Content Area Assessment Plan: Social Studies Grade 11
Unit Topic: The Constitution in Jeopardy - The American Civil War
Subtopic: The polarization of the United States as illustrated by the
Lincoln-Douglas debates of 1858
Timothy Higgins
Marist College
EPSY 506 Professor Currie
March 27, 2011
Table of Contents
I.
New York State Learning Standards and Learning Objectives
II.
Assessment and Portfolio Objectives
III.
Portfolio Procedure: Historical Time Machine: Destination – April 1858
a. Historian’s materials and tools
b. Authentic activities and process
IV.
Authentic assessments and portfolio artifacts
a. Historical Time Machine Station number 1 - The Research project - group planning, templates, checklists,
journal.
b. Historical Time Machine Station # 2 - Candidate Lincoln and Candidate Douglas position papers.
c. Historical Time Machine Station # 3 - The Great Lincoln-Douglas Debates.
d. Historical Time Machine Station #4 - Citizenry in Action: The Letters to the Editors.
V.
Self-Regulation
a. Objectives and tools
VI.
Evaluation Rubrics
VII.
Reflection
a. Student
b. Teacher
Content Area Assessment Plan (Timothy Higgins)
Page 2
I.
NYS Learning Standards and Learning Objectives
Note: The following encompasses the key ideas, performance indicators, and learning objectives for the entire Unit topic. The
subtopic has a more narrow set.
NYS Learning Standard 1:
Students will use a variety of intellectual skills to demonstrate their understanding
of major ideas, eras, themes, developments, and turning points in the history of the
United States and New York.
Key Idea 1. The Study of New York State and United States history requires an analysis of the development of
American culture, its diversity, and multicultural context, and the ways people are unified by many values,
practices, and traditions.
Performance Indicator 2: Describe the evolution of American democratic values and beliefs as expressed in the
Declaration of Independence, the New York State Constitution, the United States Constitution, the Bill of Rights, and
other important historical documents.
Learning Objective: Students will be able to analyze the constitutional crises and evolving democratic principles that led
to the outbreak of the American Civil War. Students will understand sectional polarization and the reasons for the rise of
the Republican party and the election of Abraham Lincoln.
Key Idea 3. Study about the major social, political, economic, cultural, and religious developments in New York
State and United States history involves learning about the important roles and contributions of individuals
and groups.
Performance Indicator 2: research and analyze the major themes and developments in New York State and United
States history (e.g., colonization and settlement; Revolution and New National Period; immigration; expansion and
reform era; Civil War and Reconstruction; The American labor movement; Great Depression; World Wars; contemporary
United States)
Performance Indicator 3: prepare essays and oral reports about the important social, political, economic, scientific,
technological, and cultural developments, issues, and events from New York State and United States history.
Learning Objectives:
(1) Students will identify the major battles of the American Civil War and describe their strategic importance to both the
North and South. Students will discuss the effects on both the military and civilian populations.
(2) Students will demonstrate understanding of the leadership role Abraham Lincoln played during the Civil War by
drawing on historical accounts and documents regarding his presidency.
Key Idea 4. The skills of historical analysis include the ability to: explain the significance of historical evidence;
weigh the importance, reliability, and validity of evidence; understand the concept of multiple causation;
understand the importance of changing and competing interpretations of different historical developments.
Performance Indicator 1: analyze historical narratives about key events in New York State and United States history to
identify the facts and evaluate the authors’ perspectives.
Content Area Assessment Plan (Timothy Higgins)
Page 3
Performance Indicator 2: consider different historians’ analyses of the same event or development in United States
history to understand how different viewpoints and/or frames of reference influence historical interpretations.
Learning Objectives:
(1) Students will recognize the unique actions and policies of a government during wartime.
(2) Students will analyze the plight of the African-American by consulting diverse sources.
II Assessment and Portfolio Objectives
Purposes:
 To demonstrate to students that the study of history is alive and applicable.
 To examine and understand the sectionalization and polarization in the United States that preceded the
American Civil War.
 To provide a variety of authentic activities and assessments that engage students in the study of history
and the practice of citizenry. The portfolio can be shared with other students, teachers, and parents.
 To provide students with ample opportunities for developing self-regulation and reflecting on their own
learning.
 To fulfill requirements for learning in the Social Studies/History content area as mandated by New York
State standards.
Content Area Assessment Plan (Timothy Higgins)
Page 4
III Portfolio Procedure: Historical Time Machine: Destination April 1858.
Historian’s Material and Tools
(NOTE: For demonstration purposes, only one (1) set of materials will be attached.)
