Unit 6 Culminating Assessment: Congress and Thomas Jefferson
To conclude our study of Unit 6, Congress and Thomas Jefferson’s presidency, you will
have the choice in completing three distinct but related tasks. Each assignment in the
Tic-Tac-Toe board below relates to topics we have learned about in this unit and asks
you to demonstrate your understanding of these topics.
Activity 1: Create an
Acrostic poem using
Impressment and Embargo
Act. Your selected words
should be descriptive and
explain the impact of these
topics on the United
States. Include color and
two images on the poem
page.
Activity 1: Generate a six
to eight pane comic strip
that explains Impressment,
Embargo Act, and NonIntercourse Act. Each pane
in the comic should
include neat
images/drawings, text, and
color.
Activity 1: Construct a
Wanted Poster OR
Memorial Poster that
depicts Thomas Jefferson
as a villain or hero for the
Louisiana Purchase. Your
poster should include
information from our class,
images, and relate to strict
vs. loose interpretation.
Activity 1: Construct a
Wanted Poster OR
Memorial Poster that depicts
Thomas Jefferson as a villain
or hero for the Louisiana
Purchase. Your poster should
include information from our
class, images, and relate to
strict vs. loose interpretation.
Activity 2: Write a letter to a
Pen Pal that explains to them
the set-up of Congress,
Congress’ main
responsibilities, and their
powers. Also, include how the
Congress relates to the
President (lawmaking, checks
and balances).
Activity 3: Compose an
interview for a member of
Congress in 1807 during the
time of Impressment, the
Embargo Act, and NonIntercourse Act. Develop
questions as well as the
Congressman/woman’s
responses.
Activity 3: Produce an
advertisement for a local
newspaper that advocates for
OR against the buying of the
Louisiana Territory from the
French. Your advertisement
should include information
from our class, images, a
slogan, and relate to strict vs.
loose interpretation.
Activity 3: Develop a six-slide
paper PowerPoint about the
Louisiana Purchase. Include
informational slides that
address who, what, how much
information of the deal, the
pros/cons, images, and relate
to strict vs. loose interpretation.
Activity 3: Construct two
Louisiana Purchase t-shirt
designs to sell at your Social
Studies Rocks! clothing store.
One t-shirt must include a
slogan, image, and
informational tag to explain the
positives of the Louisiana
Purchase. The other must
include the same but explain
the negatives of the purchase.
Directions: Choose activities in a Tic-Tac-Toe design using the middle box (that is the
only required assignment).
Activity 1: Start Friday March 27
 Due by mid-class Monday, March 30
Activity 1: _____________________________________
Activity 2: Start Monday March 30  Due by end of class Tuesday, March 31
Activity 2: Pen Pal Letter about Congress and Thomas Jefferson
Activity 3: Start Wednesday April 1  Due on April 2, 2015
Activity 3: _____________________________________
Due on Thursday, April 2, 2015
NO EXCEPTIONS
Signature: __________________________________
Signature: __________________________________
Activity 1: Create an Acrostic poem using the words Impressment and Embargo Act. Your
selected words for the poem should be descriptive and explain the impact of these topics on
the United States. Include color and two images on the poem page.
An acrostic poem uses the letters in a word to begin each line of the poem. All lines of
the poem relate to or describe the main topic words (Impressment and Embargo Act).
Example:
Evade the stealing of our ships by not sending them to other countries
M
M
B
P
A
R
I
R
E
G
S
O
S
Make sailors work for
British
A
E
C
N
T
T
Impressment and Embargo Act Acrostic Poem
4
3
Historical

Accuracy:
Impressment


Historical
Accuracy:
Embargo Act



Student uses
authentic vocabulary
to explain
Impressment in the
poem
Included accurate,
historical details (23) that helped
explain how
impressment
impacted Americans
All details were
historically accurate
Student uses
authentic vocabulary
to explain the
Embargo Act in the
poem
Included accurate,
historical details (23) that explains why
the Embargo Act
was the best choice
for Congress as well
as why it failed
Bonus: Include why
the Non-Intercourse
Act was the better







2
Student correctly
explains the action
of impressment
Included some
details (2) that
helped explain how
it impacted
Americans
All details were
historically accurate

Student correctly
explains the
Embargo Act
Included some
details (2) that
explains why the
Embargo Act was
the best choice for
Congress as well as
why it failed
Bonus: Include why
the Non-Intercourse
Act was the better
choice
All details were





1
Student correctly 
explains the
action of
impressment
Includes (1-2)

details that helped
explain how it
impacted
Americans
Most details were
historically
accurate
Student
incorrectly
defined
impressment
Did not
include
additional
details to
describe the
topic
Student

somewhat
explains the
Embargo Act
Included accurate, 
historical details
(1-2) that explains
why the Embargo
Act was the best
choice for
Congress as well
as why it failed
Most details were
historically
accurate
Student
incorrectly
defined
Embargo Act
Did not
include
additional
details to
describe the
topic

Graphics

Creativity


Effort
choice
All details were
historically accurate
Graphics
compliment the
project and provide
great detail.
historically accurate

Graphics
compliment the
project and provide
some detail.

Graphics
compliment the
project.

Graphics are
used in the
project.
Student
demonstrates
complete creativity
and uniqueness.

Student mostly
demonstrates
creativity and
uniqueness

Student
demonstrates
some creativity

Student
demonstrates
minimal
creativity.
The project
demonstrates great
effort and time.

The project
demonstrates effort
and time.

The project
demonstrates
some effort.

