tura del Grasso’s chronicles tell of the debaucheries that clergymen

participated in, while Giovanni Boccaccio’s Decameron depicts the clergy as

remaining steadfast in their beliefs.

d. There are no major differences between the two pieces.

9. After reading the previous two passages, which of the following statements are true of the

behavior of the clergy in both towns?

a. The members of the clergy held themselves to the highest moral standard possible

to model good behavior for the townsfolk.

b. The members of the clergy isolated themselves from the townsfolk. They believed

that the townsfolk were heathens because of their behavior.

c. The members of the clergy did not hold themselves to the high moral standards

befitting of their offices.

d. The behavior of the members of the clergy remained the same throughout the

period of plague.


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Directions: Carefully analyze the map below and answer questions ten and eleven.

10. Which of the following areas were the least affected by the plague?

a. Port cities in the Southern Mediterranean

b. Mountainous regions such as the Alps

c. Land-locked cities

d. Rural areas of Eastern Europe

11. Which of these statements best summarizes why the areas on the map were stricken by

the plague earliest?

a. Mountain air was very conducive to the spread of plague.

b. The Bubonic Plague spread easily in the very cold climates of Northern Europe.

c. The areas that were stricken with the plague the earliest were along major trade

routes.

d. The plague spread easily in the rural areas of Europe.


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Directions: Carefully scrutinize the image below and answer questions twelve and thirteen.

12. What can you infer about life during the medieval era from the picture above?

a. People were appalled by the number of people dying during this time.

b. Peasants were more likely to die than the nobility.

c. Death was a part of daily life during the medieval era.

d. The nobility were more likely to die than the peasants.

13. Why would it be important for artists of the time to depict death in such a way?

a. To remind the peasantry of their own mortality

b. To remind people of their own mortality regardless of class or age

c. To remind the nobility of their own mortality

d. To remind the elderly of their own mortality

14. While the outbreak of plague was devastating throughout Europe within all social classes,

many peasants in Western Europe benefitted from all of the following except for:

a. Increased wages due to a labor shortage

b. Tougher laws restricting the purchase certain luxuries

c. Better food due to a decrease in population

d. Greater social mobility

15. Which of the following was not a consequence of the Great Western Schism?

a. Gregory XII encouraged Henry V to resume war with France.

b. Jan Hus was declared a heretic and executed.

c. Hostilities towards the papacy increased and the prestige of the papacy declined.

d. The roots of the Protestant reformation began to take form.


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Answer Key

1. D

2. A

3. B

4. C

5. D

6. A

7. A

8. B

9. C

10. D

11. C

12. C

13. B

14. B

15. A

Section II: Ten Item Multiple Choice Test

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Unit Test: The Age of Exploration

Directions: Please circle the correct answer.

1. What were European explorers looking to discover when they found the New World?

a. European explorers wanted to find out if the world was actually flat.

b. European explorers wanted to find new lands to settle.

c. European explorers were looking for resources they could use from the sea.

d. European explorers were looking for a new trade route to the East.

2. In what year was the New World discovered by Europeans?

a. 1298

b. 1348

c. 1492

d. 1537

3. Who is popularly credited with discovering the New World?

a. Amerigo Vespucci

b. Christopher Columbus

c. Hernán Cortés

d. Ferdinand Magellan

4. Who led the conquest that caused the fall of the Aztec empire in Mexico?

a. Amerigo Vespucci

b. Christopher Columbus

c. Hernán Cortés

d. Ferdinand Magellan

5. Why did European settlers come to the New World at first?

a. Religious tolerance

b. For more land

c. To make money

d. To civilize the indigenous peoples

6. ________________ was one of the main exports of the Southern colonies.

a. Silk

b. Porcelain

c. Tobacco

d. Fish


8

7. ________________ was one of the main exports of the Northern colonies.

a. Fur

b. Gold

c. Diamonds

d. Tea

8. ________________ and ________________ were two major exports from the colonies

that were important to textile production.

a. Silk and Cornflower

b. Cotton and Indigo

c. Cotton and Saffron

d. Silk and Lavender

9. ________________ was a major export of the colonies in the Caribbean.

a. Sugar

b. Molasses

c. Tea

d. Corn

10. Indentured servants were a major source of labor in the English colonies. What was the

understanding between indentured servants and their employers?

a. The indentured servant would have their passage paid to the New World and

would be given their own land after working for their benefactor for 4-7 years.

b. The indentured servant would have their passage paid to the New World but

would have to work for their benefactor indefinitely.

c. The indentured servant would have their passage paid to the New World and their

children would be given a plot of land, but they would have to work for their

benefactor for the rest of their lives.

d. The indentured servant had to pay their own way to the New World, but would be

given land by their benefactor upon arrival.


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Answer Key

1. D

2. C

3. B

4. C

5. A

6. C

7. A

8. B

9. A

10. A

Section III: Ten Item True or False Test

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True or False Quiz – The Reformation

Directions: Indicate whether or not each statement is true or false. If false, provide an

explanation as to why the statement is false. You may use the back of this worksheet if you need

more space.

1. _______ Queen Elizabeth I of England was a devout Catholic her entire life.

2. _______ The Church of England was founded by Henry VIII in 1534 so that he could

divorce his second wife, Anne Boleyn.

3. _______ Mary I of England is often referred to as “Bloody Mary” because of her

ruthless persecution of Protestants.

4. _______ Despite calls for reformation, Spain and France remained firm supporters

of the Catholic Church.

5. _______ Martin Luther led the reformation in Germany when he nailed his “Ninety-

Five Theses” to the door of Castle Church in 1537.

6. _______ After the Church of England was established, the people of England were free

to practice whatever Christian religion they wanted to.

7. _______ Calvinists believe in the idea of predestination, or the idea that whether or not

you are going to heaven is predetermined by God.

8. _______ Martin Luther did not believe that performing good works could help in one’s

effort to get to heaven.