The class is invited to partake in a historical journey back in time in an America that has long been forgotten.
The class will look at maps, modes of transportation, communication, and entertainment in an attempt to
capture what America was like prior to the American Civil War. The time machine concept creates an
understanding of relativity crucial to looking at the issues of that time.
Historical Source Materials:
Dred Scott Decision Missouri Compromise Compromise of 1850 Kansas Nebraska Act
Declaration of
Independence
US Constitution
The Debates:
Lincoln Douglas
Debate
Historical Time Machine Newspapers:
Newspaper Pro
Douglas
Newspaper Pro
Lincoln
Historian’s Tool Kit:
Candidate position
template
Letter writing tips
Content Area Assessment Plan (Timothy Higgins)
Page 5
Authentic Activities and Process
 Attached historical transcripts can be downloaded or printed. It is assumed that previous lesson





IV.
plans have covered this material, precursory legislation, and events leading up to the Lincoln-Douglas
debates and the following assessments. This would include John Brown’s Raid, popular sovereignty,
The Compromise of 1850, The Fugitive Slave law, The Dred Scott case, The Kansas-Nebraska Act,
Lecompton constitution, The Missouri Compromise and the backgrounds of Abraham Lincoln and
Stephen Douglas. The Declaration of Independence and the United States Constitution are included
as original and historical source documents as a backdrop and influence for pre-Civil War events and
American political theory.
Divide the class into 3-4 groups (approx. 6-8 students max). Each group chooses one of the LincolnDouglas debates. These groups are further divided into the Lincoln team and the Douglas team.
Students will prepare brief sheets linking the above key ideas to their candidate’s positions. Students
will examine the reasoning and bases of the argument and create candidate’s position papers using a
template. The template will form the basis and help with the outline for an essay.
The debates will be reenacted emphasizing sound public speaking skills and appropriate role playing.
The debates will be critiqued by the other teams.
Historical newspaper accounts will be compared and contrasted to the students own brief sheets and
accounts. Write two letters to the editors of two newspapers that covered the debates. (one proDouglas, one pro-Lincoln). The letters to the editors should be in support of the candidate that the
newspaper opposes. The Historian’s tool kit includes letter writing tips.
Authentic Assessments/Portfolio Artifacts
Authentic Assessments: Comprehensive Exploration of the Lincoln-Douglas Debates of 1858. The following
authentic assessments are placed in the student portfolio:
 Historical Time Machine Station # 1 - The Research project.
 Historical Time Machine Station # 2 - Candidate Lincoln and Candidate Douglas position papers.
 Historical Time Machine Station # 3 - The Great Lincoln-Douglas Debates.
 Historical Time Machine Station # 4 - Citizenry in Action: The Letters to the Editors.
These assessments represent exercises that could mirror real life experiences. We are ALL called upon, as U.S.
citizens, to engage in debating the topics that confront us politically and socially. Furthermore, it urges the
student to debate with grasping multiple facts and influences - all with a focus on tolerance and respect. This
authentic task is certainly interdisciplinary as it weaves elements of history, politics, sociology, psychology,
economics, public speaking, and theatre.
Students will create multiple responses (see above) as they engage in analyzing, comparing, and applying the
various historical sources. The four assessments are linked to individual rubrics and key ideas, performance
indicators, and learning objectives. Students will need some preparation on terms, timelines, and history but
“scaffolding” is built logically as the exercise progresses. If the students are historically and politically aware
and engaged – then this will be a successful exercise. It also appeals to the dramatic as a major historical event
is reenacted through consumption and digestion of American ideals, principles, and rhetoric.
Content Area Assessment Plan (Timothy Higgins)
Page 6
The Student Portfolios will be stored electronically in PDF format in the Department database. The debates will be
stored as video; contingent on applicable requirements and/or prohibitions. The Teacher portfolio will choose key
assessments and reflection with the permission of the student and his/her parent or guardian.
V. Self-Regulation
The four exercises and associated self-regulation objectives are:
1. Group Planning - Research project (Self-regulation characteristic: Planning)
Self-regulation objective A: Overall project time monitoring
This objective includes a form to facilitate tracking of the project into manageable pieces. Major
milestones and due dates will be provided. Students have the option of using the tool below or
creating their own time management tool.
