Name: ________________________ Date Due: February 15, 2019

Class period: _______

Soldiers Lives Assignment: Take-Home Assessment

For this assignment, you will create your own letter, artwork or poetry from World War One. These should be created from
the perspective of a soldier and/or other individual involved in WWI on the war front. They may be in any branch of the
armed or support forces (nurses, medics, volunteers, etc.). 


Each piece will be accompanied by a written explanation, which be will at least 40 words in length. This may be typed
or handwritten. Your classwork notes, document analysis and observations during the gallery walk may be used to inform
your work. A grading rubric is provided so that you may check your final product to assure it is complete, and so that
you may receive the highest grade possible!

!!!!REMINDER: This assignment will fulfill part of your final test grade for this unit.!!!!

Instructions- Choose one option from ‘Part One’ below to complete. ALL students will complete ‘Part Two’:

Part One: Choose one of the following options:




Option #1: Artwork



For this option, you will create a piece of artwork that illustrates soldiers lives and experiences during World War One.
You should assume the identity of an individual who fought and/or served on the war front. Along with your artwork,
you will complete a short written explanation of your work. Requirements for the written explanation are included below.

If you choose to create a piece of artwork, you will be expected to use paint, markers, colored pencils or a digital art
program to create your final product. Your artwork should be neat, organized and understandable.



Option #2: Letter or Poetry



For this option, you will create a letter or piece of poetry that illustrates soldiers lives and experiences during World War
One. You should assume the identity of an individual who fought and/or served on the war front. Along with your
artwork, you will complete a short written explanation of your work. Requirements for the written explanation are
included below.

If you choose to create a letter or piece of poetry, you will be expected to type and print this poem or letter out.

Part Two: ALL students will complete and hand in this portion, along with their option for part one:

For the written portion of this assignment, you will complete a written explanation of your poem, letter or artwork. In
this description (and/or letter or poem) you must include the following:



1.) At least 3 key vocabulary terms from this lesson, used correctly (can also include other vocabulary from the unit).
2.) A date that is relevant and accurate to the time period. (As an example: “I created this letter in 1917…”)
3.) The identity of the person whose perspective you are writing from: who are they,, where are they from, and what
are they doing on the war front? (As an example: “I am writing this poem from the perspective of an American soldier
who did not want to be drafted to serve in the war but was…”)
4.) Why you created this letter, artwork or poetry and what it means. (As an example: “When I was fighting, I saw many
horrors including the use of chemical gas. This artwork is meant to represent what I witnessed in the trenches…”)

Your written explanation should be at least 40 words in length, and relevant to the time period. It should also
contain little to no historical inaccuracies (falsehoods or exaggerations).
Soldiers Lives Assignment: Grading Rubric
1pt. -Below Expectations
Key Terms/Vocabulary Less than 2 key vocabulary
terms from the unit have
been correctly utilized in
poem and/or reflection.
Date/Historical Context Date has not been included.
Organization, Visual Poorly organized, lacks
Appeal and Relevance
 neatness/legibility/
cohesiveness.
Student Reflection-
 Is missing at least 2 of the
Content following components:
assumed identity, historical
context/background,
effectively incorporates key
vocabulary terms, relevant
to the poem or artwork
submitted.
Student Reflection- Does not meet the 40 word
Length and Quality minimum requirement, and/
or contains significant
spelling and/or grammar
issues that hinder reading.
Historical Relevance Not relevant to the time
period (WWI), and/or
contains many historical
innacuracies.
Timeliness Work was not completed/
handed in by assigned due
date.
Final Grade
2pts.-Approaching/Meeting
Expectations
2-3 key vocabulary terms
from the unit have been
correctly utilized in poem
and/or reflection.
Date has been included, but Date has been included, and
may not be relevant to the is relevant to the time period
time period being discussed
(WWI).
For the most part well
organized, may lack some
neatness/legibility/
cohesiveness.
Is missing at least 1 of the
following components:
assumed identity, historical
context/background,
effectively incorporates key
vocabulary terms, relevant
to the poem or artwork
submitted.
Meets or exceeds the 40
word minimum requirement,
but contains 6+ spelling
errors and/or grammar
issues.
Relevant to the time period
being discussed(WWI), but
may contain minor
innacuracies.
Work was completed/
handed in by assigned due
date.
3pts. -Exceeds Expectations
3 or more key vocabulary
terms from the unit have
been correctly utilized in
poem and/or reflection.
being discussed (WWI).
Well organized, neat,
legible and cohesive.
Includes all of the following
components: assumed
identity, historical context/
background, effectively
incorporates key vocabulary
terms, relevant to the poem
or artwork submitted.
Meets or exceeds the 40
word minimum requirement.
Contains less than 5 spelling
and/or grammar issues.
Relevant to the time period,
and contains little to no
historical inaccuracies.
/20