TGCFellowUnit

Preparedby:AngelaHardySchool/Location:NewmanSmithHighSchoolCarrollton,TX
Subject:APWorldHistory(blendedwithPreAPEnglishII)Grade:10th

UnitTitle:ConnectingHemispheres:theEstablishmentofGlobalCommercefrom14501750TimeNeeded:3weeks
UnitSummary:StudentswillinvestigatenewpatternsoflongdistancetradeintheEarlyModernErabyanalyzingcausesand
effectsoftheinterconnectionoftheEasternandWesternhemispheres.Theywillstudytheexpansionofbothmaritimeandland
empiresandtheemergenceofnewformsofcoercedlabor.Then,inaninterdisciplinary,cotaughtprojectwiththeirPreAP
EnglishIIclass,studentswillinvestigateanddebatethepurposeofmuseumsbeforedevelopingamissionstatementforaclass
museumonthecosts/benefitsofGlobalCommercefrom14501750.Studentswillindependentlyresearchandcreateartifacts
representingavarietyofAfrican,European,American,andAsianperspectivesandthenparticipateinasimulationofanauction
house.Workingcollaboratively,studentgroupswillbidontheartifactstheydeemmostrelevanttotheGlobalCommerce
Museumsmissionstatement.

Stage1DesiredResults
ESTABLISHEDGOALS:
APWorldHistoryCurriculumFramework
KeyConcept4.1Globalizing
NetworksofCommunicationand
Exchange
KeyConcept4.2NewFormsof
SocialOrganizationandModesof
Production
KeyConcept4.3StateConsolidation
andImperialExpansion

GLOBALCOMPETENCIES:
RecognizingPerspectives
CommunicatingIdeas
InvestigatingtheWorld

RESOURCES
:
SecondarySourcetexts:

Transfer
Studentswillbeabletoindependentlyusetheirlearningto(realworldpurpose)

T1.Applymultipleperspectiveswheninterpretingtexts.
T2.Communicatetheirideaseffectivelywithdiverseaudiences.
T3.Investigatetheworldbeyondtheirimmediateenvironment.

Meaning
UNDERSTANDINGS
ESSENTIALQUESTIONS

Studentswillunderstandthat

E1.Whatsocial,cultural,economic,
U1.Localcommunitiesaretransformed
environmental,anddemographicchanges
socially,culturally,economically,
weregeneratedbytheestablishmentof
environmentally,anddemographicallyby
globalcommercefrom14501750?
connectionstoglobalnetworksof

communicationandexchange.
E2.Howdidtheemergenceofglobal

patternsoftradeinspices,sugar,silver,fur,

 RobertW.Strayer,
Waysofthe
World:ABriefGlobalHistorywith
Sources,
Chapters14and15:
EmpiresandEncountersand
GlobalCommerce
excerptsfromErikGilbertand
JonathanReynolds,
AfricainWorld
History:FromPrehistorytothe
Present,
Chapter9Slaveryandthe
CreationoftheAtlanticWorld
excerptfromDennisO.Flynnand
ArturoGiraldez,BornwithaSilver
Spoon:TheOriginofWorldTradein
1571.andJoanArnossummaryof
theargument
excerptsfromRobertB.Marks
The
OriginsoftheModernWorld:A
GlobalandEcologicalNarrative
excerptfromWalterRodneys
How
EuropeUnderdevelopedAfrica
selectedcontemporaryarticles
including
Britain,Jamaica,andthe
LoomingBattleOverReparations
fromtheSept.30th,2015issueof
TheAtlanticand
HowTexasTeaches
History
fromtheOct.21st,2015
NewYorkTimes

PrimarySources:
selectionsrepresentingAfrican,
Asian,American,andEuropean
perspectivesfromWiesner,
Wheeler,Doeringer,Curtis,
DiscoveringtheGlobalPast:ALook

U2.Newpatternsofglobaltraderesultin
changingpowerdynamics.
U3.Theexpansionofglobaltradeisdriven
bybothcooperationandcompetition.

andenslavedpeopleresultinshiftingpower
dynamics?

E3.Howdidcooperationandcompetition
betweensocietiesandindividualsdrivethe
growthofglobaltradeintheearlymodern
era?

