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 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.
 Assessment Plan
Elizabeth Breitbarth
Rebecca Evans

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).

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
 Assessment Plan
Elizabeth Breitbarth
Rebecca Evans

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

Rubric for Comic Strip

Grading 9-10 points 7-8 points 5-6 points 3-4 points 1-2 points 0
Rubric

Illustrations Clear, neat, Neat and Present, but Present, but Illustration Student
colorful and colorful, but poorly not neat, no s present; did
(10 pts.)
shows defined; a color used, no color, nothing.
 Assessment Plan
Elizabeth Breitbarth
Rebecca Evans

evidence of missing little little or no not neat,

planning details, planning planning. no
from frame evidence
Some evident.
to frame. of
planning
planning
evident.

Conversation There are at There are 5- There are 3- There are 1- Student Student
and action least 7+ 6 frames 4 frames 2 frames did not did
frames with with with with use any nothing.
(10 pts.)
dialogue dialogue dialogue dialogue dialogue
and/or and/or and/or and/or to carry
movement movement movement. movement. the story;
representing representing illustration
a specific a specific s present,
event. event. less than 3
frames.

Representatio The culture The culture The culture The culture Comic has Student
n of Culture: is clearly is clearly is clearly is clearly no Native did
defined defined defined defined American nothing.
Clothes, food,
within the within the within the within the cultural
Shelter and illustration illustration illustration illustration aspects
activities. and context and context and context and context lsited.
demonstrati demonstrati demonstrati demonstrati
(10 pts.) ng all four ng all three ng all two ng one
aspects aspects aspects aspects
listed. listed. listed. listed.

Theme or Student Student Student does Student does Student Student

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

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

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.
 Assessment Plan
Elizabeth Breitbarth
Rebecca Evans

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

a) The Southwest.

b) The Southeast.

c) The Plains.

d) California.

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.
 Assessment Plan
Elizabeth Breitbarth
Rebecca Evans

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.

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:
 Assessment Plan
Elizabeth Breitbarth
Rebecca Evans

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.
 Assessment Plan
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.
 Assessment Plan
Elizabeth Breitbarth
Rebecca Evans

Matching

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.

 Assessment Plan
Elizabeth Breitbarth
Rebecca Evans

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

b) False