Printable version
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Beginning
1 |
Developing
2 |
Accomplished
3 |
Score |
Tell/write two different uses of natural resources by the early Native Americans. |
Student will not be able to tell/write any information about the natural resources. Natural resources are incorrectly identified. |
Student will be able to tell/write one use of natural resources by the Native Americans. Students can describe availability of natural resources, but don’t understand the importance to Native American life. |
Student will be able to tell/write two uses of natural resources by Native Americans. Students accurately describe the availability and purpose of the natural resources on the ability of Native Americans to live in Eastern Massachusetts. |
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Tell/write what archeology and artifacts tell us about the life of early Native Americans. |
Students are unable to write any facts about early Native Americans artifacts. Information found does not relate to early Native American life. No attempt made to interpret the information. |
Students will be able to tell/write at least three pieces of information about early Native Americans archeology and artifacts. Students are able to interpret the function of the artifacts but cannot accurately determine what it says about Native American life. |
Students will be able to tell/write at least four pieces of information about what archeology and artifacts tell about early Native Americans. Students can correctly interpret the function of an artifact and relate it to the actions of Native Americans. |
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Student will construct his/her own invention to catch fish using materials that are provided. |
Description of identifiable performance characteristics reflecting a beginning level of performance. |
Description of identifiable performance characteristics reflecting development and movement toward mastery of performance. |
Description of identifiable performance characteristics reflecting mastery of performance. |
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Students will verbally complete a Q-Chart to answer the question: “Thinking about fishing, how did the lives of early Native Americans change after the settlers pushed them out of their homelands? |
Students are able to complete less that half of the Q-Chart. |
Students are able to complete most, but not all, of the Q-Chart. |
Students are able to complete the entire Q-Chart. They are able to put themselves in the shoes of the Native Americans and they can form opinions about the notion of disenfranchisement. |
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Student will write a reflection based on artifacts and what they have learned about the effective way that Native Americans fished before they were made to move from their lands. |
Student writes nothing to only two historical facts that they have learned during the unit. No attempt made to understand the meaning of the facts gathered. |
Student writes at least three historical facts that they have learned during the lesson. Only two facts correctly used to support their reflection on Native American fishing. |
Student writes four or more historical facts that they have learned during the lesson. All facts are used to clearly support their reflections on Native American fishing. |
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