Acquisition
Studentswillbeableto...(Content)
Studentswillbeableto(Skills)

analyzethefactorsthatenabled
analyzecontext,intendedaudience,
Europeanstocreatemaritime
purpose,pointofview,andframeof
empires.
referencewheninterpreting
describelargescaletransformations
primarysourcedocumentsets.
generatedbyEuropeanempires.
evaluateandsynthesizemultiple
comparecolonialsocietiesinthe
perspectivesandevidence.
Americas.
examinehowanauthorsvalues,
comparethecauses,consequences,
beliefs,experiences,and
andconnectionsofRussian,
assumptionsshapehis/her
Chinese,Mughal,andOttoman
perspective.
empirebuilding.
evaluatehistoricalarguments.
analyzethemotivationsandrolesof
constructargumentsthatareeither
Europeans,Americans,Africans,and
comparativeorassesspatternsof
Asiansintheearlymodernglobal
changeandcontinuityovertime.
economy.
connectlocaldevelopmentsto
explainthedevelopmentofglobal
globalonesinpatternsovertime
commerceinsilver,spices,sugar,
andspace.
fur,andenslavedpeople.

attheEvidence,VolumeII:Since
1400
Chapter1:First
Encounters:TheCreationof
CulturalStereotypes
Chapter4:SweetNexus:
SugarandtheOriginsofthe
ModernWorld
LetterfromGovernorFernaode
SousaCoutinho,1671,concerning
marooncommunityofPalmares
LetterfromBartolomedeLasCasas,
Spanishpriest
DiegoRiverasmural,
Colonial
Domination
sourcesfromthe2007APEnglish
Languagesynthesisprompt
selectedAfrican,Asian,European,
andAmericanartifactsfromthe
DallasMuseumofArt

Videos/Web:
clipsfromCarlosDiegues
Quilombo
ChinaandEurope,15002000and
Beyond:WhatisModern?
BridgingWorldHistoryUnit15:
EarlyGlobalCommodities
TheSuleymaniyeMosque:Virtual
WalkingTour

AdditionalResources:
Circa1492:ArtintheAgeof
Exploration
,editedbyJayLevenson
(exhibitioncataloguemodel)

evaluatethecostsandbenefitsof
theconnectingofhemispheresand
thecreationofglobaltrade
networksofcommunicationand
exchange.
evaluatethelastinglegaciesof
politicalandeconomicintegration
oncontemporaryidentities,
cultures,andimbalancesinpower
relations.
connecthistoricaltrendsto
contemporaryissues.

engageinindependentresearchon
atopictocreateanartifactand
craftapersuasiveresearchpaper.
discusstextsinaSocraticseminar
anduseevidencefromdocuments
tosupporttheirarguments.
collaboratewithpeersina
simulationofanauctionhouse.

 Sothebysonlinecollectionof
catalogues
SothebysAuctionHouseclip:
https://www.youtube.com/watch?v
=NiRKZTLemRU

Technology:
Schoology
Tackk

Stage2Evidence
Assessment
Assessments
FOR
Learning:

1. InterdisciplinarySocraticseminar
usingdocumentsfromAPEnglish
synthesispromptandcontent
knowledgefromHistoryclass
2. SynthesistimedwritingforEnglish
3. ChangeandContinuityoverTime
timedwritingforHistory
4. Missionstatementforglobal
commercemuseum
5. Researchproposal/artifactproposal
formandresearchnotes
6. Simulationofauctionhouse

EvaluationCriteria(LearningTargetorStudentWillBeAbleTo)

1. Inawholeclassseminar,studentswillrespondtotheprompt:
Museumsare
collectionsofartifacts.Althoughmuseumscanrepresentinterestsfromfineartsto
whaling,peoplewhovisitmuseumssometimesfailtorealizethateveryexhibit,
everydisplaycase,representsaseriesofhumandecisions:someindividualor
groupofindividualshastodecidetoincludeaparticularpieceofartorspecific
artifactinthemuseumscollection.Studentswilluseevidenceofartifactsof
globalcommerceondisplayinalocalmuseum,theperspectivespresentedinthe
synthesisdocuments,andtheirownbackgroundknowledgetosupporttheir
arguments.
2. Studentswillrespondinwritingtothepromptabove,usingthedocumentsand
historicalevidencetosupporttheirarguments.
3. Studentswillrespondinwritingtotheprompt,Analyzechangeandcontinuity
overtimeinglobalcommercefrom14501750.
4. Studentswillcollaborateasawholeclassteamtodevelopamissionstatementfor
aclassroommuseumonthecosts/benefitsofGlobalCommercefrom14501750.
5. Throughindependentresearch,studentswillgatherinformationonanartifact
connectedtoglobalcommerceineitherMexico,Quebec,Brazil,Peru,Siberia,
China,India,Anatolia,SwahiliCoast,Benin,Dahomey,Philippines,England,
Indonesia,Japan,France,orSpain.Theirresearchwillincludeatleasttwonews
articlesthatrepresentathematicconnection(e.g.,social,cultural,economic,

