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Skill
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Students will be able to formulate a focused investigation question about how a Pacific Northwest tribe uses stories, place names, and exhibits to teach community history and values. - formulate
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- I can write a simple investigation question using “How/Why” that focuses on one tribe and one way stories or place names help explain community history or values.
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- I can create a focused investigation question that connects stories, place names, or exhibit practices, and I can state the specific aspect I will look for in sources (e.g., a theme, a value, or a teaching purpose).
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- I can formulate an investigation question that clearly guides research and includes respectful wording, helping me decide what evidence to gather from tribal-approved sources.
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- I can refine a strong investigation question that is specific enough to guide my project, connects living culture/history/values to how museums or exhibits communicate, and anticipates related follow-up questions I may pursue.
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Skill
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Students will be able to gather and document evidence from books, maps, images, and tribal-approved sources to support accurate claims about a Pacific Northwest tribe. - gather and document
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- I can gather basic evidence from a provided book, map, or image and record where I found it (title/creator/page or source details) to support my claim about a Pacific Northwest tribe.
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- I can gather and document evidence from multiple provided sources (books, maps, images, and tribal-approved materials) and I can match each piece of evidence to a specific claim using clear notes (what it shows + where it came from).
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- I can gather evidence from several tribal-approved sources, document it accurately with complete citations/details, and select the most relevant evidence to support my claim while explaining how the evidence connects to my wording.
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- I can gather, document, and organize strong evidence from books, maps, and images using tribal-approved sources; I can revise my evidence notes so they clearly justify my claims and are ready to use in an exhibit display or oral explanation.
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Content knowledge
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Students will be able to compare multiple Pacific Northwest tribal sources to identify shared themes, distinct practices, and respectful connections without assuming all tribes are the same. - compare
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- I can compare two Pacific Northwest tribal sources (such as stories, place names, maps, or image excerpts) by naming one shared idea and one difference using simple, respectful wording.
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- I can compare multiple Pacific Northwest tribal sources by identifying at least two shared themes and two distinct practices, and I can support my comparisons with specific details from the sources.
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- I can compare multiple Pacific Northwest tribal sources by explaining how shared themes connect while still honoring distinct practices, and I can use evidence-based statements (with source details) to make clear, respectful connections.
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- I can compare multiple Pacific Northwest tribal sources in a focused way by synthesizing patterns across sources, distinguishing shared themes from unique practices, and describing respectful connections using accurate evidence and culturally appropriate language.
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Content knowledge
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Students will be able to analyze how exhibit design choices, captions, and artifacts in a museum or classroom display reflect community history, cultural traditions, and values. - analyze
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- I can sort exhibit elements (images, captions, and artifacts/objects) and explain, with help, how one design choice helps visitors learn about community history or values
- I can use a simple caption idea and source tag to match the information in my exhibit.
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- I can analyze how specific exhibit design choices (such as layout, caption wording, labeling, and evidence tags) communicate community history, cultural traditions, or values to visitors
- I can revise my caption/labels using evidence from at least one tribal-approved source to make my explanation clearer and more respectful.
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- I can justify how exhibit design decisions—including caption structure, placement, and how evidence is shown—reflect community history and living cultural values
- I can compare claims across multiple sources and adjust my exhibit text and labels so they accurately reflect what the sources support and honor tribal voices.
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- I can independently evaluate how exhibit design choices, captions, and artifact/visual selections work together to convey community history, cultural traditions, and values with strong, source-based evidence
- I can craft and refine captions that make clear respectful context, explain visitor-oriented meaning, and demonstrate how my thinking changed to better honor tribal voices.
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Skill
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Students will be able to develop a visual plan for an interactive exhibit that organizes evidence, images, captions, and visitor supports in a clear layout. - develop
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- I can create a simple visual layout sketch for my interactive exhibit by arranging my evidence and images in a clear, labeled space plan
- I can use basic captions and evidence tags to help a visitor follow what I’m showing.
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- I can develop a clear, organized exhibit visual plan that groups related evidence, images, and captions in a logical order for visitors
- I can add visitor supports (such as labels, arrows, or a short evidence tag set) and explain how my layout helps viewers notice key ideas and respectful connections.
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- I can design a detailed interactive exhibit plan that analyzes the exhibit space and deliberately matches each piece of evidence (maps, source excerpts, images) to the viewer’s experience
- I can refine my captions and evidence tags so they are accurate, cohesive, and clearly connected to my central claim about living culture, history, and resilience across Pacific Northwest tribes.
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- I can create an insightful, final visual plan for an interactive exhibit that thoughtfully anticipates visitor needs, accessibility, and how viewers will move through the display
- I can independently revise my layout, captions, and evidence tags for clarity and strong source support, ensuring the arrangement communicates respectful, evidence-based connections.
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Skill
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Students will be able to engage in structured peer discussion and critique to evaluate evidence accuracy, respectful language, and cross-tribal connections in a work-in-progress exhibit. - engage and evaluate
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- I can take part in a structured peer discussion about a work-in-progress exhibit by sharing one specific observation, using respectful language and evidence words (story/map/image/source)
- I can identify one place where evidence is clear and name one kind way to improve clarity or connection to another tribe.
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- I can participate in structured peer critique by asking and answering focused questions about evidence accuracy, respectful language, and cross-tribal connections
- I can point to at least one specific piece of evidence (a source excerpt, map detail, or image) and suggest a clear revision that strengthens the claim or honors tribal voices more.
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- I can lead and support structured peer critique by comparing multiple sources and giving specific, evidence-based feedback on accuracy, respectful wording, and how well connections across PNW tribes are explained
- I can propose revisions with reasons (e.g., what the visitor will understand better and what source details should be added or corrected).
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- I can engage in structured peer critique with a collaborative, museum-quality standard by evaluating how evidence, language, and cross-tribal connections work together in a draft exhibit
- I can offer detailed, actionable feedback that improves evidence support, strengthens accuracy, and deepens respectful connections across tribes so the exhibit communicates living culture with integrity.
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Skill
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Students will be able to create an art-based community exhibit piece that reflects cultural traditions and uses source evidence to teach visitors about a chosen Pacific Northwest tribe. - create
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- I can create an art-based community exhibit piece for a chosen Pacific Northwest tribe that includes visuals and labeled details that match information from at least one source I used in class.
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- I can create an art-based community exhibit piece that reflects cultural traditions and includes multiple accurate, source-based facts (with evidence tags/captions) to explain what I learned about my chosen tribe.
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- I can create an art-based community exhibit piece that thoughtfully reflects cultural traditions and uses evidence from several tribal-approved sources to support clear claims and respectful, visitor-friendly captions.
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- I can create an art-based community exhibit piece that strongly reflects cultural traditions and uses well-selected, accurate source evidence to teach visitors about my chosen tribe while showing thoughtful respect for tribal voices through my language and organization.
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