Educational Objectives and an Assessment Plan

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Overview 11th Grade US History/English Language Arts ntegrated !urriculum Unit" #he Emergence o$ %odern America" &orld &ar #heme" America's ()eutrality* +uring && and the Peo,le's -ights

CCCS- English Language Arts Standards for History/Social Studies !!SS.ELA/Literacy.-H.11/10.0 +etermine the central ideas or in$ormation o$ a ,rimary or secondary source1 ,rovide an accurate summary that ma2es clear the relationshi,s among the 2ey details and ideas. !!SS.ELA/Literacy.-H.11/10.3 Evaluate various e4,lanations $or actions or events and determine 5hich e4,lanation best accords 5ith te4tual evidence6 ac2no5ledging 5here the te4t leaves matters uncertain. NJCCC- Social Studies 7.1.10.A.8.a" Analy9e the reasons $or the ,olicy o$ neutrality regarding &orld &ar 6 and e4,lain 5hy the United States eventually entered the 5ar. 7.1.10.A.8.b" Evaluate the im,act o$ government ,olicies designed to ,romote ,atriotism and to ,rotect national security during times o$ 5ar :i.e.6 the Es,ionage Act and the Sedition Amendment; on individual rights. 7.1.10.A.8.c" Analy9e the #reaty o$ <ersailles and the League o$ )ations $rom the ,ers,ectives o$ di$$erent countries. 7.1.10.+.8.b +etermine the e4tent to 5hich ,ro,aganda6 the media6 and s,ecial interest grou,s sha,ed American ,ublic o,inion and American $oreign ,olicy during &orld &ar .

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Learning Goals S&=A# recogni9e in$ormation they ,reviously learned ,receding &orld &ar . S&=A# identi$y the reasons that America 5anted to remain neutral during &orld &ar . S&=A# analy9e the reasons $or America's neutrality. S&=A# summari9e the $our long/term causes o$ &orld &ar and 5hy the United States entered. S&=A# identi$y the government ,olicies and ,ro,aganda that ,romoted ,atriotism and ,rotected national security. S&=A# demonstrate understanding o$ the reasons $or government inter$erence on individual rights by 5ay o$ oral6 aural6 and visual ,resentation. S&=A# e4,lain the #reaty o$ <ersailles and the League o$ )ations S&=A# understand the ,ers,ectives o$ di$$erent countries on the #reaty o$ <ersailles and the League o$ )ations by 5ay o$ 5ritten e4am.

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%ost teachers and students $eel that the term assessment6 ty,ically has a negative connotation attached to it. Ho5ever6 a$ter researching and reading much about assessments6 $ound that they can hel, im,rove my o5n teaching6 as 5ell as6 ,re,are my students to actively ,artici,ate in a democratic society :Green6 3;. As a $uture secondary education Social Studies teacher6 selected a Social Studies and English Language Arts integrated unit entitled6 he E!ergence of "odern A!erica# $orld $ar %. #he theme o$ this unit 5ill be6 America's ()eutrality* +uring &orld &ar and the Peo,le's -ights. 5ill be utili9ing the Understanding =y +esign $rame5or2 5hich is $ocused on (bac25ard design*. unit. do. have $ollo5ed the three stages o$ bac25ard design 5hile ,lanned this

began stage one by deciding 5hat 5ant my students to 2no56 understand6 and be able to e4amined the standards $or this unit and established clear and attainable learning goals. used multi,le $orms o$

Stage t5o involves the determination o$ assessment evidence.

assessment to ensure that the students have a detailed and trans$erable understanding o$ the content that has been taught that ,ertain to the learning goals. Each assessment has a rubric 5hich 5ill be given to the students ,rior to the actual evaluation. #he third stage o$ bac25ard design is 5here decided the learning e4,eriences 5anted the students to have and the ty,es o$ instruction 5ould use to achieve $ull com,rehension o$ the learning goals :>Understanding by design6> 0?10;. #his unit 5ill $ocus on material related to &orld &ar and 5ill incor,orate in$ormative 5riting activities. =y the end o$ this t5o 5ee2 unit6 the students 5ill have a detailed understanding o$ America's emergence into the 5ar. #he students 5ill be able to discuss multi,le reasons as to 5hy the United States 5anted to remain neutral6 the United States entrance into the 5ar6 5hy government inter$erence 5as necessary to ,romote ,atriotism and ,rotect

