caap higgins 3 27 11 - my teaching portfolio - tim higgins - … · 2015-11-23 ·...

Content Area Assessment Plan: Social Studies Grade 11

Unit Topic: The Constitution in Jeopardy -‐ The American Civil War

Subtopic: The polarization of the United States as illustrated by the

Lincoln-‐Douglas debates of 1858

Timothy Higgins Marist College

EPSY 506 Professor Currie March 27, 2011

Content Area Assessment Plan (Timothy Higgins)

Table of Contents

I. New York State Learning Standards and Learning Objectives

II. Assessment and Portfolio Objectives

III. Portfolio Procedure: Historical Time Machine: Destination – April 1858

a. Historian’s materials and tools

b. Authentic activities and process

IV. Authentic assessments and portfolio artifacts

a. Historical Time Machine Station number 1 - The Research project - group planning, templates, checklists,

journal.

b. Historical Time Machine Station # 2 - Candidate Lincoln and Candidate Douglas position papers.

c. Historical Time Machine Station # 3 - The Great Lincoln-Douglas Debates.

d. Historical Time Machine Station #4 - Citizenry in Action: The Letters to the Editors.

V. Self-Regulation

a. Objectives and tools

VI. Evaluation Rubrics

VII. Reflection

a. Student

b. Teacher


I. NYS Learning Standards and Learning Objectives

Note: The following encompasses the key ideas, performance indicators, and learning objectives for the entire Unit topic. The subtopic has a more narrow set.

NYS Learning Standard 1: Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in the history of the United States and New York. Key Idea 1. The Study of New York State and United States history requires an analysis of the development of American culture, its diversity, and multicultural context, and the ways people are unified by many values, practices, and traditions. Performance Indicator 2: Describe the evolution of American democratic values and beliefs as expressed in the Declaration of Independence, the New York State Constitution, the United States Constitution, the Bill of Rights, and other important historical documents. Learning Objective: Students will be able to analyze the constitutional crises and evolving democratic principles that led to the outbreak of the American Civil War. Students will understand sectional polarization and the reasons for the rise of the Republican party and the election of Abraham Lincoln. Key Idea 3. Study about the major social, political, economic, cultural, and religious developments in New York State and United States history involves learning about the important roles and contributions of individuals and groups.

Performance Indicator 2: research and analyze the major themes and developments in New York State and United States history (e.g., colonization and settlement; Revolution and New National Period; immigration; expansion and reform era; Civil War and Reconstruction; The American labor movement; Great Depression; World Wars; contemporary United States) Performance Indicator 3: prepare essays and oral reports about the important social, political, economic, scientific, technological, and cultural developments, issues, and events from New York State and United States history. Learning Objectives: (1) Students will identify the major battles of the American Civil War and describe their strategic importance to both the North and South. Students will discuss the effects on both the military and civilian populations. (2) Students will demonstrate understanding of the leadership role Abraham Lincoln played during the Civil War by drawing on historical accounts and documents regarding his presidency. Key Idea 4. The skills of historical analysis include the ability to: explain the significance of historical evidence; weigh the importance, reliability, and validity of evidence; understand the concept of multiple causation; understand the importance of changing and competing interpretations of different historical developments.

Performance Indicator 1: analyze historical narratives about key events in New York State and United States history to identify the facts and evaluate the authors’ perspectives.


Performance Indicator 2: consider different historians’ analyses of the same event or development in United States history to understand how different viewpoints and/or frames of reference influence historical interpretations. Learning Objectives: (1) Students will recognize the unique actions and policies of a government during wartime. (2) Students will analyze the plight of the African-‐American by consulting diverse sources.

II Assessment and Portfolio Objectives

Purposes:

Ø To demonstrate to students that the study of history is alive and applicable.

Ø To examine and understand the sectionalization and polarization in the United States that preceded the

American Civil War.

Ø To provide a variety of authentic activities and assessments that engage students in the study of history

and the practice of citizenry. The portfolio can be shared with other students, teachers, and parents.

Ø To provide students with ample opportunities for developing self-‐regulation and reflecting on their own

learning.

Ø To fulfill requirements for learning in the Social Studies/History content area as mandated by New York State standards.


