Students will be able to…

Inadequate

Adequate

Good

Strong

Weighting

Understand what groups immigrated to the United States, specifically Lowell, MA, in the 1800s

Students are not able to describe the groups that immigrated to Lowell, MA in the 1800s.  Errors exist in student reports of the immigrant groups.

Students can provide brief descriptions of the group that immigrated to Lowell, MA in the 1800s, but do not provide details that demonstrate in depth understanding.  While no errors exist, students do not present details that demonstrate thorough understanding of the concepts.

Students can provide descriptions of the groups and members within in them that immigrated to Lowell, MA in the 1800s.  Students are able to compare and contrast the groups.

Students can provide detailed descriptions of the groups and members within in them that immigrated to Lowell, MA in the 1800s.  Students are able to compare and contrast the groups.

Understand why groups immigrated to the United States, specifically Lowell, MA, in the 1800s

Students are not able to describe the reasons that groups immigrated to Lowell, MA in the 1800s.  Errors exist in student reports of the immigrant groups.

Students can provide brief descriptions of the reasons that groups immigrated to Lowell, MA in the 1800s, but do not provide details that demonstrate in depth understanding.  While no errors exist, students do not present details that demonstrate thorough understanding of the concepts.

Students can provide descriptions of the reasons that groups immigrated to Lowell, MA in the 1800s.  Students are able to compare and contrast the different motives.

Students can provide detailed descriptions of the reasons that groups immigrated to Lowell, MA in the 1800s.  Students are able to compare and contrast the different motives.

Understand what happened after immigrants arrived in the United States, specifically Lowell, MA, in the 1800s

Students are not able to describe the impact created by the groups that immigrated to Lowell, MA in the 1800s.  Errors exist in student reports of the immigrant groups.

Students can provide brief descriptions of the impact created by the groups that immigrated to Lowell, MA in the 1800s, but do not provide details that demonstrate in depth understanding.  While no errors exist, students do not present details that demonstrate thorough understanding of the concepts.

Students can provide descriptions of the impact created by the groups that immigrated to Lowell, MA in the 1800s.  Students are able to compare and contrast the different effects.

Students can provide detailed descriptions of the impact created by the groups that immigrated to Lowell, MA in the 1800s.  Students are able to compare and contrast the different effects.

Use historical photographs, drawings or cartoon to interpret history

Students are not able to describe the subject matter and/or elements seen in the visual historical artifact.  Errors exist in student reports of the artifact.

Students demonstrate interpretive skills by making a description of the subject matter and/or elements seen in the visual historical artifact but do not provide details that demonstrate in depth understanding.  Students need guidance to determine the meaning of the work. 

Students demonstrate interpretive skills by making a description of the subject matter and/or elements seen in the visual historical artifact.  Students can determine the meaning of the work with minimal guidance.  They support their interpretation with minimal evidence from the work.

Students demonstrate interpretive skills by making a complete and detailed description of the subject matter and/or elements seen in the visual historical artifact.  Students can fully determine the meaning of the work and support their interpretation with evidence from the work.

Use historical documents and records to interpret history

Students are not able to answer the document based questions.  Errors exist in student reports of the artifact.

Students demonstrate interpretive skills by generally answering document based questions about the topic, author, occasion, audience and purpose of the written work, but do not provide details that demonstrate in depth understanding.  Students need guidance to determine the meaning of the work. 

Students demonstrate interpretive skills by answering document based questions about the topic, author, occasion, audience and purpose of the written work. Students can determine the meaning of the work with minimal guidance. They support their interpretation with minimal evidence from the work.

Students demonstrate interpretive skills by completely answering document based questions about the topic, author, occasion, audience and purpose of the written work. Students can fully determine the meaning of the work and support their interpretation with evidence from the work.