environmental,ordemographicimpacts)betweenearlymodernand21stcentury
globalcommerce.
6. Studentswillpresenttheirartifactstotheclassinasimulationofanauctionhouse
andthenengageinaroleplay,collaboratingincuratorialgroupstopurchasea
selectionofartifactsfortheGlobalCommercemuseum.Theactivitywillconclude
witharoundtablediscussioncomparinghistoricalcostsandbenefitsofglobal
commercewithcontemporarycostsandbenefits.
Assessment
OF
Learning:

1. Artifactreplicaandcatalogueentry
2. Lettertothemuseumboard
3. Synthesisessay
4. CCOTessay

1. Studentswillcreateareplicaofanartifactrepresentingglobalcommerceandcraft
aonepagecatalogueentrywithapersuasiveparagraphpresentingtheartifactto
interestedmuseums.Thecatalogueentrywillincludeatleastoneconnectiontoa
contemporaryissueofglobalcommerce.TheywillposttheirentrytoaclassTackk
board.
2. Playingtheroleofcurators,studentswillwriteacquisitionproposalstotheBoard
ofTrusteescollectionscommitteejustifyingtheirselectionofartifactsby
defendingtheirrelevancetotheGlobalCommercemuseumsmissionstatement
andmakingthematicconnectionsbetweentheearlymoderneraandthe21st
century.
3. Studentswillrevisetheirtimedwritingintoaformalsynthesisessaybasedonpeer
andteacherfeedback.
4. StudentswillrevisetheirtimedwritingintoaformalCCOTessaybasedonpeerand
teacherfeedback.

Stage3LearningPlan
SummaryofKeyLearningEventsandInstruction(Makethisausefuloutlineorsummaryofyourunit,yourdailylessonplanswillbe
separate)
Week1

HistoryLessons:
Studentscollaborateingroupstocompleteagraphicorganizerpreviewingglobalchangesandcontinuitiesfrom
14501750,thenparticipateinaninteractivelectureoverthesocial,economic,politicalandculturalstructuresthatmadeupthetrading
worldofthe15thcentury.StudentsanalyzetheeffectofthearrivalofEuropeansintheAmericas.Theycompareprimarysources
accountsofthefirstencountersbetweenEuropeansandNativeAmericans,anddiscusstheconsequencesofperceptions/misperceptions.
StudentscompareBritishsettlercoloniesinNorthAmericaandSpanishsettlercoloniesintheAmericas,discussingreasonsforsimilarities
anddifferences.Studentsinterpretthesymbolisminthemural,ColonialDomination,toconstructandexpandadefinitionofencomienda.

StudentcompareprimaryandsecondarysourcesofRussian,Indian,Chinese,andOttomanEmpires,thensupport,refute,orqualifythe
followingstatement:TheOttomanEmpirechangedmuchmoreovertimefrom14501750thanChina,Russia,India.

EnglishLessons
:Studentsengageindiscussionandrhetoricalanalysisofeachofthesynthesispacketdocumentsanduseartifactsfrom
theDallasMusuemofArtasillustrativeexamplesofabstractconcepts.

Week2

HistoryLessons:
StudentscreateaCauseandEffectchartofEuropeandirectaccesstoAsiantradeandwriteargumentsforthemost
significantcausesandeffects.Studentswriteabriefhistoricalargumentthatsupports,refutes,ormodifiesthefollowingclaim:European
involvementinEasterncommercerevolutionizedAsiansocieties.StudentscreateaVennDiagramcomparisonofNorthAmericanand
Siberianfurtrades.Theydiscussreasonsforsimilaritiesandreasonsfordifferences.StudentscreateacauseandeffectchartofAtlantic
SlaveTrade.TheyannotateprimaryandsecondarysourcesonAtlanticcommerceandcreateaThingLinkmapthatcomparesviewsof
African,European,andAmericanhistorians.Studentscritiquecontemporaryarticlesevaluatingthelastinglegaciesoftheslavetrade.
Theyread,annotate,anddiscusssourcesontheglobalsilvertradeanddebateopposinghistoricalviewpoints.Theywriteachangeand
continuityovertimeessayonglobalcommercefrom14501750.

EnglishLessons
:StudentsparticipateinaSocraticseminarandthencompleteasynthesistimedwritingontheseminartopic.

