Jefferson v. Adams, 1796 U.S. Presidential Election This project is to introduce students to presidential speeches and platforms through the use of primary source documents about one specific election, that of Thomas Jefferson and John Adams in 1796. This election is unique because it is the first time we see the two-­‐party system emerge. Jefferson and Adams had different beliefs on how to run a country, and the US citizens had to decide whom they supported. This project meets Common Core Standards SL.5.1,-­6 and RI.5.6,7,9 Day 1: Background of time period and assign platforms 45 min-­1 hr. CCSS RI.5.9-­ I can use multiple sources to understand the time period and important issues of the 1796 presidential election. The process begins by researching the time period. Below are some links that can be used for research, or the teacher can print out the Background page and read it with the class. Sites for background research: http://en.wikipedia.org/wiki/United_States_presidential_election,_1796 http://www.associatedcontent.com/article/22203/the_election_of_1796_adams_j
efferson.html?cat=37 http://www.rc255.will.k12.il.us/rcms255/textbooks/documents/chap08_001.pdf http://www.ourwhitehouse.org/persuading.html After a basic understanding of the time period, it is time to present the important issues for the election. This may be done as an entire class or by dividing into small groups. Use the six platforms included in this document. As a class read all six platforms and try to understand the issues of the time based on the background knowledge. Be sure to talk about each point of view and why citizens would support both presidential candidates’ platforms. Next, divide the class in half and assign each half to represent a specific candidate (Jefferson or Adams). Next, divide the Jefferson half into groups of 2-­‐4 students and give each group a platform to study. Students should be able to act as if they are a Jefferson supporter and give reasons why others should vote for Jefferson using information about their assigned platform. Depending on the size of the class you may or may not use all the platforms. Divide the Adams half into groups of 2-­‐4 and assign each a platform to study. Day 2: Research platform through use of election speeches/newspaper articles 45 min-­1 hr. CCSS RI.5.1,7,9-­ I can interpret primary source documents to understand my assigned platform and quote from them to support my candidate. Have students read their platform and try to understand their assigned candidates’ point of view. Next, hand out the primary source documents and have students analyze them. Remember to explain to the students that the way these men spoke is different from the way we speak today. The students’ assignment is to understand their assigned source and to try and find support from the speech for their assigned platform. Students should take notes/highlight information they find that supports their platform and be prepared to share quotes from the documents to strengthen their arguments. Day 3: Platform Assignments-­ Create campaign paraphernalia 1 hr. – if more time is needed it can be assigned as homework or more class time can be provided CCSS SL.5.1,5-­ I can work with my team to create visual displays based on my assigned platform that persuade voters to choose my candidate. Hand out a Platform Assignments sheet to each group. Explain that they will be campaigning for their candidate and will need to create some paraphernalia to present to the class. In addition, they will need to know what the country looked like at the time (map of the union) and what their candidate had already done in his life (timeline). Talk about each of the paraphernalia items and what it would look like. Feel free to adjust this section to meet the needs of your class. Refer to the included examples to show to your class, if needed. Each item created by the group should represent the group’s assigned platform. Example: My group was assigned Jefferson Platform #2: Support large government or limited national government. As we work on our projects, we are trying to convince the general public to vote for Jefferson because he supports a limited national government. Our posters, postcards, maps, etc. should show why having a limited government is a good thing. Day 4: Platform presentation and debate – 1 hr. SL.5.5-­ I can work with my team to present our assigned platform, map, timeline, and campaign paraphernalia and defend our platform in a question/answer debate. Before the two candidates’ representatives can debate, they need to hang their paraphernalia in the classroom and present the issues. Divide the classroom in half and let the Jefferson campaigners hang their items on one half and the Adams campaigners hang theirs on the other half. Have each team come and present their platform by sharing only their 30-­‐40 word summary statement found on the bottom of their Platform Assignments worksheet. They should also share their map, timeline and paraphernalia. Use the Individual