9. _______ One of the tenants of Catholicism is the belief in transubstantiation, or the

idea that during communion, the bread and wine turn into the body and blood

of Christ.

10. _______ Pope Paul III called the Council of Trent to reaffirm his belief that the

Catholic Church needed to remain the same despite calls for reformation.

Section III: Ten Item True or False Test

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Answer Key

1. False; Elizabeth I was a staunch supporter of the Church of England.

2. False; Henry VIII founded the Church of England to divorce his first wife, Catherine of

Aragon.

3. True

4. True

5. True

6. False; The people of England were required to be supporters of the Church of England.

7. True

8. False; Luther believed in the power of good works to help Christians reach heaven.

9. True

10. False; The Council of Trent was called to answer the calls for reformation within the

Catholic Church. This is often called the Counter-Reformation.

Section IV: Critical Thinking Essays

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The Industrial Revolution

Answer the question below. Your response should be between five and seven paragraphs in

length and incorporate at least five of the sources provided to you. You will have one class

period to complete this assignment.

During this unit, we have discussed the Industrial Revolution. Many good things came

from this period, but sometimes at a human cost. What was life like as an unskilled worker

during the Industrial Revolution? What reforms were made? Why was change necessary?

How have these reforms shaped modern society?

Some important points to discuss are:

Where were people working?

What conditions could be found in factories at the time?

What hours were people required to work?

Where did workers live?

How did these factors affect legislation at the time?

How have the labor laws instituted at this time affected you as a person living in current

times?

In your response:

Take a stance—Provide a clear thesis

Be concise – Do not include any unnecessary or impertinent information

Be specific – Provide detailed examples

Support your claim—Use the evidence provided to you

Show off what you know—Tie your prior knowledge into your answer

Reflect— Make connections between this topic and your life

Wrap it up—Provide a conclusion


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Document #1: Family Living in a Tenement Slum in New York City

Document #2: Factory Act of 1833 (England)

... no person under eighteen years of age shall [work] between half-past eight in the evening and

half-past five in the morning, in any cotton, woollen, worsted, hemp, flax, tow, linen or silk

mill...

... no person under the age of eighteen shall be employed in any such mill ... more than twelve

hours in ... one day, nor more than sixty-nine hours in ... one week...

There shall be allowed ... not less than one and a half hours for meals.

It shall not be lawful ... to employ in any factory ... as aforesaid, except in mills for the

manufacture of silk, any child who shall not have completed his or her ninth year.

It shall not be lawful for any person to employ ... in any factory ... as aforesaid for longer than

forty-eight hours in one week, nor for longer than nine hours in one day, any child who shall not

have completed his or her eleventh year...

Every child restricted to the performance of forty-eight hours of labour in any one week shall

attend some school.

http://www.studenthandouts.com/01-Web-Pages/01-Picture-Pages/10.07-Industrial-Revolution/1-Riis-Family-Living-in-One-Room-New-York-City-Slum-1890.jpg


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Document #3: Child Labor in the Canning Industry of Maryland

There are several dangers connected with this work when children do it. On every hand, one can

see little tots toting boxes or pans full of beans, berries or tomatoes, and it is self-evident that the

work is too hard. Then there are machines which no young persons should be working around.

Unguarded belts, wheels, ooga and the like are menace to careless children.

The fields convenient to Baltimore in Anne Arundel County, and on Rock Creek and Stony

Creek, children are employed as a matter of course. I investigated a number of farms on Rock

Creek (and am convinced that we have been too lenient with the “agricultural pursuits”) (In the

first place,) the long hours these children work in the hot sun and in company, too often with

foul-mouthed negroes and whites more than compensates many times over for the boasted

advantages of fresh air and country life. The living conditions in the shacks they occupy are not

only harmful in physical ways, but the total lack of privacy where several families live in one

room is extremely bad. One mother told me “it is bad for the children. They get to know too

much. There is little rest for the children in these crowded shacks. I admit that it is a big problem

for these parents to handle, but with the right kind of help, it can be done. There were, on these

farms on Rock Creek, 9 and reports tell us other farms are the same. Children from four years of

age upward, helping and then working regularly. This fact is doubly impressive when we find

that many of these little ones worked in these fields during the summer and then are shipped

down to the coast of Carolina and the Gulf States to shuck oysters during the winter months. On

one farm on Rock Creek, I found young children that had been to one or more of the following

places; Youngs Island, S.C., Bulffton, S.C., Apalchicola, Fla., and Biloxi, Miss.

Document #4: Sarah Carpenter, interviewed by The Ashton Chronicle on 23rd June, 1849

Our common food was oatcake. It was thick and coarse. This oatcake was put into cans. Boiled

milk and water was poured into it. This was our breakfast and supper. Our dinner was potato pie

with boiled bacon it, a bit here and a bit there, so thick with fat we could scarce eat it, though we

were hungry enough to eat anything. Tea we never saw, nor butter. We had cheese and brown

bread once a year. We were only allowed three meals a day though we got up at five in the

morning and worked till nine at night.


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Document #5: Breaker boys, Woodward Coal Mines, Kingston, PA.


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Document #6: Wages Before and After Industrial Combinations

http://memory.loc.gov/rbc/rbpe/rbpe01/rbpe018/01804500/002r.jpg


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Document #7: William Cooper, interviewed by the Sadler Commission, 1832

Sadler: Did you ever work even later than the time you have mentioned?

Cooper: I cannot say that I worked later there. I had a sister who worked up stairs, and she

worked till 11 at night, in what they call the card-room.

Sadler: At what time in the morning did she begin work?

Cooper: At the same time as myself.

Sadler: And they kept her there till 11 at night?

Cooper: Till 11 at night.

Sadler: You say that your sister was in the card-room?

Cooper: Yes.

Sadler: Is not that a very dusty department?

Cooper: Yes, very dusty indeed.

Sadler: She had to be at the mill at five, and was kept at work till eleven at night?

