Student Progress Chart for _____________________________________________________
Unit One = Social Studies Core Concepts
Learning Goals:
1. Accurately design and create a timeline with prehistoric and historic events
2. Identify primary and secondary sources of information
3. Use the five themes of geography to explain Canisteo, NY
4. Accurately answer questions based on physical, political and historic maps
5. Correctly identify different types of governments and economic systems
6. Formulate a well-organized paragraph describing one’s culture
Score
Timeline
Research
Primary
vs.
Secondary
5 themes
of geo.
Map
questions
Gov. &
Econ.
Quiz
Culture
paragraph
Assessments Redone?
4
3
2
1
0
Progress Notes
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Student Progress Chart for _____________________________________________________
Unit Two = Fertile Crescent
Learning Goals:
1. Name and locate Fertile Crescent geography vocabulary on various maps.
2. Analyze artifacts to explain cultures.
3. Answer with evidence: How does geography affect peoples’ culture?
4. Answer with evidence: What are the consequences of technology?
5. Compare and contrast Sumerian Cuneiform Script and Phoenician Alphabet.
6. Plot Mesopotamian events on a timeline.
7. Explain and/or demonstrate vocabulary verbally and/or in written form.
Score
Map
Locations
Analyze
Artifacts
Geo and
Culture
Question
Cons. of
Tech.
question
Cuneiform
vs.
Alphabet
Timeline
Unit
Vocab
Assessments Redone?
4
3
2
1
0
Progress Notes
__________________________________________________________________________________________________
Student Progress Chart for _____________________________________________________
Unit Three = Ancient Greece
Learning Goals:
1. Name and locate ancient Greece geography vocabulary on various maps.
2. Plot ancient Greek events on a timeline.
3. Answer with evidence: What is Power? Who should have it?
4. Explain and/or demonstrate vocabulary verbally and/or in written form.
5. Debate whether Athens or Sparta was “better” using political, social, and economic evidence.
Score
Map
Locations
Timeline
Power
Question
Unit
Vocab
Debate
Assessments Redone?
4
3
2
1
0
Progress Notes
__________________________________________________________________________________________________
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Student Progress Chart for _____________________________________________________
Unit Four = Ancient Rome
Learning Goals:
1. Name and locate Ancient Rome geography vocabulary on various maps.
2. Plot ancient Roman events on a timeline.
3. Answer with evidence: Why do great civilizations collapse?
4. Explain and/or demonstrate vocabulary verbally and/or in written form.
Score
Map
Locations
Timeline
Civ. Collapse
Question
Unit Vocab
Assessments Redone?
4
3
2
1
0
Progress Notes
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
Student Progress Chart for ________________________________________________
Unit Five = Ancient Egypt
Learning Goals:
1. Name and locate Ancient Egyptian geography vocabulary on various maps.
2. Plot ancient Egyptian events on a timeline.
3. Answer with evidence: How does geography affect the culture of civilizations?
4. Explain and/or demonstrate vocabulary verbally and/or in written form.
Score
Map
Locations
Timeline
Geo. &
Culture
Question
Unit Vocab
Assessments Redone?
4
3
2
1
0
Progress Notes
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
Student Progress Chart for ____________________________________________________
Unit Six = Ancient India
Learning Goals:
1. Name and locate ancient India geography vocabulary on various maps.
2. Plot ancient Indian events on a timeline.
3. Answer with evidence: How are religion and culture connected?
4. Explain and/or demonstrate vocabulary verbally and/or in written form.
5. Analyze the historical relevance of the book titled Homeless Birds.
Score
Map
Locations
Timeline
Geo. &
Culture
Question
Unit Vocab
Homeless
Birds
Assessments Redone?
4
3
2
1
0
Progress Notes
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
Student Progress Chart for _________________________________________________
Unit Seven = Ancient China
Learning Goals:
1. Name and locate ancient China geography vocabulary on various maps.
2. Answer with evidence: What distinguishes one culture from another?
3. Answer with evidence: What should governments do?
4. Plot ancient Chinese civilization events on a timeline.
5. Compare and contrast Hinduism and Buddhism
6. Write using calligraphy.
7. Explain and/or demonstrate vocabulary verbally and/or in written form.
Score
Map
Locations
One Culture
From
Another
Question
Gov.
Question
Timeline
Hinduism
vs.
Buddhism
Calligraphy Unit Vocab
Assessments Redone?
4
3
2
1
0
Progress Notes
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
Student Progress Chart for _______________________________________
Unit Eight = Medieval Europe
Learning Goals:
1. Name and locate Medieval Europe geography vocabulary on various maps.
2. Answer with evidence: Why do political maps change over time?
3. Plot Medieval European events on a timeline.
4. Explain and/or demonstrate vocabulary verbally and/or in written form.
Score
Map
Locations
Political Maps
Question
Timeline
Unit Vocab
Assessments Redone?
4
3
2
1
0
Progress Notes
__________________________________________________________________________________________________
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Points Scale for Student Learning Assessments
4 = Based on the assessment, it appears that the student completely understands the objective so well that they can
apply it to previously learned or new knowledge and/or skills. Knowledge that is demonstrated is at the “knowledge
utilization level”, meaning that the student is able to effectively make decisions, solve problems, experiment and/or
investigate the related content and/or skills being assessed. Assessment was correctly completed and includes evidence
of advanced understanding.
3 = Based on the assessment, it appears that the student completely understands the big idea and is able to work
independently with related content and/or skills. Knowledge that is demonstrated is at the “analysis level”, meaning
that the student is able to analyze, generalize, specify, and classify content and/or skills being assessed. Assessment was
completed correctly but may have a very minor error or missed opportunity for demonstrating deeper thinking and
understanding.
2 = Based on the assessment, it appears that the student understands the basic ideas, but has some questions or
misunderstandings. Knowledge that is demonstrated is at the “comprehension level”, meaning that the student is able
to explain critical components of the content and integrate that knowledge with the skill being assessed. Assessment
was completed with several errors, may be somewhat unreadable, and may lack details.
1 = Based on the assessment, it appears that student does not understand much of the content and/or skill being
assessed. Knowledge that is demonstrated is at the “retrieval level”, meaning that the student is able to recognize or
recall some information that is related to the content and/or skill being assessed. Assessment may not be completed or
completed was completed with several errors and lacks essential understanding and knowledge.
0 = Not readable, not complete, did not follow directions, or lacks understanding of content and/or skill being assessed.