Time Monitoring Tool
Assignments
Group planning
WEEK #1
Candidate position
Paper
WEEK #2
Historical Role Play
debate
WEEK #3
Persuasive letter to
Editor
WEEK #4
MILESTONE 1
Describe and date
Describe and date
Describe and date
MILESTONE 2
Organization (see
checklist below)
Reading and
discussion of
materials
Outline, research
template
Describe and date
Outline, research
letter writing tips
MILESTONE 3
Debate planning
Draft due
Rehearsal
Draft due
MILESTONE 4
Transition to week 2
Edit, proofread, final
Performance
Edit, proofread, final
Content Area Assessment Plan (Timothy Higgins)
Page 7
Self-regulation objective B: Group cooperation, brainstorming, and division of duties.
This objective includes a checklist of items that need to be assigned to individual group members.
Ground rules for equitable distribution of responsibilities will be provided.
Checklist and Ground rules for group sessions.
(Tasks are performed in conjunction with Box#1 of time monitoring sheet above.)
TASK
GROUND RULES
Division of group into 2 teams
Everyone participates.
Responsibilities determined
(spokesperson, scribe, researcher(s), etc.)
Only one person speaks at a
time. Focus and listen.
Timeline and Milestones filled in
Fair, friendly, factual and
respectful of other opinions
and inputs
Voting on group decisions.
Issue raised, debate by all with
appointed chair mediating.
Consensus building and
compromise. Majority vote.
OTHER
Rotating Spokesperson
OTHER
NOTE: Teacher will collaboratively consult with each group after this stage.
2. Research Report (Self-regulation characteristics: Planning and Performance)
Self-regulation objective C: Students use outlines to prepare their essays.
This objective includes resources on essay construction, grammar and sentence structure, and various
tools to facilitate good writing.
Writing resources will be provided. An example would be: Strunk and White’s The Elements of Style.
Students will consider appropriate, effective environments for performing this work. Students are
encouraged to journal their study and writing habits and issues.
Content Area Assessment Plan (Timothy Higgins)
Page 8
3. Historical Role play Performance (Self-regulation characteristics: Planning, Performance, and
Reflection)
Self-regulation objective D: Students will plan their performance using a checklist their group designs
for meeting the requirements of a good performance. Rubric#3 will be used by the group to self-assess
their rehearsals and the class will use this same rubric to assess the performing group’s actual
performance.
4. Persuasive Essay (Self-regulation characteristics: Planning and Performance)
Self-regulation objective E: Students use outlines to prepare their letters to the editors. This objective
includes resources on the elements of good letter writing and persuasive essay construction.
Content Area Assessment Plan (Timothy Higgins)
Page 9
VI Evaluation Rubrics
Please note links to objectives under note for each rubric.
Each authentic activity has an individual rubric.
Group Planning -- Research Project : Rubric#1 Lincoln-Douglas debates
Note: Links to self-regulation objectives A, B, and Key Idea 1, Performance Indicator 2 and Key Idea 4, Performance Indicators 1 & 2.
Student Name:
CATEGORY
________________________________________
25 - 23 points
22 - 20 points
19 - 17 points
16 - 14 points
Plan for Organizing
Information
Students have developed a
clear plan for organizing the
information as it is gathered
and in the final research
product. All students can
independently explain the
planned organization of the
research findings.
Students have developed a
clear plan for organizing the
information in the final
research product. All
students can independently
explain this plan.
Students have developed a
clear plan for organizing the
information as it is gathered.
All students can
independently explain most
of this plan.
Students have no clear plan
for organizing the information
AND/OR students in the
group cannot explain their
organizational plan.
Delegation of Responsibility
Each student in the group
can clearly explain what
information is needed by the
group, what information s/he
is responsible for locating,
and when the information is
needed.
Each student in the group
can clearly explain what
information s/he is
responsible for locating.
Each student in the group
can, with minimal prompting
from peers, clearly explain
what information s/he is
responsible for locating.
One or more students in the
group cannot clearly explain
what information they are
responsible for locating.
Ideas/Research Questions
Researchers independently
identify at least 4 broad
issues relating to the
American Civil War when
performing research.
Researchers independently
identify at least 4 reasonable
issues relating to the
American Civil War when
performing research.
Researchers identify, with
some adult help, at least 4
reasonable broad issues
relating to the American Civil
War when performing
research.
Researchers identify, with
considerable adult help, 4
reasonable broad issues
relating to the American Civil
War when performing
research.
Group Timeline
Group independently
develops a reasonable,
complete timeline describing
when different parts of the
work (e.g., planning,
research, first draft, final
draft) will be done. All
students in group can
independently describe the
high points of the timeline.
Creation of customized,
comprehensive time
management template.
Group independently
develops a timeline
describing when most parts
of the work will be done. All
students in group can
independently describe the
high points of the timeline.
Provided template is used as
a guide.
Group independently
develops a timeline
describing when most parts
of the work will be done.
