Final Assessment for American Revolution
Morgan &  Zinn on the American Revolution, And the Real Tyrant is…

This assessment is similar to the one-page analysis you wrote of Abigail and John Adams' correspondence. For this exercise you must examine the two historians we read, Edmund Morgan and Howard Zinn, for “they say” statements. Locate the most relevant passage from each text to serve as the statement of the historians' beliefs to which you will respond. If you are bold, you may push beyond the excerpts of their texts I have provided and read additional selections of your own to find the statement of belief you want to examine.

Now decide: will you agree, disagree or both agree and disagree with that historians' statements? To prove your position you must make specific reference to the various sources we examined in our study of the American Revolutionary Era.

Getting started:

You will outline your argument using CANVA. Here is a model.

If you need inspiration, listen to this story: Revolution Reinvents Guerilla Warfare. Steve Inskeep (NPR) said and asked:

 "So I'm thinking of lessons here that any general should know, that guerrilla armies can be very effective; that they're hard to fight; that public opinion is very important; that winning over hearts and minds can be fraught with peril. There are certain lessons and carry on... Did the modern day United States military establishment forget those lessons in recent years?"

Answer that question and consider the American experience beyond the military aspects of the Revolution: What were the historical lessons of that conflict between the smart, technologically advanced world's policeman and the militarily unsophisticated rebel insurgents, and, did we learn them?

 

STANDARDS
Rubric
Demonstrates mastery of relevant standards and an ability to transfer this skill or understanding to other contexts. Demonstrates proficiency with relevant standards. Approaches proficiency with relevant standards. Insufficient evidence to demonstrate proficiency with relevant standards.

LITERACY.RH.11-12.1
Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole..

 

The answers to the question(s) is/are correct, precisely explained, and draw upon multiple sources of evidence.

The work reveals an attempt to answer the question thoroughly: this entails exploring multiple possibilities when appropriate and considering various points of view.

The answers do not merely regurgitate the information contained in the primary source document, text, or class discussion; but instead present original ideas or lines of inquiry as well as sound analysis.

The answers to the question(s) is/are correct, well explained, and draw upon multiple sources of evidence.

The work reveals an attempt to answer the question thoroughly: this entails exploring multiple possibilities when appropriate and considering various points of view.

The work presents sound analysis. All details and facts used to support ideas are analyzed in full.

The answers to each and every question are attempted.

The work reveals an attempt to answer the questions, and ideas are supported with at least one source of evidence.

The analysis is incomplete is consists mostly of summary, rather than an in-depth examination of primary sources and ideas.

Some questions may be addressed, but the assignment is not fully completed.
LITERACY.RH.11-12.2
Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas..
 

LITERACY.RH.11-12.3
Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain..

 
LITERACY.RH.11-12.6
Evaluate authors' differing points of view on the same historical event or issue by assessing the authors' claims, reasoning, and evidence..
 
LITERACY.RH.11-12.8
Evaluate an author's premises, claims, and evidence by corroborating or challenging them with other information..
 
D2.His.7.9-12
Explain how the perspectives of people in the present shape interpretations of the past.
 
D2.His.9.9-12
Analyze the relationship between historical sources and the secondary interpretations made from them.
 
D1.3.9-12
Explain points of agreement and disagreement experts have about interpretations and applications of disciplinary concepts and ideas associated with a supporting question.
 
D2.His.14.9-12
Analyze multiple and complex causes and effects of events in the past.
 
D1.2.9-12
Explain points of agreement and disagreement experts have about interpretations and applications of disciplinary concepts and ideas associated with a compelling question.