Cooper: Yes.

Sadler: During the whole time she was there?

Cooper: During the whole time; there was only 40 minutes allowed at dinner out of that.

Document #8: Joseph Hebergam, interviewed by the Sadler Commission, 1832

Sadler: What is the nature of your illness?

Hebergam: I have damaged lungs. My leg muscles do not function properly and will not

support the weight of my bones.

Sadler: A doctor has told you that you will die within the year, is that correct?

Hebergam: I have been so told.

Sadler: Did he tell you the cause of your illness?

Hebergam: He told me that it was caused by dust in the factories and from overwork and

insufficient diet.

Sadler: To what was your brother's death attributed?

Hebergam: He was cut by a machine and died of infection


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Brainstorming Worksheet

Question: What was life like during the Industrial Revolution?

Thesis: __________________________________________________________________

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Point #1: __________________________________________________________________

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Support: __________________________________________________________________

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Point #2: __________________________________________________________________

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Point #3: __________________________________________________________________

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Support: __________________________________________________________________

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Point #4: __________________________________________________________________

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Point #5: __________________________________________________________________

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Support: __________________________________________________________________

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Sources: __________________________________________________________________

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Other Notes: __________________________________________________________________

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21

Grading Criteria

CATEGORY 4 3 2 1

Brainstorming

Form

Brainstorming

form has been

completed and

shows clear, logical

relationships

between all topics

and subtopics.

Brainstorming

form has been

completed and


relationships

between most

topics and

subtopics.

Brainstorming

form has been

started and

includes some

topics and

subtopics.

Brainstorming

form or outline has

not been attempted.

Quality of

Information

Information clearly

relates to the main

topic. It includes

several supporting

details and/or

examples.

Information clearly

relates to the main

topic. It provides 1-

2 supporting details

and/or examples.

Information clearly

relates to the main

topic. No details

and/or examples

are given.

Information has

little or nothing to

do with the main

topic.

Amount of

Information

All topics are

addressed and all

questions answered

with at least 2

sentences about

each.

All topics are

addressed and most

questions answered

with at least 2

sentences about

each.

All topics are

addressed, and

most questions

answered with 1

sentence about

each.

One or more topics

were not addressed.

Sources At least five

sources are

incorporated into

response.

At least four

sources are

incorporated into

response.

At least three

sources are

incorporated into

response.

Fewer than three

sources are

incorporated into

response.

Mechanics No grammatical,

spelling or

punctuation errors.

Almost no

grammatical,

spelling or

punctuation errors

A few

grammatical,

spelling, or

punctuation errors.

Many grammatical,

spelling, or

punctuation errors.

Organization Information is very

organized with

well-constructed

paragraphs and

subheadings.

Information is

organized with

well-constructed

paragraphs.

Information is

organized, but

paragraphs are not

well-constructed.

The information

appears to be

disorganized.


22

The Enlightenment Thought in the American and French Revolutions


length and incorporate your prior knowledge and the two sources provided to you. You will have

two class periods to complete this assignment.

During this unit, we have discussed the Enlightenment, which led to a change in

mainstream thought. The Declaration of the Rights of Man and Citizen (France) and The

Declaration of Independence (United States) were both inspired by Enlightenment thoughts.

In what ways were these documents similar? In what ways were they different? What

Enlightenment ideals are reflected in both documents?


What was the Enlightenment?

o What were some Enlightenment thoughts?

o Why were they so revolutionary?

The French Revolution

o Why was France upset with the monarchy?

The American Revolution

o Why were the colonies upset with the King of England?

Comparison

o How are the two documents similar?

o How are the two documents different?

o How do the two documents reflect Enlightenment ideas?

In your response:




Support your claim—Use the evidence provided to you


Reflect—Make connections between this topic and your life



23

Document #1: The Declaration of the Rights of Man and Citizen

The Representatives of the French people, organized in National Assembly, considering that

ignorance, forgetfulness, or contempt of the rights of man are the sole causes of public miseries

and the corruption of governments, have resolved to set forth in a solemn declaration the natural,

inalienable, and sacred rights of man, so that this declaration, being ever present to all the

members of the social body, may unceasingly remind them of their rights and duties; in order

that the acts of the legislative power, and those of the executive power, may at each moment be

compared with the aim and of every political institution and thereby may be more respected; and

in order that the demands of the citizens, grounded henceforth upon simple and incontestable

principles, may always take the direction of maintaining the constitution and welfare of all.

In consequence, the National Assembly recognizes and declares, in the presence and under the

auspices of the Supreme Being, the following rights of man and citizen:

1. Men are born free and remain free and equal in rights. Social distinctions can be based only on

public utility.

2. The aim of every political association is the preservation of the natural and imprescriptible

rights of man. These rights are liberty, property, security, and resistance to oppression.

3. The sources of all sovereignty resides essentially in the nation; no body, no individual can

exercise authority that does not proceed from it in plain terms.

4. Liberty consists in the power to do anything that does not injure others; accordingly, the

exercise of the rights of each man has no limits except those that secure the enjoyment of these

same rights to the other members of society. These limits can be determined only by law.

5. The law has only the rights to forbid such actions as are injurious to society. Nothing can be

forbidden that is not interdicted by the law, and no one can be constrained to do that which it

does not order.

6. Law is the expression of the general will. All citizens have the right to take part personally, or

by their representatives, and its formation. It must be the same for all, whether it protects or

punishes. All citizens, being equal in its eyes, are equally eligible to all public dignities, places,

and employments, according to their capacities, and without other distinction than that of their

virtues and talents.

7. No man can be accused, arrested, or detained, except in the cases determined by the law and

according to the forms it has prescribed. Those who procure, expedite, execute, or cause

arbitrary orders to be executed, ought to be punished: but every citizen summoned were seized in

virtue of the law ought to render instant obedience; he makes himself guilty by resistance.

