traveling the triangle trade route by gregg adams sixth grade social studies some students may need...
TRANSCRIPT
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Traveling the Triangle Trade Route
By Gregg AdamsSixth GradeSocial Studies
Some students may need reading assistance.
Conclusion
Evaluation
Process
Introduction
Task
Home
Conclusion
Evaluation
Home
This addressesSS-06-4.1.1SS-06-4.3.1SS-06-4.3.2
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Introduction
Conclusion
Home
Evaluation
Introduction
Task
Process
During the eighteen hundreds there was a route that merchant ships took to trade goods, including people. Your quest is to discover this route and create an avatar of yourself as a sailor on a merchant ship traveling the trade route. You will record your experiences in the ship’s log.
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Task
Conclusion
You are to choose a role of someone traveling the trade route, ex. ship captain, sailor or slave. Create a avatar of yourself in that role. Create a map of the route followed and identify two traded commodities. You are then to complete at least four log entries of one page each, detailing the experiences of daily life upon a ship at sea and at port.
Evaluation
Task
Process
Introduction
Home
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Process
Conclusion
Evaluation
Process
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Introduction
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Use these resources to help you discover information about the Triangle Trade Route.
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Evaluation
Conclusion
Evaluation
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Home
Introduction
Task
Rubric for Journal
Rubric for Map
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conclusion
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You survived a trip around the Atlantic. You must have kept your wits about you, now lets share what we learned with our classmates!
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Rubric for MapCATEGORY 4 3 2 1
Neatness of Color and Lines
All straight lines are ruler-drawn, all errors have been neatly corrected and all features are colored completely.
All straight lines are ruler-drawn, most errors have been neatly corrected and most features are colored completely.
Most straight lines are ruler-drawn, most errors have been neatly corrected and most features are colored completely.
Many lines, corrections of errors, and/or features are not neatly done.
Labels - Accuracy At least 90% of the items are labeled and located correctly.
80-89% of the items are labeled and located correctly.
79-70% of the items are labeled and located correctly.
Less than 70% of the items are labeled and located correctly.
Labels & Features - Neatness
90-100% of the labels/features can be read easily.
89-80% of the labels/features can be read easily.
79-70% of the labels/features can be read easily.
Less than 70% of the labels/features can be read easily.
Map Legend/Key Legend is easy-to-find and contains a complete set of symbols, including a compass rose.
Legend contains a complete set of symbols, including a compass rose.
Legend contains an almost complete set of symbols, including a compass rose.
Legend is absent or lacks several symbols.
Title Title tells the purpose/content of the map, is clearly distinguishable as the title (e.g. larger letters, underlined, etc), and is printed at the top of the map.
Title tells the purpose/content of the map and is printed at the top of the map.
Title tells the purpose/content of the map, but is not located at the top of the map.
Purpose/content of the map is not clear from the title.
Conclusion
Evaluation
Process
Home
Introduction
Task
Rubrics create d with the help of Rubitstar
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Rubric for journal
CATEGORY 4 3 2 1 Historical Accuracy All historical
information appeared to be accurate and in chronological order.
Almost all historical information appeared to be accurate and in chronological order.
Most of the historical information was accurate and in chronological order.
Very little of the historical information was accurate and/or in chronological order.
Role Point-of-view, arguments, and solutions proposed were consistently in character.
Point-of-view, arguments, and solutions proposed were often in character.
Point-of-view, arguments, and solutions proposed were sometimes in character.
Point-of-view, arguments, and solutions proposed were rarely in character.
Required Elements Student included more information than was required.
Student included all information that was required.
Student included most information that was required.
Student included less information than was required.
Journal Entries There are four or more journal entries.
There are three journal entries.
There are two journal entries.
There is one journal entry.
Conclusion
Evaluation
Process
Home
Introduction
Task
Rubrics create d with the help of Rubitstar