World History I
Goal: Students will be able to identify, analyze, and classify artifacts and fossils from both Paleolithic and Neolithic Eras.
Role: You are a graduate student in the field of Archaeology working at the Smithsonian Museum of Natural History.
Audience: Panel of prominent archaeologists from around the world.
Situation: In order for you to graduate, you must present your findings from specific archaeological sites.
Description:
- Part I: Introduction and “Field Research”
o Students will work in 3 large groups as “graduate students.” They will be exposed
to three archeological sites prepared by the teacher. They will analyze each of the
individual sites and take field notes on their own paper.
o Each group will have 5 – 7 minutes to evaluate and take notes on each site.
o The teacher will work as advising professor and will visit each group to guide them
in researching each site.
- Part II :Classification
o After visiting all 3 sites, students will return to their work stations and they will
organize their findings.
o Using their individual “field notes” and knowledge of Prehistory, students will
determine the appropriate era of the site.
- Part III : Individual Report
o Using their “field notes,” an SOL word bank, and their knowledge of Prehistory,
students will prepare an analysis of their findings.
o Each student should write one paragraph for each site. You should include the
following information for each site:
 Description of each artifact
 Analysis of each artifact
 Argument for the appropriate era of the entire site based on archaeological
evidence
Grading Rubric for general writing assignments
Criterion
Responsiveness
4 -- Advanced
Responds directly
to the assignment
question
3 – Above Average
Responds to the
majority of the
assignment
question
2 – Proficient
Responds
to a portion
of the assignment
question
1 -- Emerging
Does not
respond to
the assignment
question
Knowledge/
Application
Key course concepts
and terms are used
correctly as well as
exceptionally
applied throughout
the answer
Key course
concepts and
terms are used and
applied sufficiently
throughout the
answer
Key course
concepts and terms
are used
incorrectly or
seldom applied
correctly throughout
the answer
Key course
concepts
and terms are
not used and/or
applied correctly
throughout the
answer
Evidence and
Examples
Multiple pieces of
evidence and/or
examples back up
the points made in
all responses
One piece of
evidence or one
example backs up
the points made in
all responses
Evidence and/or
examples are given
but not for every
response
Analysis
Clear evidence of
analysis beyond a
recitation of course
content with a
discussion of
broader
implications and
relationships
between one or
more course topics
are directly and
explicitly addressed
Some analysis and
discussion of
broader topic
implications and
some discussion of
relationships
between one or
more course topics
is evident
Little analysis or
discussion of
broader topic
implications and/or
relationship
between one or
more course topics
is evident
Little to no
evidence and/or
examples are used
to back up
assertions in
responses
No discussion of
broader topic
implications and/or
relationships
between one or
more course topics
are evident
16 = 100
15 = 97
14 = 94
13 = 91
12 = 88
11 = 85
10 = 82
9 = 79
Uniform Scoring convention
8 = 76
4 = 64
7 = 73
No submission = no score
6 = 70
5 = 67
EXAMPLE:During our study of Archaeological Site A, we discovered a 2X4 inch rectangular object made of several materials including
glass and plastic. Based on the lack of command buttons, we suspect this may have been a communication device that responds to
simple touch commands. Based on other similarly advanced findings in the area, we expect Carbon Dating to determine the age of
this device to the early 2000s. Based on these determinations, we believe that this artifact is from a Modern Industrialized Era.
This would receive a 94 because only one example was given and some terms were used incorrectly. Carbon Dating can only be used
on biological items like bones or teeth, so it would be of no use telling the age of something glass or plastic, but the structure of the
analysis is clear and attempts to respond directly to the assignment.