Printable version
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Beginning
1 |
Developing
2 |
Accomplished
3 |
Exemplary
4 |
Score |
IMAGE OF A FARM Successfully complete a Painting Analysis Worksheet after studying the painting of the Farm |
Worksheet showed a lack of observation about life on a farm. Observations are not relevant to farm life. |
Worksheet shows some observation of life on the farm. |
Worksheet shows a thorough observation of life on a farm. |
Worksheet shows a sophisticated understanding of life on a farm. Observations are detailed and insightful |
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TOOLS OF A FARM Identify tools that would be used on a farm in 1830 and show knowledge of what they were used for. |
Can identify little of the tools used on a farm and can’t tell what they were used for. |
Can identify some of the tools used on a farm and can tell what some are used for. |
Can identify most of the tools used on a farm and can tell what they were used for |
Can identify all of the tools and knows how they were used on the 1830 farm. Indicates which tools were the most useful to farmers. |
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MAKING CLOTH ON A FARM Students will be able to describe the steps needed to make cloth on a farm. |
Shows little understanding of how cloth was made on a farm |
Shows some understanding of how cloth was made on a farm. Some steps are missing and not in the correct order. |
Understands how cloth was made on a farm. The major steps are identified but one is missing or not in the correct order. |
Shows and excellent understanding and could explain all the steps of making cloth on the farm. |
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WORK ON A FARM Draw and label a typical New England Farm workers day. |
Drawing shows 1 or 2 things done during a typical farm workers day.
No labels are made. |
Drawing shows 3 or 4 things done during a typical farm workers day. Drawings are mislabeled or confusing |
Drawing shows 5 or 6 things done during a typical farm workers day. Labels are correctly applied. |
Drawing shows more than 6 things done during a typical day. Labels are correctly applied and descriptive. |
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COMPARE 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 development of industry.
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List contains 1 or 2 changes from the Old Chelmsford Map to the 1850 Lowell Map. No supporting details on how change helped industry.
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List contains 3 or 4 changes from the Old Chelmsford Map to the 1850 Lowell Map. No supporting details on how change helped industry. |
List contains 1 or 2 changes from the Old Chelmsford Map to the 1850 Lowell Map. All changes have supporting details to show how they helped industry. |
List contains 3 or 4 changes from the Old Chelmsford Map to the 1850 Lowell Map. All changes have supporting detail to show how they helped industry. |
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WRITE FINAL ESSAY ON 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. Decision is based on a one sided argument either pro or con.
Note: Essays are in full and complete sentences. |
Essay states which life they chose and gives two supporting reason why they chose that life. Decision is one sided but accurate.
Note: Essays are in full and complete sentences. |
Essay states which life they chose and gives three supporting reason why they chose that life. Decision indicates an understanding of pros and cons.
Note: Essays are in full and complete sentences. |
Essay states which life they chose and gives four supporting reason why they chose that life. Decision indicates an excellent understanding of pros and cons.
Note: Essays are in full and complete sentences. |
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