Selected Response

Assessment
ED 337-03
Khaleb Straight
3/19/2013

Subject: United States History (11th Grade)

Unit: Civil Rights
Purpose: The purpose of this formative assessment is to evaluate 11th grade United States history
students understanding and comprehension over the material we have studied concerning the Civil
Rights Movement. Students will be evaluated on their understanding and comprehension of the key
events, ideals, documents, and organizations in the struggle for civil rights by African-Americans. This
assessment will measure students comprehension using true/false, multiple choice, and fill-in-the-bank
questions. The assessment will be used to assist the teacher in planning future lessons by monitoring
students understanding of the material. The results of this assessment will be shared with the students so
that they can monitor which targets they have or have not mastered as well as help them reflect and
determine a plan of action to assist them in closing the gaps in their learning.
Standards: (Michigan High School Content Expectations for United States History)
8.3.1 Civil Rights Movement Analyze the key events, ideals, documents, and organizations in the
struggle for civil rights by African Americans including
The impact of WWII and the Cold War (e.g., racial and gender integration of the military)
Supreme Court decisions and governmental actions (e.g., Brown v. Board (1954), Civil Rights Act
(1957), Little Rock schools desegregation, Civil Rights Act (1964), Voting Rights Act (1965))
Protest movements, organizations, and civil actions (e.g., integration of baseball, Montgomery Bus
Boycott (19551956), March on Washington (1963), freedom rides, National Association for the
Advancement of Colored People (NAACP), Southern Christian Leadership Conference (SCLC),
Student Non-violent Coordinating Committee (SNCC), Nation of Islam, Black Panthers)
Resistance to Civil Rights.
Targets (Knowledge and Reasoning)
Learning Targets:
I can
Analyze the events that proceeded after the war that
led to or helped progress the Civil Rights Movement.
Analyze the Supreme Courts reasoning in key
Supreme Court decisions that helped advance the Civil
Rights Movement.
Evaluate the role of the government as well as the
NAACP in shifting the effort from de jure to de facto
segregation and the effect it had on the Civil Rights
Movement.
Identify the tactics used by the resistance in the Civil
Rights Movement.
Examine the agendas and strategies of several protest
movements, organizations, and civil actions in the
pursuit of civil rights and equal opportunities.

Knowledge
Questions

Reasoning
Questions

Total
Questions

19, 20

11

10, 14, 16, 17

7, 8, 12, 13

9, 15
1, 3, 5

2
2, 4

Assessment for Learning: The Struggle for Civil Rights.

Name: ____________________________ Hour: _________________ Date: ________________
Directions: Please put your full name, hour, and date in the area provided at the top of the page.
Then follow along as I read the directions aloud.
Todays test will focus on the Struggle for Civil Rights unit we have covered as a class. The
questions below are to measure your understanding of the key events, ideals, documents, and
organizations in the struggle for civil rights. There are three sections of questions below;
multiple choice, true and false, and fill-in-the-blank. Each question is worth one point and there
are a total of 20 questions on the test.
Read all of the directions for each section before answering the questions. Please read each
question carefully and select the best answer. To get credit you must answer each question by
writing the capital letter of the correct answer in the spot provided.
Example:
C
A.
B.
C.
D.

1. The focus of todays test is?

United States Constitutional Foundations
World War II
The Struggle for Civil Rights
Geography of Colonial America

After answering each question decide whether you are sure or not sure about your answer.
Mark the corresponding box.
Example:

Sure

Unsure

You have the rest of the class period to work on your test. If you finish early, turn your test over
and place it on the upper right corner of your desk. I will come around and collect them. Once I
have collected your test you may open up your textbook and start the next section we will be
working on. The page numbers are listed on the board in the front of the room.
Remember there is no talking during the test. If you have a question, please raise your hand and
I will come to answer it. Relax, trust your best judgment, and you will do great! You may now
begin the test!

Section 1: Multiple Choice (10 questions 1 point each)

Read each question carefully. For each question, choose the letter that best answers the question.
Write the capital letter to the answer on the space provided. After each question, decide whether
you are sure or unsure about your answer. Then mark the appropriate box.

____ 1. Was a young local minister who was thrust into the national spotlight as the leader of
the Montgomery Bus Boycott.
A.
B.
C.
D.
E.

Rosa Parks
Malcolm X
Martin Luther King, Jr.
Jesse Jackson
Barack Obama

Sure

Unsure

____ 2. What was the main type of pressure exerted by the Montgomery Improvement
Association in response to segregation on buses?
A.
B.
C.
D.
E.

Political
Social
Physical force
Economic
Blackmail

Sure

Unsure

____ 3. Civil rights activists used this technique to force segregated businesses to serve African
Americans.
A.
B.
C.
D.
E.