8. The law ought only to establish penalties that are strict and obviously necessary, and no one

can be punished except in virtue of a law established and promulgated prior to the offense and

legally applied.


24

9. Every man being presumed innocent until he has been pronounced guilty, if it is thought

indispensable to arrest him, all severity that may not be necessary to secure his person ought to

be strictly suppressed by law.

10. No one should be disturbed on account of his opinions, even religious, provided their

manifestation does not upset the public order established by law.

11. The free communication of ideas and opinions is one of the most precious of the rights of

man; every citizen can then freely speak, write, and print, subject to responsibility for the abuse

of this freedom in the cases is determined by law.

12. The guarantee of the rights of man and citizen requires a public force; this force then is

instituted for the advantage of all and not for the personal benefit of those to whom it is

entrusted.

13. A general tax is indispensable for the maintenance of the public force and for the expenses of

administration; it ought to be equally apportioned among all citizens according to their means.

14. All the citizens have a right to ascertain, by themselves or by their representatives, the

necessity of the public tax, to consent to it freely, to follow the employment of it, and to

determine the quota, the assessment, the collection, and the duration of it.

15. Society has the right to call for an account of his administration by every public agent.

16. Any society in which the guarantee of the rights is not secured, or the separation of powers

not determined, has no constitution at all.

17. Property being a sacred to and inviolable right, no one can be deprived of it, unless legally

established public necessity evidently demands it, under the condition of a just and prior

indemnity.


25

Document #2: The Declaration of Independence

The unanimous Declaration of the thirteen united States of America,

When in the Course of human events, it becomes necessary for one people to dissolve the

political bands which have connected them with another, and to assume among the powers of the

earth, the separate and equal station to which the Laws of Nature and of Nature's God entitle

them, a decent respect to the opinions of mankind requires that they should declare the causes

which impel them to the separation.

We hold these truths to be self-evident, that all men are created equal, that they are endowed by

their Creator with certain unalienable Rights, that among these are Life, Liberty and the pursuit

of Happiness.--That to secure these rights, Governments are instituted among Men, deriving their

just powers from the consent of the governed, --That whenever any Form of Government

becomes destructive of these ends, it is the Right of the People to alter or to abolish it, and to

institute new Government, laying its foundation on such principles and organizing its powers in

such form, as to them shall seem most likely to effect their Safety and Happiness. Prudence,

indeed, will dictate that Governments long established should not be changed for light and

transient causes; and accordingly all experience hath shewn, that mankind are more disposed to

suffer, while evils are sufferable, than to right themselves by abolishing the forms to which they

are accustomed. But when a long train of abuses and usurpations, pursuing invariably the same

Object evinces a design to reduce them under absolute Despotism, it is their right, it is their duty,

to throw off such Government, and to provide new Guards for their future security.--Such has

been the patient sufferance of these Colonies; and such is now the necessity which constrains

them to alter their former Systems of Government. The history of the present King of Great

Britain is a history of repeated injuries and usurpations, all having in direct object the

establishment of an absolute Tyranny over these States. To prove this, let Facts be submitted to a

candid world.

He has refused his Assent to Laws, the most wholesome and necessary for the public good.

He has forbidden his Governors to pass Laws of immediate and pressing importance, unless

suspended in their operation till his Assent should be obtained; and when so suspended, he has

utterly neglected to attend to them.

He has refused to pass other Laws for the accommodation of large districts of people, unless

those people would relinquish the right of Representation in the Legislature, a right inestimable

to them and formidable to tyrants only.

He has called together legislative bodies at places unusual, uncomfortable, and distant from the

depository of their public Records, for the sole purpose of fatiguing them into compliance with

his measures.

He has dissolved Representative Houses repeatedly, for opposing with manly firmness his

invasions on the rights of the people.


26

He has refused for a long time, after such dissolutions, to cause others to be elected; whereby the

Legislative powers, incapable of Annihilation, have returned to the People at large for their

exercise; the State remaining in the mean time exposed to all the dangers of invasion from

without, and convulsions within.

He has endeavoured to prevent the population of these States; for that purpose obstructing the

Laws for Naturalization of Foreigners; refusing to pass others to encourage their migrations

hither, and raising the conditions of new Appropriations of Lands.

He has obstructed the Administration of Justice, by refusing his Assent to Laws for establishing

Judiciary powers.

He has made Judges dependent on his Will alone, for the tenure of their offices, and the amount

and payment of their salaries.

He has erected a multitude of New Offices, and sent hither swarms of Officers to harrass our

people, and eat out their substance.

He has kept among us, in times of peace, Standing Armies without the Consent of our

legislatures.

He has affected to render the Military independent of and superior to the Civil power.

He has combined with others to subject us to a jurisdiction foreign to our constitution, and

unacknowledged by our laws; giving his Assent to their Acts of pretended Legislation:

For Quartering large bodies of armed troops among us:

For protecting them, by a mock Trial, from punishment for any Murders which they should

commit on the Inhabitants of these States

For cutting off our Trade with all parts of the world

For imposing Taxes on us without our Consent

For depriving us in many cases, of the benefits of Trial by Jury

For transporting us beyond Seas to be tried for pretended offences

For abolishing the free System of English Laws in a neighbouring Province, establishing therein

an Arbitrary government, and enlarging its Boundaries so as to render it at once an example and

fit instrument for introducing the same absolute rule into these Colonies

For taking away our Charters, abolishing our most valuable Laws, and altering fundamentally the

Forms of our Governments


27

For suspending our own Legislatures, and declaring themselves invested with power to legislate

for us in all cases whatsoever.

He has abdicated Government here, by declaring us out of his Protection and waging War against

us.

He has plundered our seas, ravaged our Coasts, burnt our towns, and destroyed the lives of our

people.

He is at this time transporting large Armies of foreign Mercenaries to compleat the works of

death, desolation and tyranny, already begun with circumstances of Cruelty & perfidy scarcely

paralleled in the most barbarous ages, and totally unworthy the Head of a civilized nation.