The project
demonstrates
minimal
effort.
Total: _________/ 20
Activity 1: Generate a six to eight pane comic strip that explains Impressment, Embargo Act,
and Non- Intercourse Act. Each pane in the comic should include neat images/drawings, text,
and color.
*The comic needs to flow together and tell the “story” of Impressment, Embargo Act,
and Non-Intercourse Act.
Title
By
Name
Period
All British
deserters are
coming back
to Great
Britain!
Impressment, Embargo Act, and Non-Intercourse Act Comic Strip
4
3
Historical

Accuracy:
Impressment


Historical
Accuracy:
Embargo
Act and
NonIntercourse
Act



Student correctly
explains the action
of impressment
Included accurate,
historical details (23) that helped
explain how it
impacted Americans
All details were
historically accurate

Student correctly
explains the
Embargo Act and
Non-Intercourse Act
Included accurate,
historical details (23) that explains why
the Embargo Act
was the best choice
for Congress as well
as why it failed;
Explains how the
Non- Intercourse
Act was different
All details were
historically accurate





Student correctly
explains the action
of impressment
Included some
details (2) that
helped explain how
it impacted
Americans
All details were
historically accurate

Student correctly
explains the
Embargo Act and/or
Non-Intercourse Act
Included some
details (2) that
explains why the
Embargo Act was
the best choice for
Congress as well as
why it failed;
Explains how the
Non- Intercourse
Act was different
All details were
historically accurate





Graphics

Graphics
compliment the
project and provide
great detail.

Graphics
compliment the
project and provide
some detail.

Creativity

Student
demonstrates
complete creativity
and uniqueness.

Student mostly
demonstrates
creativity and
uniqueness

2
1
Student correctly
explains the
action of
impressment
Includes 1-2
details that helped
explain how it
impacted
Americans
Most details were
historically
accurate
Student correctly
explains the
Embargo Act
and/or NonIntercourse Act
Included accurate,
historical details
(1-2) that explains
why the Embargo
Act was the best
choice for
Congress as well
as why it failed;
Explains how the
Non- Intercourse
Act was different
Most details were
historically
accurate
Graphics
compliment the
project.


Graphics are
used in the
project.
Student
demonstrates
some creativity

Student
demonstrates
minimal
creativity.



Student
incorrectly
defined
impressment
Did not
include
additional
details to
describe the
topic
Student
incorrectly
defined
Embargo Act
and NonIntercourse
Act
Did not
include
additional
details to
describe the
topic

Effort
The project
demonstrates great
effort and time.

The project
demonstrates effort
and time.

The project
demonstrates
some effort.

The project
demonstrates
minimal
effort.
Total: _________/ 20
Activity 1: Construct a Wanted Poster OR Memorial Poster that depicts Thomas Jefferson
as a villain or hero for the Louisiana Purchase. Your poster should include information from
our class, images, and relate to strict vs. loose interpretation.
Wanted: Thomas Jefferson
Our Hero: Thomas Jefferson
Either poster should include the following:
 A title and color throughout
 At least 3 reasons (bullet points) to describe why Thomas Jefferson was a
villain or hero (relate all to Louisiana Purchase and Constitutional
Interpretation)
 At least three graphics that support your position
 An LOD 2 Response advocating for the arrest of Thomas Jefferson or for him
to be remembered as a hero for our country (relate to Louisiana Purchase
and Constitutional Interpretation)
Louisiana Purchase: Thomas Jefferson as a Hero (Hero Poster) or Villain (Wanted Poster)
4
3
2
1
Historical
Accuracy:
Louisiana
Purchase



Historical

Accuracy:
Louisiana
Purchase and
Constitutional
Interpretation


Student included

three accurate bullet
points to describe
Thomas Jefferson as
a hero or villain
Selected information 
relates to the
Louisiana Purchase
and clearly supports
Jefferson as a hero
OR villain

Each bullet is
different and distinct
Student included
two accurate bullet
points to describe
Thomas Jefferson as
a hero or villain
Most information
relates to the
Louisiana Purchase
and clearly supports
Jefferson as a hero
Each bullet point is
different and distinct

Student used a clear
opening sentence
that states their
opinion of Thomas
Jefferson
Used two
historically accurate
reasons to support
the student’s
position (i.e. Herodoubled U.S., access
to Mississippi River
OR Villain- violates
Constitution, too
much $)
Explained both
reasons
Summary sentence
Graphics
compliment the
project and provide
great detail.

Student used an
opening sentence
that states their
opinion of Thomas
Jefferson
Used 1-2 historically
accurate reasons to
support the student’s
position (i.e. Herodoubled U.S., access
to Mississippi River
OR Villain- violates
Constitution, too
much $)
Explained 1-2
reasons
Summary sentence


Graphics
compliment the
project and provide
some detail.



Student included
one accurate bullet
point to describe
Thomas Jefferson
as a hero or villain
Some information
relates to the
Louisiana Purchase
and supports
Jefferson as a hero

Student used an
opening sentence
that is unclear
Used 1 historically
accurate reason to
support the
student’s position
(i.e. Hero- doubled
U.S., access to
Mississippi River
OR Villainviolates
Constitution, too
much $)
Explained 1 reason
Summary sentence

Student’s
response
was
inaccurate
and/or did
not
complete
the LOD 2
requiremen
ts

Graphics
compliment the
project.

Graphics
are used in
the project.





Student
included no
accurate
bullet
points
Did not
include
additional
details to
describe
the topic
Graphics


Creativity

Student
demonstrates
complete creativity
and uniqueness.

Student mostly
demonstrates
creativity and
uniqueness

Student
demonstrates some
creativity

Student
demonstrat
es minimal
creativity.

The project
demonstrates great
effort and time.

The project
demonstrates effort
and time.

The project
demonstrates some
effort.

The project
demonstrat
es minimal
effort.
Effort
Total: _________/ 20