Freedom rides
Boycotts.
Sit-ins.
The March on Washington.
Picketed

Sure

Unsure

____ 4. Which of the following best describes the approach that Malcolm X preached to civil
rights?
A.
B.
C.
D.
E.

Peaceful
Civil disobedience
Militant
Patience
Obedient

Sure

Unsure

____ 5. To accomplish their goals in the struggle for civil rights, SCLC members including
Martin Luther King, Jr. encouraged the strategy of
A.
B.
C.
D.
E.

Nonviolent Protest.
Lawsuits.
Riots.
Patience.
Segregation.

Sure

Unsure

____ 6. The NAACPs biggest accomplishment was

A.
B.
C.
D.
E.

Winning the right to vote for African Americans.

Successfully starting the first African American Church.
Starting the Black Panther Organization.
Ending the Grandfather Clause.
Winning Brown v. Board of Education.

Sure

Unsure

____ 7. The Civil Rights Act of 1968 banned discrimination in which activity?
A.
B.
C.
D.
E.

Admitting students into a school.

Hiring an employee.
Running for public office.
Baseball.
Selling or renting a home.
Sure

Unsure

____ 8. De facto educational segregation occurs

A. By law.
B. In neighborhood schools located in areas whose residents happen to be racially
segregated.
C. In integrated schools that allowed for both Black and White students to be together.
D. On school busses thanks to the Freedom Riders.
E. With the use of poll taxes.
Sure

Unsure

____ 9. Poll taxes for federal elections were outlawed in the

A.
B.
C.
D.
E.

Twenty-fourth Amendment.
Fifteenth Amendment.
Fourteenth Amendment.
Voting Rights Act of 1965.
Civil Rights Act of 1957.

Sure

Unsure

____ 10. The Supreme Courts decision in the case of Plessy v. Ferguson
A. Forced businesses to allow equal access in public places.
B. Declared that separate but equal public facilities for African Americans were
constitutional.
C. Caused white flight into the suburbs.
D. Allowed the Little Rock Nine to go to school.
E. Prohibited the use of poll taxes in federal elections.
Sure

Unsure

Section 2: True/False (5 questions 1 point each)

Read each statement carefully. For each statement, decide whether it is true or false. In the space
provided write the word True of False. Write the whole word so that there is no mistaking your
answer. After each statement, decide whether you are sure or unsure about your answer. Then
mark the appropriate box.

_________ 11. Historically, equality in American society has tended to emphasize equal results.
Sure

Unsure

_________ 12. The Civil Rights Act of 1964 made racial discrimination illegal in hotels, motels,
restaurants, and other places of public accommodation, and forbade many forms of job
discrimination.
Sure

Unsure

_________ 13. De jure segregation is that which is done by law.

Sure

Unsure

_________ 14. The Fourteenth Amendment prohibits slavery and grants African Americans as
well as other non-whites in the United States the right to vote.
Sure

Unsure

_________ 15. The Grandfather Clause was passed by Oklahoma and other southern states to
deny African Americans the right to vote.
Sure

Unsure

Section 3: Fill-in-the-blank (5 questions 1 point each)

Read each statement carefully. Fill in the blank provided with the word or statement that best
completes the statement. After each statement, decide whether you are sure or unsure about your
answer. Then mark the appropriate box.

16. The Supreme Court decision in Brown v. Board of Education was based on the legal
argument that segregation violated the ________________ Amendment.
Sure

Unsure

17. Though it proved to be difficult to enforce for many decades, in 1870 African Americans
were guaranteed the right to vote with the adoption of the ______________ Amendment.
Sure

Unsure

18. In the 1960s discrimination of people based upon age, race, ethnicity, or religion was
forbidden after the passing of ____________________.
Sure

Unsure

19. President Harry S. Truman ordered for there to be integration in the armed forces shortly
after __________________.
Sure

Unsure

20. The first African American to play in Major League Baseball who played for the Brooklyn
Dodgers was _____________________.
Sure

Unsure

Congratulations, you are now done with the test!

Please remember to fill out the Student Self-Assessment on the next page.

Student Self-Assessment
Name: ____________________________ Hour: _________________ Date: ________________
Directions: Please complete the following questions in complete sentences. These questions are
meant to help you reflect on how you did on the test. Your responses will not affect your grade.
Your responses will allow me to see where I can help you be more successful. They will also
help me know where I need to improve my assessments in the future.