He has constrained our fellow Citizens taken Captive on the high Seas to bear Arms against their

Country, to become the executioners of their friends and Brethren, or to fall themselves by their

Hands.

He has excited domestic insurrections amongst us, and has endeavoured to bring on the

inhabitants of our frontiers, the merciless Indian Savages, whose known rule of warfare, is an

undistinguished destruction of all ages, sexes and conditions.

In every stage of these Oppressions We have Petitioned for Redress in the most humble terms:

Our repeated Petitions have been answered only by repeated injury. A Prince whose character is

thus marked by every act which may define a Tyrant, is unfit to be the ruler of a free people.

Nor have We been wanting in attentions to our Brittish brethren. We have warned them from

time to time of attempts by their legislature to extend an unwarrantable jurisdiction over us. We

have reminded them of the circumstances of our emigration and settlement here. We have

appealed to their native justice and magnanimity, and we have conjured them by the ties of our

common kindred to disavow these usurpations, which, would inevitably interrupt our

connections and correspondence. They too have been deaf to the voice of justice and of

consanguinity. We must, therefore, acquiesce in the necessity, which denounces our Separation,

and hold them, as we hold the rest of mankind, Enemies in War, in Peace Friends.

We, therefore, the Representatives of the united States of America, in General Congress,

Assembled, appealing to the Supreme Judge of the world for the rectitude of our intentions, do,

in the Name, and by Authority of the good People of these Colonies, solemnly publish and

declare, That these United Colonies are, and of Right ought to be Free and Independent States;

that they are Absolved from all Allegiance to the British Crown, and that all political connection

between them and the State of Great Britain, is and ought to be totally dissolved; and that as Free

and Independent States, they have full Power to levy War, conclude Peace, contract Alliances,

establish Commerce, and to do all other Acts and Things which Independent States may of right

do. And for the support of this Declaration, with a firm reliance on the protection of divine

Providence, we mutually pledge to each other our Lives, our Fortunes and our sacred Honor.


28


Topic: How were the French and American Revolutions affected by Enlightenment

thought?

Thesis: __________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

Point #1: __________________________________________________________________

__________________________________________________________________

Support: __________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

Point #2: __________________________________________________________________

__________________________________________________________________

Support: __________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________


29

Point #3: __________________________________________________________________

__________________________________________________________________

Support: __________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

Point #4: __________________________________________________________________

__________________________________________________________________

Support: __________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

Point #5: __________________________________________________________________

__________________________________________________________________

Support: __________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________


30

Other Notes: __________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________


31

Grading Criteria

CATEGORY 4 3 2 1

Brainstorming

Form

Brainstorming

form has been

completed and


relationships

between all topics

and subtopics.

Brainstorming

form has been

completed and


relationships

between most

topics and

subtopics.

Brainstorming

form has been

started and

includes some

topics and

subtopics.

Brainstorming

form or outline has

not been attempted.

Quality of

Information

Information clearly

relates to the main

topic. It includes

several supporting

details and/or

examples.

Information clearly

relates to the main



and/or examples.

Information clearly

relates to the main

topic. No details

and/or examples

are given.

Information has


do with the main

topic.

Amount of

Information

All topics are

addressed and all

questions answered

with at least 2

sentences about

each.

All topics are

addressed and most

questions answered

with at least 2

sentences about

each.

All topics are

addressed, and

most questions

answered with 1

sentence about

each.

One or more topics

were not addressed.

Sources Both sources are

discussed in detail

in response.

Both sources are

discussed in

response.

One source is

discussed in

response.

Neither source is

discussed in

response.


spelling or

punctuation errors.

Almost no

grammatical,

spelling or

punctuation errors

A few

grammatical,

spelling, or

punctuation errors.

Many grammatical,

spelling, or

punctuation errors.


organized with

well-constructed

paragraphs and

subheadings.

Information is

organized with

well-constructed

paragraphs.

Information is

organized, but

paragraphs are not

well-constructed.

The information

appears to be

disorganized.


32

The Renaissance


length and incorporate your prior knowledge and three reliable sources you find over the course

of your research. You will be given two class periods to complete this assignment.

The Renaissance was a time of rebirth and renewal of both art and thought. It was a

pleasant departure from the stark realities of medieval art and literature. What exactly was

it a rebirth of? How was this rebirth reflected in the art and literature of the time?


What were medieval art and literature like?

o Examples of medieval art and literature

What was the Renaissance era a rebirth of?

What was Renaissance art like?

o Who were some famous artists?

o What were some famous works?

o How did it differ from medieval art?

What was Renaissance literature like?

o Who were some famous authors?

o What were some famous works?

o How did it differ from medieval literature?

What were some new schools of thought that stemmed from the Renaissance?

In your response:




Support your claim—Use and cite your research


Reflect—Make connections between this topic and your life



33


Topic: What was the Renaissance a rebirth of? How was this rebirth reflected in art

and literature?

Thesis: __________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

Point #1: __________________________________________________________________

__________________________________________________________________

Support: __________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

Point #2: __________________________________________________________________

__________________________________________________________________

Support: __________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________


34

Point #3: __________________________________________________________________

__________________________________________________________________

Support: __________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

Point #4: __________________________________________________________________

__________________________________________________________________

Support: __________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

Point #5: __________________________________________________________________

__________________________________________________________________

Support: __________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________


35

Source: __________________________________________________________________

Citation: __________________________________________________________________

__________________________________________________________________

__________________________________________________________________

Source: __________________________________________________________________

Citation: __________________________________________________________________

__________________________________________________________________

__________________________________________________________________

Source: __________________________________________________________________

Citation: __________________________________________________________________

__________________________________________________________________

__________________________________________________________________

Source: __________________________________________________________________

Citation: __________________________________________________________________

__________________________________________________________________

__________________________________________________________________

Source: __________________________________________________________________

Citation: __________________________________________________________________

__________________________________________________________________

__________________________________________________________________

Other Notes: __________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________


36

The Renaissance Grading Criteria

CATEGORY 4 3 2 1

Brainstorming

Form

Brainstorming

form has been

completed and


relationships

between all topics

and subtopics.

