analyzing the french & indian war · french during the try french and indian war. in 1761, a...
TRANSCRIPT
Name: Date: Mod:
ANALYZING THE FRENCH & INDIAN WAR We will be completing a Fishbowl in class as a Summative Assessment. This project will count as a Quiz / Test grade on PowerSchool! Then, on TUESDAY, we will have a series of discussion circles focused on this conflict. You will be responsible for all information presented in the circles.
1. One half of the class will be sitting in an inner circle in the center of the room.
2. All other seats will be pushed to the walls for the outer circle.
3. The inner circle are the only ones allowed to speak in the room. There is to be no other conversation outside of the inner circle. If there is talking in the outer circles, your grade will be negatively affected and you will lose points.
4. The students will engage in a discussion on the question provided by the teacher.
5. All participants must also operate under the standards of common courtesy and the rules of civic discussion. (No yelling, no interrupting, no name-calling, etc)
6. The outer circle must take notes on the discussion happening in the inner circle. Those notes will be graded.
7. The teacher does not participate in the discussion except to provide a new question or to terminate an irrelevant, or inappropriate, line of discussion.
Significantly
Below Expectations
Below Expectations
Meets Expectations
Above Expectations
Exceeds Expectations
Preparation The student was prepared for the discussion.
The student displayed no evidence that they prepared their responses and read the texts.
The student displayed little evidence of preparation of the discussion; however, it appears to be limited to simple answers.
The student shows evidence of preparation through their presentation, while showing evidence of reading.
The student shows a good level of preparation for their questions.
The student shows an excellent level of preparation for their questions and discussion.
Textual Support In the discussion, the student uses specific references to the text to lead discussion.
Student does not use any specific examples from the text or present unclear examples from the text. Any examples used have no relevance to the topic.
Students use little to no specific textual examples or the examples are unclear and vague. Any referenced examples do not clearly support the idea or question.
Student references the text. Their selected examples do reflect the idea or topic.
Student references the text directly by indicating specific incidents and passages. The textual support is a superior example that promotes the increased understanding of the topic.
Student references the text directly by indicating specific incidents and passages. The textual support is a superior example that promotes the increased understanding of the topic.
Participation The student contributes, debates, or supports other speakers. The student uses an equal amount of time in speaking.
The student is present in the circle, but does not engage in the conversation.
The student offers some information to the fishbowl, but is regularly interrupted, distracted, and weak.
The student asks developed questions, and presents creative ideas.
The student offers quality information and thoughts regarding the idea. The information offered by the student spurs some additional conversation amongst the group.
The student asks developed questions, and presents creative ideas. The student also expounds upon their ideas, showing that each the student has participated.
Interaction The student is expected to communicate clearly and intelligently within the group.
The student in the group does not maintain eye contact with other group members. The student frequently interrupts or talks over other students. The student addresses teacher or outer circle for the answer.
The student in the group exhibits some positive body language. The student in the group will talk, but does not address any person.
The student maintains eye contact and positive body language. Students usually address other group members.
The student maintains excellent eye contact and body language. The student addresses other members of the group specifically. The student respects and welcomes the ideas of other members in their group.
The student maintains excellent eye contact and body language. The student addresses other members of the group specifically. The student respects and welcomes the ideas of other members in the group. The student in the group have already planned their interactions ahead of time.
HOW DO I EARN AN A?
1. Everyone has participated in a meaningful and substantive way and, more or less, equally.
2. The pace allows for clarity and thoughtfulness – but not boredom.
3. There is a sense of balance and order; focus is on one speaker at a time and one idea at a time. The discussion is
lively without being “hyper” or superficial.
4. The discussion builds. There is an attempt to resolve questions and issues before moving on to new ones.
5. Comments are not lost, the loud or verbose do not dominate, the shy or quiet are encourage.
6. Students listen carefully and respectfully to one another. There is no talking, daydreaming, rustling papers, making faces, using phones or laptops, etc. when someone else is speaking (this communicates disrespect and undermines the discussion as a whole). Same goes for sarcastic and glib comments.