Most students can
independently describe the
high points of the timeline.
Provided template is heavily
relied on only improved
slightly.
Group needs adult help to
develop a timeline AND/OR
several students in the group
cannot independently
describe the high points of
the timeline. Relied entirely
on provided template.
Content Area Assessment Plan (Timothy Higgins)
Page 10
Research Report : Rubric#2 Lincoln-Douglas debates
Student Name: _________________________________
Note: Links to Key Idea 1, Performance Indicator 2, Learning Objective 1. Links to Key Idea 3, Performance Indicators 2 & 3,
Learning Objective 2. Links to Key Idea 4, Performance Indicators 1, Learning Objective 2. Links to self-regulation objective C.
CATEGORY
20-18 points
17-15 points
14-10 points
9-5 points
Organization
Information is very organized Information is organized with Information is organized, but The information appears to
with well-constructed
well-constructed paragraphs. paragraphs are not wellbe disorganized. 8)
paragraphs and subheadings.
constructed.
Sources
All sources (information and
graphics) are accurately
documented in the desired
format.
All sources (information and
graphics) are accurately
documented, but a few are
not in the desired format.
Quality of Information
Information clearly relates to
the main topic. It includes
several supporting details
and/or examples relating to
pre-civil war sectionalization
and polarization.
Information clearly relates to Information clearly relates to Information has little or
the main topic. It provides 1-2 the main topic. No details
nothing to do with the main
supporting details and/or
and/or examples are given. topic.
examples relating to pre-civil
war sectionalization and
polarization..
First Draft
Detailed draft is neatly
presented and includes all
required information.
Draft includes all required
information and is legible.
Draft includes most required Draft is missing required
information and is legible.
information and is difficult to
read.
Paragraph Construction
All paragraphs include
introductory sentence,
explanations or details, and
concluding sentence.
Most paragraphs include
introductory sentence,
explanations or details, and
concluding sentence.
Paragraphs included related
information but were
typically not constructed
well.
Content Area Assessment Plan (Timothy Higgins)
All sources (information and Some sources are not
graphics) are accurately
accurately documented.
documented, but many are
not in the desired format.
Paragraphing structure was
not clear and sentences
were not typically related
within the paragraphs.
Page 11
Historical Role Play : Rubric#3 Lincoln Douglas Debates
Note: Links to Key Idea 3, Performance Indicator 3, Learning Objective 2 and self-regulation objective D.
Student Name:
________________________________________
CATEGORY
Excellent
Good
Satisfactory
Needs remediation
Props/Costume/Presentation Student uses several
Student uses 1-2 props Student uses 1-2 props The student uses no props OR the
props (could include
that accurately fit the
which make the
props chosen detract from the
costume) that accurately period, and make the
presentation better.
presentation.
fit the period, show
presentation better.
considerable
work/creativity and make
the presentation better.
Historical Accuracy
All historical information
appeared to be accurate
and in chronological
order.
Almost all historical
information appeared
to be accurate and in
chronological order.
Most of the historical
information was
accurate and in
chronological order.
Very little of the historical
information was accurate and/or in
chronological order.
Role and Public Speaking
Point-of-view,
arguments, and solutions
proposed were
consistently in character.
Public speaking was
effective and clear.
Point-of-view,
arguments, and
solutions proposed
were often in character.
Public speaking was
mostly effective and
clear.
Point-of-view,
arguments, and
solutions proposed
were sometimes in
character. Public
speaking was
sometimes effective
and clear
Point-of-view, arguments, and
solutions proposed were rarely in
character. Public speaking and
delivery needs improvement.
Content Area Assessment Plan (Timothy Higgins)
Page 12
Persuasive Essay: Rubric#4 Lincoln-Douglas Debates
Student Name: ______________________________
Note: Links to Key Idea 1, Performance Indicator 2, Learning Objective 1. Links to Key Idea 3, Performance Indicators 2 & 3, Learning
Objective 2. Links to Key Idea 4, Performance Indicators 1 & 2, Learning Objective 2. Links to self-regulation objective E.
4 - Above Standards
3 - Meets Standards
Position
Statement
The position statement
provides a clear, strong
statement of the author's
position on the topic and
references the appropriate
newspaper article.
The position statement
A position statement is present, but
provides a clear statement does not make the author's position
of the author's position on clear.
the topic.
There is no position
statement.
Support for
Position
Includes 3 or more pieces
of evidence (facts,
statistics, examples, reallife experiences) that
support the position
statement. The writer
anticipates the reader's
concerns, biases or
arguments and has
provided at least 1 counterargument. References to
the debate and sources are
plentiful.
