“Created Equal” Part I
In 1776, the Declaration of Independence, or birth certificate of our country, was written. Included in its text were
the words, “… all men are created equal.” At the time, these words were obviously not intended for women or the
millions of enslaved individuals, some owned by the writers themselves. Equality would be an on-going struggle
for these individuals, as well as countless immigrants that would enter the country’s gates over the following
centuries. Although slavery would be outlawed in 1865, and women would receive the right to vote in 1920, many
people believe it took America one hundred years after the Civil War for all Americans to receive equal rights.
Some people believe equality still has not been achieved today. The focus of your project will be to research
and describe the struggle for equal rights by minorities in America following the Civil War to today.
______ 4 Points – Cover Page: The cover page must contain a title, your name, teacher’s name, and a picture
relating to your research and title.
______ 12 Points – 3 Primary Resources (4 points each):
Choose THREE primary resources listed below that fit your learning style and interest. DO NOT CHOOSE THE
OBVIOUS! Challenge yourself to find a primary resource that no other student will use.
 An eyewitness account of the removal, massacre or assimilation of Native Americans
 A law granting or denying rights to the 4 million freedmen following the Civil War (between1865-1877)
 A political cartoon or picture involving the rights of Irish, Italian, or Chinese immigrants
in the late 1800’s / early 1900’s
 A flyer or poster relating to the labor union/worker’s rights movement between 1860-1940
 A speech presented by a women’s rights activist
 A poem, photo, or piece of artwork relating to the Japanese internment camps during World War II
 A song that influenced or was influenced by the Civil Rights Movement (1950-1975)
 A political cartoon or picture relating to the rights of modern day immigrants
(Hispanics, Asian, Middle Eastern) (2000-present)
Remember, a primary resource is an actual historical document. It is not something you create.
1. For each primary resource, you must include a copy of the primary resource.
2. You must include bibliographical information that tells where you found the resource.
______ 27 Points – Description of Primary Resources:
For EACH primary resource, write a one-page essay that includes:
1. a one paragraph description of the primary resource (who, what, where, when, why)
Who created it? Who is it about? What is it about? When was it created? Why was it created?
2. a one paragraph description of how it relates to the struggle for equality and any related background
This paragraph should include DEPTH = research + analysis
3. a one paragraph personal analysis – why you chose it and how you feel about it, relate it to personal
experience or previous learning
Each description is worth 9 points. This must be typed, 1 ½ spaced, and use size 12 Times New Roman font.
Use correct grammar, punctuation, and spelling. Be sure you use paragraphs and indent appropriately.
There is a helpful “essay guide” on the website to help structure your writing.
_____ 4 Points – Works Cited Page - Be sure you cite all of your resources, including where you located
your pictures and any historical documents. This is on a separate page titled “Works Cited”. Your
resources must be cited correctly (punctuation, capitalization, alphabetical). Use the works cited
directions on my website. http://ronnyreddig.cmswiki.wikispaces.net/
Do not use Wikipedia! Example format for a website:
1. "Crater Lake." National Park Service. National Park Service, 1 July 2009. Web. 28 Aug.
2009. <http://www.nps.gov/crla/>.
(bibme.org or easybib.com are useful websites for the purpose of achieving correct citations)
______ 3 points – Conventions – Text must be typed, 1 ½ spaced, and use size 12 Times New Roman
font. Papers must be stapled in the top left-hand corner. Do not use a folder or cover. Use correct
grammar, punctuation, and spelling. Be sure you use paragraphs and indent appropriately. Plagiarism is
illegal, so write in your own words.
This project grade will be a part of your third quarter grade!
Please attach this rubric to the back of your project.
TEACHER
GRADE
SELFASSESSMENT
TOTAL POINTS
POSSIBLE
4
12
27
4
3
COVER
PRIMARY RESOURCES
DESCRIPTIONS
WORKS CITED
CONVENTIONS
-1 POINT PER DAY LATE
TOTAL POINTS RECEIVED OUT OF 50
IB HUMANITIES CRITERION
Achievement
Level
Criterion D
THINKING CRITICALLY
0
The student does not reach a standard described by any of the descriptors below.
1–2
3–4
5–6
7–8
The student begins to analyze concepts, issues, models, visual representation and/or theories in a limited way
AND begins to identify connections between information to make simple arguments AND recognizes the origin
and purpose of few sources/data as well as few values and limitations sources/data AND identifies different
perspectives.
The student completes a simple analysis of concepts, issues, models, visual representation and/or theories AND
summarizes information to make some adequate arguments AND analyze sources/data in terms of origin and
purpose, recognizing some values and limitations AND recognizes different perspectives and suggests some of
their implications.
The student completes a substantial analysis of concepts, issues, models, visual representation and/or theories
AND summarizes information in order to make usually valid arguments AND analyze sources/data in terms of
origin and purpose, usually recognizing values and limitations AND clearly recognizes different perspectives and
describes most of their implications.
The student completes a detailed analysis of concepts, issues, models, visual representation and/or theories AND
summarizes information to make consistent, well-supported arguments AND effectively analyzes a range of
sources/data in terms of origin and purpose, consistently recognizing values and limitations AND clearly
recognizes different perspectives and consistently explains their implications.
Approval of your 3 primary resources will be Monday, Jan.19th
This project is due Monday, February 1st
* Sign below when Part I is COMPLETED.
I, _________________________________, have reviewed the completed report with my child.
(parent/guardian)
This sheet must be attached as the last page of your report and must be signed by your parent.