Baseline Assessment - US History 1- 1492-1877
These two documents were published in reaction to the Stamp Act. Read them carefully and
answer the questions below.
Document A (Modified)
Boston-Gazette, October 7, 1765
Document B (Modified)
Boston-Gazette Supplement, 27 January
1766, From a late London Paper.
My Dear Countrymen,
AWAKE! Awake, my Countrymen and
defeat those who want to enslave us. Do
not be cowards. You were born in Britain,
the Land of Light, and you were raised in
America, the Land of Liberty. It is your
duty to fight this tax.
Future generations will bless your efforts
and honor the memory of the saviors of
their country.
I urge you to tell your representatives that
you do not support this terrible and
burdensome law. Let them know what
you think. They should act as guardians
of the liberty of their country.
The riotous behavior of the people in Boston is
remarkable. I would have been less surprised
by their behavior if we had taxed their beer,
because everyone drinks beer. But the Stamp
Act is a tax on none of the necessities of life. It
does not affect the poor. And even a poor
person can afford this little amount of money.
The tax on newspapers only affects the rich –
common people do not purchase newspapers.
Isn’t it surprising, then, that the mob in Boston
has begun to riot against this tax even before it
has officially gone into effect?
Source: This letter was written in a London
newspaper and then published in the Boston
Gazette Supplement two months after the
Stamp Act went into effect.
I look forward to congratulating you on
delivering us from the enemies of truth
and liberty.
1. How does the author of Document A treat the Stamp Act? How do you know? What facts
does this author choose to include to prove his or her point? What facts does he or she
omit?
2. How does the author of Document B treat the Stamp Act? How do you know? What facts
does this author choose to include to prove their point? What facts does he or she omits?
3. Why do you suppose the two authors chose to emphasize different facts? How did this
affect their arguments? Explain in detail.
Bi-County Collaborative – DDM – US History II 1
The Declaration of Sentiments, Seneca Falls Conference, 1848 (Modified)
Read the following passage and answer the questions.
Elizabeth Cady Stanton and Lucretia Mott, two American activists in the
movement to abolish slavery organized the first conference to address Women's
rights and issues in Seneca Falls, New York, in 1848. The Declaration of the
Seneca Falls Convention was signed by sixty-eight women and thirty-two men.
We hold these truths to be self-evident: that all men and women are created
equal; that they are endowed by their Creator with certain inalienable rights; that
among these are life, liberty, and the pursuit of happiness. . . . Whenever any
form of government becomes destructive of these ends, it is the right of those
who suffer from it to refuse allegiance (loyalty) to it, and to insist upon the
institution of a new government. . . . The history of mankind is a history of
repeated injuries and usurpations (taking away power) on the part of man toward
woman, having in direct object the establishment of an absolute tyranny over her.
He has never permitted her to exercise her inalienable right to the elective
franchise (right to vote).
He has compelled her to submit to laws, in the formation of which she had no
voice.
He becomes, in marriage, for all intents and purposes, her master – the law giving
him power to deprive her of her liberty, and to administer punishment.
He closes against her all the avenues to wealth and distinction which he
considers most honorable to himself. As a teacher of religion, medicine, or law,
she is not known.
He has given to the world a different code of morals for men and women, by
which moral delinquencies (crimes) which exclude women from society, are not
only tolerated, but deemed of insignificant in man.
He has endeavored, in every way that he could, to destroy her confidence in her
own powers, to lessen her self-respect, and to make her willing to lead a
dependent and abject life.
Now, in view of this entire disfranchisement of one-half the people of this country – in view of the
unjust laws above mentioned, and because women do feel
themselves aggrieved, oppressed, and fraudulently deprived of their most sacred
rights, we insist that they have immediate admission to all the rights and
privileges which belong to them as citizens of the United States.
4) What is the main idea, or purpose of the above passage?
5) Briefly summarize how the author’s ideas in the above passage develop.
Bi-County Collaborative – DDM – US History II 2
Integrate the chart below that compares resources between the North and the
South with the statement:
"You people of the South don't know what you are doing. This country will be drenched in blood,
and God only knows how it will end. It is all folly, madness, a crime against civilization! You people
speak so lightly of war; you don't know what you're talking about. War is a terrible thing!