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national security6 and the ,ers,ectives di$$erent countries had to5ard the #reaty o$ <ersailles and the League o$ )ations. As ,reviously stated6 5ill be using multi,le assessment strategies throughout the unit. 5ill begin by assessing the students ,revious 2no5ledge 5ith a diagnostic assessment. #his assessment 5ill ,rovide me 5ith the in$ormation need as to 5hat my students 2no5 and can do :Green6 78;. A$ter com,leting my diagnostic assessment6 5ill be able to decide 5here to begin my unit. #his ty,e o$ assessment is im,erative 5hen ,roviding di$$erentiated instruction because must 2no5 5here each o$ my students 5ill be beginning. As stated in Assess!ent is Essential6 5ill be holding high e4,ectations $or each o$ my students. #his lesson 5ill be ta2ing ,lace in )ovember6 there$ore 5ill have a general understanding o$ their basic s2ills :Green6 8A;. 5ill have to assess their ,rior 2no5ledge about the events that occurred in the 5ill assess their

years leading u, to &orld &ar that made America an im,ortant 5orld ,o5er.

current 2no5ledge about basic in$ormation ,ertaining to &orld &ar . %y diagnostic assessment 5ill be a 5ritten assessment that 5ill consist o$ eight selected res,onse Buestions. #here 5ill be $our multi,le choice Buestions6 and $our true or $alse Buestions. #hroughout the entire unit 5ill be conducting multi,le $ormative assessments 5hich 5ill allo5 me to monitor the ,rogress o$ each student. At the end o$ a ne5 lesson6 each student 5ill have red and green cards on their des2. 5ill mention as,ects o$ the lesson and as2 the

students to hold u, the green card i$ they understand6 and the red i$ they need more in$ormation about. #his is a good 5ay $or each student to sho5 me the subjects 5here they need e4tra hel,. Students 5ill be encouraged to as2 as many Buestions as they can at this time. #he $irst evaluation o$ this unit's content 5ill be a constructed res,onse assessment. t 5ill be an in$ormative essay consisting o$ @?? to A?? 5ords analy9ing the reasons $or America's

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neutrality and summari9e the $our main causes o$ America's entrance into &orld &ar .

5ill be

using an analytical rubric 5ith limited criteria :1/A; to score this assessment. #he rubric 5ill be given to each student 5hen the essay is assigned. #his assignment 5ill encourage students to engage in higher order thin2ing s2ills such as analysis6 reasoning6 and summari9ation. &hen addressing my students 5ith s,ecial needs6 have some accommodations that 5ill be made. #he students 5ho have di$$iculty 5ith $ine motor s2ills 5ill be able to use s,eech/recognition so$t5are :Green6 0A7;. 5ill revie5 sam,le essays and e4,licitly discuss the rubric $or students 5ill also encourage students 5ith

5ith di$$iculties $ocusing and belo5 average literacy s2ills.

belo5 average literacy s2ills to use s,ell and grammar chec2 in 5ord/,rocessing ,rograms. #his assessment is directly aligned 5ith three o$ my learning goals. #he ne4t evaluation o$ the unit is a ,er$ormance assessment. #his assessment 5ill reBuire the students to construct a ,rom,t to demonstrate their achievement o$ a learning goal :Green6 073;. #he students 5ill be researching and com,leting an oral6 aural6 and visual ,resentation. #his assessment 5ill be com,leted in nine grou,s o$ t5o to three students. Grou, 5or2 is a great method that 5ill ,re,are every student $or their $uture6 5hether it be college or a career. Each grou, 5ill be given either a s,ecial interest grou, or a s,eci$ic government ,olicy that ,romoted ,atriotism or ,rotected national security. 5ill allo5 the students to 5or2 on these assessments

in the library on multi,le days using the com,uters6 as 5ell as any other resources the students may need. Students 5ill be instructed to use a ma4imum o$ si4 5ords ,er slide. #he remainder o$ the slide must contain images. #his guideline is to ,revent students $rom ,utting too much in$ormation on one slide and sim,ly reading the slides verbatim. #he students 5ill also be reBuired to $ind an audio trac2 that ,ertains to their individual to,ic. Each ,resenting grou, 5ill have a,,ro4imately $ive to ten minutes in length to demonstrate a detailed understanding o$ their

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s,ecial interest grou, or government ,olicy.

chose this time $rame so that the students 5ith 5ill be

di$$iculty $ocusing 5ill not have to ,resent $or an e4tended ,eriod o$ time :Green6 0C1;.

