Teacher's Name: William R. Casto
Subject: History, Early U.S. History
Grade Level: 10th
Assignment: 5
Unit Assessment Plan
Unit Objectives:
SS.O.10.5.4: Justify how the effects of European empire building led to the
American Revolution
SS.O.10.5.5: Prioritize the problems that existed between the British government
and the American colonies and defend first the American viewpoint and then the British
viewpoint (e.g., sovereignty of Parliament, taxation, trade restrictions).
Part 1
Diagnostic Assessment – Before the real work on the unit begins students will be asked
some very basic questions about the pre-Revolution time period, to allow the teacher to
get a sense of what they already know. This can also serve as part of the introduction of
the unit, and can help communicate to students the direction the class will be going in for
the next few weeks. This should also help to give a sense of how much students
understand about the interactions between the colonies and the larger British Empire in
relation to the unit objectives.
Formative Assessment – Students will be asked clear and simple questions throughout the
lesson about the material they are covering, to help give the teacher an idea of how the
class in general is following along and if re-teaching may be necessary. It should also
serve to measure progress toward the unit objectives.
Summative Assessment – At the end of the unit there will be an exam that will cover as
many of the key points the class has covered as is possible. There will be several
different types of questions such as short answer or fill in the blank, as some students
perform well with some types and not as well with others. The main focus for the exam
will be short essay questions, which the students will know about a day or two in advance
so that they might prepare. These questions will ask students to explain an important
concept in their own words. For example: How did the British view the American
colonies; that is what was their opinion of the “issues” the colonists seemed to have, and
what did they want out of the colonies. The essay questions in particular should
demonstrate student understanding in line with the unit objectives if they ask students to
think from the point of view of both the colonies and the British Empire.
Part 2
Authentic Performance Assessment- For this activity, students will take part in a debate.
The debate will focus on the argument between the colonists and the British, with the
class being split into two teams to represent these two sides. Students will be encouraged
to do their best to represent their side of the argument, even if they don’t personally
agree. They will be encouraged to act a little, to try to think like someone from this time
period did. The point of this activity is not to come to any sort of conclusion or
compromise in the end (though if they do its fine), but to illustrate that they really do
understand the issues the colonists faced, and how the British saw the same “issues,” on a
deeper level.
Activity Directions – Students will be split into two teams at the teachers discretion
(randomly, or keeping certain students together). Each team will be given a name, either
“The Colonists” or “The British,” to signify what side of the debate they are on. Students
will be asked to present their team’s arguments to the best of their ability, even if they do
not personally agree with it. Students will also follow the rules of debate, as previously
covered in class: They will not interrupt each other, they will respond appropriately and
politely to others, etc. Every member of the group must participate in some way.
Rubric-
Follows the
Rules of
Debate
Arguments
5
4
Follows the
practice of taking
turns speaking,
does not interrupt
others, and listens
politely.
Argument during
debate reflects
complete
knowledge of the
material, and is
presented in a
logical way.
Takes turns
speaking, rarely
interrupts others,
listens well with
others are talking.
3
Total Points:
(20 Possible)
Speaks out of turn Points:
regularly, does
(5 Possible)
not follow
discussion well.
Argument during
the debate reflects
acceptable
understanding of
the material, and
is presented well.
Argument during
debate does not
reflect an
understanding of
the material.
Points:
(5 Possible)
General
Interacts well
Organization with team,
follows up on
responses from
other team, and
keeps up with the
developing
debate.
Works well with
team, mostly
follows along
with developing
debate.
Does not interact
well with team,
does not follow
along well with
the developing
debate.
Points:
(5 Possible)
Participation
Student was
active in the
activity.
Student put less
effort into the
activity than
expected.
Points:
(5 Possible)
Student was very
active in activity,
and contributed
substantially.
Note: I did not want to go too far down the scale for points, as I would want to step in if
a student was becoming disruptive during the activity or was having some other
significant problem.