1. Assessment Photo Album
Christopher Columbus
Research Unit
Created By: Gretchen Huntington

2. Learning Goals/State Standards
The learning goals for this assessment are as follows:
• Students will be able to write or deliver a research report that
has been developed using a systematic research process and
that: uses information from a variety of sources, distinguishes
between primary and secondary documents, and documents
sources independently by using a consistent format for
citations (EL 10.5.9).
• Students will also be able to create works that effectively
communicate in-depth knowledge and understanding of a
concept through integrated study (VA.H.8).
• Students will be able to use technology in the process of
conducting historical research and in the presentation of the
products of historical research and current events (USH.9.5).
These three state standards are the foundation for the
learning goals of the interdisciplinary unit.

3. Essential Questions:
• What makes a person a hero?
• How does point of view effect how a historical
figure is portrayed?
• After conducting research what is your opinion
on Christopher Columbus being a historical
hero?
• Should Christopher Columbus be celebrated in
schools and in America?
• How can we bring cultural and educational
awareness to our classmates and community
about Native Americans?

4. Assessment #1
What makes a Person a Hero?
• What Makes A Person A Hero?
• Who is someone you consider a hero?
• List reasons why this person is a hero.
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• From our American history who would you consider a hero?
(you can list more than one)
• Why do you consider them a hero?
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5. Assessment #2
KWL Chart on Christopher Columbus
What do I know… What do I want to know… What did I learn…
*The first two columns will be filled out before reading the handout,
and the last column will be done after finishing the handout.

6. Assessment #3
Pop Quiz!!!
Looking back at the learning goals of our unit
list 3 specific things you learned from the
reading Columbus, the Indians, and Human
Progress by Howard Zinn:
• 1.
• 2.
• 3.

7. Assessment #4
In Class Stations
• Today in class you will be going around
to three different stations. Each station
has an assessment to fill out that must
be completed and turned in by the end
of class. Keep in mind our focus is
looking at point of view and how it can
change the way history is written.

8. Station #1: Video Activity
*Go to YouTube and watch the movie Mel-O-Toons: Christopher
Columbus. Following the film answer the following questions.
Please use headphones for this activity.
1. Was the film a good representation of Christopher Columbus?
2. How did the film portray the treatment of the Native Americans?
3. Scroll down on the page and look at the comments from people
regarding the film. Pick one that you agree with and explain why.
4. Pick an additional comment that you do not agree with and
explain why.

9. Station #2: Children's Books
*As a group read the two Children’s books about Christopher
Columbus and respond to the following questions:
1. Do you think the books are a good representation of
Christopher Columbus? Why or why not?
2. What did the children’s books teach of the treatment of the
Native Americans?
3. List one new thing you learned from these books.
4. List one quote you could use in a research paper.

10. Station #3: Explorer Graveyard
• The Explorers' Graveyard
• As a group you are going to create a tombstone for Christopher Columbus. On
your tombstone, write an epitaph for your explorer. (An epitaph is an inscription
on a tombstone in memory of the person buried there.) Your epitaph must
include:
• Date of birth/death
• Three facts (accomplishments)
• Rhyming verse
• Creative design on the tombstone
• *Example using Ferdinand Magellan.
• 1480 - 1621
Here lies Magellan.
His wife's name was Helen.
He sailed the West,
His crew was really a pest.
He found the Philippines.
What happened next might make you scream.
He caught an arrow in his back from an Indian attack.
In a box he now lies to protect him from the files.

11. Assessment #5 & 6: CC
Survey & these two questions and write down
*Please ask the following people
Reflection
their response:
1. What year did Christopher Columbus discover America?
2. Do you discover Christopher Columbus a historical hero? Why or
why not?
2 Freshmen students:
2 Sophomore students (not in Mrs. Huntington’s classes):
2 Junior students:

12. Survey Continued…
2 Senior students:
2 teachers outside of the history department:
3 building staff members:
2 family members:
*Once you have finished this activity please write a
¾ to one page reflection paper on what you have
found. Turn in your reflection to turnitin.com by
Tuesday at 8:15.

13. Assessment #7: CC Persuasive
Research Paper
• *Christopher Columbus is a very controversial
historical figure in our United States history. I have
provided you with material to show you how others
view Christopher Columbus and his accomplishments.
Now it is up to you to do some research and form your
own opinion. In a 3-5 page research paper, I want you
to persuade me on whether or not Christopher
Columbus should be considered a historical hero. You
must use at least three sources from the databases
that we will learn about in class. Any material used
from class is fine to use in addition to the databases.
Remember all of your sources must be cited so pay
attention to where you find your information.