7. Everyone is clearly understood. Those who are not heard or understood are urged to repeat.
8. Students take risks and dig for deep meaning, new insights.
9. Students back up what they say with examples, quotations, etc. Students ask others to back up assertions with proof (if possible). The documents are referred to often.
© 201
3 Th
e Gilder Leh
rman
Institu
te of A
merican
History
www.gilderlehrman
.org
Nam
e -‐______________________
Date-‐__________
Class-‐___________
Ca
nassatego – In His Own Words
Canassatego was a chief of the
Ono
ndaga Nation and a diplom
at fo
r the
Iroq
uois Co
nfed
eracy. In 174
0, Ben
jamin Franklin
printed excerpts from
Canassatego’s sp
eeches. A
s you
read Canassatego’s sp
eech, und
erline the main ideas from th
e text and
try to und
erstand his p
osition
on the relatio
nship be
tween the Iro
quois p
eople and the local colon
ists. Be sure to
keep track of
Canassatego’s p
oint of view and
describe your own thou
ghts as y
ou fill in th
e chart b
elow
.
. . . We know
our land
s are now
becom
e more valuab
le: the
white peo
ple think
we do
not kno
w th
eir v
alue
; but we are sensible th
at th
e land
is everla
sting, and
the few goo
ds we receive for it a
re so
on worn ou
t and
gon
e. For th
e future we
will se
ll no
land
s but whe
n Brothe
r Ona
s [the prop
rietor o
f Pen
nsylvania] is in
the coun
try; and
we will kno
w beforeh
and the qu
antity of th
e good
s we are to
receive. Besides, w
e are no
t well used with
respect to the land
s still unsold by
us. You
r peo
ple daily se
ttle on these land
s, and
spoil our hun
ting. . . .
If you have not don
e an
ything, w
e no
w re
new our re
quest, and de
sire you will
inform
the pe
rson
who
se peo
ple are seated
on ou
r lands, that that cou
ntry
belongs to us, in rig
ht of con
quest; we ha
ving bou
ght it w
ith our blood
, and
taken it from
our ene
mies in fair war. . . .
It is customary with
us to make a presen
t of skins whe
never w
e rene
w our
treatie
s. W
e are asha
med
to offe
r our brethren so fe
w; b
ut you
r horses a
nd
cows h
ave eat the
grass our deer u
sed to fe
ed on. This h
as m
ade them
scarce,
and will, w
e ho
pe, plead
in excuse for o
ur not brin
ging a larger quantity
: if w
e could have sp
ared
more we wou
ld have given more; but we are really poo
r; and
desire you
’ll not con
side
r the
quantity
, but, few
as they are, accep
t the
m in
testim
ony of our re
gard. . . .
Our wise
forefathers e
stablishe
d un
ion an
d am
ity between the Five Nations.
This has m
ade us fo
rmidable. This h
as given
us g
reat weight a
nd autho
rity with
ou
r neighbo
ring na
tions. W
e are a po
werful Con
fede
racy, and
by your observing
the same metho
ds our wise
forefathers h
ave taken you will acquire fresh
strength and
pow
er; the
refore, w
hatever b
efalls you, do no
t fall out with
one
anothe
r.
Key Ideas
•
•
•
•
© 201
3 Th
e Gilder Leh
rman
Institu
te of A
merican
History
www.gilderlehrman
.org
Vocabu
lary & M
eanings
Significant “Quo
tes” and
Interpretatio
ns
Quo
te “
”
I think
Can
assatego
meant
Quo
te “
”
I think
Can
assatego
meant
Quo
te “
”
I think
Can
assatego
meant
Que
stions I still have . . .
