Writing for Understanding
Assign the students Writing for Understanding [link to Writing for Understanding]. Explain they will select one of the options and write a three-paragraph editorial either supporting or opposing the statement.
Individual Research (Refer to the Individual Research Scoring Guide)[link to below Individual Research Scoring guide, below]
Pamphlet (Refer to the ACS Pamphlet Scoring Guide)
Writing for Understanding (Refer to the Editorial Scoring Guide) link to below Writing for Understanding Editorial Scoring guide, below
Destination Africa: The Colonization of Liberia
[linked from above]
Destination Africa Research Guide
Directions: Each partner will select three topics to research for contribution to the promotional pamphlet for the American Colonization Society. In conducting your research, follow the instruction below:
- Use the selected web sites under "Resources."
- Take notes that will provide the information needed to create the pamphlet.
*All the information recorded must have the web address listed.
- Download any pictures, maps, photographs, etc. to enhance the pamphlet.
Topic/Researcher |
Information |
Source(s) |
Web address(es) |
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Physical and cultural geography of Liberia
Researcher: |
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History and goals of the American Colonization Society
Researcher: |
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Important people and their contributions to the ACS and the success of the colony
Researcher: |
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Pro repatriation (arguments supporting repatriation from multiple perspectives freed people, freeborn African Americans, slave owners, non-slave owners)
Researcher: |
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Con repatriation (arguments against repatriation from multiple perspectives freed people, freeborn African Americans, slave owners, non-slave owners)
Researcher: |
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Government of the new country (Who will be in charge? What rights will be included in the Constitution? What is the structure of the new government?)
Researcher: |
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Destination Africa: The Colonization of Liberia
[linked from above]
Pamphlet Rough Draft
Directions: Complete a "rough draft" of the pamphlet. Include the text and sketches of the pictures you will be using. The rough draft must be approved prior to beginning the pamphlet "suitable for publication." Cut out the pamphlet to ensure accurate placement of information.
Destination Africa: The Colonization of Liberia
[Linked from above text]
ACS Pamphlet Scoring Guide
Teacher name: ___________________
Student Name: ___________________
Category |
Excellent |
Good |
Satisfactory |
Needs Improvement |
Writing - Organization |
Each section in the pamphlet has a clear beginning, middle, and end. |
Almost all sections of the pamphlet have a clear beginning, middle, and end. |
Most sections of the pamphlet have a clear beginning, middle, and end. |
Less than half of the sections of the pamphlet have a clear beginning, middle, and end. |
Writing - Grammar |
There are no grammatical/spelling mistakes in the pamphlet. |
There are one-two grammatical/spelling mistakes in the pamphlet. |
There are three-four grammatical/spelling mistakes in the pamphlet. |
There are several grammatical/spelling mistakes in the pamphlet. |
Content - Accuracy |
All facts in the pamphlet are accurate. |
99-90 percent of the facts in the pamphlet are accurate. |
89-80 percent of the facts in the pamphlet are accurate. |
Fewer than 80 percent of the facts in the pamphlet are accurate. |
Attractiveness & Organization |
The pamphlet has exceptionally attractive formatting and well-organized information. |
The pamphlet has attractive formatting and well-organized information. |
The pamphlet has well-organized information. |
The pamphlet's formatting and organization of material are confusing to the reader. |
Graphics/Pictures |
Graphics go well with the text, and there is a good mix of text and graphics. |
Graphics go well with the text, but there are so many that they distract from the text. |
Graphics go well with the text, but there are too few, and the brochure seems "text-heavy." |
Graphics do not go with the accompanying text or appear to be randomly chosen. |
Sources |
Careful and accurate records are kept to document the source(s) of 95-100 percent of the facts and graphics in the pamphlet. |
Careful and accurate records are kept to document the source(s) of 94-85 percent of the facts and graphics in the pamphlet. |
Careful and accurate records are kept to document the source(s) of 84-75 percent of the facts and graphics in the pamphlet. |
Sources are not documented accurately or are not kept on many facts and graphics. |
Date Originally Created: 2003-07-20
Copyright. © 2002, 2001, 2000, 1999, 1998, 1997 ALTec, the University of Kansas
Destination Africa: The Colonization of Liberia
Linked from above
ACS Pamphlet Evaluation
Directions: The ACS must select the pamphlet best promoting the movement. You and your partner will further assist the ACS by reviewing the other teams' pamphlets, as follows:
- Review each packet and complete the evaluation. Your evaluation should incorporate specific examples from each pamphlet.