Presentation grading sheet to have students grade each other’s presentations. Each student needs to participate in the presentation. Example: if there are 4 group members: one can read the statement, one can share the map, one can share the timeline, and one can share the paraphernalia. The presentation should take 1-­‐2 minutes per group. Debate: Set up the classroom with 4-­‐6 chairs for each candidate (one chair per platform used), facing the class in the form of a panel. Send one student per platform to answer questions. Seat all students for one candidate on the side of the room that is decorated for their candidate. Have each student present his/her platform again then begin the question/answer session. The teacher is the moderator. Ask a general question which every person on the panel has to answer. Example: Why do you support your candidate? After that, ask questions that anyone on the panel can answer. If one person is taking control, start asking questions to specific people. After each question, take time to have the other side present their rebuttal or opinion. As students respond, their answers need to represent their assigned platform. Final Assessment: CCSS SL.5.2 Candidate T-­Chart (optional, but may be helpful for students to do before they choose a candidate and write their own speeches) Give each student a blank piece of paper and ask him/her to divide it in half to create a T-­‐chart. Ask students to put Jefferson at the top of one column and Adams at the top of the other column. In each column, students need to list the reasons why they should vote for Jefferson and why they should vote for Adams. Remind them to use what they learned about the platforms presented in the debates. Writing your own speech-­ Final Product-­ CCSS W.5.1,7 After students have learned about the different candidates and platforms, they are ready to write an election speech. Students need to choose a candidate and write an election speech as if they were running for office. Refer to the Election Speech Rubric for grading. Grading Use the Election Speeches Rubric to give a grade for each election speech. This meets CCSS W.5.1,7 Use the Election Debate Rubric to give a grade to each group. This meets CCSS SL.5.5 Use the Self-­Assessment/Partner Assessment to have students grade themselves and all group members. This is to have a grade for each student. If a group did an excellent job but one student did not work as hard, you can use the information to adjust that student’s grade appropriately. This meets CCSS SL.5.1,2 Use the Individual Presentation grading to grade the platform presentation. This meets CCSS SL.5.4 Election Speeches: Jefferson v. Adams, 1796 Teacher Quick Guide Possible Resources Products 1. Build Background background of the time period X 2. Divide class in half and assign each a party/candidate. 3. Break up each party into teams of 3-­‐4 students and assign each team a platform of their candidate. 4. Teams research their platform. X X Platform assignments X Primary source documents – election speeches 5. Create campaign Any classroom literature and materials to paraphernalia. create projects-­‐ glue, scissors, paper, etc. 6. Set the stage for Paraphernalia debate by hanging up paraphernalia. Notes Class needs to understand the issues of the time period. Read the background and Platforms pages together and discuss the issues of the time. X Break up class and give each group a Platform assignments paper. Discuss together the ideas for paraphernalia and show examples. Teams work together to List on complete the list of items on the Platform Platform Assignments paper Assignments and prepare to debate their paper platform. X Decorate classroom with all items for one candidate on one side of the room and all items for the other candidate on the other side of the room. If they made extra buttons, flyer, pamphlets, etc., they could pass them out. 7. Each team presents their platform, map, timeline and paraphernalia and tries to convince the audience to vote for their candidate. 8. Question/Answer debate where the teacher is the moderator with one representative for each platform. Platform Presentation Statement Individual presentation rubric for grading X Each team comes up front and each person presents one of the following: 1-­‐ Platform Presentation Statement 2-­‐ Map 3-­‐ Timeline 4-­‐ Paraphernalia Notes from their platform and expert team Debate about topic by answering questions 9. Assessment Election Speeches Rubric Election Speech One student from each group will be chosen to represent their platform. Seat all students for one candidate on the side of the room that is decorated for their candidate. 3-­‐4 students per candidate should be up front seated in the form of a panel. Have each student present his/her platform again then begin question/answer session. Ask a general question which every person on the panel has to answer. After that, ask questions that anyone on the panel can answer. If one person is taking control, start asking questions to specific people. After each question, take time to have the other side present their rebuttal or opinion. Have the students create a T-­‐
