How do I give authentic assessments that test if the students really know the information?

Unit 3 (3rd 6 Weeks): The Years between the creation of our nation and the Civil War How does Manifest Destiny effect westward expansion? Week 1 Manifest Destiny and the Westward Expansion Days Standards/Objectives Activities In-class Work Assignments 8.10 Interpret maps to I can categorize aspects of Manifest Destiny to visualize waves of Manifest identify growth and Westward Expansion. Destiny Map development of the United Manifest Destiny States. Maps: Read, Notes (write), color-code, then repeat. RE.15 Synthesize information: Remember not to mention the image until Wednesday 1 charts, tables, diagrams to Model with Louisiana Purchase develop conclusions. Students will be required to fill in notes for Florida, Texas, Oregon, Mexican Cession, and Gadsden Purchase. Modifications: IEP/ELL: Photocopies of lower reading level textbooks that deliver the same content, also students are allowed to work in pairs and read sections aloud to one another. 8.10 Interpret maps to I can categorize aspects of Manifest Destiny to visualize waves of Manifest identify growth and Westward Expansion. Destiny Map development of the United Due Manifest Destiny continued . . . States. To do today list on the board RE.15 Synthesize information: - Finish Manifest Destiny Map 2 charts, tables, diagrams to - Lewis and Clark Essay develop conclusions. - Political cartoon on manifest destiny If students finish before the end of the period they are to create a political cartoon about Manifest Destiny. (Extra credit) Modifications: See day 1 RH.2 Determine the central Using primary source documents, I can infer John OSullivans logic RLAH Due at the ideas or information of a regarding statements about Manifest Destiny. Worksheet on end of class. primary or secondary source; own piece of Reading Like A Historian Manifest Destiny provide an accurate summary Essential Question: How did Americans justify Westward Expansion? paper 3 of the source distinct from Show power point presentation maps prior knowledge or opinions. - Examine Manifest Destiny 6-8.RH.8 Distinguish among - examine John Melishs map and answer questions fact, opinion, and reasoned - Read OSullivans letters, discuss and individually answer

How do I give authentic assessments that test if the students really know the information?
judgment in a text. questions on own sheet of paper. Modifications: IEP/ELL: We will read aloud the letters and the questions and discuss before the students are asked to answer them independently. TAG: Copies of the original documents will be provided so the students can challenge themselves. 8.11. Identify and describe I can set an attainable goal for my writing in my next essay. patterns and networks of Hand back essays and discuss strategies for editing for the next essay economic interdependence, Set goals for the next essay COLLECT THE RUBRICS migration, and settlement. 8.28 Investigate a response or Start Life in the West getting into groups solution to an issue. Modifications: Students can opt out for an alternative assignment where they read the section and write a play from the point of view of someone in that group. 8.11. Identify and describe I can work with my small group to create a snapshot presentation of Notes will be patterns and networks of a group that moved West. turned in with economic interdependence, script after Life in the West migration, and settlement. presentations. Small group work with color-coded folders, each folder contains 8.4 Evaluate the impact of pictures related to the group, and instructions for what they are different factors, including supposed to be doing. gender, age, ethnicity, and 1 read the section class on groups and 2 take notes answering the questions that are on the instructions individuals during this time sheet period and the impact these 3 summarize your groups section of the text. groups and individuals have 4 with your group plan out your snap shots and script for teaching on events of the time. the class. Modifications: Week 2 Life in the West . . . Industrial Revolution Days Standards/Objectives Activities 8.4 Evaluate the impact of I can present my snapshots of _____ to teach the class about Life in different factors, including the West. 1 gender, age, ethnicity, and Create note taking sheets with 8x15 sheets of paper class on groups and