You mistake, too, the people of the North. They are a peaceable people but an earnest people, and
they will fight, too. They are not going to let this country be destroyed without a mighty effort to save
it ...
Besides, where are your men and appliances of war to contend against them? The North can make
a steam engine, locomotive, or railway car; hardly a yard of cloth or pair of shoes can you make.
You are rushing into war with one of the most powerful, ingeniously mechanical, and determined
people on Earth – right at your doors.
You are bound to fail. Only in your spirit and determination are you prepared for war. In all else you
are totally unprepared, with a bad cause to start with. At first you will make headway, but as your
limited resources begin to fail, shut out from the markets of Europe as you will be, your cause will
begin to wane. If your people will but stop and think, they must see in the end that you will surely
fail."
- William T. Sherman, letter to a Southern friend at the outset of the war
6) Does the chart support Sherman’s statement? How can you tell? Explain in detail.
Bi-County Collaborative – DDM – US History II 3
Historical Background on King Philip’s War
After the Pequot War, a war between New England settlers and Indians in 1636-1637, New England
was free of major Indian wars for about 40 years. During this period, the region's Native American
population declined rapidly and suffered severe losses of land and
cultural independence.
Between 1600-1675, New England's Native American population fell from 140,000 to 10,000, while
the English population grew to 50,000. Meanwhile, the New England Puritans launched a campaign
to convert the Indians to Protestantism. One leading missionary convinced about 2000 Indians to
live in "praying towns," where they were expected to adopt white customs.
In 1675, the chief of the Pokanokets, Metacomet (whom the English called King Philip) forged a
military alliance including about two-thirds of the region's Indians. In 1675, he led an attack on
Swansea, Massachusetts. Over the next year, both sides raided villages and killed hundreds of
victims. Twelve out of ninety New England towns were destroyed. This war was called King Philip’s
War.
Relative to the size of the population, King Philip's War was the most destructive conflict in
American history. Five percent of New England's population was killed – a higher proportion than
Germany, Britain, or the United States lost during World War II. Indian
casualties were far higher; perhaps 40 percent of New England's Indian population was killed or fled
the region. When the war was over, the power of New England's Indians was broken. The region's
remaining Indians would live in small, scattered communities, serving as the colonists' servants,
slaves, and tenants.
7) Identify two potential causes of King Philip's War. How can you tell? Explain in detail.
8) Identify two effects of King Philip’s War. How can you tell? Explain in detail.
Bi-County Collaborative – DDM – US History II 4
Write an essay about the claim(s) the author makes.
Include the following:
a. Clearly explain the author’s claim and whether it is relevant.
b. Support your response with substantial and pertinent textual evidence from the text.
c. Give at least three clear, strong, and accurate reasons that support the author’s
claim(s) and determine whether or not the author provides substantial reasoning and
evidence to support his or her claim.
d. Organize your essay with strong topic sentences, relevant detail sentences, and
powerful concluding sentences with transitional words and phrases.
e. Use correct grammar, punctuation, and spelling and sentences that are well
constructed, clear, and complete.
Douglass, Frederick. Narrative of the Life of Frederick Douglass an American Slave,
Written by Himself. Boston:
Anti-Slavery Office, 1845. (1845)
The plan which I adopted, and the one by which I was most successful, was that of making friends
of all the little white boys whom I met in the street. As many of these as I could, I converted into
teachers. With their kindly aid, obtained at different times and in different places, I finally succeeded
in learning to read. When I was sent of errands, I always took my book with me, and by going one
part of my errand quickly, I found time to get a lesson before my return. I used also to carry bread
with me, enough of which was always in the house, and to which I was always welcome; for I was
much better off in this regard than many of the poor white children in our neighborhood. This bread I
used to bestow upon the hungry little urchins, who, in return, would give me that more valuable
bread of knowledge. I am strongly tempted to give the names of two or three of those little boys, as
a testimonial of the gratitude and affection I bear them; but prudence forbids;—not that it would
injure me, but it might embarrass them; for it is almost an unpardonable offence to teach slaves to
read in this Christian country. It is enough to say of the dear little fellows, that they lived on Philpot
Street, very near Durgin and Bailey’s ship-yard. I used to talk this matter of slavery over with them. I
would sometimes say to them, I wished I could be as free as they would be when they got to be
men. “You will be free as soon as you are twenty-one, but I am a slave for life! Have not I as good a
right to be free as you have?” These words used to trouble them; they would express for me the
liveliest sympathy, and console me with the hope that something would occur by which I might be
free.
