These assessments were created to use in student portfolios.  The rubric below may be used to grade their work.
 

Chapter 1: Writing an explanation

Goal:  Students will write a paragraph explaining why Illinois has the climate it does by using the three factors that affect climate.

Chapter 2: Illustration of a tree

Goal:  Students will create a tree illustrating the 3 branches of government, officials of the branch, and the jobs that each branch performs.

Chapter 3: Create a brochure

Students will create a brochure that advertises the crops grown in the southeast due to the long growing season.  The brochure should include an explanation of a long growing season and its benefits.

Chapter 4:  Create a table

Students will compare and contrast the benefits and problems of slavery and make a conclusion stating why slavery was abolished.

Chapter 5:  Create a poster

Students illustrate a poster promoting aquaculture in the northeast region.  The poster should include information on how each animal is caught.

Chapter 6:  Create a Venn Diagram

Students create a venn diagram comparing and contrasting the Iroquois Confederacy of 1570 to the present day Confederacy.

Chapter 7:  Create a Map

Students create a map of the MidWest showing the Central and Great Plains, the Mississippi River, the Great Lakes,  and each state and its capital.
 

Chapter 8: Writing a Journal Entry

Students describe traveling westward by Conestoga wagon in journal form.  They should include at least three entries that include observations, activities, and the difficulties they faced.

Chapter 9: Poem of the Grand Canyon

Students write a poem of the Grand Canyon that describes how it was formed. It must include the concept of erosion.
 
 

Chapter 10:  A Letter about life on a Ranch

Students write a letter to a friend describing life on a ranch in a certain time period.  Students must include the date of letter written and use correct letter format.
 

Chapter 11: Cause and Effect relationship

Students explain the effect that machines have had on the central valley farmers and the workers used to farm the land.
 

Chapter 12: Make an Outline

Students create an outline for lesson 2 showing all the major points listed in the chapter.
 
 
 
 

Criteria	4=Exceeds	3=Meets	2=Developing	1= Beginning
Concept Demonstrated	Student clearly shows understanding of concept taught.	Student shows basic understanding of concept	Work shows the student may understand concept- some parts unclear	Student doesn't understand concept taught
Finished Product	Work is complete, exceptionally well done,  shows thought	Finished work is good, could have been more detailed	Missing some areas of completion, shows little effort	Not complete- no effort
Neatness	All parts of project are neat, shows effort	Most of work is neat	Needs to work on neatness	Hurried work- sloppy
Portfolio Presentation	Student thoughtfully completed self evaluation, and portfolio contents, link or work inserted is well done	Student completed self evaluation and parts to portfolio, work is inserted properly, may be difficult to read	Student needs to spend more time completing self evaluation, little thought is given, work is inserted	Student didn't complete necessaary components

Points Possible____________
Points Received___________
Grade ___________________

Grades determined by dividing number of points received by total number possible

12 of 12= 100A+
11 of 12= 92 B+
10 of 12= 83 C+
9 of 12= 75 D+

OR

16 of 16 = 100A+
15 of 16 = 94 A-
14 of 16 = 88 B
13 of 16 = 81 C
12 of 16 = 75 D+

Students may be given a grade for each work completed by using the first three criteria listed in the rubric.  The last criteria may be used to assess work presented in portfolio.