Brainstorming

form has been

completed and


relationships

between most

topics and

subtopics.

Brainstorming

form has been

started and

includes some

topics and

subtopics.

Brainstorming

form or outline has

not been attempted.

Quality of

Information

Information clearly

relates to the main

topic. It includes

several supporting

details and/or

examples.

Information clearly

relates to the main



and/or examples.

Information clearly

relates to the main

topic. No details

and/or examples

are given.

Information has


do with the main

topic.

Amount of

Information

All topics are

addressed and all

questions answered

with at least 2

sentences about

each.

All topics are

addressed and most

questions answered

with at least 2

sentences about

each.

All topics are

addressed, and

most questions

answered with 1

sentence about

each.

One or more topics

were not addressed.

Sources At least three

reliable sources

cited within the

essay.

Two reliable

sources are cited

within the essay.

One reliable source

is cited within the

essay.

No reliable sources

are cited within the

essay.


spelling or

punctuation errors.

Almost no

grammatical,

spelling or

punctuation errors

A few

grammatical,

spelling, or

punctuation errors.

Many grammatical,

spelling, or

punctuation errors.


organized with

well-constructed

paragraphs and

subheadings.

Information is

organized with

well-constructed

paragraphs.

Information is

organized, but

paragraphs are not

well-constructed.

The information

appears to be

disorganized.

Section V: Short Answer Questions

37

1. Capitalism, Socialism, and Communism

In a response of two to three paragraphs, discuss the similarities and differences between

Adam Smith’s capitalism, Robert Owen’s socialism, and Karl Marx’s communism. Be

sure to include examples of nations that utilize each system. You will be given fifteen

minutes to answer the question.

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________


38

Capitalism, Socialism, and Communism Brief Response Grading Criteria

CATEGORY 4 3 2 1

Quality of

Information

Information clearly

relates to the main

topic. It includes

several supporting details and/or

examples of each

economic theory.

Information clearly

relates to the main

topic. It provides 1-2

supporting details and/or examples of

each economic theory.

Information clearly

relates to the main

topic. No details and/or

examples are given of each economic theory.

Information has little

or nothing to do with

the main topic.


organized with well-constructed paragraphs

and subheadings.

Information is

organized with well-constructed

paragraphs.

Information is

organized, but paragraphs are not

well-constructed.

The information

appears to be disorganized.


spelling or punctuation

errors.

Almost no

grammatical, spelling

or punctuation errors

A few grammatical,

spelling, or

punctuation errors.

Many grammatical,

spelling, or

punctuation errors.


39

2. The New World

In a brief response of two to three paragraphs, explain what impact Christopher

Columbus’ discovery of the Americas affected Europeans and the native inhabitants. Be

sure to discuss both groups. You will be given fifteen minutes to answer the question.

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________


40

The New World Brief Response Grading Criteria

CATEGORY 4 3 2 1

Quality of

Information

Information clearly

relates to the main

topic. It includes


examples about each of

the groups.

Information clearly

relates to the main


supporting details and/or examples about

each of the groups.

Information clearly

relates to the main


examples are given about each of the

groups.



the main topic.


organized with well-constructed paragraphs

and subheadings.

Information is

organized with well-constructed

paragraphs.

Information is

organized, but paragraphs are not

well-constructed.

The information

appears to be disorganized.


spelling or punctuation

errors.

Almost no

grammatical, spelling

or punctuation errors

A few grammatical,

spelling, or

punctuation errors.

Many grammatical,

spelling, or

punctuation errors.


41

3. The Ottoman Empire

In a response of two to three paragraphs, discuss the military successes of the Ottoman

Empire through the seventeenth century. Why was the Ottoman Empire often described

as a “melting pot”? You will be given fifteen minutes to answer the question.

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________


42

The Ottoman Brief Response Grading Criteria

CATEGORY 4 3 2 1

Quality of

Information

Information clearly

relates to the main topic. It includes

several supporting

details and/or

examples about the military successes of

the Ottoman Empire.

Information clearly

relates to the main topic. It provides 1-2

supporting details

and/or examples about

the military successes of the Ottoman

Empire.

Information clearly

relates to the main topic. No details and/or

examples are given

about the military

successes of the Ottoman Empire.


or nothing to do with the main topic.


organized with well-

constructed paragraphs

and subheadings.

Information is


constructed

paragraphs.

Information is

organized, but

paragraphs are not

well-constructed.

The information

appears to be

disorganized.


spelling or punctuation errors.

Almost no

grammatical, spelling or punctuation errors

A few grammatical,

spelling, or punctuation errors.

Many grammatical,



43

4. The Munich Agreement

In a response of two to three paragraphs, discuss the Munich Agreement and its aftermath. Were

all parties satisfied with the outcome and able to avoid war? Why or why not? You will be given

fifteen minutes to answer the question.

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________


44

Munich Agreement Brief Response Grading Criteria

CATEGORY 4 3 2 1

Quality of

Information

Information clearly

relates to the main topic. It includes

several supporting

details and/or

examples about the Munich agreement.

Information clearly

relates to the main topic. It provides 1-2

supporting details

and/or examples about

the Munich agreement.

Information clearly

relates to the main topic. No details and/or

examples are given

about the Munich

agreement.


or nothing to do with the main topic.




and subheadings.

Information is


constructed

paragraphs.

Information is

organized, but

paragraphs are not

well-constructed.

The information

appears to be

disorganized.



Almost no


A few grammatical,


Many grammatical,



45

5. Feudalism

Feudalism was the dominant social system in Europe and Japan in the medieval era. In a

response of two to three paragraphs, explain the similarities and differences between

European feudalism and Japanese feudalism. You will be given fifteen minutes to answer

the question.

