from multiple sources to support their claims. In this summative task, students construct an evidence-based argument using multiple sources to answer the compelling question it possible to track the life of prehistoric nomads without “Is written evidence?” It is important to note that students’ arguments could take a variety of forms, including a detailed outline, poster, or essay. Students’ arguments will likely vary, but include any of the following: Non-written evidence supports understanding of nomadic life during prehistoric times. Non-written evidence supports some aspects but lacks in other parts of understanding of nomadic life during prehistoric times. Non-written evidence does not support understanding of nomadic life during prehistoric To extend their arguments, teachers may have students provide evidence to support their claim. Students have the opportunity to Take Informed Action by drawing on their understandings of the value of primary sources that are non-written such as artifacts, pictures, and drawing about nomadic life communication and needs. To understand the problem, students investigate regions today where war is threatening artifacts and determine what options might be available for saving them. Students can then assess the problem through an examination of a local area historic site and determine what unspoken history is explored at the site. Finally, students act by creating a PSA that highlights the need to protect artifacts regionally or worldwide.
from multiple sources to support their claims. In this summative task, students construct an evidence-based argument using multiple sources to answer the compelling question “Is it possible to track the life of prehistoric nomads without written evidence?” It is important to note that students’ arguments could take a variety of forms, including a detailed outline, poster, or essay. Students’ arguments will likely vary, but include any of the following: Non-written evidence supports understanding of nomadic life during prehistoric times. Non-written evidence supports some aspects but lacks in other parts of understanding of nomadic life during prehistoric times. Non-written evidence does not support understanding of nomadic life during prehistoric To extend their arguments, teachers may have students provide evidence to support their claim. Students have the opportunity to Take Informed Action by drawing on their understandings of the value of primary sources that are non-written such as artifacts, pictures, and drawing about nomadic life communication and needs. To understand the problem, students investigate regions today where war is threatening artifacts and determine what options might be available for saving them. Students can then assess the problem through an examination of a local area historic site and determine what unspoken history is explored at the site. Finally, students act by creating a PSA that highlights the need to protect artifacts regionally or worldwide.
Nomadic-Life-Arkansas.docx