Academic U.S. & Virginia History
Mr. Briscoe/Mr. Null
Name: ______________________________
First Quarter
REVOLUTION & CONSTITUTION: GUIDELINES & GRADING INFORMATION
(keep this in the exhibit section of your binder)
This quarter, we will spend significant time focusing on the story of American independence and the establishment
of our constitutional government. The information provided below explains the assignment, procedures, and
grading structure for this exhibit, which constitutes 20% of your first quarter grade (fully equal to a test grade).
Objective
Research, write, and present on a topic related to the American Revolution and forging of the Constitution during
the era from 1763 to 1789. All presentations are due by the start of class on Thursday, October 24.
Procedures
1. Topic Assignment: Today, you and your partner(s) will be randomly assigned to one of the 12 questions below.
Highlight the topic that you picked and write in the name and contact info for your partner(s):
Partner: ______________________________________ Contact: ________________________________________
*How did Samuel Adams and John Hancock lead efforts to resist British policies and actions both before and
during the American Revolution?
*How did John Adams lead the effort to bring about American independence and maintain it prior to becoming the
first Vice President in 1789?
*How did George Washington earn the title “Father of His Country” even before he became President in 1789?
*How did Virginians Patrick Henry, George Mason, and Thomas Jefferson contribute to the American
Revolution and America’s founding documents?
*Why is Benjamin Franklin considered the “First American?” Consider his personal achievements, political and
diplomatic leadership during the Revolution, and his leadership after the Revolution was won.
*What were the strengths and weaknesses of the American and British militaries during the Revolution?
*Why were the Battles of Saratoga and Yorktown the most significant of the Revolutionary War?
*How did African Americans and women contribute to the Revolution and how did life change for them in the
two decades afterwards?
*Why did America’s first attempt at a national government under the Articles of Confederation fail?
*What was Shays’s Rebellion and why was it a significant turning point following the Revolution?
*How and why did the Philadelphia Convention of 1787 succeed in producing an enduring Constitution? Consider
major compromises, founding principles, and the role of James Madison.
*Why was there a debate over the Constitution’s ratification and why did the “Federalists” win that debate?
2. Research: You and your partner(s) will spend the next few weeks researching your assigned topic. We will spend
some time in class to help with the research process. Refer to the unit guide for information on dates when we will
be researching. In the course of your research, you are expected to find and incorporate at least three primary
sources related to your topic in your presentation. Make sure to write down source citations as you research, as you
will need to provide a bibliography of at least five sources with your presentation. You will also want to spend
time looking for at least three visuals (with source citations) that can be incorporated in the presentation. Visuals
that are also primary sources can serve for both purposes.
3. Construct Presentation Poster or Power Point: Each team will then work on creating a large poster or Power Point
presentation that incorporates the following:
*include a clear title and answer the question with a thesis statement
*summary of about 150-200 words that provides evidence to support your thesis (can be bulleted!)
*three (3) primary sources incorporated and described as part of your evidence
*three (3) visuals included and captioned (can be primary sources as well)
*bibliography of at least five (5) sources (in MLA format)
Power Point presentations should be saved on a student flash drive and brought to class. Make sure to print out a
hard copy of the Power Point to submit for grading on the due date.
4. Presentation: Each team will be asked to present for 6-8 minutes on their assigned topic. Each team member is
expected to participate equally. Presenters should be prepared to answer follow-on questions and to summarize at
least three main points for everyone to remember and include in their presentation notes. Presentations will begin
on Thursday, October 24 and continue on Tuesday, October 28. Presenters will be selected at random, so all
students should be ready to present on the first presentation date.
5. Work Statement: In addition, each student is asked to write a brief statement (no more than a paragraph) that
describes in detail what you did to research and produce the presentation. Focus on your efforts, not those of your
partner(s). The statement should be turned in with your presentation on October 24.
Grading
Each exhibit will be graded on the components listed below. Each partner will share the exhibit grade except for
individual participation.
Presentation Content
Primary Sources
Visuals/Design
Bibliography
Individual Participation
40% (contains thesis, supports thesis with substantial evidence and analysis)
20% (3 primary sources fully described and relevant to the topic)
10% (3 visuals and clear/appealing presentation design)
10% (at least 5 sources, fully cited in MLA format)
20% (fully involved in research/preparation and shares equally in presentation)
A grading rubric will be provided separately.
Important Notes
*Presentations can be in the form of a Power Point or poster. Power Points must be printed out in hard copy for
submission for grading.
*Ten percent (10%) will be deducted from the overall grade for each school day that an exhibit is submitted late.
*The last day to submit an exhibit for any partial credit is the last day of the quarter (Friday, November 1).
Textbook Readings
The following sections of your textbook provide a helpful place to start your research. Please read these in advance
of our first research block in the library.