14. Name:
Research Paper Rubric
Criteria: Exemplary 4 Good 3 Acceptable 2 Unacceptable 1
Purpose The writer's central purpose or The writing has a clear The central purpose or The purpose or argument
argument is readily apparent to the purpose or argument, but argument is
reader throughout the paper. may sometimes is not consistently clear generally unclear.
digress from it. throughout the paper.
Content Balanced presentation of relevant Information provides Information supports a Central purpose or
and legitimate reasonable central purpose or argument is
information that clearly supports a support for a central argument at times. Analysis not clearly identified.
central purpose or purpose or argument and is basic or general. Analysis is vague or not
argument and shows a thoughtful, displays evidence of Reader gains few insights. evident. Reader is
in-depth analysis of a significant a basic analysis of a confused or
topic. Reader gains important significant may be misinformed.
insights. topic. Reader gains some
insights.

15. Organization The ideas are arranged logically The ideas are arranged logically In general, the writing is The writing is not logically
to support the purpose or argument. They flow to arranged logically, although organized. Frequently, ideas fail
smoothly from one to another and are clearly support the central purpose or occasionally ideas fail to make to make sense together.
linked to each other. The reader can follow the argument. They are usually sense together. The reader is fairly The reader cannot identify a line
line of reasoning. clearly linked to each other. For clear about what writer intends. of reasoning and loses interest.
the most part, the reader can
follow the line of reasoning.
Thesis Strong clear thesis that is found in the last Thesis could be stronger or more Weak unclear thesis Paper has no thesis
line of the introduction paragraph. clear. And/or not found in the
right place
Grammar, Spelling, Writing The writing is free or almost free of errors. There are occasional errors, but The writing has many errors, and There are so many errors that
Mechanics they don't represent a major the reader is distracted by them meaning is obscured. The
distraction or obscure meaning. reader is confused and stops
reading.

16. Grammar, Spelling, The writing is free or almost free of errors. There are occasional errors, The writing has many errors, There are so many errors that
Writing Mechanics but and meaning is obscured. The
they don't represent a major the reader is distracted by them reader is confused and stops
distraction or obscure reading.
meaning.
Use of sources and works 3 sources are used and formatted 3 sources are used but 2 or less sources used and/or Sources not indicated or used
cited correctly in works cited formatted incorrectly in works many formatting issues
cited
Quotation Integration Quotes are properly integrated and cited Quotes are properly integrated Quotes are integrated No quotation are used.
and help prove the purpose of the paper but have minor citation errors improperly or not cited. Do not
but still prove the papers serve a clear purpose to prove
purpose papers thesis.
MLA Format No Formatting errors Few formatting errors 2-3 Some formatting errors 3-4 Several formatting errors 5 or
more

17. Assessment #9: Native American
Festival
*On October 29, 2012 we will be hosting the first ever
Native American Festival at Brebeuf. Our goal is to bring
awareness, respect, and education to both our school and
community on Native American culture and history. At the
festival you are responsible for displaying your research and
creative project. You will be graded with the following
rubric:

18. Native American Festival Rubric
3 2 1
Content of Research Content is in-depth Content is informative Content is
and research is but uses limited uninformative and not
informative and resources. Could use engaging. Few to no
engaging. Used more depth. resources were used
multiple resources to
create an effective
project.
Research Accuracy Accurate research with Somewhat accurate Inaccurate research
all facts and research with most of with information not
information cited the facts and cited or cited
correctly information cited incorrectly
correctly
Presentation of Research is presented Research is presented Research is not
Research and displayed in an and displayed but does presented and
exceptional way that not easily draw displayed in a way that
draws attention and attention or create creates interest or
creates interest from interest from members draws attention from
members of the at the festival members at the
festival festival
Project Project reflects that Project meets Project does not
the student has spent expectations but could reflect that time, hard
time, hard work, and have been done better work and effort were
put forth effort to put forth.
represent research.

19. Rubric Continued…
Creativity Project goes beyond Project is creative Project has no
teacher but does not go creative elements
expectations and is beyond teacher and does not meet
extremely creative expectations teacher
expectations
Participation at Fully in attendance Present at festival Absent from the
Festival and went above and but did not engage festival at times and
beyond to make the members of the not engage yourself
festival successful. festival into your or members of the
Engaged members research and festival
at the festival with project
your research and
project (set up,
decorations, clean
up, presence at
festival)

20. Assessment #8: Teacher Check In
• *By the time class starts on Monday, I want
you to e-mail me a mini research paper of
what you have been researching in class this
past week. This paper should be around a
page long and clearly demonstrate your
knowledge of the topic. In addition, write a
paragraph explaining what you will be doing
at the Native American Festival and your plan
for accomplishing this. This paper should be
written in MLA format.