1. Traveling the Triangle Trade Route By Gregg Adams Sixth Grade Social Studies Some students may need reading assistance. Conclusion Evaluation Process Introduction Task Home Conclusion Evaluation Home This addresses SS-06-4.1.1 SS-06-4.3.1 SS-06-4.3.2

2. Introduction Conclusion Home Evaluation Introduction Task Process During the eighteen hundreds there was a route that merchant ships took to trade goods, including people. Your quest is to discover this route and create an avatar of yourself as a sailor on a merchant ship traveling the trade route. You will record your experiences in the ship’s log.

3. Task Conclusion You are to choose a role of someone traveling the trade route, ex. ship captain, sailor or slave. Create a avatar of yourself in that role. Create a map of the route followed and identify two traded commodities. You are then to complete at least four log entries of one page each, detailing the experiences of daily life upon a ship at sea and at port. Evaluation Task Process Introduction Home

4. Process Conclusion Evaluation Process Home Introduction Task Use these resources to help you discover information about the Triangle Trade Route.

5. Evaluation Conclusion Evaluation Process Home Introduction Task Rubric for Journal Rubric for Map

6. conclusion Conclusion Evaluation Process Home Introduction Task You survived a trip around the Atlantic. You must have kept your wits about you, now lets share what we learned with our classmates!

7. Rubric for Map CATEGORY4321 Neatness of Color and Lines All straight lines are ruler-drawn, all errors have been neatly corrected and all features are colored completely. All straight lines are ruler-drawn, most errors have been neatly corrected and most features are colored completely. Most straight lines are ruler-drawn, most errors have been neatly corrected and most features are colored completely. Many lines, corrections of errors, and/or features are not neatly done. Labels - Accuracy At least 90% of the items are labeled and located correctly. 80-89% of the items are labeled and located correctly. 79-70% of the items are labeled and located correctly. Less than 70% of the items are labeled and located correctly. Labels & Features - Neatness 90-100% of the labels/features can be read easily. 89-80% of the labels/features can be read easily. 79-70% of the labels/features can be read easily. Less than 70% of the labels/features can be read easily. Map Legend/Key Legend is easy-to-find and contains a complete set of symbols, including a compass rose. Legend contains a complete set of symbols, including a compass rose. Legend contains an almost complete set of symbols, including a compass rose. Legend is absent or lacks several symbols. Title Title tells the purpose/content of the map, is clearly distinguishable as the title (e.g. larger letters, underlined, etc), and is printed at the top of the map. Title tells the purpose/content of the map and is printed at the top of the map. Title tells the purpose/content of the map, but is not located at the top of the map. Purpose/content of the map is not clear from the title. Conclusion Evaluation Process Home Introduction Task Rubrics create d with the help of Rubitstar

8. Rubric for journal CATEGORY4321 Historical Accuracy All historical information appeared to be accurate and in chronological order. Almost all historical information appeared to be accurate and in chronological order. Most of the historical information was accurate and in chronological order. Very little of the historical information was accurate and/or in chronological order. Role Point-of-view, arguments, and solutions proposed were consistently in character. Point-of-view, arguments, and solutions proposed were often in character. Point-of-view, arguments, and solutions proposed were sometimes in character. Point-of-view, arguments, and solutions proposed were rarely in character. Required Elements Student included more information than was required. Student included all information that was required. Student included most information that was required. Student included less information than was required. Journal Entries There are four or more journal entries. There are three journal entries. There are two journal entries. There is one journal entry. Conclusion Evaluation Process Home Introduction Task Rubrics create d with the help of Rubitstar