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Test Construction Portfolio

Native American Unit

Content Outline & Lesson/Activities
Multicultural Studies: Native American Unit
Grade 7-8

Outline: A. Understanding Culture 1. Attributes 2. Student's own culture 3. Eskimo 4. Iroquois   B. Describe adaption To Environment 1. Origin and Migration      a. Land Bridge Theory 2. Geography/Location of tribes 3. Application to Today's Issues   C. Interpret legends of Native Americans 1. Importance of Oral History 2. Respect for Cultural Beliefs 3. Learning of Culture

Lesson: Meeting Our Needs Getting to Know Me Eskimo Culture Iroquois Culture Origin-Migration Mapping Chief Seattle Legends

Instructional Objectives and Learning Outcomes

Subject: Multicultural Studies: Native American Culture

Grade: 7-8  

The student will;

1. Comprehend terms relating to culture.

1.1 Define terms.

2. Understand major facts and features of Native American cultures.

2.1 Identify customs, traditions, values, and technology.

2.2 Explain geographical and cultural origins.

2.3 Describe attributes of cultures.

2.4 Locate areas of discussed cultures on map(s).

3. Compare similarities and differences among discussed cultures.

3.1 Identify factors influencing specific behaviors and beliefs.

3.2 Distinguish between myths/stereotypes and fact.

3.3 Demonstrate respect for similarities and differences among people.

4. Describe the importance of understanding among people of the world to achieve world peace.

4.1 Relate contributions by diverse groups to our pluralistic society.

5. Demonstrate understanding of culture.

5.1 Interpret Native American views on the environment.

5.2 Summarize and apply this view in today's issues.

Native American Unit Test Map

Grade 7-8  

Specific Learning Outcome: Define Terms
Bloom's Taxonomy Level: Knowledge

1. On the line to the left of each definition in column A, write the letter of the correct matching term from column B. Each term in column B may be used once, more than once, or not at all. 

Column A		Column B
		A. Technology
1. ____:The way of life of a group of people		B. Values
2. ____:Special practices that are common to one group of people		C. Rules
3. ____:Customs that survive from one generation to the next generation		D. Culture
4. ____:The scientific knowledge and tools available to a culture		E. Traditions
5. ____:Beliefs about what is good, desirable, and worth holding on to		F. Customs
		G. Structure

Specific Learning Outcome: Describe attributes of cultures.
B.T. Level: Knowledge

2. Name and Describe the six attributes of culture.

Attribute		Description
1._________________		1.___________________________________________________
2._________________		2.___________________________________________________
3._________________		3.___________________________________________________
4._________________		4.___________________________________________________
5._________________		5.___________________________________________________
6._________________		6.___________________________________________________

Specific Learning Outcome: Identify customs, traditions, values, and technology.(3-6)
B.T. Level: Understanding

Directions: Circle the letter next to the one correct answer to each question.

3. The Eskimo religion was concerned mostly with:		5. For the Iroquois, Spirits were:
A. Survival		A. Unimportant
B. Power		B. Everywhere
C. Morality		C. Only important on holidays
D. Leaders		D. Entertaining
4. Eskimo shelter was:		6. The A3 Sisters@ were:
A. Caves		A. Corn, Beans, and Squash
B. Long houses		B. Mohawks, Oneidas, and Senicas
C. Igloos		C. Leaders of the tribe
D. Tepees		D. Iroquois priests

Questions 7,8, and 9 Directions: The following short-answer questions refer to the map. Make sure you read each question carefully before looking at the map. **map would be included on actual test.

Specific Learning Outcome: Explain geographical and cultural origins.
B.T. Level: Application/Analysis

7. Following the migration routes indicated on the map, state 3 reasons why the tribes did not remain in one location.

1._________________________________________________________________________

2._________________________________________________________________________

3._________________________________________________________________________

Specific Learning Outcome: Locate areas of discussed cultures on map.(8&9)
B.T. Level: Analysis

8. There are two parts to this question. Answer both (A) and (B).

(A). Identify the 7 continents and 3 oceans. Write the answer next to the correct letter representing the area to be identified.

A.______________ D. ________________ G._________________ J.__________________

B.______________ E._________________ H._________________

C.______________ F._________________ I.__________________

(B). A square and triangle are drawn on the map. Identify which Native American people inhabited those areas next to the corresponding symbol below.

_______________________       __________________________

9. Read Carefully! There are two parts to this question. Answer both (A) and (B).

(A). Circle the Bering Strait on the map.

(B). Explain what a Strait is.

Short-Answer Directions: Briefly answer each question in the space provided.