Chart with information about each candidate. This will help them to choose a candidate to support. After they choose a candidate, students need to write an election speech as if they were that candidate running for office. 1796 Background Our first president was George Washington. He served two terms (8 years) as president, and then retired. When asked to serve a third term, he refused. The vice-­‐president at the time, John Adams, decided to run for president. The Federalist Party, the group of people who agreed with his thoughts on government, supported him. His opponent was Thomas Jefferson, supported by the Democratic-­‐Republican Party. Jefferson felt that government should be small and states should have more power. He favored a simple farmer’s lifestyle, although he grew up as a rich plantation owner in Virginia. Having lived in France for a time, Jefferson also thought that the United States should be friends with France. Adams thought that government should be powerful and big. Many people called him an elitist, someone who thinks they are better than others because of their money and education. This election was the first in our country’s history where we had two candidates with completely different ideas. Each had certain beliefs (platforms) on how to run the country. Today when someone decides to run for president, they start visiting groups of people and giving speeches. Back in the 18th Century, campaigning was different. It was not acceptable for someone to stand up in front of a group of people and say why he was better than someone else. Instead, he would stay home and his friends would campaign for him. They would support their candidate by writing articles in the newspaper and using campaign paraphernalia such as posters and pamphlets. Your job is to be one of those campaigners. You will be assigned a presidential candidate to support. As you research this candidate, you will need to know his point of view on certain government issues, called platforms. You will use primary source documents to help support your candidates’ point of view and create paraphernalia for your candidate (campaign items to convince people to vote for your candidate). Finally, you will participate in a debate, representing your candidate and the specific platform you have studied. Platforms 1. Pro-­French or Pro-­British The world during this time had some problems. France had recently started a bloody revolution where they had murdered their king and many rich people. It was a time called the Reign of Terror when French government was controlled by angry mobs. Some people in the United States wanted to become involved while others did not. The British and the French were at war again. Some US citizens wanted war, while others did not. In 1793, George Washington issued a declaration of neutrality for the United States, which stated that we would not be part of the war. Jefferson felt that war could help get the British out of North America. He favored helping the French, which would eventually help the colonists to feel safe without Britain nearby. Adams felt that the British would be more helpful to our country. The French were a threat because of they were in a revolution and had killed their king and other leaders. Adams did not want our country to follow their example. 2. Support large government or limited national government How much power should the national government have? That was the question in which the country could not agree. Adams felt the government should have power to help the people in many ways and make various laws for the whole country. He thought the government should have power to make decisions for all the states and the states should have to listen. Jefferson felt that the government should be there to loosely hold the states together and the states should have more power. He thought that the states should make decisions for themselves and shouldn’t have to listen to a national government with all power, almost like a king. 3. Loose or strict interpretation of the Constitution The Constitution is a guide for our country, but it does not state everything. If the Constitution does not state exactly how to do something, is it okay to make it a law? According to a loose constructionist the answer is “yes.” According to a strict constructionist, the answer is “no.” Who is right? Is there a right answer? Jefferson felt that our country should follow exactly what the Constitution said. If something was not written in the document, we couldn’t do it. Adams felt that one could interpret the Constitution and use it as a guide. If someone could create a law that was related to a part of the Constitution, it was acceptable. 