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________


46

Feudalism Brief Response Grading Criteria

CATEGORY 4 3 2 1

Quality of

Information

Information clearly

relates to the main

topic. It includes


examples about the

similarities and

differences between the two systems of

feudalism.

Information clearly

relates to the main


supporting details and/or examples about

the similarities and

differences between

the two systems of feudalism.

Information clearly

relates to the main


examples are given about the similarities

and differences

between the two

systems of feudalism.



the main topic.




and subheadings.

Information is


constructed

paragraphs.

Information is

organized, but

paragraphs are not

well-constructed.

The information

appears to be

disorganized.



Almost no


A few grammatical,


Many grammatical,


Section VI: Fifteen Item Matching Question

47

Directions: Link the appropriate people, events, or things in Column 1 to Column 2. Then, write one to two sentences explaining the

relationship between the two. Each connection will be on the same page.

Column 1 Column 2 Significance

1. Leviathan A. A Vindication of the Rights of Woman __________________________________________

__________________________________________

__________________________________________

2. Mary Wollstonecraft B. Laissez-Faire Capitalism __________________________________________

__________________________________________

__________________________________________

3. Adam Smith C. Categorical Imperative __________________________________________

__________________________________________

__________________________________________

4. Immanuel Kant D. Social Contract __________________________________________

__________________________________________

__________________________________________


48

5. Jean-Jacques Rousseau E. Common Sense __________________________________________

__________________________________________

__________________________________________

6. Thomas Paine F. Encyclopédie __________________________________________

__________________________________________

__________________________________________

7. Candide G. Treatise on Education __________________________________________

__________________________________________

__________________________________________

8. “I think, therefore I am” H. Voltaire __________________________________________

__________________________________________

__________________________________________

9. Denis Diderot I. René Descartes __________________________________________

__________________________________________

__________________________________________


49

10. David Hume J. French Revolution __________________________________________

__________________________________________

__________________________________________

11. Sir Isaac Newton K. Frederick the Great __________________________________________

__________________________________________

__________________________________________

12. Montesquieu L. Galileo __________________________________________

__________________________________________

__________________________________________

13. Enlightened Despot M. A Treatise of Human Nature __________________________________________

__________________________________________

__________________________________________

14. Heliocentrism N. Separation of Powers __________________________________________

__________________________________________

__________________________________________

15. High Enlightenment O. Law of Universal Gravitation __________________________________________

__________________________________________


50

Answer Key

1. D

Thomas Hobbes’ Leviathan, written in 1651, provided the foundation for social contract theory.

2. A

Mary Wollstonecraft wrote A Vindication of the Rights of Woman to argue against the sexual double-standard with a focus on

the argument that women are too emotional.

3. B

Adam Smith is commonly cited as a firm supporter of Laissez-Faire Capitalism, and while not uniquely his idea, he created a

set of guidelines that brought clarity to market transactions.

4. C

Immanuel Kant penned Groundwork of the Metaphysic of Morals to discuss what he called the categorical imperative which

is the idea that an unconditional obligation supersedes our wills and desires.

5. G

Jean Jacques-Rousseau wrote Treatise on Education which discussed the nature of education and the nature of man.

6. E

Thomas Paine penned Common Sense to persuade American Colonists to split from England.

7. H

Voltaire penned his satirical novella Candide mimics the romantic and adventure clichés in picturesque novels of the time and

displays the evils of the world in a stark, not exaggerated, way.

8. I

“I think, therefore I am” is a popular philosophical statement made by Rene Descartes in Discourse on the Method.

9. F

Denis Diderot was the chief editor of Encyclopédie, which was one of the first encyclopedias to represent Enlightenment

thoughts and was aimed to change how people thought.


51

10. M

David Hume wrote A Treatise of Human Nature in 1739, which examined the psychological basis for human nature.

11. O

Sir Isaac Newton came up with the Law of Universal Gravitation and published it in his book, The Principia.

12. N

Montesquieu is credited with the concept of the separation of powers, an idea which directly influenced our government.

13. K

Frederick the Great is considered to be one of the greatest enlightened despots. He is credited with modernizing Prussia.

14. L

Galileo was a huge supporter of the idea of heliocentrism, or the idea that the world is round instead of flat.

15. J

The French Revolution is thought to be the pinnacle of the High Enlightenment.

Section VII: Cooperative Learning Assignment

52

Sixteenth Century Secular and Religious Leaders

In your assigned groups, you will create a biographical project in your choice of medium

(research paper, Power-Point presentation, poster, skit, panel discussion, speech, pamphlet, etc.)

on one of the historical figures from the sixteenth century listed below.

Time

You will be given two class periods in the computer lab to research and prepare your project and

one class period to present.

Historical Figure Selection

Each figure may only be selected once and will be assigned on a first come, first served basis.

Henry VIII Francis I James V

Charles V Suleiman the Magnificent John III

Clement VII Martin Luther John Calvin

Biographical Information

Each group will be required to gather biographical information on their historical figure

including:

Date of Birth

Date of Death

Nationality

Position (i.e. King, Pope, Priest, etc.)

Family Life o Spouse(s)

o Parents (If Noteworthy)

o Children (If Noteworthy)

Religious Beliefs

Political Beliefs

Relationship with other historical figures

Literature written (If Any)

Any other noteworthy accomplishment, event, belief, etc.

Presentation

Each group will be given three to five minutes to present their findings to the class. Each group

will field questions from three students afterwards.


53

Audience Participation

Each person who is not presenting will be required to take notes on each of the historical figures

presented as well as ask one question over the course of all of the presentations. Students will be

graded on their notes and their question.

Peer Assessment

Each group member will be asked to review the performance of their peers on the Peer Review

form. Keep in mind that this will account for a portion of your group member’s grade, so please

provide a fair assessment.


54

Grading Criteria

4 3 2 1

Research

Student

thoroughly

researched

assigned topics.