Exam
ple-‐ “sensible”
- rea
sona
ble,
und
erst
andi
ng,
acce
ptin
g
I think
that Can
assatego
’s statemen
ts on the relatio
nship be
twee
n the Iroq
uois
and the colonists w
as _____
______
______
______
___ (con
vincing /que
stiona
ble),
because
© 2
013
The
Gild
er L
ehrm
an In
stitu
te o
f Am
eric
an H
istor
y w
ww
.gild
erle
hrm
an.o
rg
Nam
e- __
____
____
____
____
____
____
____
____
____
Date
-___
____
____
____
___
Cl
ass-
____
____
____
___
Doc
umen
t Ana
lysi
s &
Lea
rnin
g: F
ill in
the
nam
e of
the
auth
or a
nd th
e do
cum
ent y
ou a
re st
udyi
ng in
the
mid
dle
of th
e gr
aphi
c org
aniz
er. S
urro
und
your
aut
hor a
nd d
ocum
ent n
ame
with
spec
ific i
nfor
mat
ion
you
lear
ned
on th
e le
ft of
the
grap
hic o
rgan
izer
and
mat
chin
g qu
otes
on
the
righ
t.
This
doc
umen
t tau
ght m
e . .
.
Docu
men
t-bas
ed in
form
atio
n . .
.
Quot
e:
“
”
A
utho
r:
__
____
____
____
____
____
____
__
Quot
e:
“
”
Prim
ary
Doc
umen
t:
____
____
____
____
____
____
____
____
___
Quo
te:
“
”
Name-‐ _____________________________ Date-‐____________ Class-‐____________
© 2013 The Gilder Lehrman Institute of American History www.gilderlehrman.org
Analyzing a Political Cartoon: Analyze the political cartoon below and fill in the graphic organizer based on the information you learn from it. When you examine the document be sure to look for the source, date, symbolism, bias, tone, and point of view.
“Join, or Die,” by Benjamin Franklin, Pennsylvania Gazette (Philadelphia, PA), May 9, 1754. Courtesy, Library of Congress
I see… It means…
© 2
013
The
Gild
er L
ehrm
an In
stitu
te o
f Am
eric
an H
istor
y w
ww
.gild
erle
hrm
an.o
rg
Nam
e- __
____
____
____
____
____
____
____
____
____
Date
-___
____
____
____
___
Cl
ass-
____
____
____
___
Doc
umen
t Ana
lysi
s &
Lea
rnin
g: F
ill in
the
nam
e of
the
auth
or a
nd th
e do
cum
ent y
ou a
re st
udyi
ng in
the
mid
dle
of th
e gr
aphi
c org
aniz
er. S
urro
und
your
aut
hor a
nd d
ocum
ent n
ame
with
spec
ific i
nfor
mat
ion
you
lear
ned
on th
e le
ft of
the
grap
hic o
rgan
izer
and
mat
chin
g qu
otes
on
the
righ
t.
This
doc
umen
t tau
ght m
e . .
.
Docu
men
t-bas
ed in
form
atio
n . .
.
Quot
e:
“
”
A
utho
r:
__
____
____
____
____
____
____
__
Quot
e:
“
”
Prim
ary
Doc
umen
t:
____
____
____
____
____
____
____
____
___
Quo
te:
“
”
© 201
3 The Gilder Leh
rman
Institu
te of A
merican
History
www.gilderlehrman.org
Nam
e ‐______________________
Date‐__________
Class‐___________
Minavavan
a – In His Own Words
Minavavana was a chief of the
Chipp
ewa or Ojibwe Nation and a close ally of the
French du
ring the Fren
ch and
Indian
War. In
1761, a British
fur trapp
er nam
ed Alexand
er Hen
ry re
corded
Minavavana’s statemen
t to him as h
e traveled
into a French‐allied
Chippe
wa Nation. As y
ou re
ad M
inavavana’s spe
ech, und
erline the main ideas from th
e text and
try to und
erstand his p
osition
on
the Ch
ippe
wa way of w
ar and
the future to
com
e. Be sure to
keep track of M
inavavana’s p
oint of view and
describe your own
thou
ghts as y
ou fill in th
e chart b
elow
.
Eng
lishm
an, a
lthou
gh y
ou h
ave
conq
uere
d th
e F
renc
h, y
ou h
ave
not y
et
conq
uere
d us
! We
are
not y
our
slav
es. .
