SPRING 2014
Mallory Mack
Secondary Social Studies
Teacher Work Sample (TWS)
A Capstone Assignment
Teacher Work Sample
Name: Mallory Mack
Grade Level or Subject: 7/Social Studies
Part I – Overall Learning Goals and Objectives
A. Topic: Westward Expansion (Essential Question: What is progress?)
B. Goals of the lessons
1. To understand the hardships of Trailblazers.
2. To understand conflict with other groups during Westward
Expansion.
3. To understand how infrastructure/transportation improved during the early 1800s.
B. Lesson Objectives (with curriculum standards):
1. Transportation – SWBAT explain the improvements in transportation in the 1800s and
analyze how it affected Westward expansion.
8.3.7.A: Classify the social, political, cultural, and economic contributions of individuals and
groups throughout United States history.
8.3.7.C: Compare how continuity and change have impacted U.S. history.

Belief systems and religions

Commerce and industry

Technology

Politics and government

Physical and human geography

Social organizations
2. Oregon – SWBAT explain the first people that went to Oregon and why they went.
8.3.7.A: Classify the social, political, cultural, and economic contributions of individuals and
groups throughout United States history.
8.3.7.D: Examine conflict and cooperation among groups and organizations in U.S. history.

Ethnicity and race

Working conditions

Immigration

Military conflict

Economic stability
3. Oregon Trail – SWBAT discover the hardships of the trailblazers in their journey to
Oregon.
CC.8.6.6-8.F: Conduct short research projects to answer a question (including a self-generated
question), drawing on several sources and generating additional related, focused questions that
allow for multiple avenues of exploration.
8.3.7.A: Classify the social, political, cultural, and economic contributions of individuals and
groups throughout United States
history.
2
4. Texas – I can explain how Texas won its independence from Mexico and how Texas
eventually became a state in the US.
8.3.7.D: Examine conflict and cooperation among groups and organizations in U.S. history.

