Assessment Photo Album Christopher Columbus

Research Unit

Created By: Gretchen Huntington

Learning Goals/State StandardsThe learning goals for this assessment are as follows:

• Students will be able to write or deliver a research report that has been developed using a systematic research process and that: uses information from a variety of sources, distinguishes between primary and secondary documents, and documents sources independently by using a consistent format for citations (EL 10.5.9).

• Students will also be able to create works that effectively communicate in-depth knowledge and understanding of a concept through integrated study (VA.H.8).

• Students will be able to use technology in the process of conducting historical research and in the presentation of the products of historical research and current events (USH.9.5). These three state standards are the foundation for the learning goals of the interdisciplinary unit.

Essential Questions:

• What makes a person a hero?• How does point of view effect how a historical

figure is portrayed?• After conducting research what is your opinion

on Christopher Columbus being a historical hero?

• Should Christopher Columbus be celebrated in schools and in America?

• How can we bring cultural and educational awareness to our classmates and community about Native Americans?

Assessment #1What makes a Person a Hero?

• What Makes A Person A Hero?

• Who is someone you consider a hero?

• List reasons why this person is a hero.---• From our American history who would you consider a hero?

(you can list more than one)

• Why do you consider them a hero? -

Assessment #2KWL Chart on Christopher Columbus

What do I know… What do I want to know… What did I learn…

*The first two columns will be filled out before reading the handout, and the last column will be done after finishing the handout.

Assessment #3Pop Quiz!!!

Looking back at the learning goals of our unit list 3 specific things you learned from the reading Columbus, the Indians, and Human Progress by Howard Zinn:

• 1.

• 2.

• 3.

Assessment #4

In Class Stations

• Today in class you will be going around to three different stations. Each station has an assessment to fill out that must be completed and turned in by the end of class. Keep in mind our focus is looking at point of view and how it can change the way history is written.

Station #1: Video Activity

*Go to YouTube and watch the movie Mel-O-Toons: Christopher Columbus. Following the film answer the following questions. Please use headphones for this activity.

1. Was the film a good representation of Christopher Columbus?

2. How did the film portray the treatment of the Native Americans?

3. Scroll down on the page and look at the comments from people regarding the film. Pick one that you agree with and explain why.

4. Pick an additional comment that you do not agree with and explain why.

Station #2: Children's Books

*As a group read the two Children’s books about Christopher Columbus and respond to the following questions:

1. Do you think the books are a good representation of Christopher Columbus? Why or why not?

2. What did the children’s books teach of the treatment of the Native Americans?

3. List one new thing you learned from these books.

4. List one quote you could use in a research paper.

Station #3: Explorer Graveyard

• The Explorers' Graveyard• As a group you are going to create a tombstone for Christopher Columbus. On

your tombstone, write an epitaph for your explorer. (An epitaph is an inscription on a tombstone in memory of the person buried there.) Your epitaph must include:

• Date of birth/death • Three facts (accomplishments)• Rhyming verse• Creative design on the tombstone• *Example using Ferdinand Magellan. • 1480 - 1621

Here lies Magellan.His wife's name was Helen.He sailed the West,His crew was really a pest.He found the Philippines.What happened next might make you scream.He caught an arrow in his back from an Indian attack.In a box he now lies to protect him from the files.

Assessment #5 & 6: CC Survey & Reflection

*Please ask the following people these two questions and write down their response:

1. What year did Christopher Columbus discover America?

2. Do you discover Christopher Columbus a historical hero? Why or why not?

2 Freshmen students:

2 Sophomore students (not in Mrs. Huntington’s classes):

2 Junior students:

Survey Continued…

2 Senior students:

2 teachers outside of the history department:

3 building staff members:

2 family members:

*Once you have finished this activity please write a ¾ to one page reflection paper on what you have found. Turn in your reflection to turnitin.com by Tuesday at 8:15.

Assessment #7: CC Persuasive Research Paper

• *Christopher Columbus is a very controversial historical figure in our United States history. I have provided you with material to show you how others view Christopher Columbus and his accomplishments. Now it is up to you to do some research and form your own opinion. In a 3-5 page research paper, I want you to persuade me on whether or not Christopher Columbus should be considered a historical hero. You must use at least three sources from the databases that we will learn about in class. Any material used from class is fine to use in addition to the databases. Remember all of your sources must be cited so pay attention to where you find your information.

Name:

Research Paper Rubric

Criteria: Exemplary 4 Good 3 Acceptable 2 Unacceptable 1

Purpose The writer's central purpose or

argument is readily apparent to the

reader throughout the paper.

The writing has a clear

purpose or argument, but

may sometimes

digress from it.

The central purpose or

argument

is not consistently clear

throughout the paper.

