Arlington Public Schools Social Studies
MINI-PERFORMANCE ASSESSMENT TASK SCAFFOLDED Grade 6
UNIT II: Colonial America
STANDARD: CE.1a; CE.11a, USI.1b, USI.5a, USI.5b
ENDURING UNDERSTANDING: Environment and Interaction affect the development of economic, social and political life in a society.
CONCEPTUAL UNIT QUESTION: What factors affected the development and interactions of the different colonial regions and their ways of life?
SCENARIO (Revised): You are an artist working for a company that wants new settlers for America. For the colonies to grow and get wealthier, the company needs people to settle the land. You have been asked to create a poster showing the positive economic, social and political reasons to move to your colony. The competition for settlers is tough, so include what is unique about your colony to convince people that it is the best. You have limited space, so be sure to use catchy phrases and create compelling images to get your point across.
TASK: You will collect information from the documents provided to complete the following tasks: ● describe the economic, social and political benefits and costs of settling in one of the following colonies: Massachusetts, Pennsylvania or Georgia ● analyze the interactions between the colonists and their environment. How did the environment affect the choices a particular group made to produce goods and services, including examples of specialization and interdependence? ● elaborate on three benefit/costs arguments to appeal to potential immigrants to come to your colony. Consider negative and positive factors. ● create by hand a poster that would appear in a British newspaper attempting to entice immigration to the colonies.
DOCUMENTS: Use each of the documents provided to research information on your task. Include information from each document in your presentation. Document A: Colonies Comparison Chart Document B: Colonial Advertisements
2015 - Grade 6 Unit II Mini-PAT SCAFFOLDED Arlington Public Schools Social Studies
PRODUCT: You will create a poster highlighting Massachusetts, Pennsylvania or Georgia that ● includes the vocabulary and concepts learned in the Colonial America Unit ● describes the colony using basic facts and images to include: o climate and geography o economy/resources o social and religious atmosphere o political life ● connects the climate and geography with the economic choices colonists made ● provides three major reasons, economic, social and political to encourage immigration to your colony ● includes persuasive language to make potentially non-beneficial qualities look beneficial to the immigrants o KEY VOCABULARY: Abundance, Competition, Economic Venture, Import/Export, Interdependence, Markets, Profit.
2015 - Grade 6 Unit II Mini-PAT SCAFFOLDED Arlington Public Schools Social Studies PAT RUBRIC: Colonial America 4 Exceeds 3 Meets Expectations 2 Approaching Expectations 1 Below Expectations Score Category Expectations Demonstrates Demonstrates a complete and Demonstrates an Demonstrates thorough and accurate understanding of the incomplete understanding inaccuracies and accurate development of a colony with some of the development of a misconceptions about Content understanding inaccuracies. colony with numerous the development of a of the inaccuracies. colony. development of a colony. Demonstrates Demonstrates ability to identifying a Demonstrates a number of Demonstrates many mastery of colonial geographic region and its errors when identifying a critical errors when identification of economic, social, and political colonial geographic region identifying a colonial Basic Skills a colonial features without significant error. and its economic, social, region and its geographic and political features but economic, social, and region and its roughly shows an political features. economic, understanding. social, and political features. Examines Examines several of the given Examines some of the Gives no evidence thoroughly all documents. given documents. that given documents Analysis/Interpretation of the given were examined. Skills documents. Makes a credible effort to organize Makes little effort to and relate information from some of organize and relate Fails to organize or Clearly the documents to analyze the information from documents relate information to organizes and interaction between the colonists and to analyze the interaction analyze the interaction relates their environment. between the colonists and between the colonists information from their environment. and their environment. the documents to analyze the interaction between the colonists and their environment. Cites and Cites some evidence from given Cites little evidence from Cites no evidence elaborates documents but does not elaborate. the given documents. Few from the given Application/Synthesis evidence from Restates ordinary reasons for correct reasons for documents. Fails to Skills given colonization in an acceptable colonization are listed in a provide reasons for documents to brochure. simple brochure. colonization. persuade and reinterpret
2015 - Grade 6 Unit II Mini-PAT SCAFFOLDED Arlington Public Schools Social Studies reasons for colonization into a brochure. Brochure is well Brochure is somewhat organized Brochure is poorly Brochure is organized with with clearly stated ordinary ideas organized with few unorganized with clearly stated, supported by citations from several unclear, restated ideas irrelevant statements Communication Skills complex ideas documents. supported by citations from and no document supported by few documents. citations. citations from Brochure is interesting and conveys all documents. some key concepts of the task. Brochure is simple and Brochure is incomplete. ineffectively conveys few of Brochure is the key concepts of the persuasive and task. effectively conveys the key concepts of the task.
