Assessment Plan

Elizabeth Breitbarth
Rebecca Evans

Reading: The student will analyze the character Red Leaf from the short story The Mohican
Hunter in the book Children of the Earth and Sky by Stephen Krensky using a conceptual
graphic organizer. The student will describe six main attributes about the character by using 3
examples for each category:
1. How he looks:
2. His Behavior:
3. His Thoughts:
4. His Statements:
5. His fears:
6. Others actions toward him:
The conceptual organizer is worth a total of 20 points. Each of the six descriptors is worth 3
points, and 2 additional points will be given for correctly spelling the characters name on the
conceptual web and for legibility. The scale will be: 90-100=A; 80-89=B; 70-79=C; 60-69=D;
50-59=F.
An example of the organizer is attached.
Writing: The students will create five different types of poems about five different Native
American Tribes. The student will use the forms taught in class: Diamantes, Acrostic, Sonnet,
Limerick, and a Haiku. Using a checklist: each poem will be evaluated on the student's
representation of the correct poetry form (yes/no), the reflection of one of five Native American
Tribes discussed in class (yes/no), and legibility (yes/no). Each yes is worth 1 point, and the
total points for the project is 15 points. 90-100=A; 80-89=B, 70-79=C; 60-69=D; and 50-59 = F.
Math: Students will conduct a survey of classmates. They will ask each classmate which Native
American food they would prefer to eat based on previous discussions in class. Once they have
gathered all of their data they will draw out a bar graph. The foods: corn, deer, buffalo, and fish,
will be labeled at the bottom of the chart. After collecting the data the students will fill-in their
bar graphs using colored pencils. The bar graph will be graded in the following categories: 1.)
Directions are followed correctly to conduct survey using 20 classmates responses, 2.) labeling
correct choices of foods used in the survey, drawing the bar graph and coloring it in, 3) and
legibility and neatness. Each of the four categories will be worth 5 points for a total of 20 points.
An incomplete or missing assignment will be 0 points. 90-100 = A, 80-89 = B, 70-79 = C, 60-69
= D, anything under 59 receives an F.
Science: Students will formulate a landforms pop-up book. Using information from their text
book, they will create a pop-up book that describes landforms from Native American regions in
 Assessment Plan
Elizabeth Breitbarth
Rebecca Evans

which Native Americans lived. The pop-up book will include how the people were shaped by the
landscape. Students will use construction paper, colored pencils, markers, scissors, and glue to
assemble a crafted pop-up informational book. The pop-up book will be graded using a checklist
based on 10 points. They will be graded 4 points for creativity, 2 points for accurate landforms
and correct geography, 2 points for at least two pop-ups in the book, and 2 points for information
on how the people were shaped by the landforms. A=10, B=8, C=6, D=5, F= 4 or less.
Social Studies:
1.) Diorama: Based on previous research the students will choose a Native American tribe to
create a diorama. They will represent the landscape, at least 1 dwelling, at least 3 figures, and
animals they have learned about. Then on due date they will share their exhibit with the class.
This project will be graded by a checklist. This grade will be made up of 25 points. They will
earn 10 points for creativity, 5 points for geography/background, 5 points for character/animals,
5 points for culture, and 5 points for correct information altogether. A=20-25 B=15-20 C=10-15
D=5-10 F=0-5.
2.) Comic Strip: Students will be read to by the teacher, Nations of the Southeast. Students will
then draw a 10-frame comic strip depicting life in a Southeastern Tribe. They will include
representations of clothing, food, dwelling, and activities of the tribe. The story will represent a
specific event. They will use art supplies such as crayons, colored pencils, and markers to
develop this comic strip. They will have to have dialogue and action in at least seven of the
frames reflecting the content of a specific event in the tribe. This will be graded by a rubric. It
will be graded out of a total score of 40 points: 10 points will be graded for illustration, 10 points
for dialogue and action, 10 points will be graded for cultural aspects: clothing, food, dwelling,
and tribal activities. and 10 points for the theme/event storyline. See rubric attached for grading
system.
3.) Bartering Activity: The students will bring in an artifact into the classroom to participate in
an activity called Native American Bartering Lesson. This will be the process of student trading
goods and resources without using money. Indians would trade their resources for other goods
and it was their supply and demand. The students will be graded on a scale of 30 points. 10 for
bringing in an artifact/good. 10 for participating in trading with another classmate, and 10 for
writing a short answer paragraph on their experience. They will have to participate in bringing
and trading in order to pass this activity lesson.
4.) Native American Four Seasons Game)
Working in groups of 3-4 students, each student will organize researched information onto 3
index cards. The student teams will rotate each teams set of index cards so that all teams have
seen the information. The class will then use a Jeopardy style game based on the information
from the site. This is a formative assessment based on teacher checklist of student participation.
The checklist includes:
1. Student participates in the group by listening to others (teacher observation).
 Assessment Plan
Elizabeth Breitbarth
Rebecca Evans