The purpose or argument

is

generally unclear.

Content Balanced presentation of relevant

and legitimate

information that clearly supports a

central purpose or

argument and shows a thoughtful,

in-depth analysis of a significant

topic. Reader gains important

insights.

Information provides

reasonable

support for a central

purpose or argument and

displays evidence of

a basic analysis of a

significant

topic. Reader gains some

insights.

Information supports a

central purpose or

argument at times. Analysis

is basic or general.

Reader gains few insights.

Central purpose or

argument is

not clearly identified.

Analysis is vague or not

evident. Reader is

confused or

may be misinformed.

Organization The ideas are arranged logically

to support the purpose or argument. They flow

smoothly from one to another and are clearly

linked to each other. The reader can follow the

line of reasoning.

The ideas are arranged logically

to

support the central purpose or

argument. They are usually

clearly linked to each other. For

the most part, the reader can

follow the line of reasoning.

In general, the writing is

arranged logically, although

occasionally ideas fail to make

sense together. The reader is fairly

clear about what writer intends.

The writing is not logically

organized. Frequently, ideas fail

to make sense together.

The reader cannot identify a line

of reasoning and loses interest.

Thesis Strong clear thesis that is found in the last

line of the introduction paragraph.

Thesis could be stronger or more

clear. And/or not found in the

right place

Weak unclear thesis Paper has no thesis

Grammar, Spelling, Writing

Mechanics

The writing is free or almost free of errors. There are occasional errors, but

they don't represent a major

distraction or obscure meaning.

The writing has many errors, and

the reader is distracted by them

There are so many errors that

meaning is obscured. The

reader is confused and stops

reading.

Grammar, Spelling,

Writing Mechanics

The writing is free or almost free of errors. There are occasional errors,

but

they don't represent a major

distraction or obscure

meaning.

The writing has many errors,

and

the reader is distracted by them

There are so many errors that

meaning is obscured. The

reader is confused and stops

reading.

Use of sources and works

cited

3 sources are used and formatted

correctly in works cited

3 sources are used but

formatted incorrectly in works

cited

2 or less sources used and/or

many formatting issues

Sources not indicated or used

Quotation Integration Quotes are properly integrated and cited

and help prove the purpose of the paper

Quotes are properly integrated

but have minor citation errors

but still prove the papers

purpose

Quotes are integrated

improperly or not cited. Do not

serve a clear purpose to prove

papers thesis.

No quotation are used.

MLA Format No Formatting errors Few formatting errors 2-3 Some formatting errors 3-4 Several formatting errors 5 or

more

*On October 29, 2012 we will be hosting the first ever Native American Festival at Brebeuf. Our goal is to bring awareness, respect, and education to both our school and community on Native American culture and history. At the festival you are responsible for displaying your research and creative project. You will be graded with the following rubric:

Assessment #9: Native American Festival

Native American Festival Rubric3 2 1

Content of Research Content is in-depth

and research is

informative and

engaging. Used

multiple resources to

create an effective

project.

Content is informative

but uses limited

resources. Could use

more depth.

Content is

uninformative and not

engaging. Few to no

resources were used

Research Accuracy Accurate research with

all facts and

information cited

correctly

Somewhat accurate

research with most of

the facts and

information cited

correctly

Inaccurate research

with information not

cited or cited

incorrectly

Presentation of

Research

Research is presented

and displayed in an

exceptional way that

draws attention and

creates interest from

members of the

festival

Research is presented

and displayed but does

not easily draw

attention or create

interest from members

at the festival

Research is not

presented and

displayed in a way that

creates interest or

draws attention from

members at the

festival

Project Project reflects that

the student has spent

time, hard work, and

put forth effort to

represent research.

Project meets

expectations but could

have been done better

Project does not

reflect that time, hard

work and effort were

put forth.

Rubric Continued…

Creativity Project goes beyond

teacher

expectations and is

extremely creative

Project is creative

but does not go

beyond teacher

expectations

Project has no

creative elements

and does not meet

teacher

expectations

Participation at

Festival

Fully in attendance

and went above and

beyond to make the

festival successful.

Engaged members

at the festival with

your research and

project (set up,

decorations, clean

up, presence at

festival)

Present at festival

but did not engage

members of the

festival into your

research and

project

Absent from the

festival at times and

not engage yourself

or members of the

festival

Assessment #8: Teacher Check In

• *By the time class starts on Monday, I want you to e-mail me a mini research paper of what you have been researching in class this past week. This paper should be around a page long and clearly demonstrate your knowledge of the topic. In addition, write a paragraph explaining what you will be doing at the Native American Festival and your plan for accomplishing this. This paper should be written in MLA format.