Ethnicity and race

Working conditions

Immigration

Military conflict

Economic stability
5. Westward Expansion – SWBAT evaluate how the Mexican American war, the Gold
Rush, and the Transcontinental Railroad affected Westward Expansion.
CC.8.5.6-8.B: Determine the central ideas or information of a primary or secondary source;
provide an accurate summary of the source distinct from prior knowledge or opinions.
CC.8.5.6-8.C: Identify key steps in a text’s description of a process related to history/social
studies (e.g., how a bill becomes law, how interest rates are raised or lowered).
CC.8.6.6-8.E: Use technology, including the Internet, to produce and publish writing and
present the relationships between information and ideas clearly and efficiently.
Part II – Contextual Information & Sub-groups
Include ALL Student Data:
Class
Males
Females ESL/ELL
Size
GIEP
28
1
14
14
0
Exceptionalities/Disabilities
SES – Title I
Ethnic/cultural
0
0
(documented and undocumented)
0
Academic Data:
Below
Grade
At Grade
Above
Grade
8
2
16
This Social Studies course is required by all 7th grade students in order to fill their four “core class”
schedule (Language Arts, Science, Math, Social Studies). The course dictates mostly American history
from the colonial period, with some ancient history as background information about the democratic
governmental system. The class is based in collaborative Project-Based Learning (PBL) with Language
Arts, in that most of the units are taught for 5-7 days and then students have nearly an equal amount of
time to conduct research-based inquiry on the topic and create either a project or write an essay.
The classroom is structured in seven four-desk pods in order to promote discussion. When the lessons
are teacher-centered, there are many opportunities for open discussion between the groups. This
ensures that all students are participating and thinking about the information.
3
Adaptations/Modification/ Differentiation Planned:
Adaptations/Modification/
Students’ Contextual Factors
Differentiation
(student data and academic
data)
Implementation Lesson(s)
(which lesson are impacted and
how)
No specific adaptations were
used for this section.
Contextual Information and Learning Environment Adaptations
A. Contextual information:
This particular school district is located in an affluent suburb outside of Pittsburgh,
PA. There are six public schools that make up this district, three elementary buildings,
two middle schools, and one high school. The district does very well in placing their
students, 98% of its graduates further their education at the collegiate level. Their faculty
is made of up highly educated teachers, 73% of which have a Master’s Degree or higher.
The district has 10 U.S. Department of Education Blue Ribbon “Excellence in Education”
awards, one or more awards for each building. The district has also won the award of
“2000 New American High School” national recognition for innovative instructional
techniques and excellence in professional development. In addition, the two middle
schools in the district were honored with the Donald Eichhorn “Schools to Watch” from
2008-2017. Also, a teacher in one of the middle school buildings was recently recognized
as a “20 to watch” technology educators in the country.
Because the school district does not have much diversity in terms of race, ethnicity, and
socioeconomic status, I chose a class with an even gender split. The class is populated with
students that have different personalities, attitudes and ability levels. There are no students with
IEPs, but there is one student with a GIEP. In terms of academic data, most of the students in
the class are “above grade,” which I decided was above an 85% in the class. The students in the
80%-84% range are considered “at grade,” and the students below an 80% are considered
“below grade.”
B. Learning Environment Adaptations
All students receive Use of Visual Aids, all students benefit from the use visuals like
PowerPoint and Prezi when being presented with new information. They also receive
guided notes (both completed and incomplete) students benefit from having a graphic
4
organizer or guided notes during a lecture to build their note taking skills and so that they
can focus on the information being presented. Students receive additional time for
assignments and tests, and test adaptations for those students who require it. Students
with IEPs are provided with an adapted test that limited the number of choices available to
them for multiple choice, and limited the amount of information they needed to include for
short answer questions. All students are also allowed to re-take the test to ensure that
they have learned the information.
Though this class has many students that do well in school, there are a number of
students who exhibit frequent behavioral problems. This affects the structure of many lessons.
Because of the behavior of said students, the class, as a whole, needs to be very structured.
Most self-directed activities do not work with this particular class. Lessons have to be “adapted”
to have more structure and to be more teacher-centered because, otherwise, the class loses
focus and the point of the lesson is often lost. There were no test adaptations for this class.
Part III – Assessment Plan
Objectives: (SWBAT…)
Pre-Assessment
Formative
Assessment
Post-Assessment
1. Identify and describe
“Manifest Destiny.”
Question 1
Manifest Destiny Art
Analysis and
Discussion
Question 23
“Joe Farmer” Activity –
revised
Questions 1-3 & 21
Westward Expansion
Web Quest
Question 22
1. Westward
Expansion Web quest
2. Westward I go Free
worksheet
3. Oregon Trail “Event
Representation”
4. Oregon Treaty
“Event
Representation”
1.“How Texas got its
shape” Video with
discussion
2. Battle of the Alamo
“Event
Representation”
3. Discussion
Questions 5-9
2. Identify and analyze how Questions 2, 7 & 8
infrastructure/transportation
improved.
3. Describe treatment of
Question 3
minority groups such as
Native Americans, African
Americans, Chinese
Immigrants and Mexican
Native.
4. Identify how the US
Question 4
acquired Oregon and
explain the hardships of
the early pioneers.
5. Identify how the US
acquired Texas and
explain the difficulties that
Texas faced as the
Republic of Texas.
Questions 5 & 6
5
Questions 10-18
Assessment Plan
A. As a method of pre-assessment, the students were given an 8-question Likert-scale test with a
section for explanation. The students were instructed to circle the number that reflected their
knowledge on the topic (“0” – meaning ‘I know nothing’ and “5” – meaning ‘I am an expert). If the
student circled anything above “0,” they were required to give an explanation in the space