4. Manufacturing and shipping v. Farming Our country started out as farmers and traders. Eventually, people started to do certain trades, or jobs. When factories started to appear, the face of our country started to change. Jefferson felt that the US economy should be supported by farming. This means that most people should be farmers. Adams felt that manufacturing, or creating items in factories, was good and the country should change with the times. 5. National bank or State Banks Every country has to have a way to control its money. Before we became a country, each colony was producing its own money and it was becoming confusing. While George Washington was President, one of his advisors, Alexander Hamilton, proposed a national bank. This means that there is one bank in charge of the country’s money. Adams and his supporters agreed with the national bank. They thought it would help the country to manage its money. Jefferson thought that we should not have a national bank. Instead, he thought that each state should have a bank to control the money for its state. In this way, the states would have more freedom to control their funds. 6. Ordinary people involved in government or ruled by a few educated representatives Before the revolution, the country was ruled only by men who were educated and owned property. The Federalists, Adams’ supporters, believed that those who owned property and were educated would make better rulers. They feared if the ordinary uneducated man was in government, he might make poor decisions. Jefferson thought otherwise. His opinion was that any person should be able to be involved in government. The Democratic-­‐Republicans, Jefferson’s supporters, were afraid that the country would be run by a few educated people who wouldn’t listen to the ordinary people. Primary Sources Platform 1-­ Pro-­French v. Pro-­British Letter from Thomas Jefferson to a friend in France (Democratic
Republican)
Philadelphia Jan. 3. 1793
The reserve of the Pres. of the U.S. . . added that he considered France as the sheet
anchor of this country and its friendship as a first object. There are in the U.S. some
characters of opposite principles; some of them are high in office, others possessing
great wealth, and all of them hostile to France and fondly looking to England as the
staff of their hope.
The successes of republicanism in France have given the coup de grace to their
prospects, and I hope to their projects.—I have developed to you faithfully the
sentiments of your country, that you may govern yourself accordingly. I know your
republicanism to be pure.
Jay’s Treaty, 1794 (Federalist)
Britain and France were at war. The British navy was stopping American ships
carrying French sugar and seizing it. John Jay was sent to Britain to try and solve
the problems. He made a treaty with them, which showed the U.S. was supportive
of the British (Pro-British).
http://memory.loc.gov/cgi-­‐
bin/ampage?collId=llsl&fileName=008/llsl008.db&recNum=129 Primary Sources Platform 2-­ Large government v. limited government (States’ rights v. Federal Rights) Letter from Charles Carroll to James McHenry, 1796 letter
(Federalist supporter)
It is said upon what foundation I know not neither Adams nor Jefferson
will get any votes in S. Carolina. It is confidently assented that Mr. Adams
will be elected by a majority of least 3 votes. I have my fears. Should
Jefferson be elected or if no election takes place by the Electors, I suppose
he will be elected by the present House of Representatives. Great anxiety
prevails generally which [man will become] the future President. The
friends of the Government dread the election of Jefferson; they fear he will
press a very different line of conduct from the present President.... I am
confident the great body of the people are attached to the Govern[men]t,
approve its measures and wish to remain at peace with all nations.
http://www.digitalhistory.uh.edu/documents/documents_p2.cfm?doc=
337 Jefferson-­ Opinion on constitutionality of a national bank, 1791 (Democratic-­Republican) I consider the foundation of the Constitution as laid on this ground: That "
all powers not delegated to the United States, by the Constitution, nor
prohibited by it to the States, are reserved to the States or to the people." [XIIth
amendment.] To take a single step beyond the boundaries thus specially drawn
around the powers of Congress, is to take possession of a boundless field of
power, no longer susceptible of any definition.
The incorporation of a bank, and the powers assumed by this bill, have not,
in my opinion, been delegated to the United States, by the Constitution.
http://avalon.law.yale.edu/18th_century/bank-­‐tj.asp Primary Sources Platform 3-­ Loose interpretation v. strict interpretation of the Constitution Alexander Hamilton (Federalist) and loose interpretation of the Constitution ... "Necessary" often means no more than needful, requisite, incidental,
useful, or conducive to... [A] restrictive interpretation of the word
"necessary" is also contrary to the sound maxim of construction, namely,
that the powers contained in a constitution... ought to be construed liberally
in advancement of the public good.
