- For my Pre-test I am having the students create a KWL chart as the bell ringer activity for the first lesson in the unit (disunion). The students have to fill out the first two sections of the chart (What they Know and What they Want to Learn about the Civil War) and turn them in for the teacher to assess what they already know and what they want to learn. The charts will be handed back at the end of the unit for the students to fill out the What they Learned section. This will be graded as to how seriously the students filled out the chart (they will be warned that they must take the chart seriously before filling it out). They will have to complete each section with three to five items (three to five that they already know and three to five that they want to learn). They will also be encouraged to be descriptive. If the students have taken the assignment seriously, they will receive full credit for the activity. If they do not have sufficient answers or are lacking in answers, they will lose points (special cases will be considered if the student truly does not know anything about the Civil War). Each bell ringer activity is worth ten participation points and participation is 25% of their grade.
- The second assessment will be assessed as a writing assignment. The students must complete an essay structured into three paragraphs. The first paragraph should describe the general information about John Brown's raid on Harper's Ferry (who, what, where, when, and why). In the second paragraph, the students should describe their own opinion of whether John Brown was a hero or a murderer with specific evidence from the primary source documents. In the third paragraph, the students should compare their argument to the argument of the other side and give at least one reason why the other side is wrong. The students should use at least two quotes from the primary documents.
- The post test will be assessed in the form of the debate and the writing assignment that they turn in after the debate. I will be looking to see that the student not only understood the basis of the event (the 5 Ws) but also can take the evidence and make an informed decision as to which side of each debate was correct and describe why they think so. The student must also be able to provide evidence as to why the other side of the debate is wrong. There will be two rubrics for the debate to be graded. One will be filled out by the teacher and is worth forty points. The other will be filled out by their group members and will be worth a combined total of twenty points. The final written assignment will be worth forty points.