Name:, Date:, PD: PG: Reconstruction Assessment Instructions: You will choose one of the following options to complete. Each option is meant to be creative in various ways, to look at which would be the best fit for you. Also, each option varies in content, so you may choose the option that you enjoyed the most from the Reconstruction unit. At the end of the unit, you will have an entire class period to complete this assessment (materials will be provided). You must complete the self-evaluation below the rubric. The completed assessment will be collected at the beginning class on March 15 (G Day) and March 16 (C Day). |tis your responsibility to look at the rubric (on the back) and meet all the Necessary requirements for you to be successful, 1. Create three diary entries (about half a page to a page in length per entry) from the perspective of an African American sharecropper. This option is recommended for students who enjoy creative writing in the first person. Your entry may be typed, but it is recommended that you write your diary entries (think about creativity points in the rubric). Your completed entry must include the Reconstruction amendments, comparing and contrasting sharecropping and slavery, Black Codes, and the Freedmen's Bureau, 2. You are a Northern journalist who lived in the South during Reconstruction. In a thoroush newspaper article, describe to h. Think about ways to make this entry and its presentation creative (in the rubric). This option is recommended for students who enjoy writing through news reports. ‘Your completed entry must include the Reconstruction amendments, Plessy v. Ferguson, the Enforcement Acts, the ‘Amnesty Act, and Jim Crow Laws. 3. Create a comic strip describing at least 5 major events or developments of Reconstruction. This option is recommended for students who are more artistically inclined and can create an in-depth analysis of Reconstruction through self-made visuals. In your completed entry, one of the comic sections must include the Reconstruction amendments. The other 4 can be anything else from Reconstruction. 4, Make ad Further, in a one-page, double spaced paper, analyze the similarities and differences of Presiden Reconstruction and explain which one was more beneficial to the goals of Reconstruction. This option is recommended for students who enjoy the political aspects of Reconstruction. Think of a way to be creative (part of the rubric). Your entry must include the Reconstruction amendments along with the many other important developments from both Presidential and Congressional Reconstruction. 5. Create a timeline of Reconstruction on a poster. You must include the 10 most important events of Reconstruction from 1865-1877. This option is recommended for students who enjoy creating arguments using both written and visual evidence. Think of ways to make the timeline creative (part of the rubric). In your timeline, you must include dates, images, and explanations why each event was so significant that it made your list. so be sureRubric and Self-Reflection Exceptional Proficient ‘Adequate Unsatisfactory Unacceptable | Earned Points 10 0 Set ry ety Student; ety Is not fully | Student doos Historteat Dot submit an Accuracy entry. historical significance. 10 8 3 ° Student entry includes a | Student entry includes a Student entry omits either | Student does thorough and complete thoughtful analysis of ‘an analysis of rot submit an analysis of Reconstruction | Reconstruction and notes Reconstruction or fails to | entry. its historical significance note its historical Significance through both waitton and significance. through both writen and | visual effort. visual effort, 5 4 3 0 Student entry displays ‘Student entry is partially | Student entry is partially Student does Creativity | noteworthy creativity and | creative and'is thoughtful | creative and has ot submit an thoughtfulness in In appearance. presentable appearance. entry. ‘appearance. 5 3 0 Student enty Sccherent | Student enti coherent | Student ents coherent Student doos Coherence | and free of grammatical with few grammatical —_| but has numerous not submit an errors. errors. ‘grammatical errors. umerous grammatical | entry. errors. 5 4 3 2 0 Student demonstrates Student demonstrates _| Student demonstrates some | Student demonstrates | Student does ‘exceptional effort (evaluated | considerable effort effort (evaluated by both not submit an Effort | by both solfreflection and self-reflection and teacher entry, teacher observations). ‘observations). observations). teacher observations). Grade (out of 35 possible points) and comments: Reflection: How did you use class time in creating this assessment? Were you completely focused? (On a scale of 1-5 (1 being the lowest; 5 being the highest), what grade would you give yourself for your effort inthis assessment? Explain,