provide. The responses were assessed both on the number indicated by the student, and the
explanation. If the student provided correct information in the space, they were awarded 1 point
for that question. If the student indicated that they knew something about the topic by circling a
number above “0,” but their answer was incorrect, they were not given any points. The maximum
amount of points on the pre-test was 8 points (the points on the pre-test were not used as formal
grades). The students were given around 15 minutes at the beginning of class to complete the
assessment.
B. The post-test as a 23-question test. It included thirteen multiple-choice questions, seven short
answers, and three true or false. The students were given 30 minutes to complete the
assignment. Extra time was allotted to all students who needed it.
C. As a method of formative assessment, students took part in discussions daily about various
content. One notable discussion involved the analysis of a picture representing Manifest Destiny.
Students were instructed to look at the picture and discuss with a small group what they noticed
about it. As a whole group, students shared out what they noticed about the picture and the
teacher led discussion to ask why they thought it was significant. Students also took part in an
activity where they mapped out a water route and a land route to Philadelphia and New Orleans.
This activity was an extension of a previous activity meant to show how the improvements in
technology helped travellers. Students discussed in groups and as a whole class their methods
of transportation, their route, how long it took to travel for each, and how much faster they arrived
with the technology they chose than before. Students also completed a Westward Expansion
Web Quest where they were expected to complete a series of tasks at home the night before,
and we would discuss the content in class (flipped classroom). Lastly, each day before class,
students were to complete an event representation in which a group of 4-5 students drew a
picture of a certain event during Westward Expansion on a note card. On the back of the
notecard, students were to explain their event and present their event to the class. They then
stapled their event on a timeline posted in the back of the classroom.
D. Within the Westward Expansion unit, there were five main concepts and events that the students
were expected to master (improvements in infrastructure and transportation, how the US acquired
Oregon, how the US acquired Texas, treatment of minorities, and Manifest Destiny). The
instructional sequence was aligned to support the learning of this material. The pre-test had one
or two questions aligned with these objectives, where the students were expected to rate their
knowledge on the topic and then write a short explanation (if they claimed to know something
about the topic). On the post-test, several questions on each section were present, except for
6
Manifest Destiny, there was only one short-answer question where students were expected to
explain the concept.
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Part IV – Instructional Design
Pre-Assessment Analysis and Data
Objective (from the first
page):
Overall Class
in Percentage
of each
objective
(mean/median)
*Sub Groups in
Percentage of each
objective
(mean/median)
Implication for instruction
including instructional
grouping based on the preassessment data (What did
the pre-assessment data tell
you about your students and
how to the data shape your
instruction?)
1. Identify and describe
“Manifest Destiny.”
Mean: 0%
Below Basic: 0%
Basic: 0%
Above Basic: 0%
2. Identify and analyze how Mean: 0%
infrastructure/transportation
improved.
Below Basic: 0%
Basic: 0%
Above Basic: 0%
3. Describe treatment of
minority groups such as
Native Americans, African
Americans, Chinese
Immigrants and Mexican
Native.
Below Basic: 100%
Basic: 100%
Above Basic: 100%
Because none of the
students in this sample had
never heard of “Manifest
Destiny,” there were two
partial class periods
designated to Manifest
Destiny.
All of the students in the
sample knew what about
infrastructure and
transportation technology,
but did not know how it
improved. In order to explain
how transportation
technology and infrastructure
improved, the teacher
presented a Prezi on the
improvements and students
completed a discovery
activity where they were to
map a route to Philadelphia
and New Orleans and figure
out how much time it would
take to make a round trip
both by land and water.
What students discovered
was that the travel time was
drastically decreased with
the new technologies and
improvements in
infrastructure.
All of the students in this
sample had learned about
the treatment of Native
Americans during Andrew
Jackson’s presidency, as
such, there was not much
emphasis on Native
Mean: 100%
8
4. Identify how the US
acquired Oregon and
explain the hardships of
the early pioneers.
Mean: 17%
Below Basic: 0%
Basic: 100%
Above Basic: 15%
5. Identify how the US
acquired Texas and
explain the difficulties that
Texas faced as the
Republic of Texas.
Mean: 35%
Below Basic: 0%
Basic: 0%
Above Basic: 46%
Americans. Students focus
was turned to treatment of
African Americans and
Mexican citizens during this
time period.
Many of the students had no
background knowledge
whatsoever of the United
States’ acquisition of Oregon
during Westward expansion.
Two class periods were
designated to the acquisition
of Oregon and the hardships
faced by the first pioneers
and early settlers. One class
day was lecture and
discussion and the next
class day was an interactive
game where students
discovered the hardships of
the Oregon Trail.
Students in this sample had
some background on the
Mexican/American war and
the acquisition of Texas, but
not much. One full class
period engaged discussion
as well as a homework
assignment (“how Texas
got its shape” video). Also,
two (student made) event
representations were
designated to the Battle at
the Alamo and Texas
becoming a state.
Instructional Design and Implementation
A. Pre-assessment Analysis:
 As a whole, the class did not know a lot about Westward Expansion in general.
 Manifest Destiny is a concept that was unknown by students in all subgroups. This
was a concept that would have to be studied extensively in class.
 Improvements in infrastructure and transportation was another concept that none of
the students (in any subgroup) were familiar with. There would need to be a lot of time
designated to this topic in order to ensure mastery by the students.
 Treatment of minority groups was well known by students in every subgroup. This
subject could be discussed in specific instead of just general background information.
9