http://www.pinzler.com/ushistory/hambanksupp.html
Jefferson and strict interpretation of the Constitution, 1791 (Democratic-­Republican) I consider the foundation of the Constitution as laid on this ground: That " all
powers not delegated to the United States, by the Constitution, nor prohibited
by it to the States, are reserved to the States or to the people." [XIIth
amendment.] To take a single step beyond the boundaries thus specially drawn
around the powers of Congress, is to take possession of a boundless field of
power, no longer susceptible of any definition.
http://avalon.law.yale.edu/18th_century/bank-­‐tj.asp Primary Sources Platform 4-­ Manufacturing and shipping v. Farming Alexander Hamilton’s Report on Manufacture, 1791- (Federalist
supporter)
"In every country (say those who entertain them) Agriculture is the most
beneficial and productive object of human industry.
There seems to be a moral certainty, that the trade of a country which is
both manufacturing and Agricultural will be more lucrative and prosperous,
that of a Country, which is, merely Agricultural....
The importation of manufactured supplies seem invariably to drain the
merely Agricultural people of their wealth....
Previous to the revolution, the quantity of coin, possessed by the colonies,
which now compose the United States, appeared, to be inadequate to their
circulation; and their debt to Great Britain was progressive. Since the
revolution, the States, in which manufactures have most increased, have
recovered fastest from the injuries of the late War, and abound most in
pecuniary resources....”
http://www.digitalhistory.uh.edu/documents/documents_p2.cfm?doc=326
Thomas Jefferson, "The Importance of Agriculture" from
Notes on the State of Virginia (1784) (Democratic Republican
In this famous passage, Jefferson voices his confidence in yeomen farmers
and his fear of the influence of industry. As you read, consider why
Jefferson has confidence in yeomen and why he is fearful of industry. In Europe the lands are either cultivated, or locked up against the cultivator.
Manufacture must therefore be resorted to of necessity, not of choice, to
support the surplus of their people.
But we have an immensity of land courting the industry of the husbandman.
Is it best then that all our citizens should be employed in its improvement, or
that one half should be called off from that to exercise manufactures and
handicraft arts for the other? Those who labor in the earth are the chosen
people of God, if he ever had a chosen people. . .
While we have land to labor then, led us never wish to see our citizens
occupied at a workbench, or twirling a distaff. Carpenters, masons, smiths,
are wanting in husbandry; but, for the general operations of manufacture, let
our workshops remain in Europe. It is better to carry provisions and
materials to workmen there than bring them to the provisions and materials,
and with them their manners and principles.
The loss by the transportation of commodities across the Atlantic will be
made up in happiness and permanence of government. The mobs of great
cities add just so much to the support of pure government, as sores do to the
strength of the human body. It is the manners and the spirit of a
people,which preserve a republic in vigor.
http://www.pinzler.com/ushistory/jeffagricsupp.html
Primary Sources Platform 5-­ National bank v. State bank Alexander Hamilton, Report on Manufacture 1791- (Federalist
Supporter)
The introduction of Banks....has a powerful tendency to extend the active
Capital(money) of a Country. . . .It is probable that they will be
established wherever they can exist with advantage; and wherever, they
can be supported, if administered with prudence (wisdom), they will add
new energies to all. . . . operations.
http://www.digitalhistory.uh.edu/documents/documents_p2.cfm?doc=326
Alexander Hamilton, 1791 (Federalist)
A hope is entertained that it has, by this time, been made to appear to the
satisfaction of the President, that a bank has a natural relation to the power
of collecting taxes--to that of regulating trade--doe that of providing for the
common defense--and that, as the bill under consideration contemplates the
government in the light of a joint proprietor of the stock of the bank, it
brings the case within the provision of the clause of the Constitution which
immediately respects [relates to] the property of the United States [Evidently
Article IV, Sec. III, para. 2: "The Congress shall have the power to... make
all needful rules and regulations respecting the territory or other property
belonging to the United States..."]
http://www.pinzler.com/ushistory/hambanksupp.html Jefferson-­ Opinion on a national bank, 1791 (Democratic-­
Republican) (text from the picture found below) The bill for establishing a National Bank undertakes among other things:
1. To form the subscribers into a corporation.
2. To enable them in their corporate capacities to receive grants of land;
and so far is against the laws of Mortmain.(1)
3. To make alien subscribers capable of holding lands, and so far is against
the laws of Alienage.
