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Crawford Grill: Opening the Doors of Opportunity
Assessment Strategies

 

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The students read and watch oral accounts and video clip of Crawford Grill

The student acquired information about historical significance and unique qualities of the Crawford Grill and noted many important facts for discussion.

The students acquired some information about the historical significance and unique qualities of the Crawford Grill and noted some facts for discussion.

The student watched and read the accounts, but the student's response indicates a need to find a deeper understanding of the historical significance of the Grill.

The student needs to identify the important facts about the Grill and its unique qualities and historical significance.

The students will participate in a small group discussion

The student shared facts and demonstrated a clear understanding of the diversity, mood and opportunities created for black musicians.

The student shared some facts and demonstrated a literal understandingof the scene at the Grill based on the accounts. The student can recall and explain the accounts in his/her own words.

Although there is some recall of the information presented, a deeper understanding of the diversity, mood and opportunities created by the Grill is not evident in the group responses.

The student needs to share facts and insight about the information learned through the oral accounts and video.

The students will illustrate scenes from the Crawford Grill

The scene illustrates a typical scene from the Crawford Grill in the 1960s including at least 3 pieces of information from the accounts. The scene shows the crowd, the musicians, and the overall mood of the Grill. There is clear evidence of facts acquired from the primary sources.

The scene illustrates a scene from the Crawford Grill including 2 pieces of information from the accounts. The scene shows the diversity of the crowd and the musicians. There is some evidence of facts acquired from the primary sources.

The scene illustrates a scene from the Grill but includes less than two pieces of information from the accounts. There is little evidence of facts acquired from the primary sources.

The student needs to include evidence of knowledge that he/she acquired from the oral accounts and video.

The students will add conversation bubbles to the scenes.

The dialogue in the conversations shows a clear understanding of the attitude, mood and reactions to the musicians.

The dialogue in the conversations shows some understanding of the attitude, mood and reactions to the musicians.

The dialogue in the conversation needs to demonstrate more of an understanding of the attitude, mood and reactions to the musicians

The student needs to include dialogue that clearly shows an understanding of attitude, mood, and reactions to the musicians.


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