Oregon was the first topic to present a challenge in terms of teaching it to this section.
None of the students from the below basic category knew anything about this topic.
Because there was only one student who fell into the basic category, her needs were
abundantly clear. This student had some background knowledge on the topic, she
could have done some enrichment activity for this lesson because of her background
knowledge. A small percentage of the above basic students had some background
knowledge on the topic of Oregon, but nothing specific. They would benefit from
spending some time with the topic.
Texas was another challenge. Students in the below basic group knew nothing about
how the US acquired Texas. These students would need to spend time learning about
the topic to ensure mastery. The student in the basic group also knew nothing about
this topic. She would benefit from participating in the engaged discussion during class
and completing homework assignments for this topic. Some students in the above
basic group know background information on the topic, but not much. These students
would benefit from the lesson and in enrichment activity. All students were presented
with the enrichment activity followed by discussion.
B. Design for Instruction:
 The instructional sequence of the lessons was developing using the pre-assessment data,
the objectives dictated by the curriculum, and contextual information. The unit consisted of
a pre-test, four lessons, a mini-project, a Web Quest, and a post-test. This unit took place
over a seven-day period. The lessons were designed so that the students could master
the information. Mastery was facilitated by lecture, class discussions, a project where the
students had to create an event during this time period and add it to a time line displayed
in the classroom, a research-based “jigsaw” project where students prepared information
about a certain minority group during Westward Expansion, and an interactive game.
Lessons were structured so that the students slowly advanced in Bloom’s Taxonomy,
starting with lessons structured around teacher direction and slowly allowing for more
autonomy by the students (finishing the unit with a research-based jigsaw activity).
 At the conclusion of this assignment, it was clear to me that pre-assessment data
can be used to shape instructional design. What I would have done differently is
tailored the lessons more specifically to what students needed. For example,
because students knew nothing about Manifest Destiny, I should have devoted an
entire lesson to the mastery of that concept. Students knew a lot about minority
treatment before this unit, I could have used a day where I focused on minorities to
talk more about Manifest Destiny. In the future, I will know that pre-assessment data
is extremely useful in shaping instruction specifically to meet student’s needs.
C. Sequence of Lessons:
Lesson 1: Introduction to Manifest Destiny and Improvements in Infrastructure and Transportation
Technology.
 Learning Target: I can explain improvements in Infrastructure and Transportation
Technology and how it affected Westward Expansion.
10
o Students analyze a picture representing Manifest Destiny
o Teacher delivers information about improvements in technology and infrastructure
o Students complete transportation activity
Lesson 2: Oregon Acquisition
 Learning Target: I can explain how the US acquired Oregon and the motivation/hardships
of early settlers.
o Teacher delivers information (Prezi) about the “Lure of Oregon.”
o Students watch a video
o Discussion
Lesson 3: Texas Acquisition
 Learning Target: I can explain how the US acquired Texas and the difficulties Texas
faced as the “Lone Star Republic.”
o Teacher delivers information (Prezi) about the “Lone Star Republic.”
o Students discuss critical thinking question related to Texas
o Discussion
Lesson 4: Westward Expansion Web Quest
 Learning Target: I can explain how the Homestead Act, the Transcontinental Railroad,
The Mexican American War and The Gold Rush affected Westward Expansion.
o Teacher explains project
o Students work through Web Quest
Lesson 5: Oregon Trail Game
 Learning Target: I can explain the hardships of early pioneers to Oregon.
o Teacher explains goals
o Students play game
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Part V – Analysis of Learning Results
Post Assessment Gains
Objective:
Overall Class
Percentage
EACH Sub Groups’
Overall Average
Percentage
Individual Student Raw
Percent Score for Each
Objective
See appendix
1. Identify and
describe “Manifest
Destiny.”
Mean: 83%
Below Basic: 100%
Basic: 75%
Above Basic: 100%
11`42. Identify and
analyze how
infrastructure and
transportation
improved.
3. Describe
treatment of
minority groups
such as Native
Americans, African
Americans,
Chinese
Immigrants and
Mexican Native.
4. Identify how the
US acquired
Oregon and
explain the
hardships of the
early pioneers.
5. Identify how the
US acquired Texas
and explain the
difficulties that
Texas faced as the
Republic of Texas.
Mean: 94%
Below Basic: 78%
Basic: 57%
Above Basic: 87%
Mean: 94%
Below Basic: 100%
Basic: 100%
Above Basic: 92%
Mean: 94%
Below Basic: 100%
Basic: 87%
Above Basic: 93%
Mean: 97%
Below Basic: 70%
Basic: 80%
Above Basic: 76%
Analysis of Learning Results
In analyzing my pre- and post-assessment data, there was a 53% increase in overall learning.
When the data was broken up by concept:
 the first concept (Manifest Destiny) showed a 91% increase,
 the second concept (Infrastructure) showed a 74% increase,
 the third concept (Minority Treatment) showed a 3% decrease,
 the fourth concept (Oregon) showed a 55% increase,
 and the last concept (Texas) showed a 50% increase in learning.
12
The analysis of learning results shows me three things: first, that my objective in my preassessment align with my post-assessment, second, that the objectives aligned with the
assessments were met in the instructional sequence of lessons, and third, that the instructional
techniques used were effective. With the exception of the “Above” group in the treatment of
Minorities concept, each group benefitted from the instructional techniques and sequence within
this unit. Learning improved by at least 50% for each subgroup from the beginning to the end of
the unit. For students who did not accomplish their objectives, there was a test re-take offered in
which the student had a chance to explain (interview style) answers to the question that he or she
missed. The re-take is conducted interview style to ensure mastery of the material, if the student
gets a concept wrong, the teacher has a chance to explain the correct answer to the student.
Self-Evaluation and Reflection
What did I learn about myself from this assignment? I know that it is imperative that I be purposeful in
designing units and lessons. I think the best way to ensure that your students understand the objectives
is through backwards design (UBD). For example, for this unit, I knew what my objectives were at the
start of the unit, which is how I constructed the pre-assessment. This helped me to design the scope
and sequence of my lessons and also my post-assessment. I do not feel that I used UBD to its full
potential, though, because I feel that I could have added more information to the pre-assessment and
been more specific and direct in my questioning to get a better understanding of what students knew
about the concepts if I would have created the lessons and post-test first. From this, I know that I need
to be more purposeful in my instructional design.
Some things that did not work well, that I know I should avoid in the future, is trying to put too much
information into one lesson. There was a lot that I wanted students to learn in this unit, and not a lot of
time. There were a number of lessons that were ineffective because there was too much information
within the lesson. For example, the first lesson where the students were introduced to Manifest Destiny
and also learned the improvements in transportation technology and infrastructure. This was simply too
much information for students to learn in one day, but because they did not understand Manifest Destiny
in their pre-test, I felt I needed to give them a background of Manifest Destiny at the very start of the
unit. A way to handle limited time and a lot of information is utilizing the flipped classroom technique,
where students can learn information at home with videos, articles, etc., and have more time during
class to master concepts.
Some things that worked well during this lesson were the interactive games, discussions, and discovery
activities that the students were expected to do autonomously. This shows me that student-based
learning is the most effective teaching style in terms of getting students to learn and retain information.
The students were successful in the self-discovery activities, where students had to be autonomous.
One example of a lesson where this was present was the Web Quest (flipped classroom) activity.
Students worked through a “worksheet” where the teacher provided videos, articles, and pictures and
questions where students had to follow information and answer the questions related to the information.
Another lesson where autonomy was the focus was during the Oregon Trail game. Students made
decisions about how they wanted to travel to Oregon. Students enjoyed this game and learned that it
was not easy to make it to Oregon. The whole class reflected on the game the next week as a method
of formative assessment in which I found out that students retained the information of the hardships of
travelling to Oregon.
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Part VII – Supportive Documents
Appendix A – Overall Learning Gains
Pre-Test Data
Manifest Destiny
Concept
Infrastructure
Below
100
100
100
Minorities
Basic
Above
Oregon
100
15
Texas
46
100
80
60
40
20
0
Mean Grade
Post-Test Data
100
75
100
Manifest Destiny
78
57
87
Concept
Infrastructure
Minorities
100
100
92
Oregon
100
87
93
Texas
70
80
76
100
80
60
40
Mean Grade
14
20
0
Below
Basic
Above
Appendix B – Lesson Plans
*Additional documents (Prezi, Web Quest) are provided via QR (quick response) code. In order to
access these documents, QR reader applications are available for free in the “app store” for iPhone.
Hover over the code with your phone and it will automatically direct you to the site.
1.) SUBJECT/COURSE TITLE:
Social Studies
COOPERATING TEACHER/SCHOOL DISTRICT: USC
DATE:
2/11/14
GRADE LEVEL: 7
TOPIC:
Westward Expansion
STUDENT OBJECTIVE(S): I can explain improvements in Infrastructure and Transportation Technology and how it
affected Westward Expansion.
STANDARDS:
8.1.7.A: Demonstrate continuity and change over time using sequential order and context of events.
8.3.7.A: Classify the social, political, cultural, and economic contributions of individuals and groups throughout United States history.
CC.8.5.6-8.C: Identify key steps in a text’s description of a process related to history/social studies (e.g., how a bill becomes law, how
interest rates are raised or lowered).
MATERIALS:
iPads
LEARNING ACTIVITIES:
Anticipatory set (focus) 3-6 minutes: Students will analyze a picture of a representation of Manifest Destiny and the class
will discuss.
Procedure (time):
1. Teacher delivers prezi on transportation and infrastructure improvements.
2. Students are given transportation activity.
3. Teacher explains to the students that they are to map a route to Philadelphia and New
Orleans both by water and by land.
4. Students work in groups to complete the route
5. Students choose a mode of new transportation in order to travel to their destination.
6. Students discover that it takes much less time to travel to each destination than when
they completed this activity before.
Closure (time): Discussion about the progress of their trip, what are they noticing is different than before?
Adaptations: All students receive guided notes in order to complete the transportation activity. Information is displayed on
the board, and a note guide is provided for structured note taking.
2.) SUBJECT/COURSE TITLE:
Social Studies
COOPERATING TEACHER/SCHOOL DISTRICT: USC
DATE:
2/12/14
GRADE LEVEL: 7
TOPIC:
Westward Expansion
STUDENT OBJECTIVE(S): I can explain how the US acquired Oregon and the motivation/hardships of early settlers.
STANDARDS:
8.1.7.A: Demonstrate continuity and change over time using sequential order and context of events.
15
8.3.7.A: Classify the social, political, cultural, and economic contributions of individuals and groups throughout United States history.
8.3.7.C: Compare how continuity and change have impacted U.S. history.