. .
Eng
lishm
an, o
ur fa
ther
, the
kin
g of
Fra
nce,
em
ploy
ed o
ur y
oung
men
to
mak
e w
ar u
pon
your
nat
ion.
In th
is w
arfa
re, m
any
of th
em h
ave
been
ki
lled;
and
it is
our
cus
tom
to r
etal
iate
, unt
il su
ch ti
me
as th
e sp
irits
of t
he
slai
n ar
e sa
tisfie
d. B
ut, t
he s
pirit
s of
the
slai
n ar
e to
be
satis
fied
in e
ither
of
two
way
s; th
e fir
st is
by
the
spill
ing
of th
e bl
ood
of th
e na
tion
by w
hich
th
ey fe
ll; th
e ot
her
by c
over
ing
the
bodi
es o
f the
dea
d, a
nd th
us a
llayi
ng
the
rese
ntm
ent o
f the
ir re
latio
ns.
Thi
s is
don
e by
mak
ing
pres
ents
. E
nglis
hman
, you
r ki
ng h
as n
ever
sen
t us
any
pres
ents
. . .
whe
refo
re h
e an
d w
e ar
e s
till a
t war
; and
, unt
il he
doe
s th
ese
thin
gs, w
e m
ust c
onsi
der
that
we
have
no
othe
r fa
ther
, nor
frie
nd, a
mon
g th
e w
hite
men
, tha
n th
e ki
ng o
f Fra
nce.
. . .
You
do
not c
ome
arm
ed, w
ith a
n in
tent
ion
to m
ake
war
. . .
. We
shal
l reg
ard
you,
ther
efor
e, a
s a
brot
her.
. . .
As
a to
ken
of
our
frie
ndsh
ip, w
e pr
esen
t you
with
this
pip
e, to
sm
oke.
Key Ideas
© 201
3 The Gilder Leh
rman
Institu
te of A
merican
History
www.gilderlehrman.org
Vocabu
lary & M
eanings
Significant “Quo
tes” and
Interpretatio
nsQuo
te “
”
I think
Minavavan
a meant‐
Quo
te “
”
I think
Minavavan
a meant‐
Quo
te “
”
I think
Minavavan
a meant‐
Que
stions I still have . . .
Exam
ple‐ “conq
uered”
- d
efea
ted
, des
troy
ed, o
verc
ome
I think
that M
inavavan
a’s s
tatemen
ts to
English trad
er Alexand
er Hen
ry were
__________________________
(con
vincing /que
stiona
ble), b
ecau
se . . .
© 2
013
The
Gild
er L
ehrm
an In
stitu
te o
f Am
eric
an H
istor
y w
ww
.gild
erle
hrm
an.o
rg
Nam
e- __
____
____
____
____
____
____
____
____
____
Date
-___
____
____
____
___
Cl
ass-
____
____
____
___
Doc
umen
t Ana
lysi
s &
Lea
rnin
g: F
ill in
the
nam
e of
the
auth
or a
nd th
e do
cum
ent y
ou a
re st
udyi
ng in
the
mid
dle
of th
e gr
aphi
c org
aniz
er. S
urro
und
your
aut
hor a
nd d
ocum
ent n
ame
with
spec
ific i
nfor
mat
ion
you
lear
ned
on th
e le
ft of
the
grap
hic o
rgan
izer
and
mat
chin
g qu
otes
on
the
righ
t.
This
doc
umen
t tau
ght m
e . .
.
Docu
men
t-bas
ed in
form
atio
n . .
.
Quot
e:
“
”
A
utho
r:
__
____
____
____
____
____
____
__
Quot
e:
“
”
Prim
ary
Doc
umen
t:
____
____
____
____
____
____
____
____
___
Quo
te:
“
”
©
201
3 Th
e Gi
lder
Leh
rman
Inst
itute
of A
mer
ican
Hist
ory
ww
w.g
ilder
lehr
man
.org
Nam
e -_
____
____
____
____
____
_
Da
te-_
____
____
_
Cl
ass-
____
____
___
Robe
rt M
oses
- In
His O
wn
Wor
ds –
Read
the
diar
y of
New
Ham
pshi
re m
ilitia
sold
ier R
ober
t Mos
es fr
om 1
755.
