Summative Performance Task

The Summative Performance Task is the final opportunity in the Inquiry Design Model for you to assess what a student knows and can do at the end of an instructional unit.

Students will make an argument that answers the Compelling Question “How have the Abenaki people survived and adapted to their environment for thousands of years?” Arguments should include a claim, multiple points of evidence, and their own reasoning.

Each of the two summative performance tasks aligns with C3 Framework for Social Studies standards D4.6.3-5 and D3.3.3-5, the Compelling Question for the Inquiry, and the accompanying learning scales. Teachers may have all students complete the same assessment option or provide them with a choice.

Assessment Objective

Students will use what they have learned about Abenaki culture to explain challenges the Abenaki have faced and share examples from multiple sources (written narrative, artwork, photographs, etc.) of how the American Abenaki have survived and adapted.

Standards Alignment

The following C3 standard aligns with all activities for Supporting Question 2 (SQ2). See “Section 4: Standards Alignment” for further details.

Click + to view Standards Alignment guidance. Click – to close the box when done.

C3 Framework for Social Studies

Standards Assessed for Grades 3–5

D4.6.3-5. Draw on disciplinary concepts to explain the challenges people have faced and opportunities they have created, in addressing local, regional, and global problems at various times and places.

Beginning	Progressing	Proficient	Proficient with Distinction
I can share what I have learned about the American Abenaki people.	I can use what I have learned about the American Abenaki to explain the challenges that they have faced.	I can use what I have learned about the American Abenaki to explain the challenges that they have faced and how they have survived and adapted.	I can use what I have learned about the American Abenaki to explain, with specific examples, the challenges that they have faced and how they have survived and adapted.

D3.3.3-5. Identify evidence that draws information from multiple sources in response to compelling questions.

Beginning	Progressing	Proficient	Proficient with Distinction
I can share examples from one source to explain how the American Abenaki people have survived and adapted.	I can share examples from two different sources to explain how the American Abenaki have survived and adapted.	I can share examples from three different sources to explain how the American Abenaki have survived and adapted.	I can share examples from more than three different sources to explain how the American Abenaki have survived and adapted.

The Summative Assessment can be connected to the following sampling of standards that can serve as a starting point for integrating the American Abenaki Curriculum with other content areas and grade levels.

Potential C3 Standards for Other Grade Bands

Grades K-2

D4.6.K-2. Identify and explain a range of local, regional, and global problems, and some ways in which people are trying to address these problems.

Grades 6-8

D4.6.6-8. Draw on multiple disciplinary lenses to analyze how a specific problem can manifest itself at local, regional, and global levels over time, identifying its characteristics and causes, and the challenges and opportunities faced by those trying to address the problem.

Grades 9-12 D4.6.9-12. Use disciplinary and interdisciplinary lenses to understand the characteristics and causes of local, regional, and global problems; instances of such problems in multiple contexts; and challenges and opportunities faced by those trying to address these problems over time and place.

Portfolio

Decide whether students will develop a Portfolio or an Oral Presentation with Poster to present their arguments, or allow students to choose. Consider giving students a self-assessment checklist of “I can. . . ” statements based on the learning scale tables provided for both standards.

Overview

Students compile a portfolio of evidence to support their claim about how Abenaki people survived and adapted over thousands of years until today. Their evidence should include findings about Abenaki history, lifeways, or the challenges that Abenaki people have faced in the past or present. Developing a portfolio is a flexible activity. It can include artwork, maps, photographs, and student writing. Portfolios can be submitted to the teacher, shared with the entire class, or presented to the school during an assembly program.

Materials

Possible materials may include

• manila folders
• binders
• tape or glue sticks
• sticky notes

Worksheet

There are no worksheets required for this activity.

Resources

No new resources are required for this activity.

Guiding the Inquiry

• Explain the concept of a portfolio to your students and inform them of the due date.
• Provide them with a list of the types of research findings they may include in their portfolio.
• Show students how they will store their research findings (for example, in a cardboard folder, binder, or electronic folder).
• If you wish students to write a brief explanation of how each finding helps answer the Compelling Question, model the process with one item. For example, you might have students write on sticky notes and affix them to the artwork, maps, and photographs.
• Explain how you will evaluate the portfolio and how it might be shared.
• Provide your students with feedback after reviewing their portfolio or portfolio presentation.Click + to view

Click + to view Standards Alignment guidance. Click – to close the box when done.

Potential Alignment: English Language Arts Standards

The Portfolio activity activity can support the following sampling of standards and serve as a starting point for integrating the American Abenaki Curriculum with language arts instruction and assessment.

Grades 3–5

CCSS.ELA-Literacy.W.3.8. Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.

CCSS.ELA-Literacy.W.4.7. Conduct short research projects that build knowledge through investigation of different aspects of a topic.

CCSS.ELA-Literacy.W.5.7. Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.

Grades 6–8

CCSS.ELA-Literacy.W.6.1.b. Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text.

CCSS.ELA-Literacy.RI.6.7. Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.

CCSS.ELA-Literacy.W.7.1.b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.

CCSS.ELA-Literacy.W.8.1. Write arguments to support claims with clear reasons and relevant evidence.

Grades 9–12

CCSS.ELA-Literacy.W.9-10.1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

CCSS.ELA-Literacy.W.11-12.1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

Oral Presentation with Poster

Overview

Students develop an argument supported with evidence to answer the Compelling Question, presenting it through a combined verbal and illustrated presentation. They share examples from their research and activities to explain how the Abenaki have survived and adapted to their environment for thousands of years.  

Materials

• poster boards
• markers and other art supplies
• color printer and paper to produce text and images
• supplies for displaying posters (easels, bulletin boards and tacks, tape loops)

Worksheet

There are no worksheets required for this activity.

Resources

No new resources are required for this activity.

Guiding the Inquiry

• Design the poster presentations to meet the needs of your students and school. Consider the audience—posters can be shared in your classroom, at another classroom, or at a school-wide event. Decide how long each student should prepare to speak about their poster, for example 60-seconds.
• Explain to students your expectations for the presentation, including due dates for you to review the posters, the date and time of the presentations, and other assignment details.
• Give students time to create a poster that illustrates their response to the Compelling Question “How have the Abenaki people survived and adapted to their environment for thousands of years?”
• Allow time for them to rehearse their poster presentations.
• After the conclusion of the presentations, provide students constructive feedback about what they did right and how they can improve.