III Portfolio Procedure: Historical Time Machine: Destination April 1858.

Historian’s Material and Tools (NOTE: For demonstration purposes, only one (1) set of materials will be attached.) The class is invited to partake in a historical journey back in time in an America that has long been forgotten. The class will look at maps, modes of transportation, communication, and entertainment in an attempt to capture what America was like prior to the American Civil War. The time machine concept creates an understanding of relativity crucial to looking at the issues of that time.

Historical Source Materials:

Dred Scott Decision Missouri Compromise Compromise of 1850 Kansas Nebraska Act Declaration of Independence

US Constitution

The Debates:

Lincoln Douglas Debate

Historical Time Machine Newspapers:

Newspaper Pro Douglas

Newspaper Pro Lincoln

Historian’s Tool Kit:

Candidate position template

Letter writing tips


Authentic Activities and Process

• Attached historical transcripts can be downloaded or printed. It is assumed that previous lesson plans have covered this material, precursory legislation, and events leading up to the Lincoln-‐Douglas debates and the following assessments. This would include John Brown’s Raid, popular sovereignty, The Compromise of 1850, The Fugitive Slave law, The Dred Scott case, The Kansas-‐Nebraska Act, Lecompton constitution, The Missouri Compromise and the backgrounds of Abraham Lincoln and Stephen Douglas. The Declaration of Independence and the United States Constitution are included as original and historical source documents as a backdrop and influence for pre-‐Civil War events and American political theory.

• Divide the class into 3-‐4 groups (approx. 6-‐8 students max). Each group chooses one of the Lincoln-‐Douglas debates. These groups are further divided into the Lincoln team and the Douglas team.

• Students will prepare brief sheets linking the above key ideas to their candidate’s positions. Students will examine the reasoning and bases of the argument and create candidate’s position papers using a template. The template will form the basis and help with the outline for an essay.

• The debates will be reenacted emphasizing sound public speaking skills and appropriate role playing. • The debates will be critiqued by the other teams. • Historical newspaper accounts will be compared and contrasted to the students own brief sheets and

accounts. Write two letters to the editors of two newspapers that covered the debates. (one pro-‐Douglas, one pro-‐Lincoln). The letters to the editors should be in support of the candidate that the newspaper opposes. The Historian’s tool kit includes letter writing tips.

IV. Authentic Assessments/Portfolio Artifacts

Authentic Assessments: Comprehensive Exploration of the Lincoln-‐Douglas Debates of 1858. The following authentic assessments are placed in the student portfolio:

ü Historical Time Machine Station # 1 -‐ The Research project. ü Historical Time Machine Station # 2 -‐ Candidate Lincoln and Candidate Douglas position papers. ü Historical Time Machine Station # 3 -‐ The Great Lincoln-‐Douglas Debates. ü Historical Time Machine Station # 4 -‐ Citizenry in Action: The Letters to the Editors.

These assessments represent exercises that could mirror real life experiences. We are ALL called upon, as U.S. citizens, to engage in debating the topics that confront us politically and socially. Furthermore, it urges the student to debate with grasping multiple facts and influences -‐ all with a focus on tolerance and respect. This authentic task is certainly interdisciplinary as it weaves elements of history, politics, sociology, psychology, economics, public speaking, and theatre. Students will create multiple responses (see above) as they engage in analyzing, comparing, and applying the various historical sources. The four assessments are linked to individual rubrics and key ideas, performance indicators, and learning objectives. Students will need some preparation on terms, timelines, and history but “scaffolding” is built logically as the exercise progresses. If the students are historically and politically aware and engaged – then this will be a successful exercise. It also appeals to the dramatic as a major historical event is reenacted through consumption and digestion of American ideals, principles, and rhetoric.


The Student Portfolios will be stored electronically in PDF format in the Department database. The debates will be stored as video; contingent on applicable requirements and/or prohibitions. The Teacher portfolio will choose key assessments and reflection with the permission of the student and his/her parent or guardian.

V. Self-‐Regulation

The four exercises and associated self-‐regulation objectives are:

1. Group Planning -‐ Research project (Self-‐regulation characteristic: Planning)

Self-‐regulation objective A: Overall project time monitoring This objective includes a form to facilitate tracking of the project into manageable pieces. Major milestones and due dates will be provided. Students have the option of using the tool below or creating their own time management tool.

