Emily Jacobs and Caty Mae Loomis

Assessment Plan
Social Studies
1. Students will label cities on a current map of North America where Columbus, Balboa, Hudson, de Soto,
Cartier, and Cabot landed and explored. Students will be graded on accuracy of label location. The students
can receive a maximum of 6 points on the assignment. 6/6 will be a 100% (A), 5/6 will be an 83% (B), 4/6
will be a 76% (C), 3/6 will be a 68% (D), 2/6 will be a 33% (F), will be a 16% (F). Students will need to
get 5/6 or more correct in order to pass this assignment.

2. Students will create a map detailing the route that you would take to find Asia and present it to the class.
Students will be graded on completion and accuracy. The route will be split up into 5 bullet points that the
student has to pass through to receive credit for the assignment. A=all 5 points are passed through, B=4
points passed through, C=3 points passed through, D=2 points passed through, F=1 point passed through.

3. Students will recreate their favorite explorer by dressing up as them and discuss what that explorer did. The
students will be graded on participation. The students can receive a maximum of 40 points by doing this
activity. The student must do four things to get the maximum 40 points. Each component will be worth 10
points. The student must dress like their explorer, act how they think their explorer would act (get into
character), and tell the class about the explorers greatest feats in history. Lastly, the student should spend
10 minutes talking about their explorer. A=all four components are fulfilled, B= only 3 components are
fulfilled, C= only 2 components are fulfilled, D= only 1 component is fulfilled, F= the student does not do
any of the components.
4. Students will trace out a route to America from Spain using Google Earth and compare routes to classmates
and explorers. The students will be graded based on accuracy and completion. This assignment will be
graded on accuracy. If the student does not do the assignment, they will not receive a grade. If the student
does the assignment, but it is not accurate, they will not receive a grade. The student will receive the full
100 points if they do the assignment.

5. Students will record a podcast from the perspective of Native Americans about how the Europeans taking
over makes them and their families feel. The podcast should be at least 25 minutes long and should discuss
the feelings of the Native Americans and how they plan to handle the influx of Spaniards. The students
should list and explain 10 ways they plan on handling the invasion of the Spaniards. The project will be
worth 100 points. A=90-100 pts., B=80-89 pts., C=70-79 pts., D=60-69 pts., F=50-59 pts.
Reading
1. Students will read an article on the religions of Native Americans and create a Venn Diagram comparing
them to one another. Students will be graded on their ability to accurately state the religions of Native
Americans and the practices in each religion, while comparing them to the other religions in a Venn
diagram. Students will compare 2 different religions and 4 practices that are conducted in each religion.
This assignment is worth 50 points. The student can receive the maximum amount of points if they name at
least 2 Native American religions and list at least 10 characteristics of each and 5 similarities. Each
characteristic missing will deduct 12 points from the final grade. A(50 points)= 100, B(38 pts)= 88, C(26
pts.)= 76, D(14 points)= 63, F(2 pts.)= 51.
Writing
1. Students will pretend to be Columbus and write a letter to King Ferdinand and Queen Isabella explaining
why they need to find a new trade route to Asia. Students will be graded on formalities, conventions, and
good use of language. For example, there is a different manner in which you talk to a king or queen than
you would your friend. Students will be graded out of 100 points. Five points will be deducted for each area
of criteria missing. A=95 to 100%, B=90 to 85%, C=80 to 75%, D=70 to 65%, F=60 to 55%
Emily Jacobs and Caty Mae Loomis

Math
1. Students will calculate how many miles Columbus was away from Asia when he landed in North America.
Students will be graded on accuracy by using Google Earth and making bullet points along Columbus
route, using a SMART board. Then, they will find how far away Columbus was by marking it on the map.
Students will be graded by how far off their measurements are by tens. A=0 to 10 miles away, B=11 to 21
miles away, C=22 to 32 miles away, D=33 to 43 miles away, F= 44 to 54 miles away.

Science
1. Students will write a scientific journal entry detailing the different types of plants and animals in North
America compared to Europe. Include drawings of each plant. The students should have a total of 15
journal entries and 15 plant drawings. The students will be graded on completion. A=15 drawings and 15
entries, B=12-14 drawings and entries, C=9-11 drawings and entries, D=6-8 drawings and entries, F=0-5
drawings and entries.

Rubric
SOCIAL STUDIES PROJECT: Mock Trials- The class will hold a mock trial, one side being the Native Americans,
the other side being the Spaniards, and the third group will be the jury and the judge. The students will be challenged
to research the invasion of the Spaniards into Native American lands, and each side will come up with reasons why
they should get to keep the land. Each side should give at least 10 reasons why they think they should have the land.
The jury will have the final say in who had the most compelling argument. The students will hold the mock trial for
2 days and write a reflection about their experience doing this project. The reflection should be a page typed, 12
point font, Times New Roman. The project will be graded based on the quality of evidence that each group comes
up with, and the jury will be graded on their reasoning for granting the rights to the land to either side. Overall, the
project will be a participation grade, but I will also use the reflections as an assessment to see how much they
learned. The students can receive a maximum of 300 points.