I was now about twelve years old, and the thought of being a slave for life began to bear heavily
upon my heart. Just about this time, I got hold of a book entitled “The Columbian Orator.” Every
opportunity I got, I used to read this book. Among much of other interesting matter, I found in it a
dialogue between a master and his slave. The slave was represented as having run away from his
master three times. The dialogue represented the conversation which took place between them,
when the slave was retaken the third time. In this dialogue, the whole argument in behalf of slavery
was brought forward by the master, all of which was disposed of by the slave. The slave was made
to say some very smart as well as impressive things in reply to his master – things which had the
Bi-County Collaborative – DDM – US History II 5
desired though unexpected effect; for the conversation resulted in the voluntary emancipation of the
slave on the part of the master.
In the same book, I met with one of Sheridan’s mighty speeches on and in behalf of Catholic
emancipation. These were choice documents to me. I read them over and over again with unabated
interest. They gave tongue to interesting thoughts of my own soul, which had frequently flashed
through my mind, and died away for want of utterance. The moral which I gained from the dialogue
was the power of truth over the conscience of even a slaveholder. What I got from Sheridan was a
bold denunciation of slavery, and a powerful vindication of human rights. The reading of these
documents enabled me to utter my thoughts, and to meet the arguments brought forward to sustain
slavery; but while they relieved me of one difficulty, they brought on another even more painful than
the one of which I was relieved. The more I read, the more I was led to abhor and detest my
enslavers. I could regard them in no other light than a band of successful robbers, who had left their
homes, and gone to Africa, and stolen us from our homes, and in a strange land reduced us to
slavery. I loathed them as being the meanest as well as the most wicked of men. As I read and
contemplated the subject, behold! that very discontentment which Master Hugh had predicted would
follow my learning to read had already come, to torment and sting my soul to unutterable anguish.
As I writhed under it, I would at times feel that learning to read had been a curse rather than a
blessing. It had given me a view of my wretched condition, without the remedy. It opened my eyes
to the horrible pit, but to no ladder upon which to get out. In moments of agony, I envied my fellowslaves for their stupidity. I have often wished myself a beast. I preferred the condition of the
meanest reptile to my own. Any thing, no matter what, to get rid of thinking! It was this everlasting
thinking of my condition that tormented me. There was no getting rid of it. It was pressed upon me
by every object within sight or hearing, animate or inanimate. The silver trump of freedom had
roused my soul to eternal wakefulness. Freedom now appeared, to disappear no more forever. It
was heard in every sound, and seen in everything. It was ever present to torment me with a sense
of my wretched condition. I saw nothing without seeing it, I heard nothing without hearing it, and felt
nothing without feeling it. It looked from every star, it smiled in every calm, breathed in every wind,
and moved in every storm.
Bi-County Collaborative – DDM – US History II 6
Rubric for Reading in History/Social Studies
Core Course
Objectives
(CCO’s)
4
3
2
1
RH.9-10.6- Compare
the point of view of
two or more authors
for
how they treat the
same or similar
topics, including
which details they
include and
emphasize in their
respective accounts.
Student correctly
identifies each author’s
point of view. Student
effectively compares and
contrasts the views of
each author on the topic.
Response includes
specific and relevant
details used by the
author to emphasize their
respective accounts.
Student correctly
identifies each author’s
point of view. Student
compares and
contrasts most of the
views of each author
on the topic. Response
includes mostly
specific and/or relevant
details used by the
author to emphasize
their respective
accounts.
Student correctly
identifies only one of
author’s point of view.
Student compares or
contrasts some of the
views of each author
on the topic.
Response includes a
few details used by
the author to
emphasize their
respective accounts.