Belief systems and religions

Commerce and industry

Technology

Politics and government

Physical and human geography

Social organizations
MATERIALS:
iPads
LEARNING ACTIVITIES:
Anticipatory set (focus) 3-6 minutes: Teacher reviews the transportation activity results with
the students. “How did transportation and infrastructure improve? Who did this help?”
Procedure (time):
1. Teacher delivers prezi on the “Lure of Oregon.”
2. Students watch a video of Bear Grylls and discuss the meaning of “Rugged
Individualism”
3. Teacher leads a discussion of how the Mountain Men and Fur Traders relate to Bear
Grylls (Man vs. Wild).
Closure (time): Students present event representations on how the US acquired Oregon. The class discusses the means and
implications of this.
Adaptations: Information is displayed on the board, and a note guide is provided for structured note taking.
3.) SUBJECT/COURSE TITLE:
Social Studies
COOPERATING TEACHER/SCHOOL DISTRICT: USC
DATE:
2/13/14
GRADE LEVEL: 7
TOPIC:
Westward Expansion
STUDENT OBJECTIVE(S): I can explain how the US acquired Texas and the hardships Texas faced as the “Lone Star
Republic.”
STANDARDS:
8.1.7.A: Demonstrate continuity and change over time using sequential order and context of events.
8.3.7.A: Classify the social, political, cultural, and economic contributions of individuals and groups throughout United States history.
8.3.7.C: Compare how continuity and change have impacted U.S. history.

Belief systems and religions

Commerce and industry

Technology

Politics and government

Physical and human geography
16

Social organizations
MATERIALS:
iPads
LEARNING ACTIVITIES:
Anticipatory set (focus) 3-6 minutes: Students present “Texas becomes a state” event representation and add it to the
Westward Expansion timeline. The class discusses the significance of this.
Procedure (time):
1. Teacher delivers prezi on the “Why Texas?”
2. Students discuss a critical thinking question presented in the Prezi – “if you had to
move to Mt. Lebanon, how would you feel? Would you feel a part of Mt. Lebo?”
This relates to the settlers in Texas because they were forced to become “Mexican
citizens” and become a part of the Catholic Church.
3. Students watch a video about General Santa Anna.
4. Teacher leads discussion about Santa Anna – was he justified?
5. Students watch a video about the battle of San Jacinto.
6. Small groups summarize the battle.
7. Class discusses the battle.
Closure (time): Students present their event representation on the Battle of the Alamo. Class discusses the significance of
this battle.
Adaptations: Information is displayed on the board, and a note guide is provided for structured note taking.
4.) SUBJECT/COURSE TITLE:
Social Studies
COOPERATING TEACHER/SCHOOL DISTRICT: USC
DATE:
2/14/14
GRADE LEVEL: 7
TOPIC:
Westward Expansion
STUDENT OBJECTIVE(S): I can explain how The Homestead Act, The Transcontinental Railroad, The Gold Rush, and
the Mexican-American War affected Westward Expansion.
STANDARDS:
CC.8.5.6-8.A: Cite specific textual evidence to support analysis of primary and secondary sources.
CC.8.5.6-8.B: Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the
source distinct from prior knowledge or opinions.
8.1.7.A: Demonstrate continuity and change over time using sequential order and context of events.
8.3.7.A: Classify the social, political, cultural, and economic contributions of individuals and groups throughout United States history.
8.3.7.C: Compare how continuity and change have impacted U.S. history.

