1. Read the Thomas Jefferson documentsDownload Thomas Jefferson documents located here and in this week’s module.
Thomas Jefferson on Indians and Blacks (1784) Questions 1 through 5 Primary Source Review Sheet
Thomas Jefferson on Black Colonization (1801) Question 6 Primary Source Review Sheet
Thomas Jefferson on the Indians’ Future (1803) Question 6 Primary Source Review Sheet
Address the sources in the order they are listed above for the primary source review sheet assignment.
2. Then complete the primary source assignment review sheet and submit your assignment as a Microsoft Word document.
3. Remember to utilize quotes to provide specific examples and as evidence to support your contentions. Remember to cite all direct quotes and paraphrasing using footnotes. Use the In-Text Footnotes template located in the Instructions and Templates for Assignments/ Informational Resources/ College Student Services Module. Also, refer to the video tutorial “Footnotes Are Easy” located in the Introductory Videos Module if you are uncertain how to create and insert a footnote in Microsoft Word.
4. Refer to these sources if you are unfamiliar or unsure how to write an argumentative and compare/ contrast essay. Read them in the order listed below.
Argumentative Essay: Purdue Online Writing Lab – Argumentative EssaysLinks to an external site.
Compare and Contrast Essay: The Writing Center – University of North Carolina at Chapel Hill – Comparing and Contrasting in EssaysLinks to an external site.
RubricPrimary Source Review Sheet Grading Rubric with SLOs
Primary Source Review Sheet Grading Rubric with SLOs
CriteriaRatingsPtsThis criterion is linked to a Learning OutcomeTHESIS
4 ptsExemplary
Completely followed the Primary Source Review Sheet instructions regarding having a thesis statement. Easily identifiable, plausible, novel, sophisticated, insightful, crystal clear.
3.4 ptsProficient
Mostly followed the Primary Source Review Sheet instructions regarding having a thesis statement. Promising, but may be slightly unclear, or lacking insight or originality.
3 ptsDeveloping
Somewhat followed the Primary Source Review Sheet instructions regarding having a thesis statement. Unclear (contains vague terms), appears unoriginal, or offers relatively little that is new; provides little around which to structure the paper.
2.6 ptsNeeds Much Improvement
Mostly did not follow the Primary Source Review Sheet instructions regarding having a thesis statement. Difficult to identify and may blend restatement of obvious point.
0 ptsDid Not Follow Instructions and/or Incomplete Assignment
Did not follow the Primary Source Review Sheet instructions regarding having a thesis statement. Does not have identifiable thesis.
4 pts
This criterion is linked to a Learning OutcomeSTRUCTURE
4 ptsExemplary
Evident, understandable, appropriate for thesis. Excellent transitions from point to point. Paragraphs support solid topic sentences.
3.4 ptsProficient
Generally clear and appropriate, though may wander occasionally. May have a few unclear transitions, or a few paragraphs without strong topic sentences.
3 ptsDeveloping
Generally unclear, often wanders or jumps around. Few or weak transitions, and there are many paragraphs without topic sentences.
2.6 ptsNeeds Much Improvement
Unclear, often because thesis is weak or non-existent. Transitions confusing and unclear. Few topic sentences.
0 ptsDid Not Follow Instructions and/or Incomplete Assignment
No evidence of structure or organization.
4 pts
This criterion is linked to a Learning OutcomeUSE OF EVIDENCE
4 ptsExemplary
Completely followed the Primary Source Review Sheet instructions regarding quote usage for evidence. Primary and secondary source information incorporated to buttress every point. Examples support thesis and fit within paragraph. Excellent integration of quoted material into sentences. Factual information is incorporated.
3.4 ptsProficient
Mostly followed the Primary Source Review Sheet instructions regarding quote usage for evidence. Examples used to support most points. Some evidence does not support point or may appear where inappropriate. Quotations are integrated well into sentences. Some factual information is incorporated.
3 ptsDeveloping
Somewhat followed the Primary Source Review Sheet instructions regarding quote usage for evidence. Examples support some points. Quotations may be poorly integrated into sentences. There may not be a clear point. Moderate amount of factual information is incorporated.
2.6 ptsNeeds Much Improvement
Mostly did not follow the Primary Source Review Sheet instructions regarding quote usage for evidence. Very few or weak examples and factual information. General failure to support statements, or evidence seems to support no particular point.
0 ptsDid Not Follow Instructions and/or Incomplete Assignment
Did not follow the Primary Source Review Sheet instructions regarding quote usage for evidence. No attempt has been made to incorporate factual information or interpret primary and secondary sources.
4 pts
This criterion is linked to a Learning OutcomeMAIN IDEAS, CONNECTIONS, CHANGE OR LACK OF CHANGE OVER TIME, LOGIC, ARGUMENTATION
4 ptsExemplary
Completely followed the Primary Source Review Sheet instructions regarding identifying sources main ideas, connections between sources, and clearly demonstrating change or lack of change over time. All ideas flow logically; the argument is identifiable, reasonable, and sound. Author anticipates and successfully defuses counter-arguments; makes novel connections which illuminate thesis.
