8th Grade Advanced Social Studies
Core 3 Assessment
American Ideals Document Based Question
Student Name: ______
Date Completed: ______
Teacher: ______
STATE STANDARDS:
5.1.C Analyze the principles and ideals that shape government
8.1 C Analyze the fundamentals of historical interpretation
8.3.C Identify and analyze the political and cultural contributions of individuals and groups to United States history from 1787 to 1914
CORE QUESTION:
Does the development and expansion of American society bring us closer to or further from our 5 American Ideals of Liberty, Equality, Opportunity, Rights, and Democracy?
TASK:
The five American ideals have greatly shaped the development of our nation. Students will choose one of the founding ideals and use specific textual evidence from the primary source documents to support their position. Students must also acknowledge and counter opposing arguments.
STEPS:
1. Analyze each primary source document individually.
2. Choose one of the American ideals that are connected to this unit.
3. Complete the graphic organizer on the reverse of this sheet.
4. Write an argumentative essay that explains how one of the founding ideals is connected to this unit of study, using at least 5 documents. The essay will be assessed using the attached rubric.
Your essay must include at least one argument in support of your ideal and one counter argument.
Refutation or Rebuttal or Counter Argument (Those who disagree)
Opposition Reason:“Some people would say… ______
Why those who disagree with you are wrong:
(Refutation transition + counter argument) ______
Document 1: Letter from Mary Paul on working in the Lowell Factory
Lowell Dec 21st 1845
Dear Father
I received your letter on Thursday the 14th with much pleasure. I am well which is one comfort. My life and health are spared while others are cut off. Last Thursday one girl fell down and broke her neck which caused instant death. She was going in or coming out of the mill and slipped down it being very icy. The same day a man was killed by the cars. Another had nearly all of his ribs broken. Another was nearly killed by falling down and having a bale of cotton fall on him. Last Tuesday we were paid. In all I had six dollars and sixty cents [and] paid four dollars and sixty-eight cents for board. With the rest I got me a pair of [rubber boots] and a pair of 50.cts shoes…. Perhaps you would like something about our regulations about going in and coming out of the mill. At 5 o’clock in the morning the bell rings for the folks to get up and get breakfast. At half past six it rings for the girls to get up and at seven they are called into the mill. At half past 12 we have dinner are called back again at one and stay till half past seven. I get along very well with my work. I can doff as fast as any girl in our room. I think I shall have frames before long. The usual time allowed for learning is six months but I think I shall have frames before I have been in three as I get along so fast. I think that the factory is the best place for me and if any girl wants employment I advise them to come to Lowell. Tell Harriet that though she does not hear from me she is not forgotten. I have little time to devote to writing that I cannot write all I want to. . .
This from
Mary S Paul
Does this document support America moving closer to or further from the 5 American Ideals?
______
Which ideal does this document connect to and how?
______
Document 2: A map of the Louisiana Purchase, 1803
Does this document support America moving closer to or further from the 5 American Ideals?
______
______
Which ideal does this document connect to and how?
______
______
______
Document 3: Meriwether Lewis, Excerpt from "Report to Thomas Jefferson" (1806).
“We view this passage across the continent as affording immense advantages to the fur trade, but fear that the advantages which it offers as a communication for the productions of the East Indies to the United States and thence to Europe will never be found equal on an extensive scale to that by way of the Cape of Good Hope; still we believe that many articles not bulky, brittle nor of a very perishable nature may be conveyed to the United States by this route with more facility and at less expense than by that at present practiced.
If the government will only aid, even if in a very limited manner, the enterprise of her citizens I am fully convinced that we shall shortly derive the benefits of a most lucrative trade from this source, and that in the course of ten or twelve years a tour across the continent by the route mentioned will be undertaken by individuals with as little concern as a voyage across the Atlantic is as present.”
Does this document support America moving closer to or further from the 5 American Ideals?
______
Which ideal does this document connect to and how?
______
Document 4: “Declaration of Sentiments” (1848) Lucretia Mott and Elizabeth Cady Stanton
When, in the course of human events, it becomes necessary for one portion of the family of man to assume among the people of the earth a position different from that which they have hitherto occupied, but one to which the laws of nature and of nature's God entitle them, a decent respect to the opinions of mankind requires that they should declare the causes that impel them to such a course.
We hold these truths to be self-evident: that all men and women are created equal; that they are endowed by their Creator with certain inalienable rights; that among these are life, liberty, and the pursuit of happiness; that to secure these rights governments are instituted, deriving their just powers from the consent of the governed.
Does this document support America moving closer to or further from the 5 American Ideals?
______
Which ideal does this document connect to and how?
______
Document 5: “Ain’t I a Woman?” (1851) Sojourner Truth
Well, children, where there is so much racket there must be something out of kilter. I think that ‘twixt the negroes of the South and the women of the North, all talking about rights, the white men will be in a fix pretty soon. But what’s all this here talking about?
That man over there says that women need to be helped into carriages, and lifted over ditches, and to have the best place everywhere. Nobody ever helps me into carriages, or over mud puddles, or gives me any best place! And ain’t I a woman? Look at me! Look at my arm! I have ploughed and planted, and gathered into barns, and no man could head me! And aint I a woman? I could work as much and eat as much as a man—when I could get it—and bear the lash as well! And ain’t I a woman? I have borne thirteen children, and seen them all sold off to slavery, and when I cried out with my mother’s grief, none but Jesus heard me! And ain’t I a woman?
Then they talk about this thing in the head; what’s this they call it? [a member of audience whispers, “intellect”] That’s it, honey. What’s that got to do with women’s rights or negroes’ rights? If my cup won’t hold but a pint, and yours holds a quart, wouldn’t you be mean not to let me have my little half-measure full?