Belief systems and religions

Commerce and industry

Technology

Politics and government
17

Physical and human geography

Social organizations
8.3.7.D: Examine conflict and cooperation among groups and organizations in U.S. history.

Ethnicity and race

Working conditions

Immigration

Military conflict

Economic stability

MATERIALS:
iPads
LEARNING ACTIVITIES:
Anticipatory set (focus) 3-6 minutes: Students present “The Gold Rush” event representation. Class discusses possible
significance of the event. Students place event representation on Westward Expansion timeline.
Procedure (time):
1. Teacher instructs students to open up Web Quest and work though, following directions as
they go.
2. Students work through Web Quest.
3. Teacher assists students with questions.
Closure (time): Students present their event representation on the Transcontinental Railroad. Class
discusses the significance of its construction.
Adaptations: Explicit directions are given both written and orally. Teacher provides resources and
guided questions for content
5.) SUBJECT/COURSE TITLE:
Social Studies
COOPERATING TEACHER/SCHOOL DISTRICT: USC
DATE:
2/14/14
GRADE LEVEL: 7
TOPIC:
Westward Expansion
STUDENT OBJECTIVE(S): I can explain how the hardships of early settlers travelling to Oregon.
STANDARDS:
8.1.7.A: Demonstrate continuity and change over time using sequential order and context of events.
8.3.7.C: Compare how continuity and change have impacted U.S. history.