 Specific Learning Outcome: Relate contributions by diverse groups to our pluralistic society.
B.T. Level: Analysis

10. What important contribution did the Iroquois Indians make to the United States of America?

Specific Learning Outcome: Explain geographical and cultural origins.
B.T. Level: Analysis

11. Name and explain the three theories of Migration.

1. _________________________________________________________________________

_____________________________________________________________________________

2._________________________________________________________________________

_____________________________________________________________________________

3._________________________________________________________________________

______________________________________________________________________________

Specific Learning Outcome:Interpret Native views on the environment. (12&13)
B.T. Level: Synthesis

12. Read Carefully! There are two parts to this question. Answer both (A) and (B).

Eskimos hunt and fish for food.

(A). Name 5 other ways they use parts of the animals they kill.

1._______________________________ 4._____________________________

2._______________________________ 5._____________________________

3._______________________________

(B). Why are all parts of the animal used?

13. Briefly interpret what the Indian proverb cited below means.

"The frog does not drink up the pond in which it lives."

Specific Learning Outcome: Identify factors influencing specific behaviors and beliefs.(14-17)
B.T. Level: Analysis

14. Chief Seattle said, "Teach your children what we taught our children ---That the Earth is our mother..." Explain this belief.

15. State 3 reasons legends are important.

1.________________________________________________________

2.________________________________________________________

3.________________________________________________________

16. Describe how methods for recording history have changed. Use at least two examples.

17. In the Iroquois Story of Creation, Identify the following;

1. Main Characters:_________________________________________________________

2. Setting:_________________________________________________________________

3. Plot:___________________________________________________________________

Specific Learning Outcome: Demonstrate respect for similarities and differences among people.
B.T. Level: Evaluation

18. Compare the Similarities and/or differences of the Iroquois Legend of Creation to the beliefs of the Eskimo. Justify your answer with examples.

Specific Learning Outcome: Distinguish between myths/stereotypes and fact.
B.T. Level: Analysis

19. Fact or Myth: Identify which of the following statements are fact and which statements are myth. Circle (F), if the statement is Fact, if myth, circle (M).

1. F M   All igloos are made of ice.

2. F M   Eskimos are the only people who live year round in the Arctic.

3. F M   The Eskimo language is the same throughout the world.

4. F M   Eskimos do not farm for food.

5. F M   Warfare was a way of life for the Iroquois.

6. F M   The Iroquois did not develop their own written language.

7. F M   The Iroquois embraced no specific religion.

8. F M   Iroquois chiefs are chosen by male elders.

Specific Learning Outcome: Summarize and apply this view in today=s issues.
B.T. Level: Evaluation.

20. Essay: Summarize the Native American view of the environment and compare it to the typical use of wildlife by Americans today. Use the whole page.

  Bibliography

Cheek, Dennis W. and Kohut, Sylvester, ed. AAmerican Heritage@ Social Studies: Curriculum Resource Handbook . NewYork: Kraus International Publications, 1992: 31-60

Linn, Robert L. and Gronlund, Norman E. Measurement and Assessment in Teaching. Enlgewood Cliffs, NJ: Merrill, 1995

Pickering, John W. Comparing Cultures. Portland, ME: J. Weston Walch; Publisher, 1994: 11

  Statement  

This testing portfolio was very beneficial to me regarding some hands on experience in constructing a test. It really put emphasis on the steps I needed to understand to make valid assessments for my future students. I found that tests were not as easy to Afairly@ construct as I had previously thought. In fact, a lot of work and thought goes into the process. My biggest struggle was with finding curriculum to use as a basis for my envisioned course. It is my hope that this will not be a problem once I do have a class to teach, as the curricula will be provided. Another large hurdle was with the table of specifications. It certainly is easier to construct knowledge assessments than the other higher order processes. But, I did find that those higher order skills are exactly what would tie it all together for the student. The last struggle was convincing someone (namely my husband) to take a test about something he hadn=t studied. However, when I explained that it was mainly to check my work then that struggle was overcome. Overall, I=m glad to have had this experience. I believe that it has given me more confidence in this area than I would have had otherwise.

Evidence Rationale Statement
Test Construction Portfolio

Basic knowledge of the academic structure and connections to domains of knowledge are imperative when assessing student performance. This portfolio was designed for one of my past educational courses and clearly reflects that I have the basic knowledge required in my content area.

Evidence meets standard: Content 4.5

© 2000 by Barbara L. Wilt (Schoolmarm). All written material is protected by United States copyright laws and is not to be reproduced by any means without documented reference & credit provided to the author. The only exclusion applies to Lesson Plans & Classroom materials which are freely available for use by all without restrictions.