Final Discussion: Socratic Seminar Project Description and Rubric
Description: As a culminating activity and assessment, students will take part in a Socratic seminar where they will discuss questions based on Native American interactions with Europeans, especially focusing on Columbus and Jamestown. Some of the questions will be teacher made, to make sure students focus on certain points, and some of the questions will be student made, so that students also have some control over what they discuss. Students will use their note packets that they have been using throughout the unit to help them with their discussions. The discussions and questions will focus on bias, point of view, and the relationship between the two peoples. This is important, because it will show how much students understand about the topic by having a meaningful conversation and discussing what they have learned. Students will show their ability to work with peers, take turns speaking, and make arguments civilly. This discussion is listed as the last activity of the unit, because at this point, students will have had been working on this topic for two weeks, and would have had many prior discussions to help them prepare for a final discussion. Students will also write a reflection to relay any information that they were not able to include in the discussion and to also reflect on what they could have done differently or talked more about.
Standards:
RL 7.9 Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same time period as a means of understanding how authors of fiction use or alter history.
RI 7.8 Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims
RI 7.9 Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts.
SL 7.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation.
SL 7.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
7.1 NATIVE AMERICANS*
The physical environment and natural resources of North America influenced the development of the first human settlements and the culture of Native Americans. Native American societies varied across North America.
(Standards: 1, 2; Themes: ID, MOV, GEO)
Standards:
RL 7.9 Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same time period as a means of understanding how authors of fiction use or alter history.
RI 7.8 Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims
RI 7.9 Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts.
SL 7.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation.
SL 7.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
7.1 NATIVE AMERICANS*
The physical environment and natural resources of North America influenced the development of the first human settlements and the culture of Native Americans. Native American societies varied across North America.
(Standards: 1, 2; Themes: ID, MOV, GEO)
- 7.1a Geography and climate influenced the migration and cultural development of Native Americans. Native Americans in North America settled into different regions and developed distinct cultures.
- Students will examine theories of human settlement of the Americas.
- Students will compare and contrast different Native American culture groups with a focus on the influence geographic factors had on their development
- 7.2c European nations established colonies in North America for economic, religious, and political reasons. Differences in climate, physical features, access to water, and sources of labor contributed to the development of different economies in the New England, Middle, and Southern Colonies.
- Students will investigate the reasons for colonization and the role of geography in the development of each colonial region.
- Students will examine the economic, social and political characteristics of each colonial region.
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