Assessment Summary
The word "assessments" does not always mean to test someone. Rather, they are like checkpoints for you to cross on your road to learning. As the teacher, I will act as the conductor at these checkpoints. Based on your performances, I will be able to find out about your student knowledge and progress. Once you've passed a checkpoint, you will be able to continue to travel down on your road to knowledge and meet up with me at the next checkpoint. This will continue until you reach your final destination.
Now please check out the timeline below. It will show you of what I will be using to assess your knowledge throughout this unit. To learn more about the timeline, there is a summary of each assessment below said timeline. Check to make sure you understand what is to be expected of you at each checkpoint. If you have any more question, please contact me.
Now please check out the timeline below. It will show you of what I will be using to assess your knowledge throughout this unit. To learn more about the timeline, there is a summary of each assessment below said timeline. Check to make sure you understand what is to be expected of you at each checkpoint. If you have any more question, please contact me.
Entry Level Assessment
Survey: Knowledge of the Gilded Age. Click here to access the survey.
Quickwrite: "What do you know about America after the Civil War during the Gilded Age? What do you know about the social lifestyle, political, and economic situation back then?" Please spend 10-15 minutes answering these questions in your class journal log. There is no wrong answer so you can write down whatever you can come up with related to the questions.
Quickwrite: "What do you know about America after the Civil War during the Gilded Age? What do you know about the social lifestyle, political, and economic situation back then?" Please spend 10-15 minutes answering these questions in your class journal log. There is no wrong answer so you can write down whatever you can come up with related to the questions.
Formative (Progress) Assessments
Discussion: Students will be divided into groups during class discussion where they will demonstrate knowledge and understanding of the unit by participating. Students are expected to write down what they've learn and share it with their group members as well as the entire class when called upon by the teacher. Students are encouraged to part take in order to receive participation credit.
Quiz: Students will take a quiz on the cause and effect of living in an industrial city during the Gilded Age. Students must demonstrate knowledge and understanding of the subject by writing about the pros and cons on different social classes effected by industrialism.
Peer Critique: Students will write a short critique on three of their peers' invention idea project while its in progress. Students are encouraged to give their fellow classmates tips on how to improve their working invention ideas by asking questions and giving helpful suggestions.
Ranking Chart: Students will rank which industrialists contributed the most to society with a visual ranking tool.
Quiz: Students will take a quiz on the cause and effect of living in an industrial city during the Gilded Age. Students must demonstrate knowledge and understanding of the subject by writing about the pros and cons on different social classes effected by industrialism.
Peer Critique: Students will write a short critique on three of their peers' invention idea project while its in progress. Students are encouraged to give their fellow classmates tips on how to improve their working invention ideas by asking questions and giving helpful suggestions.
Ranking Chart: Students will rank which industrialists contributed the most to society with a visual ranking tool.
Summative Assessment
Group Presentations: In your group, you will create a presentation on one famous industrialist and/or inventor. Your group project may be a PowerPoint presentation, a video, an animation project, or a narrative skit. Your group presentation must demonstrate that you have knowledge and understanding of the significance of an industrialist and/or inventor's life history and how they contributed to the growing industry of America. For example, the group presenting about Thomas Edison must show how his life led him to become an inventor and how this drive allowed him to inventor the things that we, as humans, take for grant today (light bulbs, moving pictures).
The teacher will be using this rubric to evaluate each group's presentation project. Students are encouraged to look at this rubric so that they can have an idea and be aware of what they're being graded on. To access the rubric, please click on the link below.
The teacher will be using this rubric to evaluate each group's presentation project. Students are encouraged to look at this rubric so that they can have an idea and be aware of what they're being graded on. To access the rubric, please click on the link below.
Poster Board Project on Invention: Design your own invention by drawing your ideas and theories of its function, usefulness, and designs with a three-sided science board. You must demonstrate that you can think imaginatively like an industrial inventor such as Thomas Edison during the Gilded Age. This project does not require that you actually make the invention, but it will require that you make a small model out of arts and craft materials as well as an analysis paper.