Performance-Based Assessment Task - Juft Imported from London

Students list types of colonial artisans, then select one and focus on the resources and skills needed by that artisan to produce goods. Students examine an inventory from a colonial store, complete activities related to imports, taxation and the boycotting of goods, and assess the economic impact of a boycott on the artisan and the colonial store.


	Outcome Activity Match
	Teacher Directions
	Materials Required
	Estimated Time
	Student Booklet (69k Acrobat)
	Assessment Information

	#1 Political Systems
	#3 Geography
	#4 Economics
	#5 Skills & Processes
	#4 Understandings & Attitudes

Activities	Outcomes/Indicators
Activity 1A	#4 Economics Describe the relationship between available resources and the production of goods and services.
Activity 1B	#4 Economics Describe the relationship between economic wants and needs. (3rd grade indicator)
Activity 2A	#3 Geography Predict the effects of living in a geographic setting on people’s lives. #5 Skills and Processes Obtain, interpret, organize and use print and non-print sources of information such as pictures, graphics, maps, globes, and artifacts.
Activity 2B	#4 Economics Describe the relationship between available resources and the publication of goods and services.
Activity 2C	#4 Economics Explain how the exchange of goods and services connects Maryland with the world. #5 Skills and Processes Obtain, interpret, organize and use print and non-print sources of information such as pictures, graphics, maps, globes, and artifacts.
Activity 2D	#3 Geography Examine the impact of geography on the industrial growth and economic prosperity of communities in the state, nation, and world. #4 Economics Describe the relationship between available resources and the production of goods and services.
Activity 3A	#4 Economics Describe the relationship between available resources and the production of goods and services.
Activity 3B	#4 Economics Describe the relationship between available resources and the production of goods and services.
Activities 4B & C	#4 Economics Describe the relationship between available resources and the production of goods and services.
Activity 5	#1 Political Systems Analyze historical examples of cooperation, compromise, and conflict as methods of affecting political change. #7 Understandings and Attitudes Examine situations in Maryland and U.S. history in which individuals demonstrate respect and support for the rights and dignity of all people.

Note: This assessment task assumes the student has prior knowledge of the following concepts:

natural and capital resources
boycott
goods and services
needs and wants
imports

Pre-assessment.

Focus student attention on colonial artisans. Write "artisan" on chart paper or on the board and ask students to define the word: artisan -- a skilled worker who makes a product from start to finish by hand.

Have students brainstorm a list of the types of artisans (cooper, blacksmith, hatter, shoemaker, printer, weaver, glassblower, wheelwright, silversmith, etc.) that would be part of a colonial community. Write student responses on chart paper or on the board. Examples are:

Cooper: a person who makes or repairs wooden barrels or tubs.
Blacksmith: a person who makes things of iron by hand, such as cooking utensils, horseshoes, locks, and weapons.

Paraphrase the following: Think about the artisans and the products they made, the skills they needed, and the resources required to make the products. As cities in colonial America grew and prospered, merchants opened stores to sell merchandise. Artisans supplied these stores with goods. Some artisans also sold their goods and services independently.

Distribute Student Booklets and tell students they have ninety minutes to complete Activities 1 - 5. Teacher involvement as students work through the assessment activities should be minimal.

Please note that for the purposes of this task, the terms "British" and "English" are used interchangeably.

Pre-assessment

chart paper and marker (or teacher may use the board)

Students should complete all activities in ninety minutes. You may wish to give the students a break between Activities 2 and 3.

(69k) Acrobat

Activity 1

Step A. Select one type of colonial artisan trade and identify it on the line below. Based on the colonial artisan you selected, complete the chart below.

This activity addresses Social Studies Outcome #4, Economics. The response is gauged on a 0 - 3 scoring tool.

Scoring Tool: The response gives evidence of the student's ability to describe the relationship between available resources and the production of goods and services by identifying natural, human and capital resources needed to make a product in colonial America.

3: The response identifies a product, and at least two resources in each category.

2: The response identifies a product and four to five total resources with at least one in each category.

