Emily Rohwer

10/21/14
Assessment Plan 2
Assessment 1: Storybook
Description: This assessment is for 6th grade. Students will be making a storybook that
compiles their knowledge of ancient hunting and gathering people and shows a day in
the life of one of these people. The book will include technology used (including tools,
weapons, and fire), where they lived, how they found food, family and societal roles,
and their language, religion, and art. Their books will also include illustrations to
accompany their story.
Objective: Students will organize their knowledge of ancient hunter and gatherers by
creating a story book that accurately portrays technology used, where they lived, how
they found food, family and societal roles, language, religion, and art as part of a day in
the life of one of these people.
GLCE: 6 W1.1.2 Examine the lives of hunting and gathering people during the earliest
eras of human society (tools and weapons, language, fire).
Student Instructions:
1. For this assignment, you will be putting together all youve learned about early
hunter and gatherers to make a picture book that will show a day in the life
of one of these people. To start, use your notes from past lessons to fill out
the graphic organizer with information about the technology, food, shelter,
family roles, language, religion, and art of the early hunters and gatherers.
2. Once you have organized your information, brainstorm what you think an
average day would look like for a hunter/gatherer. Try to include all of the
information from your graphic organizer somewhere in the days events. If you
dont know how to include a piece of information in the day, consider how you
could show it through an illustration instead.
3. Begin your first draft of your book with illustrations.
4. After youre done with your first draft, get together with a partner and peer
review each others draft using the rubric.
5. Use these suggestions to make your final draft. Create your book by stapling
whole pieces of paper together. You should have about 10 pages. Make sure
each page has an illustration and that you have included all of the necessary
information as found on the rubric.

Assessment 2: Travel Brochure

Description: 6th grade students will be assigned a region in the Western Hemisphere.
Then, they will make a travel brochure to give information about their region they have
found through research and to try and convince people to travel there. Their brochure
will give details about physical and human characteristics of the region in a visually
pleasing way that includes pictures and a map.
Objectives: Students will research a Western Hemisphere region.
Students will describe physical and human characteristics of the region and argue for
why people should visit their region by making a travel brochure.
GLCEs:
6 G2.1.1 Describe the landform features and the climate of the region (within the
Western or Eastern Hemispheres) under study.
6 G2.2.1 Describe the human characteristics of the region under study (including
languages, religion, economic system, governmental system, cultural traditions).
Student Instructions:
1. After receiving your assigned region in the Western Hemisphere, begin
researching your region. You need to find information about your regions
climate, major landforms (mountains, rivers, rainforests, etc.), groups of
people, cultural traditions, system of government, economic system, religion,
and languages.
2. Create a travel brochure to try and convince people to visit or live in your
region. You should use your persuasive writing skills, including and using the
information you have found in your research.
3. Also include at least 5 places to see or things to do in the region that visitors
would enjoy, a map of the region, and at least 3 pictures of the region.
4. Proofread and edit your brochure to fix spelling and grammar mistakes, and
make sure your writing is organized and easy to understand. Your brochure
should be colorful, neat, and attractive.

Rubric:

Student Example:

(http://261095.medialib.glogster.com/thumbnails/58d4cce958aa29ed15a122c92511ccb82e03ebefb653494ab6d4febef0a429b2/trav
el-brochure-project-puerto-rico-source.jpg)

Assessment 3: Persuasive Essay

Description: At the end of a 6th grade mini-unit on the Agricultural Revolution, students
will write a persuasive essay arguing for or against the claim that the Agricultural
Revolution was a major turning point in the history of the world using evidence. They will
describe the cause and effects of the transition to farming as part of their argument.

Objective: Students will write a persuasive essay arguing for or against the claim that
the Agricultural Revolution was a major turning point in the history of the world using
evidence to support their argument.
GLCEs: 6 W1.2.1 Describe the transition from hunter gatherers to sedentary
agriculture (domestication of plants and animals).
6 W1.2.3 Explain the impact of the Agricultural Revolution (stable food supply,
surplus, population growth, trade, division of labor, development of settlements).
Student Instructions:
1. To demonstrate your knowledge of what we have learned about the
Agricultural Revolution, you will be writing a persuasive essay answering this
question: Was the Agricultural Revolution a major turning point in the history
of the world? Why or why not?
2. Pick a stance and use your notes and textbook to brainstorm at least 4 points
to support your argument. You should discuss the consequences of the
Agricultural Revolution as part of your argument such as new ways of
working, new methods of human organization, new technologies, trade,
division of labor, etc.
3. Your essay should have an introduction with a clearly stated position, 4
supporting paragraphs for each of your points, and a conclusion.
Rubric:

Student Example (introduction only):

We have been studying ancient societies and the Agricultural Revolution in this
class. People started to domesticate plants and animals and started farming instead of
hunting and gathering. This changed peoples whole lives and affected how they worked
together, the tools they used, and even how society was organized. Because of these
reasons, the Agricultural Revolution was a major turning point in the history of the world.
Assessment 4: Script
Description: This assignment will assess students knowledge of Mayan, Aztec, and
Incan societies. Students will be in groups of three, with one person taking the role of a
Mayan person, one an Aztec person, and one an Incan person. They will work together
to create a script that shows similarities and differences between the three cultures and
the relationship that they each would have had with the other two groups. Their script
must show evidence of knowledge of the economy, religion and government system of
each of the three groups, as well as how they interacted with each other. Then, each
group will be given the option to perform their script for the class for extra credit.
Objective: Students will demonstrate understanding of the Mayan, Aztec, and Indian
societies and how they interacted with each other as demonstrated by the creation of a
script for a short play.
GLCE: 6-W3.1.3-Describe similarities and differences among Mayan, Aztec, and Incan
societies, including economy, religion, and role and class structure.
6 W3.1.4 Describe the regional struggles and changes in governmental systems
among the Mayan, Aztec, and Incan Empires.
Student Instructions:
1. You will be working in groups of three to write a script for a short 10-20
minute play about the Mayan, Aztec, and Incan empires. Each person in the
group will play either a Mayan, Aztec, or Incan person and will represent that
society in your script.
2. You must include details about the economy, religion, and government
system of each of the three groups in your script, as well as show how the
three groups would have interacted and any struggles they had amongst
themselves.
3. Think about major events in history that involved these three groups that you
want to include in your script. Have a beginning, middle, and end. Your script
must have a plot and story line that is easy to understand. Each person in the
group must have at least 15 lines each.

4. If you would like to earn extra credit, your group may perform your script for
the rest of the class.
Assessment 5: Graphic Organizer
Description: For this 6th grade assessment, students will be organizing the effects of
human activity using the 4 following categories: the atmosphere, biosphere, lithosphere,
and hydrosphere. Students will list the effects human activity has had on these four
parts of the rainforest ecosystem in South America.
Objective: Students will accurately identify and categorize at least 4 effects of human
activity for each part of the rainforest ecosystem found in South America (atmosphere,
biosphere, lithosphere, and hydrosphere).
GLCE: G5.1.1 Describe the environmental effects of human action on the atmosphere
(air), biosphere (people, animals, and plants), lithosphere (soil), and hydrosphere
(water).
Student Instructions:
1. You will be given a blank chart. Fill out the top row with the following names
for categories: atmosphere, biosphere, lithosphere, and hydrosphere.
2. Using what you have learned about human activity in the rainforest
ecosystem in South America and its consequences for the environment, write
at least 4 effects that human activity has had on that part of the rainforest in
each category. Make sure to use specific details and describe what the
human activity was that caused the effect.
3. Later, we will compare everyones charts and create a class chart combining
everyones ideas.