As y
ou re
ad
the
docu
men
t, un
derli
ne th
e m
ain
idea
s fro
m th
e te
xt a
nd tr
y to
und
erst
and
the
expe
rienc
es M
oses
dep
icts
from
the
Fren
ch a
nd
Indi
an W
ar. B
e su
re to
kee
p tr
ack
of M
oses
’s p
oint
of v
iew
and
des
crib
e yo
ur o
wn
thou
ghts
as y
ou fi
ll in
the
char
t bel
ow.
. . .
We
wer
e in
form
ed th
at a
num
ber
of I
ndia
ns k
illed
tw
o m
en in
a v
ery
barb
aro
us m
anne
r. D
estr
oyed
eig
ht c
attle
car
ried
aw
ay
the
valu
e of
thr
ee.
A
scou
t co
nsis
ting
of t
hirt
y m
en p
ursu
ed t
hem
on
Frid
ay J
uly
25t
h [1
755]
but
co
uld
not
disc
ove
r th
em .
. .
we
rece
ive
d in
telli
gen
ce t
hat
a nu
mbe
r of
In
dian
s su
ppo
sed
to c
ons
ist
of o
ne h
undr
ed
kille
d tw
o m
en a
bout
tw
o m
iles
from
the
For
t, to
ok t
he m
an’s
hea
rt a
nd c
ut it
in t
wo
and
laid
it o
n hi
s n
eck,
an
d bu
tche
rs t
he o
ther
mos
t bar
baro
usly
, so
ught
a h
ouse
nea
r th
e F
ort,
w
oun
ded
on
e m
an t
hat h
e di
ed a
bout
an
hour
aft
er o
ur a
rriv
al .
. .
Sab
athd
ay
7th
[of
Sep
tem
ber]
: in
the
afte
rnoo
n o
ne o
f th
e M
oha
wks
th
at
cam
e in
info
rmed
Col
onel
Bla
nch
ard
that
he
disc
over
ed a
vas
t nu
mbe
r of
F
renc
h &
Ind
ians
abo
ut 4
mile
s fr
om th
e ca
mp
& t
ract
[tra
cked
] thi
rty
abou
t a
mile
fro
m th
e C
amp.
The
Col
one
l ord
ere
d a
scou
t of
one
hun
dre
d an
d 20
m
en t
o go
and
kno
w t
he c
erta
inty
of
it, w
ho r
etur
ned
and
mad
e no
dis
cove
ry
exce
ptin
g fe
w t
rack
s w
hic
h th
ey s
uppo
sed
was
mad
e by
som
e of
thei
r o
wn
men
whi
ch w
ere
a h
untin
g. M
onda
y th
e 8t
h: d
ay o
f S
epte
mbe
r 17
55—
a sc
out
we
nt o
ut f
rom
Lak
e G
eorg
e co
mm
only
cal
led
by
the
Indi
ans
Lak
e S
acre
ma
w,
unde
r th
e co
mm
and
of C
olon
el W
illia
ms
bein
g in
num
ber
[six
] hu
ndre
d th
ey
rece
ivin
g in
telli
gen
ce t
hat
an A
rmy
of F
renc
h &
Indi
ans
wer
e on
the
bor
ders
an
d th
at t
heir
inte
ntio
n ch
iefly
wa
s to
bes
et F
ort L
ymon
. The
C
olon
el w
ith h
is m
en w
as m
akin
g th
e be
st o
f hi
s w
ay
dow
n to
rel
ieve
th
em
in c
ase
any
such
em
erge
ncy
shou
ld h
app
en b
ut h
e ha
d no
t mar
ched
not
ex
ceed
ing
4 m
iles
from
the
Lake
whe
n h
e en
tere
d w
here
the
Ene
my
ambu
shed
the
mse
lves
on
each
sid
e of
the
path
in t
he f
orm
of
a ha
lf m
oon.