Student

satisfactorily

researched

assigned topics

Student

researched

assigned topic,

but information

was incorrect

Student did not

research assigned

topic

Presentation

Accuracy

Material

presented without

errors

Material

presented with

one error

Material

presented with

two errors

Material

presented with

more than two

errors

Presentation

Aesthetics

Presentation is

engaging and well

put together

Presentation is

well put together

Presentation is

slightly messy,

but overall well

put together

Presentation is

disorganized

Presentation

Participation

Student actively

participated in

presentation

Student

participated twice

presentation

Student

participated once

Student did not

participate in

presentation

Audience

Participation

Student asks at

least one question - -

Student did not

ask at least one

question

Note-Taking

Form

Student

satisfactorily fills

out information

sheet for all

historical figures

Student


out information

sheet for most

historical figures;

misses one

Student


out information

sheet for most

historical figures;

misses two

Student misses

more than two

historical figures

Peer

Evaluations

Average peer

evaluation score

of 4

Average peer

evaluation score

of 3

Average peer

evaluation score

of 2

Average peer

evaluation score

of 1


55

Group Roles

Each group member will be responsible for researching a certain topic. Please use the space

below to plan out what each group member will research. After completing this worksheet,

please take note of your topics and roles on your note sheet and turn this page into your

instructor.

Historical Figure: _______________________________________________________________

Presentation Medium: ___________________________________________________________

Member #1: _________________________ Member #2: _________________________

Topics: _________________________ Topics: _________________________

_________________________ _________________________

_________________________ _________________________

_________________________ _________________________

_________________________ _________________________

Presentation _________________________ Presentation _________________________

Role: _________________________ Role: _________________________

Member #3: _________________________ Member #4: _________________________

Topics: _________________________ Topics: _________________________

_________________________ _________________________

_________________________ _________________________

_________________________ _________________________

_________________________ _________________________

Presentation _________________________ Presentation _________________________

Role: _________________________ Role: _________________________


56

Note-Taking Worksheet

Name: _________________________ Figure: _________________________

Topics: _________________________ Roles: _________________________

_________________________ _________________________

_________________________ _________________________

_________________________ _________________________

Research Notes:

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________


57

Research Notes (Continued)

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________


58

Audience Note-Taking Worksheet

Name: _________________________ Figure: _________________________

During each presentation, you will be responsible for writing three to five key facts for each

historical figure presented. You will also be responsible for asking at least one group a question.

Henry VIII _____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

Francis I _____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

James V _____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

Charles V _____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________


59

Suleiman the Magnificent _____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

John III _____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

Clement VII _____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

Martin Luther _____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

John Calvin _____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________


60

Peer Assessment Form

Historical Figure: _______________________________________

Group Member’s Name: _______________________________________

Evaluator’s Name: _______________________________________

For each of the categories below, rate your classmate’s performance on a scale of 1 to 4.

4 = Exceeded Expectations

1 = Did Not Meet Expectations

Participation in Research 4 3 2 1

Participation in Project Preparation 4 3 2 1

Participation in Project Presentation 4 3 2 1

Comments: ___________________________________________________________________

___________________________________________________________________




Evaluator’s Name: _______________________________________







Comments: ___________________________________________________________________

___________________________________________________________________


61




Evaluator’s Name: _______________________________________







Comments: ___________________________________________________________________

___________________________________________________________________




Evaluator’s Name: _______________________________________







Comments: ___________________________________________________________________

_________________________________________________________________

62

References

Avalon Project. (2008). Declaration of the Rights of Man - 1789

http://avalon.law.yale.edu/18th_century/rightsof.asp

Black death in Europe. Ancient and medieval history online. Retrieved October 21, 2014 from

Facts on file, inc.: http://www.fofweb.com/activelink2.asp?ItemID=WE49&iPin=

CRC02103&SingleRecord=True

Boccaccio, Giovanni. (1995) The Decameron. Translated by G. H. McWilliam. 2nd ed. London:

Penguin Books.

Bowski, W. M. (1978) The plague in Siena: An Italian chronicle. The black death: A turning

point in history? pp. 13-14. Huntington, NY: R.E. Krieger Publishing Company.

Family living in a one-room tenement slum, New York City, 1890.

http://www.studenthandouts.com/01-Web-Pages/01-Picture-Pages/10.07-Industrial-

Revolution/1-Riis-Family-Living-in-One-Room-New-York-City-Slum-1890.htm

Florida State University. (2014). CPALMS: Social Studies.

http://www.cpalms.org/Public/Search/CriteriaSearch?search=Standards&subjectId=32&g

radeId=14

Hofstra University. DBQ #4: Effects of the Industrial Revolution.

http://people.hofstra.edu/alan_j_singer/DBQs/DBQ4-EffectsofIndustrialRevolution.pdf

Howard County Public School System. Secondary social studies comments.

http://www.hcpss.org/academics/secondary-social-studies/

Library of Congress. The Industrial Revolution in the United States.

http://www.loc.gov/teachers/classroommaterials/primarysourcesets/industrial-revolution/

Maryland Common Core State Curriculum Framework: Social Studies (2011).

http://mdk12.org/instruction/curriculum/social_studies/

National Archives and Records Administration. The Declaration of Independence: A

Transcription. http://www.archives.gov/exhibits/charters/declaration_transcript.html

The Peel Web. Extracts from The Factory Act of 1833

http://www.historyhome.co.uk/peel/factmine/factact.htm

SUNY: Suffolk. From the Sadler Commission hearings, 1832.

http://www2.sunysuffolk.edu/strattr/his102/HIS_102/Fall,2009/6-misc/2nd%20

assignment/sadler_commission_hearings.htm

Documents

Assessment Portfolio Brittany McIntyre EDTP645 Dr. John ... › 2014 › 12 › assessme… · Enlightenment and Revolution 2. Describe Enlightenment ideas about human rights and