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 ResearchPrimary

vs. Secondary

5 themes of geo.

Map questions

Gov. & Econ. Quiz

Culture paragrap

hAssessments Redone?

4

3

2

1

0

Progress Notes

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

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

DebateAssessments Redone?

4

3

2

1

0

Progress Notes

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

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 MapLocations

Timeline Civ. Collapse Question

Unit VocabAssessments 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 MapLocations

Timeline Geo. & Culture

Question

Unit VocabAssessments 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 MapLocations

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 MapLocations

One Culture From

Another Question

Gov. Question

Timeline Hinduism vs.

Buddhism

Calligraphy Unit VocabAssessments 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 MapLocations

Political Maps Question

Timeline Unit VocabAssessments Redone?

4

3

2

1

0

Progress Notes

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

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.