2011 Native American Studies
Unit Title
Grade Level
Timeframe
Subject or topic area
Summary of unit
Overarching/Essential
Questions
Topical Questions
Final Performance Assessment and Traditional
Content Assessment
11 and 12
Two Weeks
Unit Five 500 Nations Enduring Learning
The concept of enduring learning means you take with you a learning experience, e.g., a documentary, a book, story, film, discussion, etc., that you will remember once you leave a classroom. You have had the opportunity to share in Native American stories and be in their world from The Ancestors to
Attack on Culture to modern times. You have had the opportunity to also share your thoughts, responses, and feelings through a variety of writing activities, discussion, etc.
You will also be assessed with a traditional content exam that includes the entire course.
Now you will have the opportunity to share that example of enduring learning and demonstrate your knowledge and your ability to connect that learning to the Overarching/Essential Questions and the Five
Big Ideas in this class. You will create an original visual piece; write a reflective essay and participate in a formal verbal presentation. You will place all your work into a three-ringed notebook.
Native American Studies Overarching/Essential
Question(s) -
1.
What happens when cultures collide?
( 6.1, 6.7, 6.9, 6.12)
2.
From whose viewpoint, perspective or angle are we seeing, reading and/or hearing? (6.1, 6.2, 6.4)
3.
How are events and people connected to each other? (6.1, 6.4, 6.16)
4.
What is too much or too little national power? (6.1, 6.4, 6.9, 6.12, 6.16)
5.
Why does the media’s interpretation of events affect the audience’s interpretation? Shape culture? Politics?
(6.1,6.4, 6.9, 6.10, 6.12)
1.
Put yourself in their position and ask
“What would be my course of action and why?”
2.
How are events and people connected to each other? How do they fit together?

Established Goals: (Grade
Cluster Expectations (GCEs) and Standards)
Introductory Activities
Enabling Activities
Performance Tasks
3.
What is the cause and effect of the events that occurred?
4.
Who were the winners and who were the losers?
6.1 Causes and Effects in Human Societies:
6.2 Uses of Evidence and data
History:
6.4 Historical Connections .
6.7 Geographical Knowledge
6.9 Meaning of Citizenship:
6.12 Human Rights
Economics:
6.16 Impact of Economic Systems:
Vital Results:
1.8 Reports
1.19 Research
1.21 Selection
1.22 Simulation and Modeling
2.1 Types of Questions
3.3 Respect
3.10 Teamwork
3.11 Interactions
4.1 Service
4.2 Democratic Processes
4.3 Cultural Expressions
4.4 Effects of Prejudice
4.5 Continuity and Change
1.
Students are given the Theme, Topic, and
Purpose of the Unit, Standards,
Overarching/Essential and Topical
Questions, the Five Big Ideas and the unit
Performance Assessment.
2.
Brainstorming activity
3.
Review of the Final Performance Assessment requirements and expectations.
1.
Students will maintain a portfolio of their work and self-assessments.
2.
Writing activities, e.g., Constructed
Response, Exit Cards, and Student Response
Writings
3.
Analysis of course materials and application.
4.
Research.
5.
Reflection
6.
Review activities
7.
Verbal Presentation
Performance Assessment – You will put this into

a three-ringed notebook. And meet all due date requirements as well.
PART 1- Writing Reflections that demonstrate your enduring learning of the history of the 500
Nations.
 You will choose one of the literal texts you have studied in the course

Choose ONE Overarching/Essential question

Choose ONE Topical Question

Choose ONE of the Five Big Ideas you feel best connects with your text.
Requirements for your paper –

You will follow the format provided for Part
One of this assessment.

Word-processed - I can give you passes to the library during callback time if you do not have access to the Internet at home and this will also be your homework.
 Save your work to your school account so it is accessible. Be sure to use a format at home that can be sent to your account here. No excuses.

Times Roman 12

Double- spaced

Quotes- you must include direct quotes from your text

Works Cited Page of all quotes from the literary source
 GUM

LCEAF format

3-5 pages
Completion of writing process

First draft

Rewrite

Second draft

Rewrite

Peer evaluation

Final copy
 All components of the writing process must be met on time to receive credit.
Part Two –
Original Visual Image.

You will create an original (no power point, etc.) visual image that reflects your written piece

Some ideas -

Drawing

Painting

Collage
 Abstract

Use of words and pictures

Mix and match

Cloth

3-D

Let your imagination and creativity soar!

Clearly represent your choice and its meaning to you and your learning.

Since this is intended to be an original that represent you there is no rubric.
Part Three – Verbal

Formal verbal Presentation of your visual and enduring learning Final Performance
Assessment

You must be ready on time
Part Four - Rubrics

Completion of rubrics in order to receive credit
Part Five- Traditional Content Assessment
Checklist for Performance Assessment Notebook-
Three-ringed notebook contains ALL the following components-
___I have a three-ringed notebook
___Title page and cover
___Your name
___Class/Block
___Date
___Overarching/Essential Question included in essay
___Topical Question
___Big Idea clearly supported
___Original Visual
___1 st draft
___2 nd draft
___ Final copy Reflective Essay (3-5 pages in length)
___Verbal Rubric
___ Essay Rubric
___Traditional Content Assessment
___Unit Five

