Printable version
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Beginning
1 |
Developing
2 |
Accomplished
3 |
Exemplary
4 |
Score |
IMAGE OF A FACTORY
Successfully complete a Painting Analysis Worksheet after studying the painting of the Farm. |
Worksheet showed a lack of observation about life in a factory. |
Worksheet shows some observation of life in a factory. |
Worksheet shows a thorough observation of life in a factory |
Worksheet shows a sophisticated understanding of life in a factory. |
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TOOLS OF A FACTORY
Identify tools that would be used in a mill/factory in 1850 and show knowledge of what they were used for. |
Can identify little of the tools used in a factory and can’t tell what they were used for. |
Can identify some of the tools used in a factory and can tell what some are used for. |
Can identify most of the tools used in a factory and can tell what they were used for. |
Can identify all of the tools and knows how they were used in the 1850 factory. |
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MAKING CLOTH IN A FACTORY
Students will be able to describe the steps needed to make cloth in a factory/mill. |
Shows little understanding of how cloth was made in a factory. |
Shows some understanding of how cloth was made in a factory. |
Understands how cloth was made in a factory. |
Shows an excellent understanding and could explain all the steps of making cloth in a factory. |
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WORK IN A FACTORY
Students will be able to draw a picture of what a typical worker may do in a factory. |
Drawing shows 1 or 2 things done during a typical factory workers day. |
Drawing shows 3 or 4 things done during a typical factory workers day. |
Drawing shows 5 or 6 things done during a typical factory workers day. |
Drawing shows more than 6 things done during a typical factory workers day. |
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COMPARING THE OLD CHELMSFORD MAP WITH THE 1850 LOWELL MAP
Students will be able to list identifying factors that have changed within the two maps and how they have changed due to the change in industry.
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List contains 1 or 2 changes from the Old Chelmsford Map to the 1850 Lowell Map. No support for showing how change helped industry. |
List contains 3 or 4 changes from the Old Chelmsford Map to the 1850 Lowell Map. No support for showing how change helped industry. |
List contains 1 or 2 changes from the Old Chelmsford Map to the 1850 Lowell Map. All changes have support to show how it helped industry. |
List contains 3 or 4 changes from the Old Chelmsford Map to the 1850 Lowell Map. All changes have support to show how it helped industry. |
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FINAL ESSAY
WHO’S LIFE WOULD YOU CHOOSE?
Students are able to make a choice about which life they would like to have (Farm or Factory) and complete an essay giving supporting evidence (pros and cons) as to why they choose that life.
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Essay states which life they chose, but only gives one supporting reason why they chose that life.
Note: Essays are in full and complete sentences. |
Essay states which life they chose and gives two supporting reasons why they chose that life.
Note: Essays are in full and complete sentences. |
Essay states which life they chose and gives three supporting reasons why they chose that life.
Note: Essays are in full and complete sentences. |
Essay states which life they chose and gives four or more supporting reasons why they chose that life.
Note: Essays are in full and complete sentences. |
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