Cotaught,blendedHistory/EnglishLessons:
Teacherscointroducethesimulationassignmentandtheclasscollaboratestowritea
GlobalCommerceMuseummissionstatement.

Week3

Cotaught,blendedHistory/EnglishLessons:
Studentsindependentlyresearchandcreatetheirartifactsandtheircatalogueentries.They
posttheirentriestoTackkanddisplaytheirartifactsintheclassroom.StudentspeerreviewoneanotherssynthesisandCCOTessaysand
beginfinaldraftsofeachessay.Studentspresenttheirartifactstotheclassinasimulationofanauctionhouseandthenengageinarole
play,collaboratingincuratorialgroupstopurchaseaselectionofartifactsfortheGlobalCommercemuseum.Theactivitywill
concludewitharoundtablediscussioncomparinghistoricalcostsandbenefitsofglobalcommercewithcontemporarycostsandbenefits.
Playingtheroleofcurators,studentswriteacquisitionproposalstotheBoardofTrusteescollectionscommitteejustifyingtheirselection
ofartifactsbydefendingtheirrelevancetotheGlobalCommercemuseumsmissionstatementandmakingthematicconnectionsbetween
theearlymoderneraandthe21stcentury.

*adaptedfromUnderstandingbyDesignModel

TGCFellowsLessonPlan

LessonTitle:
IntroductiontoAuctionSimulationandArtifactProposal(endofWeek2ofUnit)

Subject:
APWorldHistory/PreAPEnglishII
Preparedby
:AngelaHardy

MaterialsNeeded:
Studenthandouts:GlobalCommerceMuseumIntroduction,ArtifactProposal,Artifact/OnePageCatalogueEntryDirections,
Artifact/CatalogueEntryRubric
SothebysAuctionHouseclip:
https://www.youtube.com/watch?v=NiRKZTLemRU

GlobalCompetency:
InvestigatingtheWorld

LT:IcancooperatetowriteamissionstatementforamuseumofGlobal
Commercefrom14501750.
W
hereisthelessongoing?

(LearningTargetorSWBAT)
LT:Icanresearchanartifactandcreateaproposalthatanalyzeshowitwould
contributetothemissionstatement.

H
ook:
T
ailoredDifferentiation:

Showthefirst4minutesoftheSothebysAuction
Houseclip.
Individualizedconferenceswithstudentsontheirresearch.
Studentstakenotesandthendiscuss:Whatisthe

roleofthebuyer?Whatistheroleoftheseller?
StudentsusetheProfessorWordapptodefinechallengingvocabulary
Explainthatstudentswillparticipateina
intheironlineresearch.
simulationplayingbothroles.

E
quip:
Passoutthestudenthandoutsandgoover
directionsfortheauctionsimulationwithstudents.
Giveregionalassignmentstoindividualstudents.
Answerallstudentquestionsabouttheproject.
Cooperateasaclasstoconstructamission
statementfortheMuseumofGlobalCommerce.

R
ethinkandrevise:
Studentsbegintheindependentresearchprocessand
selectanartifactfromtheirregionthatexemplifiesthe
themeofcosts/benefitsofGlobalCommercefrom
14501750.TheycompleteallcomponentsoftheArtifact
Proposal.

E
valuate:
Studentssubmittheirproposalsforapprovalbyboththe
HistoryandtheEnglishteacherinanbriefconference.If
necessary,theyrevisetheproposalandsubmitasecond
draft.

O
rganization:

Assignstudentstospecificresearchregionsbeforeclass.(Mexico,Quebec,
Brazil,Peru,Siberia,China,India,Anatolia,SwahiliCoast,Benin,Dahomey,
Philippines,England,Indonesia,Japan,France,andSpain.)

Notes
:

GlobalCommerceMuseumIntroduction

Themuseumprojectengagesstudentsinresearch,realworldcollaboration,andcreativedesign.Thisyearstheme,
Costsand
Benefitsof

GlobalCommercefrom14501750
,willserveasacomparativecasestudyovertimeandwilltrackthewaysinwhich
Mexico,Quebec,Brazil,Peru,Siberia,China,India,Anatolia,SwahiliCoast,Benin,Dahomey,Philippines,England,Indonesia,Japan,
France,andSpaincooperatedandcompetedinglobalnetworksofcommunicationandexchange.