2015 - Grade 6 Unit II Mini-PAT SCAFFOLDED Arlington Public Schools Social Studies
Document A Colonies Comparison Chart
Massachusetts Pennsylvania Georgia Separatists in 1681 King 1732 Dates Founded Plymouth 1620 Charles II grants Puritans in Penn the land Massachusetts Bay 1630 Massachusetts as one colony 1691 Founders: Founder: Founder: King George II Separatists = William William Penn and James Oglethorpe Reasons for settling Bradford (1620) and the people who Puritans = John Pennsylvania Georgia was settled by settled (include Winthrop (1630) was settled by people who had been in specific groups of the Quakers, debtors’ prisons in people) Plymouth Colony was who wanted England. They hoped to settled by separatists freedom to experience economic from the Church of practice their freedom and start a new England who wanted faith without life in the New World. to avoid religious interference. persecution. Diverse Massachusetts Bay population of Colony was settled by English, the Puritans to avoid German, Dutch religious persecution. and Swedish immigrants Eventually they both join together to Great Law of become one colony 1682 promises called Massachusetts that people of all in 1691 faiths would be treated equally Appalachian Appalachian Appalachian Mountains, Climate and Mountains, Boston Mountains, Piedmont, Atlantic Coastal Geography harbor, hilly terrain, coastal Plain, good harbors and rocky soil, forests, lowlands, rivers, fertile soil jagged coastline harbors, bays and rivers, fertile Humid climate with mild Moderate summers, soil for large winters and hot summers long cold winters farms
Snowy winters and moderate climate, wide and deep rivers Massachusetts Pennsylvania Georgia
2015 - Grade 6 Unit II Mini-PAT SCAFFOLDED Arlington Public Schools Social Studies Crop and livestock Farming – dairy, Farming (plantations and Economy/Resources farming, lumber, wheat, corn, independent farms) – shops, shipping, merchants and tobacco, cotton, indigo, whaling, tradesmen tradesmen, rice, trade, skilled labor lumber, Natural resources: shipbuilding Natural resources: e.g., e.g., timber, fish, deep fertile farmlands, rivers, harbors Natural harbors Resources: e.g., Human resources: rich farmlands, Human resources: e.g., e.g., skilled craftsmen, rivers farmers, enslaved African shopkeepers, Americans shipbuilders Human resources: e.g., Capital resources: e.g., Capital resources: e.g., unskilled and tools, buildings tools, buildings skilled workers, fishermen
Capital resources: e.g., tools, buildings Community Had religious Had some religious Religions Practiced government by the freedom freedom although most (religious freedom?) rules of the Bible as an were Episcopalian example to the rest of Great Law of the world 1682 promises that people of all “…city upon a hill.” faiths would be treated equally Little religious freedom Quakers Villages and churches Villages and Plantations (slavery), Political were centers of life. cities, varied indentured servants, fewer Life/Government Religious reformers and diverse cities, fewer schools, and separatists lifestyles, Church of England diverse religions Political life: town Political life: counties, meetings; church Political life: elected assembly, members elect market towns, appointed governor leaders/make laws General Assembly and appointed governor Adapted from History Alive! materials
2015 - Grade 6 Unit II Mini-PAT SCAFFOLDED Arlington Public Schools Social Studies
Colonies Comparison Chart Question Matrix
Massachusetts Pennsylvania Georgia Strict, ordered What words would you use to describe the daily life in colony?
Farm hands, tutors What British workers, skilled and unskilled, may find the colony a desirable place to call home?
None, the What natural Pennsylvania colony materials would be had many natural needed to support the resources to support local economies in it. Imports primarily the colony? were finished goods from England. The clergy, educated Briefly describe the landowners people who would be in charge.
Document B Colonial Advertisements
2015 - Grade 6 Unit II Mini-PAT SCAFFOLDED Arlington Public Schools Social Studies
1. What words shown in the advertisements stand out?
2. What reaction do you think the creators of the advertisements were looking for?
Newspaper Advertisement Template
2015 - Grade 6 Unit II Mini-PAT SCAFFOLDED Arlington Public Schools Social Studies
2015 - Grade 6 Unit II Mini-PAT SCAFFOLDED