Time Monitoring Tool

Assignments Group planning WEEK #1

Candidate position Paper WEEK #2

Historical Role Play debate WEEK #3

Persuasive letter to Editor WEEK #4

MILESTONE 1 Organization (see checklist below)

Describe and date Describe and date Describe and date

MILESTONE 2 Reading and discussion of materials

Outline, research template

Describe and date Outline, research letter writing tips

MILESTONE 3 Debate planning Draft due Rehearsal Draft due

MILESTONE 4 Transition to week 2 Edit, proofread, final Performance Edit, proofread, final


Self-‐regulation objective B: Group cooperation, brainstorming, and division of duties. This objective includes a checklist of items that need to be assigned to individual group members. Ground rules for equitable distribution of responsibilities will be provided. Checklist and Ground rules for group sessions. (Tasks are performed in conjunction with Box#1 of time monitoring sheet above.) TASK

GROUND RULES

Division of group into 2 teams Everyone participates.

Responsibilities determined (spokesperson, scribe, researcher(s), etc.)

Only one person speaks at a time. Focus and listen.

Timeline and Milestones filled in Fair, friendly, factual and respectful of other opinions and inputs

Rotating Spokesperson Voting on group decisions. Issue raised, debate by all with appointed chair mediating. Consensus building and compromise. Majority vote.

OTHER OTHER

NOTE: Teacher will collaboratively consult with each group after this stage.

2. Research Report (Self-‐regulation characteristics: Planning and Performance)

Self-‐regulation objective C: Students use outlines to prepare their essays. This objective includes resources on essay construction, grammar and sentence structure, and various tools to facilitate good writing. Writing resources will be provided. An example would be: Strunk and White’s The Elements of Style. Students will consider appropriate, effective environments for performing this work. Students are encouraged to journal their study and writing habits and issues.


3. Historical Role play Performance (Self-‐regulation characteristics: Planning, Performance, and Reflection)

Self-‐regulation objective D: Students will plan their performance using a checklist their group designs for meeting the requirements of a good performance. Rubric#3 will be used by the group to self-‐assess their rehearsals and the class will use this same rubric to assess the performing group’s actual performance. 4. Persuasive Essay (Self-‐regulation characteristics: Planning and Performance)

Self-‐regulation objective E: Students use outlines to prepare their letters to the editors. This objective includes resources on the elements of good letter writing and persuasive essay construction.


VI Evaluation Rubrics

Please note links to objectives under note for each rubric.

Each authentic activity has an individual rubric.

Group Planning -- Research Project : Rubric#1 Lincoln-Douglas debates

Note: Links to self-regulation objectives A, B, and Key Idea 1, Performance Indicator 2 and Key Idea 4, Performance Indicators 1 & 2.

Student Name: ________________________________________

CATEGORY 25 - 23 points 22 - 20 points 19 - 17 points 16 - 14 points

Plan for Organizing Information

Students have developed a clear plan for organizing the information as it is gathered and in the final research product. All students can independently explain the planned organization of the research findings.

Students have developed a clear plan for organizing the information in the final research product. All students can independently explain this plan.

Students have developed a clear plan for organizing the information as it is gathered. All students can independently explain most of this plan.

Students have no clear plan for organizing the information AND/OR students in the group cannot explain their organizational plan.

Delegation of Responsibility Each student in the group can clearly explain what information is needed by the group, what information s/he is responsible for locating, and when the information is needed.

Each student in the group can clearly explain what information s/he is responsible for locating.

Each student in the group can, with minimal prompting from peers, clearly explain what information s/he is responsible for locating.

One or more students in the group cannot clearly explain what information they are responsible for locating.

Ideas/Research Questions Researchers independently identify at least 4 broad issues relating to the American Civil War when performing research.

Researchers independently identify at least 4 reasonable issues relating to the American Civil War when performing research.

Researchers identify, with some adult help, at least 4 reasonable broad issues relating to the American Civil War when performing research.

Researchers identify, with considerable adult help, 4 reasonable broad issues relating to the American Civil War when performing research.

