Formative Assessment Plan:
The assessment plan for this unit is designed to allow the teacher to be informed throughout the unit so decisions can be made on how well students are achieving the learning goals and at what points remediation strategies are necessary. The foundation of the plan is that learners need feedback to help support their learning and allows the teacher to adjust instruction accordingly. Feedback will be given to students in the form of graded tests and graded assignments. Students will have the opportunity to discuss any incorrect questions or problems they encountered on assignments the following day during review time. Review is done everyday prior to instruction of new content. It is also important to use a variety of measures of student learning. In this unit we have incorporated several assessments, ranging from informal observation through student participation in activities and lessons to more formal assessments in the form of quizes and unit tests. The goal is to assess student learning daily in order to minimize the need to re-teach entire lessons to the majority of the class. In addition to the above mentioned assessments, rubric scoring is used on any assignment where right or wrong is not able to be evaluated but rather quality of work is evaluated on a continuum from excellent to poor. We use the rubric scoring for the debates, presentations, and reenactment of battle assignments produced throughout the unit. We have also included graphic organizers to assess student knowledge in the form of venn diagrams highlighting the differences between the Loyalists and the Patriots and also through the creation of the timeline of events in the Revolutionary War.

Summative Assessment Plan:
The summative assessment for this unit will assess the level of comprehension the students will have of the identified content standards and unit objectives. The concepts of the timeline, such as the date and description, will allow the teacher to evaluate the student's understanding of the major events and concepts of the Revolutionary War in a multi-intelligence project. This project will be worked on individually throughout the last days on the unit, which also serves as a project that reviews prior knowledge from the beginning chapters. This project not only gives the teacher information about the student's level of comprehension, but allows the students to practice research skills and their level of knowledge in the form of clear and correct event descriptions. The rubric will be given to the students at the beginning of the project assignement, where it will be discussed. A structured project, such as this, shows the student's level of achieving Social Studies state standards, yet allows for students to invidualize and be creative in the form of illustrations and lay out of the timeline.

Create an attractive looking timeline that covers the years from 1750-1800. Use the events listed below to complete the timeline. For this assignment, you will create a timeline showing key events that led to the United States winning the Revolutionary War against England. Be sure to follow all conventions of creating a timeline and create a scale.

Essential Question
How did the United States win the Revolutionary War?

1. Neatly draw out a creative title for the timeline
2. Create a scale for the timeline, such as 1½” = 1 year. Make sure you follow the scale accurately when spacing out events.
3. Neatly label the following events on the timeline. Events that occur earliest in history should be on the left of the line.
4. For each event, write:
a. The date it occurred (be as specific as possible)
b. A thoughtful one-sentence description of the event
c. If the event is a battle, label it with a in blue if the United States won or in red if the British won.
Extra Credit Option: add a drawing of any of the events listed above on the same page as your timeline.

This is an in-class and homework project. You will have some time in-class for your research and the creating of your timeline, and for printing illustrations. If you use your time wisely, you may not need to do much of the project at home. However, some of it will need to be done as homework.

The major events that helped to establish our nation—listed in alphabetical order, not chronological order:
  1. Battle of Saratoga
  2. Battle of Trenton
  3. Congress signs and adopts the Declaration of Independence
  4. French and Indian War
  5. George Washington Inaugurated as the first President of the United States
  6. Lord Cornwallis surrenders at Yorktown
  7. Signing of the Declaration of Independence
  8. The Battle of Bunker Hill
  9. The Battle of Lexington & Concord
  10. The Boston Massacre
  11. The Boston Tea Party
  12. The Constitutional Convention
  13. The Second Continental Congress meets in Philadelphia
  14. The Stamp Act
  15. The Sugar Act
  16. The Treaty of Paris that firmly established the United States as an independent nation
  17. Washington and his Army camp at Valley Forge

Assessment Rubric:
Summative Plan Rubric: Timeline Rubric

Remediation Plan:
Remediation will be an ongoing process that is identified through the formative assessments given at the end of each lesson. It is necessary to implement these strategies as students struggle with concepts in order to reduce poor performance on the summative assessment. The most important information gathered in the assessment process is to identify and implement strategies immediately to reduce the need to re-teach key concepts from prior lessons. There are several strategies that will be used to enhance student learning throughout the lessons taught.
Students with learning difficulties in reading may be helped prior to any independent reading of academic text with the use of graphic organizers and study cards of key terms that are prepared in advanced with the help of peer tutors.
Students that are not satisfying comprehension knowledge on the formative assessments at the end of a chapter will re read the chapter and use sticky notes to identify main ideas of paragraphs or use the sticky notes to identify questions as they read. These questions will then be discussed with them in further detail to help support their comprehension.

Remediation Strategies to be used with students struggling with the concepts:
  • Break assignments into segments of shorter tasks
  • Use concrete examples of concepts before teaching the abstract
  • Relate information to the student's experiential base
  • Reduce the number of concepts presented at one time
  • Provide an overview of the lesson before beginning
  • Monitor the student's comprehension of language used during instruction
  • Schedule frequent, short conferences with the student to check for comprehension
  • Provide consistent review of any lesson before introducing new information
  • Allow student to obtain and report information utilizing: dictation, computers, interviews, calculators, and fact sheets
  • Highlight important concepts to be learned in text material
  • Monitor the rate at which material is presented
  • Give additional presentations by varying the methods using repetition, simpler explanations, more examples, and modeling
  • Require verbal responses to indicate comprehension
  • Give frequent reminders of homework assignments
  • Provide clear, concise directions, and concrete examples for homework assignments
  • Assign tasks at an appropriate reading level
  • Allow for the oral administration of tests
  • Check assignment sheet for accuracy
  • Use cooperative learning strategies when appropriate
  • Assign a peer helper to check understanding of directions
  • Assign a peer helper to read important directions and essential information
  • Assign a peer tutor to record material dictated by the student
  • Familiarize student with any new vocabulary before beginning the lesson
  • Alert student's attention before expressing key points
  • Use visual aids such as charts and graphs
  • Use manipulative, hands-on activities whenever possible
  • Cue student by calling his/her name before asking questions
  • Always demonstrate how new material relates to previously learned information
  • Contract with student and use rewards for completing of contract
  • Check the student's notebook to ensure the use of dividers, assignment sheets, and calendars