1. What section of the test do you think you did the best on? Why?

2. What was the most challenging part of the test?

3. Do you think that you were prepared for this test? Why or why not?

4. What can you do to better prepare yourself for the next test?

5. What do you think your score will be on this test?

Score: ____/20

___/20

Answer Key:
Section 1: Multiple choice
1. C
2. D
3. C
4. C
5. A
6. E
7. B
8. B
9. A
10. E
Section 2: True/False
11. False
12. True
13. True
14. False
15. True
Section 3: Fill-in-the-blank
16. Fourteenth
17. Fifteenth
18. Civil Rights Acts
19. World War II
20. Jackie Robinson

The Struggle for Civil Rights Self-Assessment

Name: ____________________________ Hour: _________________ Date: ________________
Part 1: Charting Progress
For part 1, you are going to look at how well you did on each of the specified learning targets.
You will add up the number of questions you answered correctly, the number you answered
incorrectly, the number of sure answers and the number of unsure answers and chart them below.
Each learning target applies to specific questions, so be careful when charting your data. After
you have charted your data assess how you did. If you believe you need to work on a target or if
you were unsure or incorrect on half or more of the question in a target mark X in the Do I
need to work on this? column. See the example below for additional help.
Example:
Learning Targets:
I can

Question
Numbers

Total
Right

Total
Wrong

Sure

Unsure

Do I need
to work
on this?

Analyze the events that proceeded

after the war that led to or helped
progress the Civil Rights Movement

11, 19, 20

Learning Targets:
I can
Analyze the events that proceeded
after the war that led to or helped
progress the Civil Rights Movement.
Analyze the Supreme Courts
reasoning in key Supreme Court
decisions that helped advance the
Civil Rights Movement.
Evaluate the role of the government
as well as the NAACP in shifting the
effort from de jure to de facto
segregation and the effect it had on
the Civil Rights Movement.
Identify the tactics used by the
resistance in the Civil Rights
Movement.
Examine the agendas and strategies
of several protest movements,
organizations, and civil actions in the
pursuit of civil rights and equal
opportunities.
Totals:

Question
Numbers
11, 19, 20

7, 14, 16,
17

6, 8, 10,
12, 13

9, 15

1, 2, 3, 4,
5

Total
Right

Total
Wrong

Sure

Unsure

Do I need
to work on
this?

Part 2: Plan of Action

This section is to help you create a plan of action to improve your performance. What can you do
in order to do better on the next evaluation over this material? After charting how you did on the
test you should have a better idea of which targets you have mastered and which targets you need
to work on. Consider the questions you missed and look at the ones you marked sure and
unsure. Why do you think you missed them? Are there specific areas you need to focus on for
continued learning? What targets did you do well on? What targets were the most challenging?
What can you do to improve your performance and prepare yourself for our next evaluation?

1. List the targets you did well on and give reason for why you feel you did well on those
targets.

2. List the targets that were challenging. Explain why you feel that they were challenging.

3. Which topic should we have covered more in class?

4. Create a plan to improve your performance. What can you do to prepare yourself for your
next evaluation over this material and improve your performance?

Part 3: Improve your Understanding and Mastery of Learning Targets

Look over your chart in Part 1 and find the targets that are marked with an X in the Do I need
to work on this column. Please use the guide below to help you improve your understanding
and mastery of the target(s) you have identified.

Target 1: Analyze the events that occurred after the war which led to or helped progress the
Civil Rights Movement.
o Please reread pages 440-445 in your textbook and list four events that occurred after
World War II which helped the Civil Rights Movement gain momentum.

Target 2: Analyze the Supreme Courts reasoning in key Supreme Court decisions that
helped advance the Civil Rights Movement.
o Reread pages 455-460 in your textbook and make sure you correctly answered the
questions on the Civil Rights and The Supreme Court handout. Write a paragraph
to explain the key decisions made by the Supreme Court during the Civil Rights
Movement.

Target 3: Evaluate the role of the government as well as the NAACP in shifting the effort
from de jure to de facto segregation and the effect it had on the Civil Rights Movement.
o Use page 463 in your textbook to help you explain and contrast the differences
between de jure and de facto segregation. Explain the governments and the NAACPs
position and role in each.

Target 4: Identify the tactics used by the resistance in the Civil Rights Movement.
o Look over your Civil Rights: A Struggle handout and list 5 different tactics used by
the resistance in the Civil Rights Movement. Explain how the law stopped these
tactics.

Target 5: Examine the agendas and strategies of several protest movements, organizations
and civil actions in the pursuit of civil rights and equal opportunities.
o Reread Martin Luther King, Jr.s Letter from Birmingham Jail. Use Chapter 24
Section 5 and 6 to compare Martin Luther King, Jr.s strategy to Malcolm Xs
strategy (Section 5) and other organizations strategies (Section 6) in the pursuit of
civil rights. Make a Venn Diagram to show the differences and similarities of these
strategies.