In this performance assessment, students will be assessed on their understanding of the importance of sections of a primary source by creating and explaining either a digital or a paper-based storyboard. Specifically, students will be asked to annotate a primary document using a color-coding system, organize their ideas using a graphic organizer, discuss their findings with a small group, create a storyboard, and write an explanation of each panel of the storyboard.
Student’s final product can either be paper-based, using art supplies, or digital-based using software such as Canva. Either way, they can hand-write their written responses, explaining their thinking, or can type their explanations digitally using an electronic version of their Student Booklet. Canva-based projects should be submitted via the Canva-based link (directions provided for students on how to update access) to ensure students can use all content offered from the site without needing a premium account.
This assessment should be used after students have had experience with annotating texts, reading primary sources, and paraphrasing/quoting information. It is highly recommended that teachers select an early US history-based primary source document since students should already have useful background knowledge about it from social studies class. It is highly recommended that the original primary source be between one and two pages long.
In this performance assessment, students will be assessed on their understanding of the importance of sections of a primary source by creating and explaining either a digital or a paper-based storyboard. Specifically, students will be asked to annotate a primary document using a color-coding system, organize their ideas using a graphic organizer, discuss their findings with a small group, create a storyboard, and write an explanation of each panel of the storyboard.
Student’s final product can either be paper-based, using art supplies, or digital-based using software such as Canva. Either way, they can hand-write their written responses, explaining their thinking, or can type their explanations digitally using an electronic version of their Student Booklet. Canva-based projects should be submitted via the Canva-based link (directions provided for students on how to update access) to ensure students can use all content offered from the site without needing a premium account.
This assessment should be used after students have had experience with annotating texts, reading primary sources, and paraphrasing/quoting information. It is highly recommended that teachers select an early US history-based primary source document since students should already have useful background knowledge about it from social studies class. It is highly recommended that the original primary source be between one and two pages long.
| Big Ideas | Competencies |
|---|---|
B. Reading Informational TextStudents can read with purpose, understand and analyze information and evidence to construct meaning in increasingly complex texts. |
B2Students can analyze the role of a particular section of text in the development of a key concept. |
E. Research and InquiryStudents can engage in research and inquiry to investigate topics, evaluate and analyze the validity of sources, and synthesize information to communicate findings. |
E1Students can quote or paraphrase relevant data and conclusions of others while avoiding plagiarism and following a standard format for citation. |
Below are analytic teacher rubrics. The column on the left shows the dimension that is being measured in the student’s performance. The levels across the top row indicate the performance level in the dimensions. Occasionally all dimensions and performance levels are exemplified by multiple students in a single recording.
| Dimensions | Not Yet Meeting Expectations | Meeting Expectations | Exceeding Expectations |
|---|---|---|---|
Reading Comprehension |
No exemplars at this time.
|
No exemplars at this time.
|
No exemplars at this time.
|
Development/Comprehension |
No exemplars at this time.
|
No exemplars at this time.
|
No exemplars at this time.
|
What did you like? Did you need to revise anything? How could we make this assessment better? Our Assessments are written by teachers for you, so your feedback is important to us!
Comments about items may be moderated and/or reposted to aid item improvement and teacher learning. By leaving a comment, you agree that we can use your comment without attributing it to you.