*Sam Adams & John Hancock: Ch. 4 (pp. 96-102, p. 112 – see inset)
*John Adams: Ch. 4 (pp. 103-106, pp. 121-122)
*George Washington: Ch. 3 (pp. 86-87); Ch. 4 (pp. 104-105, pp. 113-116, pp. 118-121), Ch. 5 (pp. 140-144)
*Patrick Henry, George Mason, & Thomas Jefferson: Ch. 4 (pp. 96-97, pp. 105-106), Ch. 5 (pp. 146-149)
*Benjamin Franklin: Ch. 3 (pp. 82-83, p. 89), Ch. 4 (p. 116 – French treaties, pp. 121-122), Ch. 5 (p. 141)
*American & British Militaries: Ch. 4 (pp. 100-102, pp. 113-121)
*Battles of Saratoga & Yorktown: Ch. 4 (pp. 115-116, p. 121)
*African Americans & Women: Ch. 4 (pp. 96-98, pp. 106-108, pp. 110-111 – see insets, p. 117, pp. 122-123),
Ch. 5 (p. 133 – see inset, pp. 142-143)
*Articles of Confederation: Ch. 5 (pp. 134-137)
*Shays’s Rebellion: Ch. 5 (pp. 140-141)
*Constitutional Convention: Ch. 5 (pp. 141-144)
*Ratification Debate: Ch. 5 (pp. 145-149)
Academic U.S. & Virginia History
Mr. Briscoe/Mr. Null
Name: _____________________________________
First Quarter Exhibit
FIRST QUARTER EXHIBIT PRESENTATIONS:
GRADING RUBRIC
Your grade for the Revolution & Constitution exhibit is based on the total score from the categories listed below.
The exhibit grade counts as 20% of the overall quarter grade.
Important Notes:
*Presentations can be in the form of a Power Point or poster. Power Points must be printed out in hard copy for
submission for grading (along with bibliography and work statements).
*Ten percent (10%) will be deducted from the overall grade for each school day that an exhibit is submitted late.
*The last day to submit an exhibit for any partial credit is the last day of the quarter (Friday, November 1).
Presentation Content (40%)
Description
% Earned
Students did a superior job of providing comprehensive, detailed treatment of the topic;
text meets or exceeds length requirements and is also well-organized and clear to follow;
provides strong thesis as well as supporting detail and analysis of significance
40
As above, but text may be missing some details/analysis that would be helpful for class use
36
Students made a good-faith effort to provide significant details and analysis;
there may be significant information that is missing or that is not clearly explained;
maximum possible if text is not clearly organized for comprehension/clarity or thesis is unclear
32
As above, but the text may not meet length requirements and/or is missing even more
significant information
28
Content needs more detailed development; missing significant elements
24
Content is incomplete (first-draft quality only)
20
Content is non-existent or not original student work
0
Primary Sources (20%)
Presentation includes three relevant primary sources that are clearly explained and integrated
with the content (may be text and/or visual); sources are clearly labeled
20
As above but may be missing some identifying detail or connection to the topic could be
made clearer
18
Maximum possible if only two relevant primary sources are included and explained or if
connections between the sources and the content are unclear
16
Maximum possible if only one primary source is included in the presentation
12
No evidence of relevant primary sources
0
Visuals/Design (10%)
Presentation includes three clear relevant supporting visuals that have clear and
descriptive captions; design is appropriate, appealing, and well-organized
10
As above, but visual captions may be lacking detail
8
Maximum possible if presentation includes only two relevant visuals and/or does not
include captions with all visuals; design could be better organized or more appealing
7
Maximum possible if only one visual is included or little effort made at design
6
No supporting visuals provided; no effort at design
0
Bibliography (10%)
Bibliography contains five properly cited sources; properly formatted (MLA format)
10
As above, but may be improperly cited and/or formatted; may be missing
up to one source
8
Maximum possible if there are fewer than three sources; may be improperly
formatted/cited; working draft quality only
6
Bibliography not submitted
0
Individual Participation (20%) – individual grade
Student works productively during class research time to research and design the presentation;
works cooperatively with their partner(s); student participates equally in the presentation and
provides well-organized and well-developed information; does not simply read from the
presentation (but can use note cards); presenter speaks clearly and effectively; successfully
addresses follow-up questions from the class/teachers
20
As above, but student may have needed to use class time more productively or may have
struggled to effectively address follow-up questions
18
Student made a good-faith effort to participate equally in research and presentation; may have
needed to use class time more productively and/or may have needed to participate more in the
presentation
16
As above, but student may have wasted class time and /or may have been unfocused during the
presentation
14
Student made limited effort to participate in research and presentation; most of the burden fell
on student’s partner(s)
10
Student made no observable effort or had an unexcused absence on the day of the presentation
0
Total Grade:
_______%
*How did Samuel Adams and John Hancock lead efforts to resist
British policies and actions both before and during the American
Revolution?
*How did John Adams lead the effort to bring about American
independence and maintain it prior to becoming the first Vice President
in 1789?
*How did George Washington earn the title “Father of His Country”
even before he became President in 1789?
*How did Virginians Patrick Henry, George Mason, and Thomas
Jefferson contribute to the American Revolution and America’s
founding documents?
*Why is Benjamin Franklin considered the “First American?”
Consider his personal achievements, political and diplomatic leadership
during the Revolution, and his leadership after the Revolution was won.
*What were the strengths and weaknesses of the American and British
militaries during the Revolution?
*Why were the Battles of Saratoga and Yorktown the most significant
of the Revolutionary War?
*How did African Americans and women contribute to the Revolution
and how did life change for them in the two decades afterwards?
*Why did America’s first attempt at a national government under the
Articles of Confederation fail?
*What was Shays’s Rebellion and why was it a significant turning point
following the Revolution?
*How and why did the Philadelphia Convention of 1787 succeed in
producing an enduring Constitution? Consider major compromises,
founding principles, and the role of James Madison.
*Why was there a debate over the Constitution’s ratification and why
did the “Federalists” win that debate?