4. To transmit these lands, on the death of a proprietor, to a certain line of
successors; and so far changes the course of Descents.
5. To put the lands out of the reach of forfeiture or escheat, and so far is
against the laws of Forfeiture and Escheat.
6. To transmit personal chattels to successors in a certain line and so far is
against the laws of Distribution.
7. To give them the sole and exclusive right of banking under the national
authority; and so far is against the laws of Monopoly.
8. To communicate to them a power to make laws paramount to the laws of the
States; for so they must be construed, to protect the institution from the control
of the State legislatures, and so, probably, they will be construed.
The incorporation of a bank, and the powers assumed by this bill, have not, in
my opinion, been delegated to the United States, by the Constitution.
http://avalon.law.yale.edu/18th_century/bank-­‐tj.asp Primary Sources Platform 6-­ Ordinary people in government v. Educated elected representatives Excerpts from Alexander Hamilton (Federalist):
All communities divide themselves into the few and the many. The first are
rich and well born; the other, the mass of the people. The voice of the people
has been said to be the voice of God; and however generally this maxim has
been quoted and believed, it is not true in fact. The people are turbulent and
changing; they seldom judge or determine right. Give therefore to the first
class a distinct, permanent share in the government. They will check the
unsteadiness of the second; and as they cannot receive any advantage by
change, they will therefore maintain good government.
Can a democratic assembly who annually [through annual elections] revolve
in the mass of the people, be supposed steadily to pursue the public good?
Nothing but a permanent body can check the imprudence of democracy.
Their turbulent and changing disposition requires checks. (1787)
Take mankind in general, they are vicious--their passions may be operated
upon... Take mankind as they are, and what are they governed by? There
may be in every government a few choice spirits, who may act from more
worthy motives. One great error is that we suppose mankind more honest
than they are. Our prevailing passions are ambition and interest; and it will
be the duty of a wise government to avail itself of those passions, in order to
make them subservient to the public good. (1787)
Your people, sir, is a great beast. (1792)
I have an indifferent [low] opinion of the honesty of this country, and ill
foreboding as to its future system. (1783)
I said that I was affectionately attached to the republican theory... I add that I
have strong hopes for the success of that theory; but in candor. I ought also
to add that I am far from being without doubts. I consider its success as yet a
problem. (1792) Excerpts from Thomas Jefferson (Democratic-Republican):
Those who labor in the earth are the chosen people of God, if ever he had a
chosen people, whose breasts he has made his particular deposit for
substantial and genuine virtue. (1784)
Men... are naturally divided into tow parties. Those who fear and distrust the
people... Those who identify themselves with the people, have confidence in
them, cherish and consider them as the most honest and safe... depository of
the public interest. (1824)
The mass of mankind has not been born with saddles on their backs, nor a
favored few booted and spurred, ready to ride them legitimately, by the
grace of God. (1826)
I have such reliance on the good sense of the body of the people and the
honesty of their leaders that I am not afraid of their letting things go wrong
to any length in any cause. (1788)
Whenever the people are well-informed, they can be trusted with their own
government; whenever things get so far wrong as to attract their notice, they
may be relied on to set them to rights. (1789)
I am not among those who fear the people. They, and not the rich, are our
dependence for continued freedom. (1816)
I have great confidence in the common sense of mankind in general. (1800)
My most earnest wish is to see the republican element of popular control
pushed to the maximum of its practicable exercise. I shall then believe that
our government may be pure and perpetual. (1816)