Includes 3 or more pieces
of evidence (facts,
statistics, examples, reallife experiences) that
support the position
statement. References to
the debate and sources
are many.
Includes 2 pieces of evidence (facts,
statistics, examples, real-life
experiences) that support the
position statement. More references
to the debate and sources are
needed.
Includes 1 or fewer pieces
of evidence (facts,
statistics, examples, reallife experiences).
References to the debate
and sources need
improvement.
Sequencing
Arguments and support are
provided in a logical order
that makes it easy and
interesting to follow the
author's train of thought.
Arguments and support
are provided in a fairly
logical order that makes it
reasonably easy to follow
the author's train of
thought.
A few of the support details or
arguments are not in an expected or
logical order, distracting the reader
and making the essay seem a little
confusing.
Many of the support details
or arguments are not in an
expected or logical order,
distracting the reader and
making the essay seem
very confusing.
Audience
Demonstrates a clear
understanding of the
potential reader and uses
appropriate vocabulary and
arguments. Anticipates
reader's questions and
provides thorough answers
appropriate for that
audience. Demonstrates
understanding of political
relativity.
Demonstrates a general
understanding of the
potential reader and uses
vocabulary and arguments
appropriate for that
audience. Is aware of
political relativity.
Demonstrates some understanding
of the potential reader and uses
arguments appropriate for that
audience.
It is not clear who the
author is writing for.
Grammar &
Spelling
Author makes no errors in
grammar or spelling that
distracts the reader from
the content.
Author makes 1-2 errors in Author makes 3-4 errors in grammar
grammar or spelling that
or spelling that distract the reader
distract the reader from
from the content.
the content.
CATEGORY
Content Area Assessment Plan (Timothy Higgins)
2 - Approaching Standards
1 - Below Standards
Score
Author makes more than 4
errors in grammar or
spelling that distracts the
reader from the content.
Page 13
Sentence
Structure
All sentences are wellconstructed with varied
structure.
Most sentences are wellconstructed and there is
some varied sentence
structure in the essay.
Closing
paragraph
The conclusion is strong
and leaves the reader
solidly understanding the
writer's position. Effective
restatement of the position
statement begins the
closing paragraph.
The conclusion is
The author's position is restated
recognizable. The author's within the closing paragraph, but not
position is restated within near the beginning.
the first two sentences of
the closing paragraph.
Content Area Assessment Plan (Timothy Higgins)
Most sentences are well constructed, Most sentences are not
but there is no variation is structure. well-constructed or varied.
There is no conclusion the paper just ends.
Page 14
VII Reflection
Student Journal: Students are to keep a journal that covers personal goals and thoughts. A standard entry
includes date, time, and topic.
The following journal main sections are recommended:




Thinking skills: comparing, contrasting, evaluating information and opinions
Research and writing skills: Obtaining and synthesizing, organizing, and interpreting information.
Supporting a position.
Interpersonal and group relation skills: Tolerating and discussing different points of view, planning, goal
setting, and delegation of responsibility.
Public speaking: Reflect on performance and ways to improve.
Student Project Reflection Sheet
Place an X in the box that answers the question.
STUDENT NAME: ____________ Group planning
DATE: ____________
(interpersonal
skills and goals)
QUESTION
1. Which assessment did you
like the most?
2. What assessment did work
the hardest at?
3. What assessment did you
receive the highest grade on?
4. What assessment did you
learn the most from?
5. Did you achieve your goals in
these areas?
Research report
(Research and
writing goals)
Historical role
play (Public
speaking goals)
Persuasive letter
to editor
(Research and
writing goals)
Open questions
(Please be comprehensive and detailed. Use what you are learning about writing.)
1. What self-regulation tools would you use again? What tools would you discard?
2. What would you do to improve your worst assessment?
3. If all the Xs are not in the same column, attempt to explain why.
4. What strategies did you use that helped in planning and time management?
Content Area Assessment Plan (Timothy Higgins)
Page 15
5. What would you do differently in a similar project? Give a minimum of two examples.
6. Please describe your progress toward your goals in the above areas. Consult your journal for insight into
your progress.
Teacher Journal and Reflection:
Teacher will note the following in addition to any other observations.





Was enough time allotted?
Did the rubrics work as intended?
Were materials sufficient? Is more or less needed?
What student behaviors were observed? (i.e., boredom, enthusiasm, etc.)
Is there any part that should be a stand- alone plan?
Other Recommended CAAP enhancements:
Plan enhancement
Details
Content Area Assessment Plan (Timothy Higgins)
Date Completed
Page 16