Assessment Plan: Blending of Cultures

Blending of Cultures Book

Purpose & Learning Outcome

     Students will create a book that will include a description of cultural development in the various regions of Latin America.  Students will identify, explain and summarize how people, places and environments have changed over time and will organize, diagram and construct their research findings in a book.

Assessment Context

     Students will  research the various cultures which helped shape Latin America and describe their investigations in a variety of productions to demonstrate the knowledge which they gained.

Holistic Rubric

    

Attributes	Above Standard	At Standard	Still a Goal	Attribute Points Earned
	(5-4.5)	(4-3.5)	(3-0)
Cover page	Student has all information included on cover page as instructed.	Student has some information included on cover page but failed to include all requirement.	Student has little or no information which was required for cover page.	/5
	(5-4.5)	(4-3.5)	(3-0)
Five cultures	Student identified all five main cultures which helped shape Latin America.	Student identified some but not all cultures which helped shape Latin America.	Student identified little or no cultures which helped shape Latin America.	/5
	(10-9)	(8.5-7)	(6.5-0)
Explain & summarize	Student gathered a substantial amount of information to properly explain & summarize the required findings.	Student gathered some but not all information to explain & summarize the required findings.	Student gathered little or no information to explain & summarize the required findings.	/10
	(10-9)	(8.5-7)	(6.5-0)
Diagrams	Student illustrated both diagrams required for each culture group.	Student illustrated some but not all diagrams required for each group.	Student illustrated little or no diagrams required for each group.	/10
	(10-9)	(8.5-7)	(6.5-0)
Contributions	Student analyzed research and identified contributions to modern society for each culture group.	Student analyzed some but not all research to identify contributions to modern society for each culture group.	Student analyzed little or no research to identify contributions to modern society for each culture group.	/10
	(5-4.5)	(4-3.5)	(3-0)
Conclusion	Student summarized how Latin American ancestors defined today's cultures in region	Students summarized how some  but not all of Latin American ancestors defined today's cultures in region	Student summarized little to none of how some Latin American ancestors defined today's cultures	/5
	(5-4.5)	(4-3.5)	(3-0)
Table of Contents	Student organized and compiled research findings in a structured order	Student orgainzed and compiled some but not all research findings in a structured order	Student organized and compiled little to none of research findings in a structured order	/5

Total Points Earned

/50

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Testing Constraints
     1.  No plagiarizing or cheating of any kind
     2. Student may use internet, class notes & textbook
     3. Book may be typed or written (legibly)
     4. You will have 3 weeks to complete
     5.  Grade is worth as a test grade (multiply TPE by 2)
    

Process & Rationale

I have used Multiple Choice for Outcome 1 because though choices B, C, and D may seem to be correct they are in line with the objective.  Students are to understand why there are seasons on Earth.  In order for them to understand the concept of seasons, they should have already analyzed the the earth rotating on its axis.  I designed an essay on the same lines as the multiple choice.  The essay also allows the student to know which words should be included in the essay.  Not only will they use the words but will need to comprehend their defintions and be able to apply them in the essay.

Again, I have used Multiple Choice for Outcome 2.  Vocabulary in any subject is crucial and in this question the student must know what innovation means.  All choices are innovations but only dams have changed the environment, had an effect on energy and improved farming methods.

For Outcome 3, I have chosen Multiple Choice.  When understanding push/pull factors in Geography, students first learn what attracts settlers to any area.  The student must apply knowlege of good settlement areas and be able to distinguish why people would settle in one location in comparison to another.  Even though all answers seem reasonable, transporation routes do not attact the location of cities.  Think about the westward expansion, people traveled in wagons, by horseback or walked over rugged terrain and bad weather.  They made the transportation routes, they didn't have a nice road to travel upon, others just followed suit.

Learning Outcomes w/ Questions

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1) Students will analyze weather conditions and climate in relationship to the

     earth’s sun.

     Which of the following is MOST directly responsible for the different seasons on Earth?
      a. rotation of the Earth on its axis
      b. revolution of the Earth around the sun
      c. phases of the moon
      d. position of other planets in the solar system

Essay: Explain how rotation, revolution and tilt affect our Earth's climates.

2) Students will explain changes in societies, which have lead to the diverse uses of 

     physical features.
   
   Which of the following is an innovation that has modified the environment and had the effect
    of making better energy development and improved farming?

     a. terracing

     b. nuclear plants

     c. polders

     d. dams

                                              

3) Students will locate and describe human and physical features that influence the

     size and distributions of settlements.

          All of the following affect the location of cities EXCEPT ______________
            a. location of resources
            b. types of transportation
            c. fertile soil
            d. economic activities