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 #4In 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 orargument is readily apparent to the reader throughout the paper.

The writing has a clear purpose or argument, but may sometimesdigress from it.

The central purpose or argumentis not consistently clearthroughout the paper.

The purpose or argument isgenerally unclear.

 

Content Balanced presentation of relevant and legitimateinformation that clearly supports a central purpose orargument and shows a thoughtful, in-depth analysis of a significant topic. Reader gains important insights.

Information provides reasonablesupport for a central purpose or argument and displays evidence ofa basic analysis of a significanttopic. 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 isnot clearly identified.Analysis is vague or notevident. Reader is confused ormay be misinformed.

 

Organization The ideas are arranged logicallyto 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 tosupport the central purpose or argument. They are usually clearly linked to each other. For the most part, the reader canfollow the line of reasoning.

In general, the writing isarranged logically, althoughoccasionally ideas fail to make sense together. The reader is fairly clear about what writer intends.

The writing is not logicallyorganized. 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, butthey don't represent a majordistraction or obscure meaning.

The writing has many errors, andthe reader is distracted by them

There are so many errors that meaning is obscured. Thereader is confused and stopsreading.

Grammar, Spelling, Writing Mechanics

The writing is free or almost free of errors. There are occasional errors, butthey don't represent a majordistraction or obscure meaning.

The writing has many errors, andthe reader is distracted by them

There are so many errors that meaning is obscured. Thereader is confused and stopsreading.

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.