FOOD FAIR FABULOUS!

In Washington State this year, we have moved to Classroom-based Assessments in all social studies classes, CBAs, to evaluate student proficiencies. The food fair concept fits all research modalities of the different social studies courses offered at Wishkah Valley School in the area of Cultural Interactions: "A responsible citizen understands the various cultural influences that affect our lives, nation, and world today. You will choose members of one cultural group that reside, or have resided, in two regions or countries and analyze the contributions they have made, the economic success they have had, and the level of social and political participation they have attained."

The Learner Will:
Select an area of the United States/world to research.
Select TWO cultural groups that reside in that area.
Research the contributions each group has made to the area, the economic successes of each group, their social impact on the area, and their political participation in their area.
Use at least 2 print sources and 3 electronic sources, citing all sources using MLA citation style.
Write a paper. (If you cover all the points, it's long enough. But if you must have a number: 3 pages, double spaced, 12 point font.)
Plan a presentation. Your presentation must include a traditional food from one of the cultural groups, a presentation board with interesting facts and the recipe, appropriate dress -- either dress to reflect the garb of the cultural group OR dress for a business presentation.
Attend the Food Fair and present your research as well as your recipe.
RUBRIC:
1. Position: All CBA responses should include a position. In some cases, such as the ¡°Constitutional Issues¡±
CBA, this position is meant to be persuasive. For other CBAs, such as the ¡°Enduring Cultures¡± CBA, it is the
well©\reasoned conclusion that the student has drawn about the cultures being examined. In both cases,
however, the response must do more than simply restate information. Instead, every CBA response
should make a case or argument for looking at a particular issue, topic, or event in a particular way.
2. Explanation and Analysis for Background, Reasons, or Evidence: Any required explanation or analysis
should include at least one specific detail or example as well as the student¡¯s commentary on how the
detail or example relates to the position, issue, or topic being addressed in the CBA response. Just
providing commentary or just listing specific details is not adequate to earn a response credit for
explaining or analyzing something.
3. Sources: All CBAs for grades 6©\12 require responses to use and cite 3 or more sources. To be credited for
the use and citation of a source, the response must explicitly address the source within the text and
provide enough bibliographic information so that an outside reviewer could find the source (e.g., author,
title, and url for an online article) or, at least, be able to corroborate the existence of the source (e.g.,
informal interviews). The only source for which a student does not need to provide bibliographic
information is the U.S. Constitution.
4. A.C.C.E.: There are four qualities that any CBA response must have to earn credit. In short, they must be
accurate, clear, cohesive, and explicit in addressing the relevant concepts.
a. Cohesive: All parts, paragraphs, or sections of a CBA response must fit together in one cohesive
whole. If it is so disjointed that an outside reviewer would not be able to gather the overall
position, it cannot earn credit.
b. Clear: If an outside reviewer cannot follow the points made in a CBA response due to lack of
clarity, it cannot be credited.
c. Explicit: Responses should address concepts and elements required by the rubric in explicit
terms. For example, if the rubric requires the response to include a discussion of a particular
perspective, it should be clear to an outside reviewer where that discussion is in the response.
Credit should not be given to points that require inferences to be made.
d. Accurate: For a response to earn any credit, the information provided for a particular criterion
must be accurate. The following is a supplemental criterion to be used in conjunction with CBA¡¯s
rubric when the response contains inaccuracies.
4 ¨C Excellent
The response contains no inaccuracies
3 ¨C Proficient
The response contains a few minor inaccuracies that do not contradict or weaken the overall response.
2 ¨C Partial
The response contains several minor inaccuracies or one or more major inaccuracies that contradict or weaken the overall response.
1 ©\ MinimalThe response is largely inaccurate.
5. Writing: Conventions, organization, and style affect the grade.