1: The response identifies a product and one resource in each category for a total of three.

0: All other responses.

Sample Answer:

Cooper
Product(s) Made: barrels, buckets, mugs
Skills the Artisan Needed: woodworking skills so as not to waste materials, math for measuring, and shaping tin to encircle the barrels
Natural Resources the Artisan Needed: wood, tin, fire, water
Capital Resources the Artisan Needed: tools (pliers, hammer, measuring instruments), forge for tin

Step B. On the lines below, explain why the colonists needed or wanted the products you identified on the chart in Step A.

This activity addresses Social Studies Outcome #4, Economics. The response is gauged on a 0 - 1 scoring tool.

Scoring Tool: The response gives evidence of the student's ability to describe the relationship between economic wants and needs. (third grade indicator)

1: The response correctly identifies a need or want for the artisan's product, including the use of the product.

0: All other responses.

Sample Answer:
The colonists wanted barrels that coopers made to store and ship a lot of different products. They also wanted buckets made by coopers because they needed buckets for carrying water.

Activity 2

Step A. ...choose three products which artisans could have produced locally.

This activity addresses Social Studies Outcomes #3, Geography and #5, Skills and Processes. The response is gauged on a 0 - 2 scoring tool.

Scoring Tool: The response gives evidence of the student's ability to obtain, interpret, organize, and use print and non-print sources of information to predict the effects of living in a given geographic setting on people's lives by identifying products which could have been made in the Virginia colony with available resources.

2: The response identifies three products from column three that could be produced in the colonies.

1: The response identifies two products from column three that could be produced in the colonies.

0: All other responses.

Answer Cue:
Most items in the third column would be acceptable, except for obvious imports such as chinaware and coffee.

Sample Answer:
flour, mugs and bowls, soap

Step B. Why might the colonists purchase these items from London instead of buying them locally?

This activity addresses Social Studies Outcome #4, Economics. The response is gauged on a 0 - 1 scoring tool.

Scoring Tool: The response gives evidence of the student's ability to describe the relationship of available resources to the production of goods and services by describing a resource which was available in England but not in colonial Virginia.

1: The response identifies one reason why the products listed in Step A might have been imported.

0: All other responses.

Answer Cue:

cheaper labor
could be mass manufactured rather than made by hand (product made more cheaply)
artisan not able to make enough to supply the demand
workers lack skill to make locally
any other reasonable resource-related response

Step C. List three farm products (from the first column) that could not have been grown in England. Identify a country or continent where each could have been grown.

This activity addresses Social Studies Outcomes #4, Economics and #5, Skills and Processes. The response is gauged on a 0 - 2 scoring tool.

Scoring Tool: The response gives evidence of the student's ability to interpret and use a print source of information and to explain the exchange of goods and services.

2: The response identifies three appropriate agricultural products from column one that could not have been grown in England and identifies an appropriate country or continent where each could have been grown.

1: The response identifies two appropriate agricultural products from column one that could not have been grown in England and identifies an appropriate country or continent where each could have been grown, or identifies three appropriate agricultural products, but only one location for one product.

0: All other responses.

Answer Cue:
ostrich feathers (Africa), superfine teas (China), cinnamon (Asia), nutmeg (Asia, East Indies, West Indies, Spice Islands), licorice (southern Europe, Asia), refined sugar (North America, West Indies), black pepper (Asia, East Indies) clove (Asia, Indonesia, Africa, Madagascar), ginger (Asia, South America, North America, West Indies)

Step D. Explain why the products you selected could not have been grown in England.

This activity addresses Social Studies Outcome #3, Geography and #4, Economics. The response is gauged on a 0 - 2 scoring tool.

Scoring Tool: The response gives evidence of the student's ability to examine the impact of geography on the economic prosperity of places in the world in terms of resources available to produce goods and services.

2: The response provides an accurate and thorough explanation for why products could not have been grown in England.

1: The response identifies a partial or overly general explanation for why products could not have been grown in England.

0: All other responses.

Answer Cue:
climate, soil, animals not native, etc.