2. Student participates in the group by creating three index cards with information.
3. Student participates in the Jeopardy game by taking a turn when his/her team is called.
4. Student demonstrates understanding by accurately answering Jeopardy question during
the game.
The checklist is worth 20 points. 90-100=A; 80-89=B; 70-79=C; 60-69=D; 50-59=F
5.) Native American Symbols
Working with a partner, the students will record information about various symbols of Native
American Tribes using the website https://www.warpaths2peacepipes.com/native-american-
symbols/. Together the students will develop and design a display that communicates the
symbol, its tribe association, and its meaning or value. Students will present their findings and
display to the class. They will be assessed by a checklist for
1) Finding 6 symbols and their meaning and tribal association (6 pts.)
2) Working collaboratively with a partner (3 pts.)
3) Development and design of a display board using the symbols (2 pts for development
(process) and design, 2 pts for visual balance and appeal, for a total of 4 points).
4) Presentation of the class (2 pts.
Total points 15. 90-100 = A, 80-89 = B, 70-79 = C, 60-69 = D, less than 59 = F
 Assessment Plan
Elizabeth Breitbarth
Rebecca Evans

Rubric for Comic Strip

Grading Rubric 9-10 points 7-8 points 5-6 points 3-4 points 1-2 points 0
Illustrations Clear, neat, Neat and Present, but Present, but not Illustrations Student
(10 pts.) colorful and colorful, but poorly defined; a neat, no color present; no did
shows evidence missing details, little planning used, little or no color, not nothing.
of planning from Some planning evident. planning. neat, no
frame to frame. evident. evidence of
planning
Conversation and There are at There are 5-6 There are 3-4 There are 1-2 Student did Student
action least 7+ frames frames with frames with frames with not use any did
(10 pts.) with dialogue dialogue and/or dialogue and/or dialogue and/or dialogue to nothing.
and/or movement movement. movement. carry the
movement representing a story;
representing a specific event. illustrations
specific event. present, less
than 3
frames.
Representation The culture is The culture is The culture is The culture is Comic has no Student
of Culture: clearly defined clearly defined clearly defined clearly defined Native did
Clothes, food, within the within the within the within the American nothing.
Shelter and illustration and illustration and illustration and illustration and cultural
activities. context context context context aspects lsited.
(10 pts.) demonstrating demonstrating demonstrating demonstrating
all four aspects all three aspects all two aspects one aspects
listed. listed. listed. listed.

Theme or event Student clearly Student clearly Student does Student does Student does Student
(10 pts.) conveys a conveys a not convey a not convey a not convey a did
historical event historical event historical event historical event historical nothing.
or theme of the or theme of the or theme of the or theme of the event or
tribe through tribe through tribe through tribe through theme of the
dialogue and dialogue or dialogue and/or dialogue and/or tribe through
action. action. action. action. Is missing dialogue
Definite Definite Definite beginning, and/or action.
beginning, beginning, beginning, middle, or end No storyline.
middle, and end middle, and end middle, and end to storyline.
to storyline. to storyline. to storyline.

Grading Scale: 90-100 = A; 80-89 = B; 70-79=C; 60-69=D; less than 59=F.

Pre-Post Test for SS Unit with Answer Key

 Assessment Plan
Elizabeth Breitbarth
Rebecca Evans

Please circle the correct letter for the following questions. (5 points each)

1) What were the main regions that were home to Native American tribes in North America.

a) The North and the South.

b) The Arctic, the Northwest Coast, the Plains, the Southwest, the Northeast, and the Southeast.

c) The Arctic, the Plains, and the Northeast.

d) none of the above

2) Igloos, kayaks, sleds, and dog teams represent which region of Native Americans?
a) The Cherokee.
b) The Crows and Hawks.
c) The Inuits and the Aleuts.
d). None of the above

3) Who was the Shoshone woman who acted as interpreter and diplomat for the Lewis and Clark
Expedition in 1805?
a) Geronimo
b) Sacagawea.
c) Chief Seattle.
d) Crazy Horse.

4) This territory covers present day Arizona and New Mexico.

a) The Southwest.
b) The Southeast.
c) The Plains.
d) California.
 Assessment Plan
Elizabeth Breitbarth
Rebecca Evans

5) What was the Indian Removal Act of 1830?

a) The Indians were removed from the United States.

b) The law authorized the president to negotiate with the southern Indian tribes for their removal

to west of the Mississippi River in exchange for their lands.

c) The law helped Indian to find a new place to live.

d) None of the above.

