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Unit 2 Model Organizer and Scoring Guide

Question: How did British and colonial perspectives on taxation, representation, and self-governance compare in the decades leading up to the American Revolution?
Groups: Answers will vary. A sample answer is provided.

·       1- Colonist Perspective

o   Common Sense

o   The Declaration of Independence

·       2- British Perspective

o   The Patriot

o   The Declaratory Act

·       3- Blank

 

 

Color-Coding- Answers will vary. Sample responses are provided.

·       Blue- The colonies should be subjected to British rule.

o   “we may, therefore, subject them to government” Doc B

o   “ought to be, subordinate unto, and dependent upon the imperial crown and parliament of Great Britain” Doc A

·       Yellow– Britain is doing something wrong by taxing the colonies.

o   “For imposing Taxes on us without our Consent” Doc D

o   “But Britain is the parent country, say some. Then the more shame upon her conduct.” Doc C

 
Graphic Organizer: Answers will vary. A sample response is provided.

·       Claim: British and colonial perspectives were very different leading up to the Revolutionary War.

·       Reason 1: Common Sense and the Declaration of Independence show that Americans felt unjustly ruled and unfairly taxed.

·       Reason 2: The Patriot and the Declaratory Act show that Britain felt justified in their taxing of the American colonies.
Thesis: Answers will vary.

A sample response is provided.

 

British and colonial perspectives were very different leading up to the Revolutionary War. The American colonists wanted self-governance and believed British taxation was wrong, while the British argued that the colonies had no right to challenge Parliament’s power.

 

Scoring Guides

 

1-point Rubric

Evidence of Proficiency   Suggestions for Improvement
  Claim

Clearly and directly answers the prompt with a strong, defendable claim.

  
  Line of Reasoning

Provides a clear, logical structure that outlines key points.

  
  Document Grouping

Groups documents in a thoughtful and effective way that strengthens the argument.

  
  Use of Evidence

Effectively integrates relevant evidence from documents to support the claim.

  
  Clarity & Organization

Thesis is clearly written, well-organized, and easy to understand.

  
  Mechanics & Grammar

Free of errors in grammar, spelling, and punctuation.

  

 

Scoring Matrix

Criteria 4 – Advanced 3 – Proficient 2 – Developing 1 – Beginning
Claim Clearly and directly answers the prompt with a strong, defendable claim. Answers the prompt with a defendable claim. Partially addresses the prompt with a weak or unclear claim. Does not address the prompt or lacks a claim.
Line of Reasoning Provides a clear, logical structure that outlines key points. Establishes a reasonable line of reasoning with some organization. Attempts a line of reasoning but lacks clarity or coherence. Does not establish a logical line of reasoning.
Document Grouping Groups documents in a thoughtful and effective way that strengthens the argument. Groups documents in a logical way that supports the argument Groups documents, but the connections may be weak or unclear. Does not group documents or groups them in a way that does not support the argument.
Use of Evidence Effectively integrates relevant evidence from documents to support the claim. Uses relevant evidence to support the claim. Uses limited or somewhat relevant evidence. Does not use evidence or evidence is unrelated.
Clarity & Organization Thesis is clearly written, well-organized, and easy to understand. Thesis is organized and mostly clear. Thesis lacks clarity or has issues with organization. Thesis is unclear and lacks organization.
Mechanics & Grammar Free of errors in grammar, spelling, and punctuation. Minor errors that do not interfere with the meaning. Noticeable errors that may distract from the meaning. Frequent errors that make the thesis difficult to understand.

Total Score: ____ / 24

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