Group Timeline Group independently develops a reasonable, complete timeline describing when different parts of the work (e.g., planning, research, first draft, final draft) will be done. All students in group can independently describe the high points of the timeline. Creation of customized, comprehensive time management template.

Group independently develops a timeline describing when most parts of the work will be done. All students in group can independently describe the high points of the timeline. Provided template is used as a guide.

Group independently develops a timeline describing when most parts of the work will be done. Most students can independently describe the high points of the timeline. Provided template is heavily relied on only improved slightly.

Group needs adult help to develop a timeline AND/OR several students in the group cannot independently describe the high points of the timeline. Relied entirely on provided template.


Research Report : Rubric#2 Lincoln-Douglas debates

Student Name: _________________________________

Note: Links to Key Idea 1, Performance Indicator 2, Learning Objective 1. Links to Key Idea 3, Performance Indicators 2 & 3, Learning Objective 2. Links to Key Idea 4, Performance Indicators 1, Learning Objective 2. Links to self-regulation objective C.

CATEGORY 20-18 points 17-15 points 14-10 points 9-5 points

Organization Information is very organized with well-constructed paragraphs and subheadings.

Information is organized with well-constructed paragraphs.

Information is organized, but paragraphs are not well-constructed.

The information appears to be disorganized. 8)

Sources All sources (information and graphics) are accurately documented in the desired format.

All sources (information and graphics) are accurately documented, but a few are not in the desired format.

All sources (information and graphics) are accurately documented, but many are not in the desired format.

Some sources are not accurately documented.

Quality of Information Information clearly relates to the main topic. It includes several supporting details and/or examples relating to pre-civil war sectionalization and polarization.

Information clearly relates to the main topic. It provides 1-2 supporting details and/or examples relating to pre-civil war sectionalization and polarization..

Information clearly relates to the main topic. No details and/or examples are given.

Information has little or nothing to do with the main topic.

First Draft Detailed draft is neatly presented and includes all required information.

Draft includes all required information and is legible.

Draft includes most required information and is legible.

Draft is missing required information and is difficult to read.

Paragraph Construction All paragraphs include introductory sentence, explanations or details, and concluding sentence.

Most paragraphs include introductory sentence, explanations or details, and concluding sentence.

Paragraphs included related information but were typically not constructed well.

Paragraphing structure was not clear and sentences were not typically related within the paragraphs.


Historical Role Play : Rubric#3 Lincoln Douglas Debates

Note: Links to Key Idea 3, Performance Indicator 3, Learning Objective 2 and self-regulation objective D.

Student Name: ________________________________________

CATEGORY Excellent Good Satisfactory Needs remediation

Props/Costume/Presentation Student uses several props (could include costume) that accurately fit the period, show considerable work/creativity and make the presentation better.

Student uses 1-2 props that accurately fit the period, and make the presentation better.

Student uses 1-2 props which make the presentation better.

The student uses no props OR the props chosen detract from the presentation.

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 and Public Speaking Point-of-view, arguments, and solutions proposed were consistently in character. Public speaking was effective and clear.

Point-of-view, arguments, and solutions proposed were often in character. Public speaking was mostly effective and clear.

Point-of-view, arguments, and solutions proposed were sometimes in character. Public speaking was sometimes effective and clear

Point-of-view, arguments, and solutions proposed were rarely in character. Public speaking and delivery needs improvement.


Persuasive Essay: Rubric#4 Lincoln-Douglas Debates

Student Name: ______________________________

Note: Links to Key Idea 1, Performance Indicator 2, Learning Objective 1. Links to Key Idea 3, Performance Indicators 2 & 3, Learning Objective 2. Links to Key Idea 4, Performance Indicators 1 & 2, Learning Objective 2. Links to self-regulation objective E.

CATEGORY 4 - Above Standards 3 - Meets Standards 2 - Approaching Standards 1 - Below Standards Score

Position Statement

The position statement provides a clear, strong statement of the author's position on the topic and references the appropriate newspaper article.

The position statement provides a clear statement of the author's position on the topic.

A position statement is present, but does not make the author's position clear.

There is no position statement.

Support for Position

Includes 3 or more pieces of evidence (facts, statistics, examples, real-life experiences) that support the position statement. The writer anticipates the reader's concerns, biases or arguments and has provided at least 1 counter-argument. References to the debate and sources are plentiful.