Then that little man in black there, he says women can’t have as much rights as men, ‘cause Christ wasn’t a woman! Where did your Christ come from? Where did your Christ come from? From God and an woman! Man had nothing to do with him.
If the first woman God ever made was strong enough to turn the world upside down all alone, these women together ought to be able to turn it back, and get it right side up again! And now they is asking to do it, the men better let them.
Does this document support America moving closer to or further from the 5 American Ideals?
______
Which ideal does this document connect to and how?
______
Document 6: Transcription of Primary Source, To the Cherokee Tribe of Indians East of the Mississippi River, Andrew Jackson. Washington, March 16th, 1835.
…I have no motive, my friends, to deceive you. I am sincerely desirous to promote your welfare. Listen to me, therefore, while I tell you that you cannot remain where you now are. Circumstances that cannot be controlled, and which are beyond the reach of human laws, render it impossible that you can flourish in the midst of a civilized community. You have but one remedy within your reach. And that is, to remove to the west and join your countrymen, who are already established there. And the sooner you do this, the sooner you can commence your career of improvement and prosperity.
The choice now is before you…The fate of your women and children, the fate of your people to the remotest generation, depend upon the issue. Deceive yourselves no longer. Do not cherish the belief that you can ever resume your former political situation, while you continue in your present residence. As certain as the sun shines to guide you in your path, so certain is it that you cannot drive back the laws of Georgia from among you. Every year will increase your difficulties… Punishment will follow, and all who are engaged in these offences must suffer…
Think then of all these things. Shut your ears to bad counsels. Look at your condition as it now is, and then consider what it will be if you follow the advice I give you.
Your friend,
Signed, ANDREW JACKSON.
Washington, March 16th, 1835.
Does this document support America moving closer to or further from the 5 American Ideals?
______
Which ideal does this document connect to and how?
______
Document 7: Jackson’s message explaining his veto of the National Bank, July 10, 1832
“It is to be regretted that the rich and powerful too often bend the acts of government to their selfish purposes….Distinctions in society will always exist under every just government….But when the laws undertake to…. Make the rich richer and the potent more powerful, the humble members of society….have a right to complain of the injustice of their Government.”
Does this document support America moving closer to or further from the 5 American Ideals?
______
Which ideal does this document connect to and how?
______
Document 8: "Manifest Destiny" painting shows an American woman in the sky guiding pioneers westward. George A. Crofutt, artist. "American Progress," or "Manifest Destiny," ca. 1873.
Does this document support America moving closer to or further from the 5 American Ideals?
______
Which ideal does this document connect to and how?
______
1
Social Studies Writing Rubric- DBQ Name ______Class ______Period ______
OrganizationAdvanced
5 points /Proficient
4 points /Basic
3 points /Below Basic
2-0 points· Well-structured introduction that provides purposeful context.
· Sharply focused claim that addresses the prompt.
· Supporting paragraphs that are clearly and consistently related to claim.
· Well-structured conclusion that strongly reaffirms claim. / · Structured introduction that provides relevant context.
· Identifiable claim that addresses the prompt.
· Supporting paragraphs related to claim.
· Structured conclusion that reaffirms claim. / · Poorly structured introduction that provides vague or irrelevant context.
· Unclear claim or claim does not address the prompt.
· Supporting paragraphs not logically related to claim.
· Poorly structured conclusion that inadequately reaffirms claim. / · Incomplete or missing introduction.
· No apparent claim.
· Body paragraphs do not relate to the prompt.
· Irrelevant or missing conclusion. / Points: /5
Content
Advanced
20-18 points /Proficient
17-14 points /Basic
13-12 points /Below Basic
11-0 points· Adequacy - Provides specific and substantial evidence to address the prompt.
· Uses 7 to 8 documents.
· Accuracy – Evidence and document interpretation is sophisticated. Errors are minor.
· Usage – Evidence/Documents used to support well-developed arguments.
· Argument – Effectively acknowledges and counters opposing arguments. / · Adequacy - Provides sufficient evidence to address the prompt.
· Uses 5 to 6 of the documents.
· Accuracy - Evidence and document interpretation is accurate. Errors do not detract from the overall purpose.
· Usage – Evidence/Documents used to support relevant arguments.
· Argument – Acknowledges and counters opposing arguments. / · Adequacy - Provides insufficient evidence to address the prompt.
· Uses 3 to 4 documents.
· Accuracy – Evidence and document interpretation has errors that detract from the overall purpose.
· Usage – Evidence/Documents improperly used or arguments are undeveloped.
· Argument – Acknowledges opposing arguments. / · Adequacy - Provides minimal or no evidence.
· Uses 0 to 2 documents.
· Accuracy – Evidence and document interpretation has substantial errors that seriously detract from the overall purpose.
· Usage – Evidence/Documents not used or arguments are missing.
· Argument – Does not acknowledge or counter opposing arguments. /
Points: /20
ConventionsAdvanced
5 points /Proficient
4 points /Basic
3 points /Below Basic
2-0 points· Clear and understandable writing.
· Strong control of grammar, mechanics, spelling, usage, and sentence formation.
· Paragraphs flow smoothly and transitions are effective. / · Mostly clear and understandable writing.
· Evident control of grammar, mechanics, spelling, usage, and sentence formation.
· Paragraphs flow and transitions are evident. / · Writing is somewhat difficult to understand.
· Limited control of grammar, mechanics, spelling, usage, and sentence formation.
· Paragraphs do not flow and transitions are ineffective/missing. / · Writing is difficult to understand.
· Minimal to no control of grammar, mechanics, spelling, usage, and sentence formation.
· Limited paragraphing and no transitions. /
Points: /5
Total: /30
1