6) The Plains Indians were mostly _______________.

a) Warriors and Horsemen.
b) Hunters and Gatherers.
c) Potters and Weavers.
d) None of the above

7) What did Tecumseh (1768-1813) do to help his people?

a) He brought peace to the Indians and settlers.

b) He organized them into a confederacy of tribes to fight against the white settlers.

c) He helped the settlers to build their cabins.

d) None of the above.

8) How many Native American Tribes are within the United States today?
a) 500.
b) 100
c) 50.
d) 10.

9) The territory of this region stretches through Central North America from present day Texas
north to North Dakota.
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Elizabeth Breitbarth
Rebecca Evans

a) The Northwest.
b) The Northeast.
c) The Plains.
d) None of the above.

10) The Apache Wars were one of the longest wars in U.S. History. How long did they last?
a) 15 years.
b) 7 years.
c) 25 years.
d) None of the above.

Essays:

11) (5 points.) Choose one Native American Tribe you learned about and describe in three sentences:
1) Where the tribe was located,
2) How the people lived (how they got food, where they lived),
3) and tell about one thing that made the tribe unique from other tribes.
There will be various answers based on choices of student writer. In a pre-test, this might give a teacher
Information as to what the students would like to learn more about.

The Cherokee lived mostly in North Carolina and some in Georgia. The men were hunters and the women
farmed. They made up their own alphabet.

12) (5 points.) The Cherokees were divided about whether to become more like the white culture or to maintain
their traditions unchanged.
Did becoming more like the white culture help the Cherokee keep their land?
Write three sentences to explain why or why not.

This is an opinion based on classroom discussion of the events leading up to the Trail of Tears.
Answers will vary. The Student response should include examples of Native Americans who tried to negotiate
(Major Ridge, Sequoyah) with the United States government, and people who resisted (Chief John Ross).

An example response might read: The Cherokee tried to be more like the white culture by learning to read
And write both their language and English. They had white friends. I t did not help
them to keep their land and Andrew Jackson forced them to leave anyway.
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Elizabeth Breitbarth
Rebecca Evans

13) (10 points.) The Trail of Tears is a very sad time in American History. In one paragraph, explain
how it happened.
Answers will vary but should include at least 1 of the following: Indian Removal Act, Andrew Jackson,
and/or John Ross.

President Andrew Jackson wanted the land for white settlers who were moving into the area. Chief John Ross
went to the Congress to protect his people. The President had a lot of power and made the Cherokee and four
other Native American tribes leave their homes and walk to Oklahoma.

14) (10 points.) Choose your favorite Native American person from the names listed on the board and
describe why you liked that person. Be sure to write about what they did that was important and
include the tribe and region in which they lived. Write at least one paragraph.
Answers will vary. Native American People on the list should include: Sacagawea, Chief Joseph,
Chief Seattle, Sitting Bull, Crazy Horse, Cochise, Geronimo, and Tecumseh.

Geronimo lived in the southwest and helped lead his people against the United States in order to protect the land
where his people lived. He was a chief for the Comanche and was a great warrior. He did not trust white leaders
because they broke many treaties with his people. He was very brave.

Matching
 Assessment Plan
Elizabeth Breitbarth
Rebecca Evans

Write the correct letter of the People or person in the blank provided. (5 points.)

15) b Northern Canada and Alaska, tundra, cold, harsh a) Sioux, Cheyenne,
16) a Horse and Warrior People, hunters b) Inuit and Aleuts
17) e Nomadic, Warrior Hunter Gatherers c) Pueblo
18) d Farmers and Herdsmen, pottery and weaving d) Navajo
19) c Cliff Dwellers e) Apache

Fill in the blank.

Using the following list, fill in the blank with the correct word. (1 point each.)

Shawnee Chief Joseph Sacagawea

20) The Shawnee were an Eastern Woodlands people who lived in small villages. They
were hunters, gatherers, and raised small livestock.

21) Sequoyah invented the syllabary of the Cherokee language.

22) Chief Joseph led the Nez Perce against the United States army to protect his people.

True or False.
Please circle the correct letter to answer whether the question is True or False. (4 points each.)
23) "Eskimo" is considered a derogatory word by the Arctic Native Americans.
a) True
b) False

24) How Native Americans chose to live was determined by the region in which they lived.
a) True
b) False

25) The U.S. purchase of Alaska impacted tribes by traders and whalers who flooded the region and brought
gifts and money to the Inuit and Aleutians.
a) True
 Assessment Plan
Elizabeth Breitbarth
Rebecca Evans

b) False
 Assessment Plan
Elizabeth Breitbarth
Rebecca Evans
 Assessment Plan
Elizabeth Breitbarth
Rebecca Evans