In-class Work Snapshot presentations

Assignments Turn in today: Vocab notes Explorers

How do I give authentic assessments that test if the students really know the information?
individuals during this time 15 minutes to get with your group and prepare to present Notes, period and the impact these Must turn in notes and script after you present. Individual groups and individuals have Teacher should walk around checking in with groups while they are Notes on events of the time. getting ready. Group Script Life in the West Presentations (students will be respectful listeners and 8.SL.5 Integrate multimedia take notes, ask clarifying questions) and visual displays into presentations. Modifications: If there are students who are nervous about being in front of the class, we can take pictures and project them onto the screen. Students would still be required to speak but the acting portion might remove some of the pressure. 8.10 Interpret maps to identify Using pages 56-57 in the Atlas I can interpret where different groups 8x15 notes Homework: growth and development of landed when they headed west. Finish Part 1 the United States. of essay Finish any leftover presentations prompt Plan: Use the textbook to fill in any notes that you have missed (Turn 8.RH.7 Integrate visual in your 8x15 Note sheet information with other information in print and digital Atlas pages 56-57 Look at the groups and locations Have students that are finished hand back papers. texts. Introduce 1st part of Essay Prompt: (Body paragraph 1) Did Americans fulfill their Manifest Destiny? Modifications: Students will be allowed to work together in order to accomplish their goals, all of their notes will be returned so they can answer the essay prompt. 8.2 Evaluate continuity and By examining primary source documents I can distinguish between Reading Like A Homework: change over the course of opinion and facts about Native American Relocation. Historian Finish Part 2 United States history, by Response of essay Native American Relocation analyzing key people and the 3 minute National Geographic Video about the Trail of Tears Questions prompt. westward expansion. Powerpoint Images with 3 minute quick-write (encourage students to write the entire time) RH.8 Distinguish among fact, Review observations of the images opinion, and reasoned Atlas Examination pages 48-49 judgment in a text. Reading Like A Historian Documents (Timeline, Documents) Introduce 2nd part of Essay Prompt: (Body paragraph 2) At what cost did Americans attempt to fulfill their destiny? Modifications: brainstorm examples (hardships from Life in the West notes, Indian Relocation, disease, Reading Like A Historian documents) Also by reviewing observations all students are allowed the opportunity to see images through others eyes. 8.23. Describe how I can connect visual information from the video and maps to the Reminder

How do I give authentic assessments that test if the students really know the information?
industrialization changes production and how it creates shifts in the market. 8.10 Interpret maps to identify growth and development of the United States. worlds of North and South. Essay Due tomorrow Industrial Revolution Industrial Revolution video no notes, but students will be required to answer true/false questions at the end of the video. Atlas Work Travel in a Growing Nation Last 10 Minutes: Hand back rubric so students can look at what they need to work on for their final essay that is due tomorrow. Modifications: Pausing the video during the quiz to allow students extra time. Showing the maps under the document camera and repeating the page numbers, reading aloud the captions and verbally talking and pointing to the legend of the map to build knowledge of how to read a map. 8.1 Evaluate continuity and change over the course of United States history by analyzing examples of conflict, cooperation, and interdependence among groups, societies, or nations. 8.2 Evaluate continuity and change over the course of United States history, by analyzing key people and constitutional convention, age of Jefferson, industrial revolution, westward expansion, Civil War. 8.4 Evaluate the impact of different factors, including gender, age, ethnicity, and class on groups and individuals during this time period and the impact these groups and individuals have on events of the time. 8.6 Use and interpret documents and other relevant primary and secondary sources pertaining to U.S. History from multiple perspectives. 8.10 Interpret maps to identify growth and development of the United States. 8.11 Identify and describe patterns and networks of economic interdependence, migration, and settlement. 8.18 Examine and analyze important United States documents, including (but not limited to) the Constitution, Bill of Rights, 13th 15th Amendments. 8.23 Describe how industrialization changes production and how it creates shifts in the market. 8.27 Examine the various characteristics, causes, and effects of an event, issue, or problem. 8.28 Investigate a response or solution to an issue or problem and support or oppose, using research. RH.2 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. RH.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies. RH.7 Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts. RH.8 Distinguish among fact, opinion, and reasoned judgment in a text.