Asaclass,wewilldevelopamissionstatementforourmuseum.Recordithere:

____________________________________________________________________________________________________________
____________________________________________________________________________________________________________

Individually,youwillconductresearchtoselectanartifactfromyourassignedregionthatreflectsthethemeofthemuseum.Your
researchmustincludeaminimumoffivesources,withatleasttwothatrepresentathematicconnection(e.g.,social,cultural,
economic,environmental,ordemographicimpacts)betweenyourartifactand21stcenturyglobalcommerce.Basedonyour
research,youwillcreateareplicaofyourartifactandaonepagecatalogueentrythatpresentshistoricallyandculturallyaccurate
informationtointerestedmuseumsinanengagingandvisuallyappealingway.Thecatalogueentryshouldincludeahistorical
argumentpersuadingpotentialbuyersthattheobjectbelongsintheirmuseum.Thecatalogueentrymustalsoreferenceatleast
onethematicconnectionbetweenyourartifactand21stcenturyglobalcommerce.YouwillpostyourentrytoaclassTackkboard.

On
February4,2015
,ourauctionday,youwillpresentyourartifactandcatalogueentrytotheclassinasimulationofan
auctionhouse.Workingasateam,youwillcollaborateincuratorialgroupstopurchaseaselectionofartifactsfortheGlobal
Commercemuseum.YouwillthenwriteacquisitionproposalstotheBoardofTrusteescollectionscommitteejustifyingyour
selectionofartifactsbydefendingtheirrelevancetotheGlobalCommercemuseumsmissionstatementandmakingthematic
connectionsbetweentheearlymoderneraandthe21stcentury.Theseproposalswillbepostedtoadiscussionboardon
Schoology.Thefollowingday,wewillconcludeourmuseumprojectwithawholeclassdiscussioncomparinghistoricalcostsand
benefitsofglobalcommercewithcontemporarycostsandbenefits.


**Thisprojectrequiresyoutoengagein
creativeproblemsolving
toconstructartifactsthatpresentexcellentcraftsmanshipand
quality.Inthisspirit,amaximumof$15.00perstudentmaybespentonthisproject.Allreceiptsmustbeturnedin.Pleasemake
useoffoundobjectswheneverpossible,anduseyourcreativeproblemsolvingskillstoworkwithmaterialsathand.

Name:_________________
Artifact:________________
Region:_________________

ArtifactProposal

Sketchyourdesigninthespacebelow.Youmustattachaphotoaswell.Labelallpartsandmaterialstobeusedinyour
reproduction.Notethesizeoftheoriginalandthedimensionsofyourreproduction.Describeyourplanforitsconstructionand
theestimatedcostofallmaterialsneeded.

HowwillyourartifactcontributetotheMissionStatementoftheGlobalCommerceMuseum?

Informationthatwillbeincorporatedintotheonepagecatalogueentry:
Whatisthenameofthisartifact?(Doyouknowthenameofthecreator?)

How/whywasthisitemused?

Howdoesthisartifactrelatetothecosts/benefitsofengaginginglobaltrade?

Whatmaterialswereusedtoconstructtheoriginal?

Whatmaterialswillyouusetocreateyourreproduction?

Whatistheprovenanceofthisartifact?Shouldpotentialbuyersbeconcernedaboutrepatriationclaims?

Onepieceofinterestingtriviarelatedtothisartifact:

Whatwasyourinitialimpressionofthisitem?(Whatwereyourfirstobservations,andhowhasyourunderstandingor
appreciationofthisobjectevolved?)

Whyisyourartifactthemostsignificantinthemuseumexhibit?(Thinkoftheanswertothisquestionasadraftofyour
thesisstatementforthepersuasiveparagraph.)

YoumusttypeaWorksCitedpageforyoursources.Labelthesourcesthatmakeconnectionstocontemporaryissues(minimum
2)withastar.
Artifact/OnePageCatalogueEntryDirections

Usingyourresearch,youwillcreateacatalogueentrythatincludesahistoricalargumentemployingpersuasivetechniques.Your
catalogueentrywillbegradedforbothitshistoricalargumentsanditsadherencetotheconventionsofacademicEnglish.Inother
words,Ms.HardyandMs.Bridgforthwillworktogethertodeterminethegradesforeachcatalogueentry,andthosesummative
gradeswillberecordedinbothgradebooks.