Belief systems and religions

Commerce and industry

Technology

Politics and government

Physical and human geography

Social organizations
MATERIALS:
iPads
18
LEARNING ACTIVITIES:
Anticipatory set (focus) 3-6 minutes: Students present “The Oregon Trail” event representation. Class discusses possible
significance of the event. Students place event representation on Westward Expansion timeline.
Procedure (time):
7. Teacher instructs students to start the Oregon Trail game.
8. Students work through the simulation.
Closure (time): Class discusses the hardships of travelling to Oregon.
Adaptations: Explicit directions are given orally. Teacher provides assistance as needed.
19
Appendix C – Westward Expansion Pre-Test
Name: ________________________________
Section: ________
On a scale of 0-5 (0 meaning “I know nothing about this topic” and 5 meaning “I know everything there is to know about
this topic”) rate your knowledge in this topic area. If you rate yourself above a 1, provide any information that you know
about the topic.
1. What is Manifest Destiny?
0
1 2 3 4 5 (Circle your answer)
_________________________________________________________________________________________________
2. What kind of transportation did people use to travel or trade in this time period?
0
1 2 3 4 5 (Circle your answer)
_________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_________________________________________________________________________________________
3. How were Native Americans treated during this time?
0
1 2 3 4 5 (Circle your answer)
_________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_________________________________________________________________________________________
4. How was the Oregon Territory acquired by the United States?
0
1 2 3 4 5 (Circle your answer)
_________________________________________________________________________________________________
20
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_________________________________________________________________________________________
5. How was Texas acquired by the United States?
0 1 2 3 4 5 (Circle your answer)
_________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_________________________________________________________________________________________
6. What is the Mexican Cession?
0 1 2 3 4 5 (Circle your answer)
_________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_________________________________________________________________________________________
7. What is infrastructure?
0
1 2 3 4 5 (Circle your answer)
_________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_________________________________________________________________________________________
8. How did infrastructure improve during this time?
0
1 2 3 4 5 (Circle your answer)
_________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_________________________________________________________________________________________
21
Appendix D – Westward Expansion Post-Test
Name: _______________________________
Section:___________
Westward Expansion
1. What was vehicle that made water transportation easier and more efficient in the early 1800s? 1 point)
a. Flat Boat
b. Steam Boat
c. Covered Wagon
d. Roads
2. What made it easier for pioneers to travel on land? (1 point)
a. Canals
b. “Clinton’s Ditch”
c. Improved Roads
d. None of the Above
3. Name two kinds of roads that made it easier for people to travel on land: (2 points)
-
4. What opportunities did canals open up for traders and travellers? (2 points)
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
_____________________________________________________________________
5. Why did people want to go to Oregon? (1 point)
a. Good climate for farming
b. Abundant space
c. Trading/Trapping
d. All of the Above
6. Who were the first three groups to go to Oregon? (3 points)
22
7. What was the dispute over the Oregon Territory? (1 point)
a. Four countries and Native Americans claimed ownership of it.
b. The weather is not good for farming.
c. There was no gold.
d. It was lawless.
8. Explain Rugged Individualism and give an example. (2 points)
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
_____________________________________________________________________
9. Oftentimes, travellers on the Oregon Trail faced many hardships – True or False. (1 point)
10. Stephen Austin provided land to American Settlers – True or False (1 point)
11. What are the two conditions under which American settlers can use land in Texas? (2 points)
-
12. In response to American settler’s not following Mexican laws, Mexico (in the short term), (1 point)
a. Gives Texas to the settlers because it is God’s will.
b. Allows them to be American citizens.
c. Gives them a formal warning.
d. Forbids any new settlers and sends troops to enforce the laws.
13. Who is in charge of the Mexican Military? (1 point)
a. General Santa Anna
b. General San Antonio
c. General Sam Houston
d. General San Francisco
14. Who is in charge of the Texan Army? (1 point)
a. Stephen Austin
b. Sam Houston
c. Davey Crockett
d. Bear Grylls
23
15. What is the battle where Texas gains its independence from Mexico? (1 point)
a. Battle of Santa Anna
b. Battle of the Alamo
c. Battle of Houston
d. Battle of San Jacinto
16. What are the problems Texas encounters as the “Lone Star Republic?” (2 points)
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
_____________________________________________________________________
17. What problems are the United States worried about in letting Texas enter the union? (1 point)
a. Potential War with Mexico
b. Uneven slave vs. free state
c. All of the above
d. None of the above
18. The conditions of the Treaty of Guadalupe-Hidalgo included all of these EXCEPT (1 point)
a. That the US would protect the people already living there
b. That the Americans living there would become Mexican Citizens
c. The US would pay around $10-$15 million for the Mexican Cession
d. That the Mexican cession would be added to the United States
19. Mostly ______ travelled west to take part in the Gold Rush of 1848-1849. (1 point)
a. Children
b. Women
c. Russians
d. Men
20. The Homestead Act allowed for poor people to own farms under the conditions that they (1 point)
a. Developed the land for five years
b. Owned Slaves
c. Fought against Mexico in the Mexican-American War
d. Worked on the Transcontinental Railroad
21. The Transcontinental Railroad improved the following aspects of American life EXCEPT (1 point)
a. Improved accessibility to goods that were not locally made
b. Improved businesses
c. Improved slavery
d. Improved the efficiency of moving people and cargo
22. Minorities were treated with respect during the time of Westward Expansion – True or False? (1 point)
24
23. Explain “Manifest Destiny” (2 points)
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
_____________________________________________________________________
25
Appendix E – Westward Expansion (Adapted) – Post-Test
Name: _______________________________
Section:___________
Westward Expansion
24. What was vehicle that made water transportation easier and more efficient in the early 1800s? 1 point)
e. Flat Boat
f. Steam Boat
g. Covered Wagon
h. Roads
25. What made it easier for pioneers to travel on land? (1 point)
a. Canals
b. “Clinton’s Ditch”
c. Improved Roads
d. None of the Above
26. Name one kind of roads that made it easier for people to travel on land: (2 points)
27. What opportunities did canals open up for traders and travellers? (2 points)
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
_____________________________________________________________________
28. Why did people want to go to Oregon? (1 point)
a. Good climate for farming
b. Abundant space
c. Trading/Trapping
d. All of the Above
29. Name a group (out of a possible 3) that travelled to Oregon before anyone else. (3 points)
26
-