Student does not
correctly identify either
of the author’s point of
view. Student does not
include accurate
comparisons or
contrasts between the
authors. Response
includes little or no
details used by the
authors to emphasize
their respective
accounts
Student correctly
identifies the central idea
of the source with
elaboration. Student
writes a brief, clear, and
accurate summary of the
development of key
events or ideas.
Student correctly
identifies the central
idea of the source.
Student writes a brief,
mostly clear and
accurate summary of
the development of
key events or ideas.
Student partially
identifies the central
idea of the source.
Student writes a brief
summary of events or
ideas from the text.
Student does not
identify the central
idea of the source.
Student does not
include a brief
summary of events or
ideas from the text.
Student can accurately
analyze and expound on
pertinent data from visual
representation(s) and
completely integrate it
with evidence from
written text to provide an
accurate response to the
prompt.
Student can accurately
analyze data from a
visual representation
and integrate it with
evidence from written
text to provide and
accurate response to
the prompt.
Student identifies
some data from a
visual representation
and partially
integrates it with
evidence from written
text.
Student is unable to
identify data from a
visual representation
or integrate it with
evidence from written
text.
Student correctly
identifies at least two
causes and two effects
from the events
described in the text.
Student provides sound
reasoning and multiple
supports to illustrate
connections.
Student correctly
identifies two causes
and two effects from
the events described in
the text. Student
provides reasoning
and supports.
Student identifies only
one cause and one
effect from the events
described in the text.
Some reasoning and
supports may be
given.
Student cannot identify
a cause or effect from
the events described
in the text.
(Questions 1-3)
RH.9-10.2Determine the central
ideas or information
of a
primary or secondary
source; provide an
accurate
summary of how key
events or ideas
develop over the
course of the text.
(Questions 4-5)
RH 9-10.7-Integrate
quantitative or
technical analysis
(e.g.,
charts, research
data) with qualitative
analysis in
print or digital text.
(Question 6)
RH.9-10.3- Analyze
in detail a series of
events described in a
text; determine
whether earlier
events caused later
ones or simply
preceded them.
(Questions 7-8)
Bi-County Collaborative – DDM – US History II 7
Student Open Response Rubric
4
3
2
1
Claim
(WHST.9-10.1.A)
I make a claim(s) and clearly
explain why it is relevant.
I make a claim(s) but may
not fully explain why it is
relevant.
My claim(s) is only
partially stated
and/or unclear.
I do not say what my
claim is.
Evidence
(WHST.9-10.1.B and
RH.9-10.1. Cite
specific textual
evidence to support
analysis of primary and
secondary sources.)
I provide strong textual
evidence that is on topic to
support my claim(s).
I provide some textual
evidence to support my
claim(s).
I provide basic
textual evidence
to support my
claim.
I provide inaccurate
or no textual
evidence to support
my claim.
Reasoning
(WHST.9-10.1.C and
RH.9-10.8- Assess the
extent to which the
reasoning and
evidence in a text
support the author’s
claims. )
I give at least three clear,
strong, and accurate reasons
in support of the author’s
claim(s).
I give at least two accurate
reasons in support of my
claim(s).
My reasons are
confusing and do
not effectively
support my claim.
I do not give reasons
in support of my
claim.
Organization
(WHST.9-10.1.A,
WHST.9-10.1.C, and
WHST.9-10.E)
My organization has an
effective purpose. I include
strong topic sentences,
relevant detail sentences, and
powerful concluding
sentences. My transitional
words/phrases are advanced.
My organization has an
effective purpose. I include
topic sentences, relevant
detail sentences, and
clincher sentences. I
include transition
words/phrases.
My organization is
not in a logical
order. I may get
off topic at times.
My writing is
disorganized and
lacks structure.
Sentence
Fluency &
Conventions
(WHST.9-10.1.D)
My sentences are wellconstructed, clear, and
complete. I use correct
grammar, punctuation, and
spelling.
My sentences are mostly
clear and complete.
I have missed some errors
in capitalization,
punctuation, or spelling.
My sentences
may be unclear
and/or incomplete.
I have several
errors in
capitalization,
punctuation, or
spelling.
My sentences are
unclear and
incomplete.
I have numerous
errors in
capitalization,
punctuation or
spelling make my
paper hard to read.
Bi-County Collaborative – DDM – US History II 8