Includes 3 or more pieces of evidence (facts, statistics, examples, real-life experiences) that support the position statement. References to the debate and sources are many.

Includes 2 pieces of evidence (facts, statistics, examples, real-life experiences) that support the position statement. More references to the debate and sources are needed.

Includes 1 or fewer pieces of evidence (facts, statistics, examples, real-life experiences). References to the debate and sources need improvement.

Sequencing Arguments and support are provided in a logical order that makes it easy and interesting to follow the author's train of thought.

Arguments and support are provided in a fairly logical order that makes it reasonably easy to follow the author's train of thought.

A few of the support details or arguments are not in an expected or logical order, distracting the reader and making the essay seem a little confusing.

Many of the support details or arguments are not in an expected or logical order, distracting the reader and making the essay seem very confusing.

Audience Demonstrates a clear understanding of the potential reader and uses appropriate vocabulary and arguments. Anticipates reader's questions and provides thorough answers appropriate for that audience. Demonstrates understanding of political relativity.

Demonstrates a general understanding of the potential reader and uses vocabulary and arguments appropriate for that audience. Is aware of political relativity.

Demonstrates some understanding of the potential reader and uses arguments appropriate for that audience.

It is not clear who the author is writing for.

Grammar & Spelling

Author makes no errors in grammar or spelling that distracts the reader from the content.

Author makes 1-2 errors in grammar or spelling that distract the reader from the content.

Author makes 3-4 errors in grammar or spelling that distract the reader from the content.

Author makes more than 4 errors in grammar or spelling that distracts the reader from the content.


Sentence Structure

All sentences are well-constructed with varied structure.

Most sentences are well-constructed and there is some varied sentence structure in the essay.

Most sentences are well constructed, but there is no variation is structure.

Most sentences are not well-constructed or varied.

Closing paragraph

The conclusion is strong and leaves the reader solidly understanding the writer's position. Effective restatement of the position statement begins the closing paragraph.

The conclusion is recognizable. The author's position is restated within the first two sentences of the closing paragraph.

The author's position is restated within the closing paragraph, but not near the beginning.

There is no conclusion - the paper just ends.


VII Reflection

Student Journal: Students are to keep a journal that covers personal goals and thoughts. A standard entry includes date, time, and topic.

The following journal main sections are recommended:

• Thinking skills: comparing, contrasting, evaluating information and opinions • Research and writing skills: Obtaining and synthesizing, organizing, and interpreting information.

Supporting a position. • Interpersonal and group relation skills: Tolerating and discussing different points of view, planning, goal

setting, and delegation of responsibility. • Public speaking: Reflect on performance and ways to improve.

Student Project Reflection Sheet

Place an X in the box that answers the question. STUDENT NAME: ____________ DATE: ____________

QUESTION

Group planning (interpersonal skills and goals)

Research report (Research and writing goals)

Historical role play (Public speaking goals)

Persuasive letter to editor (Research and writing goals)

1. Which assessment did you like the most?

2. What assessment did work the hardest at?

3. What assessment did you receive the highest grade on?

4. What assessment did you learn the most from?

5. Did you achieve your goals in these areas?

Open questions (Please be comprehensive and detailed. Use what you are learning about writing.) 1. What self-‐regulation tools would you use again? What tools would you discard?

2. What would you do to improve your worst assessment?

3. If all the Xs are not in the same column, attempt to explain why.

4. What strategies did you use that helped in planning and time management?


5. What would you do differently in a similar project? Give a minimum of two examples.

6. Please describe your progress toward your goals in the above areas. Consult your journal for insight into your progress.

Teacher Journal and Reflection:

Teacher will note the following in addition to any other observations.

Ø Was enough time allotted? Ø Did the rubrics work as intended? Ø Were materials sufficient? Is more or less needed? Ø What student behaviors were observed? (i.e., boredom, enthusiasm, etc.) Ø Is there any part that should be a stand-‐ alone plan?

Other Recommended CAAP enhancements:

Plan enhancement Details Date Completed

caap higgins 3 27 11 - my teaching portfolio - tim higgins - … · 2015-11-23 ·...

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