http://www.pinzler.com/ushistory/hamjeffpopsupp.html Platform Assignments Group members’ names: Each group needs to complete the following: _________1. Map of the Union at the time of the election. _________2. Timeline of the candidate’s life until the election (include 4-­‐8 events) 3. Create 2 or more of the following paraphernalia based on your platform: _______Poster/Banner (use famous quotes from the candidate) _______Button/pin _______Brochure/Flyer/Pamphlet _______Postcard _______Songs _______Newspaper ad _______Press release _______Radio Spot _______Endorsement __________4. Platform presentation statement (30-­‐40 word statement about your platform) Name__________________________ Date __________________________ Election Debate Rubric 4 Include all states in the union at the time, 5 major landforms, Map legend, title, compass rose, colored and legible. 4-­‐8 events from candidates’ life, 2 pictures, on one Timeline 9x12 paper. Writing is legible and neat. Item completed Paraphernalia with quality work representing item 1: platform. Paraphernalia Item completed with quality work item 2: representing platform. Platform presentation 30-­‐40 word summary of platform. 3 2 Includes most of states in the union, 3-­‐5 major landforms.. Coloring and writing are quality work. Includes some of the required information. Quality of work could be better. Very little of the required information is complete. Lacks in quality. 3 or less events or more than 8 events, 1 picture, writing is neat and legible. 1-­‐2 events, no pictures, writing is not neat or legible. Timeline is not complete according to directions. Item lacks in quality and/or represents some of the platform. Item is not quality work and does not represent platform. Item lacks in quality and/or represents some of the platform. Item is not quality work and does not represent platform. Item completed with quality work. mostly represents platform. Item completed with quality work. mostly represents platform. 20-­‐30 word summary of platform. Less than 20 word summary or Summary is summary is not incomplete or off related to topic. platform. Total Score 1 /20 Name__________________________ Date __________________________ Election Speech Rubric 4 3 2 1 Use of platforms Speech contains four to six platforms. Speech contains two to three platforms. Speech contains one platform. Speech contains no platforms. Description Speech is well written with detail about the platforms in an order that makes sense. Speech is well written with most important details about the platforms and the order mostly makes sense. Speech has some details and the order somewhat makes sense. Speech does not give details about the platforms and the order does not makes sense. Grammar and Spelling Speech is grammatically correct with no errors. Speech is Speech is mostly somewhat grammatically grammatically correct with a few correct with some errors errors. Total Score Speech contains many errors in grammar and spelling. /12 Name__________________________ Date __________________________ Self-­‐Assessment/Partner Assessment 4-­‐ Awesome 3-­‐ Good Self On Task 1 2 3 4 2-­‐ Okay 1-­‐ Not so good Partner Partner Partner ______________ _______________ _______________ 1 2 3 4 1 2 3 4 1 2 3 4 Quality Work 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 Respectful 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 and Equal Participation Total Comments /12 /12 /12 /12 Individual Presentation Student Name ___________________________ Grader ___________________________________ Individual Presentation Student Name ___________________________ Grader ___________________________________ Posture (Stand up) 1 2 3 4 Posture (Stand up) 1 2 3 4 Volume (Speak up) 1 2 3 4 Volume (Speak up) 1 2 3 4 Look at audience 1 2 3 4 Look at audience 1 2 3 4 Description 1 2 3 4 Description 1 2 3 4 Total /16 Comments: Total /16 Comments: Individual Presentation Student Name ___________________________ Grader ___________________________________ Individual Presentation Student Name ___________________________ Grader ___________________________________ Posture (Stand up) 1 2 3 4 Posture (Stand up) 1 2 3 4 Volume (Speak up) 1 2 3 4 Volume (Speak up) 1 2 3 4 Look at audience 1 2 3 4 Look at audience 1 2 3 4 Description 1 2 3 4 Description 1 2 3 4 Total Comments: /16 Total Comments: /16