Standards-Referenced Grading Basics Evidence shows the student can... Topic Score Demonstrate all learning targets from Level 2, Level 3, and Level 4 4.0 Demonstrate all learning targets from Level 2 and Level 3 with partial success at Level 4 3.5 Demonstrate all learning targets from Level 2 and Level 3 3.0 Demonstrate all Level 2 learning targets and some of the Level 3 learning targets 2.5 Demonstrate all learning targets from Level 2 but none of the learning targets from Level 3 2.0 Demonstrate some of the Level 2 learning targets and none of the Level 3 learning targets 1.5 Demonstrate none of the learning targets from Level 2 or Level 3 1.0 Produce no evidence appropriate to the learning targets at any level 0 *Students who demonstrate success at Level 3 learning targets but not Level 2 learning targets are the students for whom additional investigation and multiple opportunities are most vital. The teacher designs instructional activities and assessments that grow and measure a student’s skills in the elements identified on our topic scales. Each scale features many such skills and knowledges, also called learning targets. These are noted on the scale below with letters (A, B, C) and occur at Levels 2 and 3 of the scale. In the grade book, a specific learning activity could be marked as being 3A, meaning that the task measured the A item at Level 3. When the time comes to identify the Topic Score for a topic, the teacher looks at all of the pieces of the Body of Evidence for that topic. The table to the right describes what Topic Score a student receives based on what the Body of Evidence shows. The scores listed on this table are the only valid scores that may be entered into the Topic Score assignment in a grade book. DMPS Grading Resources: grading.dmschools.org Unit 1: Geography 101 How do we explore and understand our world? 6 weeks
Students learn about the geography and peoples of Latin America and the ways in which one’s environment shapes one’s life. The varied geographic regions in Latin America provide great opportunities to understand the influence on culture. While the countries are diverse, most have the following features in common: a strong Spanish or Portuguese influence on language and culture, a blend of Native American, Africa, and European heritages, a mostly tropical or subtropical climate, and the world’s largest zone of tropical rainforest. Content Specific Vocabulary and Skills Basic knowledge of: geographic regions of Latin America: Mexico, Central Am., South Am., Caribbean, mountains, altitude, rainforests, islands, desert, archipelago, peninsula, isthmus, ancient civilizations including: Aztecs, Incas, and Mayan; successes/failures of the civilizations, Identify physical features such as: Amazon, Rio Grande, Andes Mtns, Yucatan, Atacama Desert, Panama Canal, Gulf of Mexico, Mini-Q Options: The DBQ Project The Maya: What was their most remarkable accomplishment? The Aztecs: Should historians emphasize agriculture or human sacrifice? Latin American Independence: Why did the Creoles lead the fight? Project ideas: plan a trip to Latin America, learn about study abroad options in Latin America, create a scrapbook page of travel in Latin America (use travel magazines), create a travel show Heartland AEA Resources Learn 360: NetTrekker *timeline information: Newsela: Britannica Online: CultureGrams: Faces Magazine: Scales
From the past we can understand the present and predict the future. We expand our perspectives through an understanding of change over time. This unit introduces students to the geography and peoples of Europe. While students learn about the physical and human geography of Europe, more time is spent looking at the region through the eyes of a historian. Four major eras in European history are explored: classical, medieval, renaissance, and modern. As the eras change, so too do the cultures and stories of the people. Content Specific Vocabulary and Skills Basic knowledge/skill such as: -chronologically order the major eras of European history (classical, medieval, renaissance, and modern) -identify historical conflicts from each era -categorize innovations of major eras -identify systems of government in each time period National Geographic: World Cultures and Geography Chapters 9 and 10 NBC Learn Unit 5 Europe Resources Worst Jobs in the Middle Ages: Total of 6 in the series, all about nine minutes. Worst jobs in Middle Ages (9 min)- squire, archer, Part 2 of worst jobs (9 min) - more gruesome- leech, barber/surgeon, etc. Students write a job description to be placed in public areas to hire a person for a job. Model it (a tutor) R- an experienced surgeon/barber, A- potential hires/public, F- job notice, T- job description. Mini-Q Options: The DBQ Project Citizenship in Athens and Rome: Which was the better system? Education in Sparta: Did the strengths outweigh the weaknesses How did the Renaissance change man’s view of man? Heartland AEA Resources Learn 360: NetTrekker: CultureGrams *comparison graphs: Live Binders: Scales