30. What was the dispute over the Oregon Territory? (1 point)
a. Four countries and Native Americans claimed ownership of it.
b. The weather is not good for farming.
c. There was no gold.
d. It was lawless.
31. Explain Rugged Individualism and give an example. (2 points)
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
_____________________________________________________________________
32. Oftentimes, travellers on the Oregon Trail faced many hardships – True or False. (1 point)
33. Stephen Austin provided land to American Settlers – True or False (1 point)
34. What was one of the two conditions under which American settlers can use land in Texas? (2 points)
-
35. In response to American settler’s not following Mexican laws, Mexico… (1 point)
a. Gives Texas to the settlers because it is God’s will.
b. Allows them to be American citizens.
c. Gives them a formal warning.
d. Forbids any new settlers and sends troops to enforce the laws.
36. Who is in charge of the Mexican Military? (1 point)
a. General Santa Anna
b. General San Antonio
c. General Sam Houston
d. General San Francisco
37. Who is in charge of the Texan Army? (1 point)
a. Stephen Austin
b. Sam Houston
c. Davey Crockett
27
d. Bear Grylls
38. What is the battle where Texas gains its independence from Mexico? (1 point)
a. Battle of Santa Anna
b. Battle of the Alamo
c. Battle of Houston
d. Battle of San Jacinto
39. What are the problems Texas encounters as the “Lone Star Republic?” (2 points)
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
_____________________________________________________________________
40. What problems are the United States worried about in letting Texas enter the union? (1 point)
a. Potential War with Mexico
b. Uneven slave vs. free state
c. All of the above
d. None of the above
41. The conditions of the Treaty of Guadalupe-Hidalgo included all of these EXCEPT (1 point)
a. That the US would protect the people already living there
b. That the Americans living there would become Mexican Citizens
c. The US would pay around $10-$15 million for the Mexican Cession
d. That the Mexican cession would be added to the United States
42. Mostly ______ travelled west to take part in the Gold Rush of 1848-1849. (1 point)
a. Children
b. Women
c. Russians
d. Men
43. The Homestead Act allowed for poor people to own farms under the conditions that they (1 point)
a. Developed the land for five years
b. Owned Slaves
c. Fought against Mexico in the Mexican-American War
d. Worked on the Transcontinental Railroad
28
44. The Transcontinental Railroad improved the following aspects of American life EXCEPT (1 point)
a. Improved accessibility to goods that were not locally made
b. Improved businesses
c. Improved slavery
d. Improved the efficiency of moving people and cargo
45. Minorities were treated with respect during the time of Westward Expansion – True or False? (1 point)
46. Explain “Manifest Destiny” (2 points)
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
_____________________________________________________________________
29
Appendix F – Raw Data
30
Teacher Work Sample (TWS) – Evaluation Rubric
Spring 2014 - Student’s Name: _________________________________
Student Teacher Demonstrates
"Not Evident/Lacking" OR
"Needs Improvement" (1 pt)
Student Teacher
Demonstrates "Developing
Skills" (2 pts)
PART I: Goals and Objectives
Topic, goals or standards, and
objectives vague or not evident
Topic somewhat identified.
Goals or standards and
objectives stated, but clearly
aligned
Topic identified and appropriate for
class/subject. 1-2 goals or standards
identified. 3-5 objectives clearly
stated, appropriate, and align with
curriculum goals or standards
Part II:
Student, class, school and
community descriptions not
present or vague, and/or not
relevant. Differentiated instruction
modification or adaptations
missing or minimal or not
instructionally appropriate
Student, class, school and
community descriptions
somewhat present and
relevant. Differentiated
instruction modification or
adaptations minimal and
somewhat instructionally
appropriate
Clear and relevant descriptions that
demonstrate knowledge of students'
characteristics, skill levels, and school
and community information.
Contextual data and differentiated
instruction / adaptations appropriate,
specific, and tied to instructional
design.
Formative assessment missing or
weak. Pre and post assessment
plans are not aligned, not tied to
instruction, and/or do not drive
instruction or lessons.
Formative assessment weak.
Pre and post assessment
plans somewhat aligned and
tied to instruction, and/or
somewhat drive instruction or
lessons.
Pre and post assessment plans
clearly stated, detailed, aligned with
goals & each objective, tied to
instruction, and match-up. Formative
assessment provides relevant
information for instructional planning.
Sequence of lessons plans do not
provide evidence of appropriate
learning experiences - ineffective
instructional methods.
Sequence of lesson plans
provide some or weak
evidence of learning
experiences. Weak learning
experiences with no variety
and/or ineffective instructional
methods.
Instructional design of sequence of
lessons aligns with learning goals and
offers relevant learning experiences
with accurate content using a variety
of effective instructional methods.
Lesson plans do not provide
evidence of appropriate learning
experiences based on contexual
information and/or preassessment data.
Lessons plans take into
account some contexual
information and/or preassessment data, but not
carefully explained.
Instructional design of
developmentally appropriate
sequence of lessons - takes into
account ALL contextual information,
including differentiated /adapted
needs, sub-groups, and preassessment data.
Data analysis weak or inadequate.
No discussion on class or
subgroup achievement provided.
Data analysis somewhat
developed. More explanation
needed on learning
gains/losses for whole class
and subgroups.
Data analysis is directly tied to data
learning gains or losses. Accurate
presentation and explanation of whole
class and subgroups explained.
Specific remediation explanation for
student(s) who did not achieve
objectives based on the postassessment data.
Little or no impact on student
learning.
Minimal impact on student
learning.
Whole class and subgroups made
learning gains based on pre/postassessment data.
Part VI: Self-Evaluation
Minimal and/or superficial
reflections.
Some reflection evident that
ties into self-growth and
impact of teaching based on
the TWS assignment.
Reflections specific and focus on the
impact of the experience on student
learning. Reflections present in each
lesson. Also, general reflection on the
impact of teaching explained.
Supporting Documentations
Non-relevant or no attachments
provided.
Some weak data attachments
provided and/or not connected
to analysis.
Relevant graphs, tables or charts that
visually show student/subgroup prepost assessment data. connected to
Live Text Rubric:
Teacher Work Sample (TWS)
Contextual Data and Adaptations
Part III:
Assessment Plan
Part IV:
Instructional Design Part I
Part IV:
Instructional Design Part II
Part V:
Analysis of Learning
Part VI:
Impact on PK-12 Student Learning
Student Teacher Demonstrates
"Target Skills" (3 pts)
Live Text Rubric:
Teacher Work Sample (TWS)
Student Teacher Demonstrates
"Not Evident/Lacking" OR
"Needs Improvement" (1 pt)
Student Teacher
Demonstrates "Developing
Skills" (2 pts)
Student Teacher Demonstrates
"Target Skills" (3 pts)
analysis (Element 6).
Note: Point deductions will be taken for:
 Late assignment (past due date);
 Resubmitted assignment due to “no pass” score;
 Unprofessional appearance of assignment;
 Grammar, punctuation, and/or mechanical errors.
Score/Points _____/27
Pass/Fail _____ (score must be 22 points or higher to pass – 80%)
Instructor/Scorer signature and date: ___________________________
Comments:
32