Youwilldeliverafocusedhistoryoftheartifactyourecreatedanditssignificancetoyourregionsroleinglobalcommercefrom
14501750.Youwillanswertheimpliedquestion,WhyshouldacuratorpurchasethisitemfortheGlobalCommerceMuseum?
Byansweringthisquestion,youwillbewritingahistorical
argument
ratherthanahistoricalsummary.Inotherwords,your
argumentwillnotsoundlikeanencyclopediaentry.Youwill
synthesize
informationfrom
bothprintandonlinesources
and
citea
minimumofthreeoutofyourfivesources
usingcorrectlyformattedintextdocumentationintheformofparentheticalcitations.
Strongercatalogueentrieswillsynthesizeanargumentfromavarietyofsources.Weakercatalogueentrieswillrepeatedlycitethe
samesourcebeforemovingontothenextone,ineffectsummarizingthesourcesratherthanpresentinganoriginalargument
supportedbythesources.

PosttoMs.HardysTackkBoard
https://tackk.com/qrg3lr
Youronepagecatalogueentrythatincludesaphotographoftheoriginalartifact,alistofpertinentdetails,andahistorical
argument.
TurninonSchoology
Acorrectlyformattedworkscitedpagealongwithyourcatalogueentry.
Yourtypedresearchnotes/photographsofyourhandwrittenresearchnotes.

Models/InspirationforFormatting:

Circa1492:ArtintheAgeofExploration
,editedbyJayLevenson(exhibitioncataloguemodel)

https://books.google.com/books?id=wMKBa0RG4C&printsec=frontcover&dq=Circa+1492:+Art+in+the+Age+of+Exploration,
+edited+by+Jay+Levinson&hl=en&sa=X&ved=0CBwQ6AEwAGoVChMI5b7_hZRyQIVwjMmCh0lsgW0#v=onepage&q=Circa%2
01492%3A%20Art%20in%20the%20Age%20of%20Exploration%2C%20edited%20by%20Jay%20Levinson&f=false

Sothebysonlinecollectionofcatalogues
http://www.sothebys.com/en/catalogues/buybrowse.html
Artifact/CatalogueEntryRubric
Hook:
Oneofthestrategiesforintroducingexpositoryandpersuasivewritingeffectivelyengagesthereadersinterest.

Thesis:
Clear,analyticalandcomprehensivethesispresentsaclaimaboutthesignificanceoftheartifacttotheMuseumsMissionStatement.

OverallCommunicationandOrganization:
Sentencesestablishalogicalprogression.Inotherwords,onesentenceleadsintothenextwithstrongtransitionstocreateacohesiveand
cogentargument.Clearandconsistentlinksaremadebetweentheevidenceprovidedandtheclaimmadebythethesis.Carefulattentionhas
beenpaidtogrammar,mechanics,andtheconventionsofEnglish.Writingstyleisclear,concise,andeasilyunderstood.Stylesupportsthe
argument.

SupportingEvidence:
Assertionsaresupportedwithampleandaccurateevidencethatispresentedinavarietyofways(blendedquotes,accurateparaphrasing,and
synthesisofsourcematerial).Thedetailsselectedarespecificenoughtocreateafocusedhistoricalargument.Theartifactisconnected
thematicallyto21stcenturyglobalcommerceusingaconcreteexample.

ResearchandDocumentation:
Focusedresearchnotes
aboutyourartifactandcloselyrelatedtopics
havebeendrawnfrom
atleastfivesources
.
Writingshowssynthesisofat
leastthreeofthosesources.
Internaldocumentation,correctlyformattedaccordingtoMLAguidelines,isusedtoshowthesourceofall
research.Thisdocumentationtakestheformofparentheticalcitationsattheendofyoursentences,andfullMLAcitationsareprovidedina
WorksCitedpage.Atleastonemuseumoruniversitysourcehasbeenconsulted.NotesarewellorganizedwithMLAcitationsandpagenumbers
sothatsourcescanbequotedreliablyandefficiently.Informationisspecificandhistoricallyaccurate.

ArtifactReplica:

____/5

____/10

_____/15

_____/15

_____/25

_____/20

Studentproducedreplicalookshistoricallyaccuratewithnovisibleanachronisms.Workdisplaysqualitycraftsmanshipandacreativeuseof
availablematerials.Artifactreflectsapproveddesigninsize,materialsandlevelofdetail.(Seeartifactproposal.)Designissupportedbydetailed
notesabouttheartifactfromatleastthreecredible,scholarlysources.

Formatting:
Catalogueentrylooksprofessionalanddesignelementssupportthecontent(color,size,font,motif,etc.).Aphotographoftheoriginalartifactis
includedalongwithpertinentdetailssuchasdimensions,creator(ifknown),materials,anddate.

TotalScore:

_____/100

_____/10