Final Performance Reflective Essay Rubric Writing Assignment Rubric
CONTENT Distinguished Proficient Limited Unsatisfactory
LCEAF format
All parts clearly included in detail
All parts included, needed more details
Some parts included, some lacking details
Missing components/lacking details
Absent or ineffective Idea
Development
Interesting, sophisticated;
Clear and thoughtful Simplistic; lacking in relevance insightful
Yes- all sources Most sources Few sources Sources cited properly
GUM
Transitions
Voice
Writing/Peer
Review
Process
Connection to
Overarching/
Essential,
Topical
Question and the Big Idea
Yes
Effective and varied
Distinctive; appropriate to task and audience
Writing Process is completed -1 st and 2 nd draft and peer review participation
Very clear and detailed connection to the
Overarching/
Essential, Topical
Question and the
Big Idea
Yes
Clear and functional
Clear and authentic
Writing Process is completed - 1 st and
2 nd draft and peer review participation
Connection to some
Overarching/
Essential, Topical
Question and the Big
Idea
Verbal Presentation of Final Performance Assessment
No
Mechanical
Mechanical
Writing Process and peer review not
Due dates not met
Little Connection to
Overarching/
Essential, Topical
Question and the Big
Idea
CATEGORY 4 3 2
No sources
No
Absent
Unclear
Writing Process and peer review not met
No detailed connections to
Overarching/
Essential, Topical
Question and the Big
Idea
1
Preparedness Student is demonstrates clear knowledge of the topic and is completely prepared and has obviously rehearsed.
Student demonstrates knowledge and for the most part addresses the topic in depth, mostly prepared but needed more rehearsals for presentation.
The student is somewhat prepared, but it is clear that rehearsal was lacking as well as clear understanding of the topic in depth.
Student is not well prepared to present and does not clearly understand the topic in depth.
Time-Limit Presentation is 5 or more minutes long.
Presentation is 4 minutes long.
Presentation is 3 minutes long.
Presentation 2 minutes or less.

Speaks
Clearly
Speaks clearly and distinctly
Speaks clearly Speaks clearly most of the time.
Often mumbles or can not be understood
Uses Complete Speaks in complete
Sentences sentences.
Mostly speaks in complete sentences.
Sometimes speaks in complete sentences.
Rarely speaks in complete sentences.
Final Performance Self-Assessment and Defense of your work.

Use this form to assess your Final Performance Assessment (FPA) as a whole.

Since your individual components in the FPA have been assessed, it is important for you to evaluate the strengths and weaknesses of your entire FPA

Focus on the progress you have made since the beginning of this course.
 You are to write reflective and honest comments you feel provides clear evidence
 in the defense your FPA.
FPA
Variety
Understanding of
Content
Evidence of critical thinking skills
Exceptional Commendable Acceptable Unsatisfactory

Evidence of creativity and historical accuracy
Evidence of clear connections to
Overarching/
Essential and Topical
Questions and the Big
Idea
Evidence of enduring learning and progress in the course

Student
Feedback -
Write an explanation supporting your enduring learning
Teacher
Feedback -

GRASPS Task Design Prompts
Goal

Your task is to complete your Final Performance Assessment and hand it in on time to receive credit .

The goal is to refer to the research you have completed in this course, review all materials and demonstrate that all requirements are met in your representation of your knowledge of the 500
Nations and their histories.

The problem or challenge is organizing all course materials, preparing an outline, completing the
Writing/Peer Review processes and placing yourself in the time of pre- and post white contact and conquest, disregarding any preconceived notions you have about the times and your abilities.
The obstacles to overcome are organizing your time, narrowing down your topic, and placing yourself in another continuum in Native American and American history, demonstrating your enduring learning and writing an acceptable Reflective Essay.

You are to become a historian of the times.

You have been asked to thoughtfully plan out the components of your Final Performance Assessment, integrating historical facts, direct quotes from sources and your reflections.

Your job is to very thorough in your efforts and make clear connections to the unit’s
Overarching/Essential Question, Topical Question and the Big Idea you chose.
Audience

Your clients are your peers.

The target audience is historians of Native American cultures.

You need to convince your peers, guests and teacher of your knowledge and ability to convey your topic in an original creative but historically accurate presentation.
Situation

The context you find yourself in is today’s world and presenting your enduring learning of Native
American cultures and societies in a well researched historical piece.

The challenge involves dealing with presenting a historically accurate accounting of the times and presenting a thoughtful and insightful reflection in your essay.
Product, Performance, and Purpose

You will create an original piece that clearly represents your individual thoughts and interpretation of your enduring learning about the 500 Nations.

in order to demonstrate your mastery of the topic and your ability to be well-informed about your topic and discuss Native American history.

You need to develop a Final Performance Assessment that reflects clear connections to the unit’s
Overarching/Essential and Topical Questions and the Big Idea you chose
so that you will be able to share your knowledge verbally with your peers, teacher and any guest present.
Standards and Criteria for Success

Your performance needs to be complete, well planned and thought out, historically accurate, wellprepared and practiced, and handed in on time.

Your work will be judged by your peers and teacher.

Your product must meet the following standards planning, organization, historical accuracy in content, original thinking and creativity, use of time in the writing and peer review process, connection to Overarching/Essential Question, Topical Question and the Big Idea you chose, speaking skills and evidence of learning.