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Breadcrumb

  1. History Assessments
  2. Sourcing
  3. Revolutionary War and Early U.S.
  4. Declaration of Independence
Topic: U.S. History
Historical Skills: Sourcing
Time Period: Revolutionary War and Early U.S.
  • Assessment
  • Rubric

Alternative Versions of Assessment

  • Signing of the Mayflower Compact
  • The First Thanksgiving
  • Washington Crosses the Delaware
  • John Brown
  • Pickett's Charge
  • Napoleon's Retreat
  • Siege of Golconda
  • Atahualpa and de Soto

Declaration of Independence

To answer the question correctly, students must notice both the date of the event and the date of the print, and understand that the gap in time between the two limits the usefulness of the source as evidence of what happened at the signing of the Declaration of Independence.

Level: Proficient

Student explains why the time gap limits the reliability of the source as evidence of what happened at the signing of the Declaration of Independence.

Level: Emergent

Student evaluates reliability of source, but does not fully understand the problems caused by the gap in time.

Example: Partial Recognition

The student recognizes some aspect of the time gap, but does not fully explain why the gap in time is problematic. For example, the student might mention that the painting is not a "primary" source, but does not explain why this limits the usefulness of the source.   

Example: Consideration of Representativeness

The student discounts the source because a historian would need more than just this one source to determine what happened at the drafting of the Declaration of Independence. This answer is laudable in that it recognizes the need to corroborate historical sources, but this answer does not directly evaluate the usefulness of this particular source.  

Example: Perspective of Artist

The student evaluates the usefulness of the source based on the perspective or biases of the artist. This response shows a sophisticated disposition toward historical sources; historians often consider the perspective of the artist when sourcing a painting. But little is known about the creator of this painting, and an evaluation based on the perspective of the artist would be largely guesswork.  

Example: Type of Source

The student evaluates usefulness based on the type of source. For example, a student might reject the source because he or she believes that paintings are not reliable sources of information.

Level: Basic

Student does not recognize the gap in time and instead takes the painting at face value or provides an irrelevant response.

Example: Goodness of Fit

The student evaluates the usefulness of the source based on how well it matches his or her historical understanding of the event.  

Example: Clarity of Source

The student evaluates the usefulness of the source based on its aesthetic qualities.

Download Materials

Declaration Signing Assessment in English Register or Log in to download
Declaration Signing Assessment in Spanish Register or Log in to download
Declaration Signing Rubric Register or Log in to download
Declaration of Independence: July 4th 1776 - Library of Congress Register or Log in to access

Alternative Versions of Assessment

  • Signing of the Mayflower Compact

    View assessment
  • The First Thanksgiving

    View assessment
  • Washington Crosses the Delaware

    View assessment
  • John Brown

    View assessment
  • Pickett's Charge

    View assessment
  • Napoleon's Retreat

    View assessment
  • Siege of Golconda

    View assessment
  • Atahualpa and de Soto

    View assessment
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