T
he C
olon
el h
ad n
o so
one
r co
me
up,
with
his
men
con
ven
ient
ly in
the
mid
st
of th
em b
ut h
e w
as f
ired
on e
very
qu
arte
r ve
ry b
riskl
y th
e C
olo
nel w
ith h
is
men
beh
ave
d th
emse
lves
cou
rage
ous
ly f
or s
ome
min
utes
but
[w
ere]
ov
erpo
wer
ed b
y su
ch a
vas
t co
mpa
ny t
heir
num
ber
supp
ose
d to
con
sist
of
2500
men
com
pelli
ng C
olon
el w
ith h
is 6
00
to f
ight
upo
n a
retr
eat
until
the
y ca
me
to th
e F
ort a
t th
e La
ke.
Key
Idea
s
•
•
•
•
©
201
3 Th
e Gi
lder
Leh
rman
Inst
itute
of A
mer
ican
Hist
ory
ww
w.g
ilder
lehr
man
.org
The
Ene
my
purs
ued
the
m v
ery
bold
ly w
ith t
heir
firel
ocks
sho
ulde
red
an
d th
eir
Bay
[o]n
ets
fixed
to
the
m m
arch
ed in
to
war
ds y
e F
ront
of
our
Arm
y an
d th
ough
t to
rus
h in
to t
he c
amp.
The
y in
the
cam
ps t
ook
them
to
be N
ew
H
amps
hire
for
ces
neve
r fir
ed a
gun
unt
il th
e E
nem
y ca
me
so n
ear
them
that
th
ey c
ould
dis
cove
r a
Fre
nchm
an fr
om a
n E
nglis
hman
upo
n w
hich
dis
cove
ry
the
wh
ole
cam
p w
as a
larm
ed &
with
stoo
d th
em o
n th
e fr
ont f
ixed
the
ir ca
nnon
s a
nd p
laye
d on
the
m f
or a
n ho
ur w
ith t
he
loss
of m
any
men
to th
e F
renc
h w
ho
the
y im
med
iate
ly b
egin
to
char
ge o
n th
e rig
ht &
left
. . .
but
at
both
pla
ces
the
y m
et w
ith s
tron
g re
sist
ance
. T
he I
ndia
ns o
n th
e le
ft w
ing
wer
e so
am
bitio
us t
hat
the
y w
ould
fai
n en
ter
into
the
Art
iller
y gr
oun
d. T
wo
cann
on w
ere
mou
nted
on
that
qua
rter
one
of
whi
ch b
eing
fir
ed o
n th
em
swe
pt a
wa
y si
xte
en w
hich
put
the
res
t in
suc
h a
terr
or t
hat t
hey
dra
we
d of
f as
qui
ck a
s po
ssib
le.
The
Reg
imen
ts w
hich
wer
e ca
mpe
d at
For
t Lym
on d
ista
nce
from
the
lake
14
mile
s he
ard
the
cann
ons
roar
ing
. .
. im
med
iate
ly d
isp
atch
ed t
o th
e La
ke t
he
Ne
w H
amps
hire
Reg
imen
t to
geth
er w
ith p
art
of N
ew
Yor
k R
egim
ent
whi
ch
num
ber
met
the
ene
my
afte
r th
ey d
raw
ed
off f
rom
the
Lak
e w
ith a
ne
w
salu
tatio
n of
fire
lock
s, c
utla
sses
and
hat
chet
s pl
ayi
ng o
n ev
ery
quar
ter
with
m
uch
effu
sion
of
bloo
d bu
t ou
r N
ew
Ham
pshi
re f
orce
s be
ing
fres
h &
co
urag
eou
s an
d th
e E
nem
y tir
ed a
nd m
uch
disc
oura
ged
with
the
Def
eat
they
met
with
, re
trea
ted
and
mad
e th
eir
esca
pe t
ow
ard
a C
reek
. T
he n
ext
day
they
wer
e pu
rsue
d an
d a
vast
qua
ntity
of
plun
der
was
tak
en u
p w
hich
th
ey d
ropp
ed
in t
he [
cree
k].
