Grace_Assessment Samples

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Ben Grace
11/10/15
HIS 3626
Assessment Samples
Formative Assessment - Class Debate
• This lesson will come near the end of the unit as a culminating activity, so connections to prior
lessons will come during the activity.
• Have students answer the following questions as bell-ringer: Have you ever participated in a
debate before? What are some rules that you think participants should follow in a debate to keep
it respectful?’
• This activity will focus on the Unit Objective, which will still be on the board from the start of
the unit
• Having students share their debate experiences and ideas for respectful debate will
allow me to begin the debate activity
• Explain that the class will debate the question: “Is a minimum wage increase necessary or good
for Americans? Draw on your political knowledge and knowledge of the progressive era to
answer the question
• The class will be divided into two groups, one for the raise of minimum wage and one against
(randomization will ensure students may have to defend a position they disagree with), and all
students will be given the primary sources and news article and will be allowed 15 minutes to
read them
• Students will use their self-generated rules for debate to structure the professionalism aspect of
the activity
• If students start to get off track or disrespectful, remind them of the rules they created for the
debate
•
The teacher can pose questions to the group if the class has reached a lull in conversation
• Mastery of content will be demonstrated throughout the debate as students will need to
contribute to the conversation by connecting Progressive Era content to the modern minimum
wage debate
• The lesson will conclude with a class discussion on the debate experience. Allow students to
provide feedack on such issues as: “What was the debate like for you? What worked / didn’t
work about the structure of the debate? What concepts about the Progressive Era did this activity
help reinforce for you?”
Rubric
Demonstration
of content
knowledge
Participation in
group
preparation
Participation in
debate
Professionalism
1
2
3
Student did not
contribute to the
debate or
contributions
were not
relevant to the
discussion
Student did not
engage in group
planning at all
and was
otherwise
distracted
(sleeping,
texting, etc.)
Student did not
engage in the
debate at all and
was otherwise
distracted
(sleeping,
texting, etc.)
Student
consistently
engaged in
disrespectful
behavior
(interrupting
peers, using
inappropriate
language,
distracting peers,
etc.)
Contributions to
debate are based
on content, but
showed a weak
understanding of
unit content
Student
contributions
demonstrated
good
understanding of
content
Summative Assessment – Unit Test
Student did not
offer
contributions to
their group but
were not
otherwise
distracted
Student did not
contribute at all
but was not
distracting or
engaged in
something unrelated to class
Student
exhibited two or
more instances
of unprofessional
behavior
4
Student
consistently
made
contributions to
debate that
incorporated
content
Student was
Student
focused,
consistently
engaged and
made
made
contributions
contributions to and helped to
group planning
focus their group
on the task at
hand
Student made at Student
least one
consistently
contribution to
offered
the debate that
contributions
was relevant or
that guided and
further generated further generated
discussion
discussion
Student
Student
exhibited only
exhibited clear
one instance of
understanding of
unprofessional
respectful debate
behavior
guidelines
I.
Multiple Choice
1. Which of the following industries were not controlled by trusts?
a. Railroads
b. Grain Production
c. Steel
d. Oil
2. European immigrants to America came mostly from which two areas of Europe?
a. Northern and Western
b. Southern and Central
c. Northern and Eastern
d. Southern and Eastern
3. Upton Sinclair’s novel The Jungle exposed abuses in which industry?
a. Steel
b. Cattle ranching
c. Meat packing
d. Garment manufacturing
4. The women who led the Temperance Movement wanted men to abstain from
a. Gambling
b. Smoking
c. Alcohol
d. Littering
5. Which of the following organizations was not founded during the Progressive Era
a. Students for a Democratic Society (SDS)
b. National Association for the Advancement of Colored People (NAACP)
c. Knights of Labor
d. National American Woman Suffrage Association
6. What did the 17th Amendment to the Constitution guarantee?
a. Presidents can only serve two terms or ten years
b. Poll taxes were banned
c. American workers can work no more than eight hours a day without overtime pay
d. Direct election of Senators
7. Which group of people were often the target of discrimination in the Western United
States?
a. German Americans
b. Chinese Americans
c. Italian Americans
d. Irish Americans
II.
Matching
8. Led the Niagra Conference and demanded full equality for African Americans __C__
9. Photographer who documented immigrant life in New York City __B__
10. Called on African Americans to better themselves by learning industrial skills __E__
11. Political party that called for public ownership of industries _A___
12. Political party that found strong support in the South __D__
A.
B.
C.
D.
E.
Populist
Jacob Riis
W.E.B. Du Bois
Democratic
Booker T. Washington
III.
Fill-in-the-blank
13. ___________________ opposed the Gold Standard and delivered the “Cross of Gold”
speech: William Jennings Bryan
14. The _______________________ of 1911 highlighted the need for factory reforms:
Triangle Shirtwaist Fire
15. Immigrants to the East Coast often found a place to live in _________________ housing:
Tenement
16. The Supreme Court decided in ___________________ that New York State could not
restrict bakers from working more than 10 hours a day: Lochner v. New York
17. The ___________________ was an 1890 law passed by Congress in order to regulate
trusts and monopolies: Sherman Antitrust Act
IV.
Short Answer
18. In at least three sentences, describe some challenges immigrants to large American Cities
had to face during the Progressive Era
Answers may include: ethnic discrimination, workplaces dangers / finding a job, poor living
conditions
19. Describe three ways in which women gained influence or independence during the
Progressive Era.
-
Increased suffrage
Temperance movement
Joining labor unions / becoming labor leaders
Leading mutual aid societies and social welfare programs
20. List at least three Muckracking journalists and the subjects they focused on
-
Upton Sinclair – workplace abuses (meat packing)
-
Ida B. Wells – Discrimination / violence against southern blacks
Jacob Riis – photographing poor urban living conditions
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