GRADE/Total Points Received DESCRIPTION

A- 300 points Students provide 10 persuading reasons for why

their side should get the land. The student is vocal
and participates in the mock trial. The student gets
into their role as if the trial is real. The student
writes at least 1 page of a reflection about their
experience, using actual examples from the mock
trial.

B- 200-299 points Students provide at least 7 reasons for why they

should receive the land. Student goes in and out of
character, but is not consistently in character.
Student writes less than a page of reflection with
little to no creative thought.

C- 100-199 points Student only uses 4 reasons for why their side
should receive the land, their paper is only a half of
a page and does not show deep thought or effort.
Student shows some interest in the activity.

D- 90-99 points Students do not get into their character nor do they
provide at least 2 reasons for why they should have
the land. The student writes only half a page for the
Emily Jacobs and Caty Mae Loomis

reflection or does not complete it at all.

F- 89 or < Student does not provide any reasoning for why

their side should receive the land, the student does
not get into character, and the student does not
complete the reflection paper.

Pre/Post Test

Multiple Choice- Choose the best answer out of the options below.

1. Which was not one of Christopher Columbus ships?

a. Sancto
b. Santa Maria
c. Pinta
d. Nina

2. The Europeans wanted to convert the Native Americans to

a. Islam
b. Judaism
c. Catholicism
d. Buddhism

3. Explorers went to the New World because they were in search for
a. Wood
b. Gold and Silver
c. New instruments
d. Better technology

4. Who funded Christopher Colombus journey?

a. The Duke of Wellington
b. King Ferdinand of Aragon and Queen Isabella of Castille
c. Jaques Cartier
d. The Dutch East India Company

5. Who became governor of Darien after he colonized it?

a. Francisco Pizzaro
b. Henry Hudson
c. King Charles
d. Vasco Nunez de Balboa

6. Who joined Francisco Pizzaro to search for gold?

a. Hernando de Soto
b. Henry Hudson
c. Patrick Arthur
d. Christopher Columbus
Emily Jacobs and Caty Mae Loomis

7. What was the conflict between the Native Americans and the Europeans?
a. Control of land and people
b. Cultural differences
c. Language difference
d. All of the above

True/False- Determine whether the following statements are True (T) or False (F).
8. Christopher Columbus found a new trade route to Asia. (F)
9. The Native Americans and the Europeans always got along. (F)
10. Hernando de Soto explored what is now Georgia, Tennessee and the Carolinas. (T)
11. Henry Hudson was funded by the Dutch West India Trading company to travel to North America. (F)
12. Hernando de Soto became lieutenant governor of Cuzco before he was made governor of Cuba. (T)

Matching- Match the Explorer to the fact about them

13. John Cabot
14. Christopher Columbus
15. Vasco Nunez de Balboa (A)
16. Jacques Cartier
17. Hernando de Soto
18. Henry Hudson
(B) a. First European to see the Pacific Ocean
(E) b. Known to be the first European to discover America
c. Wanted to find an ice-free way to the New World
(D) d. Is the reason French is spoken in Canada
(F) e. Landed in Hispaniola thinking he was in India
(C) f. Settled in La Florida

Fill in the blank

19. Christopher Columbus was born in Italy, but sailed to the new world for Spain.
20. Explorers wanted to find a new trade route to China for spices, silk, and other precious resources.
21. Europeans brought tools such as fish hooks, axes, knives, and weapons.

Short Answer- Write one or two sentences to answer the following questions.

22. List three obstacles that the European explorers faced when exploring North America
Answers may vary but must include 3 of the following:
Unknown waters and other lands they would come into contact with
Ships leaked and had rats and roaches which led to diseased caused by unsanitary conditions
Poor maps and unreliable navigational tools
Lack of useful supplies such as medicine, food, and drinkable water
Fear of the unknown

23. Identify two differences about the European verses Native American mindset about land?
Answers should include:
Natives thought it should be used by all the people to promote the welfare of the community
Europeans wanted to own and claim the land for themselves

Essay- Write four to five sentences to answer the following questions.

24. Why did the Europeans want to explore the New World?
Answers may vary but should include:
Emily Jacobs and Caty Mae Loomis

Exploration started in order to find a different passage to Asia

Explorers wanted to find a way to the Northwest Passage to China for spices, silk, and other resources
The English explorers wanted to colonize and add to the ever-growing British Empire
Spanish explorers were looking for mineral wealth in gold, silver, and other precious metals.
Explorers wanted to find new trade routes that were faster and that avoided pirates
Some explorers traveled in order to create new maps of uncharted territories and bring back undiscovered
information

25. How did the Europeans and the Native Americans cooperate?
Answers may vary but should include:
Europeans and American Indians cooperated on the basis of trade, crops, weapons, and tools
In Jamestown, the Powhatan Indians saved the settlers from starvation by showing them how to grow crops
The Pilgrims at Plymouth in 1620 were helped by the Wampanoag confederacy
Trade with the Europeans brought Native Indians knives, axes, weapons, fish hooks, and other useful tools.
They also brought with them disease ridden animals and Old World sicknesses such as smallpox