3.4 ptsProficient
Mostly followed the Primary Source Review Sheet instructions regarding identifying sources main ideas, connections between sources, and clearly demonstrating change or lack of change over time. Argument is clear and usually flows logically and makes sense. Some evidence that counter-arguments acknowledged, though perhaps not addressed. Occasional insightful connections to evidence are made.
3 ptsDeveloping
Somewhat followed the Primary Source Review Sheet instructions regarding identifying sources main ideas, connections between sources, and clearly demonstrating change or lack of change over time. Logic may often fail, or the argument may often be unclear. May not address counter-arguments or make any connections with the thesis. May also contain logical contradictions.
2.6 ptsNeeds Much Improvement
Mostly did not follow the Primary Source Review Sheet instructions regarding identifying sources main ideas, connections between sources, and clearly demonstrating change or lack of change over time. Ideas do not flow at all, usually because there is no argument to support. Simplistic view of topic, and there is no effort to grasp possible alternative views. Very little or very weak attempt to relate evidence to argument.
0 ptsDid Not Follow Instructions and/or Incomplete Assignment
Did not follow the Primary Source Review Sheet instructions regarding identifying sources main ideas, connections between sources, and clearly demonstrating change or lack of change over time. Argument and logic too incoherent to determine.
4 pts
This criterion is linked to a Learning OutcomeMECHANICS
4 ptsExemplary
Completely followed all criteria listed in the Written Assignment Checklist. Language is clearly organized. Correct word usage, punctuation, sentence structure, and grammar; correct citation of sources; minimal to no spelling errors; absolutely no run-on sentences or comma splices.
3.4 ptsProficient
Mostly followed all criteria in Written Assignment Checklist. Sentence structure and grammar strong despite occasional lapses; punctuation and citation style often used correctly. Some spelling errors and at least one run-on sentence, sentence fragment, or comma splices.
3 ptsDeveloping
Somewhat followed all criteria in Written Assignment Checklist. Minor problems in sentence structure and grammar. Multiple errors in punctuation, citation style, and spelling. May have several (two to five) run-on sentences, sentence fragments, and comma splices.
2.6 ptsNeeds Much Improvement
Mostly did not follow all criteria in Written Assignment Checklist. Extensive problems in sentence structure and grammar. Frequent major errors in citation style, punctuation, and spelling. May have many (more than five) run-on sentences, sentence fragments, and comma splices.
0 ptsDid Not Follow Instructions and/or Incomplete Assignment
Did not follow all criteria in Written Assignment Checklist. Very difficult to understand owing to major problems in mechanics.
4 pts
This criterion is linked to a Learning OutcomeSLO 1: Historical Significance of Event or IndividualStudents will be able to establish the historical significance of an event or an individual in early U.S. History.
threshold: 3.0 pts
0 pts0 – Does Not Meet Expectations
0 pts1 – Well Below Expectations
0 pts2 – Nearly Meets Expectations
0 pts3 – Meets Expectations
0 pts4 – Almost Exceeds Expectations
0 pts5 – Exceeds Expectations
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This criterion is linked to a Learning OutcomeSLO 2: Analyze and Use Primary Source EvidenceStudents will be able to analyze and use primary source evidence in historical context when studying early U.S. History.
threshold: 3.0 pts
0 pts0 – Does Not Meet Expectations
0 pts1 – Well Below Expectations
0 pts2 – Nearly Meets Expectations
0 pts3 – Meets Expectations
0 pts4 – Almost Exceeds Expectations
0 pts5 – Exceeds Expectations
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This criterion is linked to a Learning OutcomeSLO 3: Ability to Identify Change or Lack of Change Over TimeStudents will be able to identify continuity and change in history by comparing some point in the past (in early U.S. History) with the present or two points in the past.
threshold: 3.0 pts
0 pts0 – Does Not Meet Expectations
0 pts1 – Well Below Expectations
0 pts2 – Nearly Meets Expectations
0 pts3 – Meets Expectations
0 pts4 – Almost Exceeds Expectations
0 pts5 – Exceeds Expectations
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This criterion is linked to a Learning OutcomeSLO 4: Cause and EffectStudents will be able to analyze the causes (actions, beliefs or circumstances) that led to a historical event in Early US History and the consequences of change.
threshold: 3.0 pts
0 pts0 – Does Not Meet Expectations
0 pts1 – Well Below Expectations
0 pts2 – Nearly Meets Expectations
0 pts3 – Meets Expectations
0 pts4 – Almost Exceeds Expectations
0 pts5 – Exceeds Expectations
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This criterion is linked to a Learning OutcomeSLO 5: Knowledge of Various Historical PeriodsStudents will be able to demonstrate knowledge in various historical periods in early U.S. History and analyze the impact of class, gender, ethnicity, culture, and politics as they relate to early U.S. History.
threshold: 3.0 pts
0 pts0 – Does Not Meet Expectations
0 pts1 – Well Below Expectations
0 pts2 – Nearly Meets Expectations
0 pts3 – Meets Expectations
0 pts4 – Almost Exceeds Expectations
0 pts5 – Exceeds Expectations
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