Sample Answer:
Ostriches are not native English animals, and the climate in England is wrong for growing tea, cinnamon, and other products on the list.

Activity 3

Step A. List three items colonists might have purchased even if they were taxed, and explain why.

This activity addresses Social Studies Outcome #4, Economics. The response is gauged on a 0 - 2 scoring tool.

Scoring Tool: The response gives evidence of the student's ability to describe the relationship of supply and demand and of available resources to the production of goods and services.

1: The response identifies one or two items that might have been purchased and a satisfactory explanation, or three items and an overly general explanation.

0: All other responses.

Answer Cue:
They would buy items to meet their basic needs (food, clothing and shelter) even if they were expensive because of high demand or lack of resources to produce them locally.

Sample Answer:
The colonists might have bought sugar, rice or coffee because they believed they needed them for food, even if they cost too much. They could not grow these items in Virginia because of the climate.

Step B. List three items from Mr. Greenhow's advertisement colonists might have boycotted, and explain why.

This activity addresses Social Studies Outcome #4, Economics. The response is gauged on a 0 - 2 scoring tool.

Scoring Tool: The response gives evidence of the student's ability to describe the relationship of supply and demand and of available resources to the production of goods and services.

2: The response identifies three or more items that were nonessential or could have been produced locally and provides a thorough explanation of why these items would not have been boycotted.

1: The response identifies two items that were nonessential or could have been produced locally and a reasonable explanation of why these items would not have been boycotted, or three items and an overly general explanation.

0: All other responses.

Sample Answer:
The colonists would probably have boycotted soap and candles because they could buy them locally without any tax, or they could make these items themselves. They might have also boycotted things like snuff boxes and just used the ones they already had, or have gone without.

Activity 4

Step A. Do not score.

Step B. Do you think this artisan would have supported a boycott of British products? Explain your answer.

This activity addresses Social Studies Outcome #4, Economics. The response is gauged on a 0 - 1 scoring tool.

Scoring Tool: The response gives evidence of the student's ability to describe the relationship between available resources and the production of goods and services.

1: The response identifies a reason why the artisan would or would not have supported a boycott and provides an accurate explanation which addresses his/her need for a resource or product in order to stay in business/earn a living.

0: All other responses.

Sample Answer:
A silversmith would probably not have supported the boycott because he would need to import silver in order to make products to sell.

Step C. If this artisan went to Mr. Greenhow's store several weeks after the boycott began, what changes do you think he would find in the goods and products that were available?

This activity addresses Social Studies Outcome #4, Economics. The response is gauged on a 0 - 2 scoring tool.

Scoring Tool: The response gives evidence of the student's ability to describe the relationship between available resources and the production of goods and services.

2: The response describes two or more feasible changes in available goods in the store once the boycott went into effect.

1: The response describes only one such change.

0: All other responses.

Answer Cue:

fewer imported goods
fewer luxury goods
more locally produced goods
higher prices on remaining British imports
higher prices on local products than before the boycott

Sample Answer:
Mr. Greenshow’s store would carry more local items and fewer items from London. Prices might be higher. Imported items might cost more becuase of the tax, and local products might cost more because of increased demand.

Activity 5 Other than a boycott, what methods might the colonists have used to protest against British taxes on imported goods?

This activity addresses Social Studies Outcomes #1, Political Systems and #7, Understandings and Attitudes. The response is gauged on a 0 - 2 scoring tool.

Scoring Tool: The response gives evidence of the student's ability to analyze historical examples of conflict and examine historical situations in which the rights and dignity of peoples are respected.

2: The response accurately identifies at least two ways the colonists might have protested against British taxation, other than by a boycott.

1: The response accurately identifies one way the colonists might have protested against British taxation, other than by a boycott.

0: All other responses.

Answer Cue:

write letters
tar and feather tax agents
burn tax stamps
sign petitions
stage a protest march
any other feasible and accurate response

Sample Answer:
The colonists might have protested against taxes by signing petitions or writing letters and sending them to Parliament or to the king.

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