- Select the three pamphlets you believe best promote the movement.
Pamphlet # |
Cover
(Explain why the cover would appeal or NOT appeal to the intended audience) |
Content
- American Colonization Society
- Information Page
- Physical and Cultural GeographyEconomic Opportunities
- Important People and their Contributions
- Government
- Pro/Con Repatriation
(All topics were covered, the information was interesting and informative, and the text was well written and organized.) |
Overall Quality
(Why would this pamphlet appeal to freedmen and freeborn African Americans? Would this encourage people to travel to Liberia? Is the overall quality professional?) |
Rank
(Place a "star" by the three pamphlets you believe would best promote the movement.) |
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11 |
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14 |
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15 |
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Destination Africa: The Colonization of Liberia
Linked from above
Writing for Understanding Editorial Scoring Guide
Teacher name: ___________________
Student Name: ___________________
Category |
Excellent |
Good |
Satisfactory |
Needs Improvement |
Quality of Information |
- Information clearly supports or opposes the statement.
- It includes several supporting details and/or examples.
- The supporting examples clearly support the author's position. Information reflects the author's considerable knowledge of the material.
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- Information clearly supports or opposes the statement.
- It provides one-two supporting details and/or examples.
- The examples support the author's position.
- Information reflects the author's knowledge of the material.
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- Information attempts to support or oppose the statement.
- The supporting details attempt to support the position of the author.
- No details and/or examples are given.
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- Information has little or nothing to do with the statement.
- Little or no attempt is made to support a side.
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Amount of Information |
The information meets the required length of the assignment with five-seven sentences per paragraph. |
- The information meets the required length of the paper.
- Paragraphs are five-six sentences in length.
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- The minimum requirement of paragraphs is met.
- Paragraphs are three-five sentences.
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Not in paragraph form. |
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. |
Paragraph Construction |
All paragraphs include an introductory sentence, explanations or details, and a concluding sentence. |
Most paragraphs include an introductory sentence, explanations or details, and a concluding sentence. |
Paragraphs include related information but are typically not constructed well. |
Paragraphing structure is not clear and sentences are not typically related within the paragraphs. |
Date Created: 2003-07-22
Copyright. © 2002, 2001, 2000, 1999, 1998, 1997 ALTec, the University of Kansas
Destination Africa: The Colonization of Liberia
Linked from above
Individual Research Scoring Guide
Teacher Name: ___________________
Student Name: ___________________
Category |
Excellent |
Good |
Satisfactory |
Needs Improvement |
Amount of Information |
All topics are addressed with at least six supporting statements about each. |
All topics are addressed with at least four-five supporting statements about each. |
All topics are addressed with three statements about each. |
One or more topics are not addressed with one-two statements about those addressed. |
Quality of Information |
Information supports the topic and is excellent material for the pamphlet. |
Information supports the topic and is good material for the pamphlet. |
Information attempts to support the topic and provides adequate material for the pamphlet. |
Information has little or nothing to do with the main topic and is not helpful for the pamphlet. |
Internet Use |
- Student successfully uses suggested Internet links to find information and navigates within these sites easily without assistance.
- Spends 100 percent of class time on task.
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- Student usually is able to use suggested Internet links to find information and navigates within these sites easily without assistance.
- Spends 90 percent of class time on task.
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- Student occasionally is able to use suggested Internet links to find information and navigates within these sites easily without assistance.
- Spends 70 percent of class time on task.
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- Student needs assistance or supervision to use suggested
- Internet links and/or to navigate within these sites.Is on task less then 70 percent of class time.
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Sources |
All sources (information and graphics) are documented. |
Ninety percent of the sources (information and graphics) are documented. |
Seventy-ninety percent of the sources (information and graphics) are documented. |
Less then 70 percent of the sources (information and graphics) are documented. |
Pamphlet |
- The assigned parts of the pamphlet "rough draft" were completed with exceptional thought and detail.
- The rough draft was approved by the teacher.
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- The assigned parts of the pamphlet "rough draft" were completed with thought and detail.
- The rough draft was approved by the teacher.
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- The assigned parts of the pamphlet "rough draft" were completed with minimal thought and detail.
- The rough draft was approved by the teacher.
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- Not all of the assigned parts of the pamphlet "rough draft" were completed.
- Little thought or effort is evident.
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Date Originally Created: 2003-07-20
Copyright. © 2002, 2001, 2000, 1999, 1998, 1997 ALTec, the University of Kansas
http://rubistar.4teachers.org/view_rubric.php3?id=906190
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