Joe Kolousek, Mariah Lowder, & Kelly McGoldrick Unit Quiz Social Studies 8th Grade Performance Project

Standards Addressed: AH1.H.1.1. #2 Interpret data presented in timelines and create times lines - Blooms Level 2 AH1.H.1.3. #1 Identify issues and problems in the past - Blooms Level 1 AH1.H.1.3. #3 Analyze cause-and-effect relationships and multiple causation - Blooms Level 4 AH1.H.1.4. #2 Obtain historical data from a variety of sources - Blooms Level 1 AH1.H.1.4. #3 Support interpretations with historical evidence - Blooms Level 3 AH1.H.1.4. #4 Construct analytical essays using historical evidence to support arguments - Blooms Level 6 AH1.H.2.1. #1 Analyze key political, economic, and social turning points from colonization through reconstruction in terms of cause and effects - Blooms Level 4 AH1.H.3.3 #1 Explain the roles of various racial and ethnic groups in settlements and expansion through reconstruction and the consequences for those groups - Blooms Level 2 AH1.H.7.1. #1 Explain the impact of wars on American politics through reconstruction Blooms Level 2 (taxation without representation, proclamation of 1763, Alien and Sedition acts, slavery, etc.

Unit Conclusion Project:

Reasoning: The Unit is concluding and in order to assess the students knowledge about Chapters 9, 10, and 11 the students will participate in a group project. Instructions: Students will use their knowledge about the previous unit (Chapters 9, 10, and 11) to create a board game. The game that is created can be anything the students dream up, but there are a couple required elements of the game. Required elements: The game must integrate questions (an answer key) that relate to the previous unit [At least 60 questions total: 20 from each chater] The game must include instructions, a game board, and all materials needed to play game The game should serve as an overall review of the unit

The Basic Break Down: 1. Students will be divided into groups of 4. These groups will be selected by the teacher to ensure diversity among group members. 2. Once divided into groups the students will be given directions and have opportunities to discuss which direction they would like to go with the game. 3. After the basic planning has occurred the students will briefly meet with the teacher to make sure that the group is on the right track so they can begin making their game and the teacher will also briefly go over the rubric for the assignment. 4. Students will then have in class time to make the game, but some outside time will most likely need to be used. 1 in class day will be given to create game and 30 minutes of a second day 5. While students are working, in class, the teacher will be monitoring the students progress and also be available for questions. 6. The next day the students should come to class with the majority of their game complete. The students will only have 30 minutes to complete any final touches and set up their game to be played. 7. Once all the games are set up each group will have 2 minutes to briefly explain how to play the game to the class. 8. Once the brief descriptions are given the students will then be split into different groups (1 member from each different created game). In these groups the students will go to each game and play the games created. The students will rotate game to game and begin play. Each game may not be played throughout due to time, but that is ok.

The purpose of having 1 member from each different created game into playing groups is so that there is always one person who knows how to play the game at that particular game board. 9. The students will have the majority of the time left to play the games (which will be testing their knowledge of the previous unit) There will be approximately 40 minutes to play the games While the students are playing the games they will be answering questions. The students will be tallying how many questions they answer (over the whole 40 min span) and how many of the ones they answer they get right. 10. When there is 5 minutes remaining in class students will: a) Go back to the games they made and put their game pieces all together and in the back of the room for me to look over later. b) Turn in their paper with the tally marks they made about the number of questions they answered and the number of those questions they got correct c) On a separate sheet of paper write 2 to 3 sentences describing their thoughts about the conclusion project and anything they learned. (This is will be turned in as they leave the classroom).

Take Away: 1. Students should leave the classroom with an overall review of the previous unit 2. The teacher should be able to use the games created, the progress that was monitored, the tally sheet that was turned in, and the last quick write to assess how well the student really know the information