The
day
aft
er t
he b
attle
thr
ee F
renc
hmen
wer
e ta
ken
up b
y th
e G
uard
at
For
t Ly
mon
wh
o up
on
exam
inat
ion
decl
ared
tha
t th
eir
Arm
y w
as e
ntire
ly b
roke
. .
.
Key
Idea
s •
•
•
•
©
201
3 Th
e Gi
lder
Leh
rman
Inst
itute
of A
mer
ican
Hist
ory
ww
w.g
ilder
lehr
man
.org
Vo
cabu
lary
& M
eani
ngs
Sign
ifica
nt “
Quo
tes”
and
Inte
rpre
tatio
ns
Quo
te “
”
I t
hink
Mos
es m
eant
-
Quo
te “
”
I t
hink
Mos
es m
eant
-
Quo
te “
”
I t
hink
Mos
es m
eant
-
Que
stio
ns I
still
hav
e . .
.
Exam
ple-
“ba
rbar
ous”
-
viol
ent,
aggr
essi
ve, h
ostil
e, b
ruta
l
I thi
nk th
at R
ober
t Mos
es’s
dia
ry sh
ows u
s tha
t the
Fre
nch
and
Indi
an W
ar w
as
____
____
____
____
____
____
__, b
ecau
se .
. .
© 2
013
The
Gild
er L
ehrm
an In
stitu
te o
f Am
eric
an H
istor
y w
ww
.gild
erle
hrm
an.o
rg
Nam
e- __
____
____
____
____
____
____
____
____
____
Date
-___
____
____
____
___
Cl
ass-
____
____
____
___
Doc
umen
t Ana
lysi
s &
Lea
rnin
g: F
ill in
the
nam
e of
the
auth
or a
nd th
e do
cum
ent y
ou a
re st
udyi
ng in
the
mid
dle
of th
e gr
aphi
c org
aniz
er. S
urro
und
your
aut
hor a
nd d
ocum
ent n
ame
with
spec
ific i
nfor
mat
ion
you
lear
ned
on th
e le
ft of
the
grap
hic o
rgan
izer
and
mat
chin
g qu
otes
on
the
righ
t.
This
doc
umen
t tau
ght m
e . .
.
Docu
men
t-bas
ed in
form
atio
n . .
.
Quot
e:
“
”
A
utho
r:
__
____
____
____
____
____
____
__
Quot
e:
“
”
Prim
ary
Doc
umen
t:
____
____
____
____
____
____
____
____
___
Quo
te:
“
”
Self Reflection
In the following section, think about your performance on both your Outline and your Circle. If you were the teacher, how many points would you give for that work?
Why do you deserve these points?
Classroom Behavior: _____/ 10
Textual Support: _____/10
Graphic Organizers: _____/10
Participation/Interaction: ____/10
Answer the following questions. BE SPECIFIC and give examples. What did I do well? What did I do poorly?
Give yourself a letter grade. Why do you deserve this grade? Be specific.
Classroom Behavior: (Preparation) Was the student focused on the task at hand during all given in-class days? Were they quiet during the Outer Circle?
Textual Support: (Circle) Did the student use specific references to the documents or specific examples from classwork and prior knowledge in Circle comments?
Graphic Organizer: (Preparation) Were ALL the Graphic Organizers totally completed? Did the student follow all directions?
Participation & Interaction: (Circle) Did the student communicate clearly and effectively in the group? Did they address members of the circle specifically and welcome differing ideas?
Reflection: (Circle) Did the student reflect on their performance in the Inner Circle? Did they give specific examples of things they did well or did poorly?
TOTAL POINTS: /100
Name: ________________________________ Mod: _______________
/20
/25
/20
/25
/10