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United States History
- 2.3.5.3 describe how colonies were established and governed including the early democratic ideas and practices that emerged
- 2.4.5.2 evaluate the critical political, social, and economic issues and events that led to the American Revolution
- 2.4.5.3 describe the people and events associated with the drafting and signing of the Declaration of Independence and the document's main principles and significance
- 2.4.5.5 analyze views, lives, and contributions of significant people of the Revolutionary period
Social Studies Skills
- 1.1.5.3 interpret, and organize primary and secondary sources of information including pictures, graphics, maps, atlases, artifacts, timelines, political cartoons, videotapes, journals, and government documents
- 1.1.5.5 identify and analyze the causes and effects of historical events
- 1.1.5.8 analyze issues by stating the issue, identifying and summarizing viewpoints, and drawing conclusions based on evidence
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In this assessment, students conduct an historical investigation about the role of women in the protests against the King of England and Parliament during the Revolutionary period. Students will analyze six primary source documents, first in a group activity and then individually. Using details from these sources and their prior knowledge of the time period, students will develop an answer to the historical investigation focus question and write a speech to persuade their classmates to agree with their position.
Estimated Time
Total testing time for this task, beginning with oral directions, is 60 minutes.
- Pre-assessment Activity: approximately 5 minutes
- Activities 1 – 3: 15 minutes
- Group Activity: 15 minutes
- Activities 4 – 6: 25 minutes
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Pre-Assessment
Explain to students that in this assessment they will be gathering information about events and people of the Revolutionary period of American history. Distribute a copy of the illustration "Parent and Child" to each student. Lead a brief discussion with the class, using or paraphrasing the following questions.
- Think about what you know about colonial history. What country do you think is represented by the parent figure in the illustration? (Sample responses: England, Great Britain)
- What group of people do you think is represented by the child figure in the illustration? (Sample responses: people living in the thirteen colonies, English/British colonists, colonists in North America)
Distribute a copy of the Student Answer Book to each student. Read aloud the Introduction and Directions for Activities 1 – 3 on page 1 of the Student Answer Book.
After 15 minutes, continue by arranging the students into groups of four. Distribute a copy of "Group Activity – Document Analysis Chart" to each student. Read aloud the Directions for the Group Activity on page 8 of the Student Answer Book. Circulate and assist the groups as necessary. Make sure they are completing their document analysis chart.
After 15 minutes, continue by separating students to have them individually complete Activities 4 through 6. After 25 minutes, collect the Student Answer Books.
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