assessing the ,resentations 5ith an analytical rubric 5hich the students 5ill have received 5hen assigned the nine grou,s. n this rubric 5ill be evaluating the students' ,re,aredness6 organi9ation6 transitions6 e4,lanations6 tone o$ voice6 eye contact6 ability to hold the attention o$ others6 e$$ective visual aids6 and the eBual contribution o$ all members. 5ill be observing both6

the ,rocess and the ,roduct6 o$ the ,er$ormance tas2. #he students 5ill be using higher/level cognitive strategies to demonstrate a com,lete understanding o$ the learning goal ,ertaining to this assessment :Green6 0A7;. #his tas2 5ill involve much technology. #he students 5ill be reBuired to com,lete research on the internet6 use ,o5er,oint or 2eynote6 and incor,orate an audio trac2 into their ,resentation. 2no5 that the availability o$ technology in di$$erent school districts may vary6

ho5ever 5ill set aside time $or the students to access the com,uters in the library. Students 5ill be allo5ed to 5or2 on the assignment on their o5n com,uters i$ needed. Ho5ever6 5ill allo5 enough time $or all o$ the students to com,lete the ,resentation during class time. Allo5ing the entire tas2 to be $inished in school and ,roviding all o$ the necessary resources to the students 5ill hel, students 5ith a lac2 o$ $amiliarity 5ith the school achieve the highest score they can. 5ill allo5 the students to use assistive devices such as ,ointers in order to allo5 the have ,reviously mentioned about

students 5ho have di$$iculty 5ith $ine motor s2ills.

accommodations $or students 5ith belo5 average s2ills6 ho5ever6 this ,roject 5ill allo5 the students 5ho have already mastered the learning goal to have $reedom and e4,and u,on their to,ic. 5ill di$$erentiate instruction $or the di$$erent levels o$ my students by giving the most

abundant to,ics to the students o$ a lo5er level6 5hile giving the more di$$icult to,ics to the

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students 5ho have mastered the learning goals. &hen obtain a teaching ,osition6 5ill utili9e as much technology as can $or my lessons6 learning activities6 and assessments. that technology is a common ground $or all levels o$ students in school today. #he last evaluation o$ this unit 5ill consist o$6 both selected res,onse and constructed res,onse6 in order to demonstrate an understanding o$ the ,ers,ectives o$ di$$erent countries on the #reaty o$ <ersailles and the League o$ )ations6 as 5ell as the government ,olicies that ,romoted ,atriotism. #he selected res,onse Buestions are geared to5ard lo5er/level thin2ing s2ills6 5hile the constructed res,onses address the higher/order thin2ing s2ills. decided to use $irmly $eel

both multi,le choice and true/$alse Buestions as the selected res,onses. =eing that these Buestions address the lo5er/level cognitive ,rocess o$ recall6 they are only 5orth t5o ,oints each. have one multi,le choice Buestion that is 5orth $our ,oints because it reBuires the

students to analy9e and inter,ret. #hese are higher/order thin2ing s2ills6 there$ore it is 5orth a larger amount o$ ,oints. also decided to add one o,inion Buestion. am not loo2ing $or an

e4act ans5er $or this Buestion6 but a means o$ justi$ication to the ans5er the student gives. As long as the student remains on to,ic and can ,rovide reasons or e4am,les to su,,ort their ans5er6 they 5ill receive the $ull amount o$ ,oints. am loo2ing $or this Buestion to access their

creativity and achieve the higher levels on =loom's #a4onomy scale. Each short ans5er 5ill only be e4,ected to contain one to three sentences. #hese sentences must contain a clear and concise ans5er to the Buestion 5hich 5as ,reviously discussed in class. #hese short ans5er Buestions 5ill have been a ,rominent to,ic o$ discussion in class. #here$ore i$ the student is absent6 they must ma2e sure to obtain all notes ta2en the ,revious day $rom a classmate. Each short ans5er is 5orth $i$teen ,oints. #he essay is the most im,ortant as,ect o$ this assessment 5hich is 5hy decided that it should be 5orth thirty $ive ,oints. #he essay 5ill address higher/

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order thin2ing s2ills such as analy9ing6 reasoning6 and evaluation. accommodations to students that need them.

5ill e4tend the same

5ill ,rovide e4tra time on the summative

assessment1 and 5ill also allo5 ELL students to use a translation dictionary. As a $uture teacher6 understand the im,ortance o$ evaluations and assessments. also

understand the im,ortance o$ aligning the )D!!!S and the !!SS 5ith my learning goals 5hich have done in this assessment ,lan. #he in$ormation that am able to gather through the di$$erent $orms o$ assessment 5ill allo5 me to determine i$ my students are meeting the desired learning goals. 2no5 that i$ my assessments do not accurately re,resent my learning goals6 the

instruction ,rovided $or the students is invalid. Dust li2e a great assessment6 5ant my instruction to be valid and reliable in order to ,romote and create active citi9ens in our democracy. #his in$ormation 5ill be invaluable to me as ,rogress in my teaching career.

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!itations

Green6 S.F G Dohnson -.L. :0?1?;. Assessment is essential. )e5 Hor26 )H" %cGra5/Hill.

Understanding by design $rame5or2. :0?10;. -etrieved $rom htt,"//555.ascd.org/AS!+/,d$/ siteAS!+/,ublications/Ub+I&hitePa,er?310.,d$

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&iagnostic Assess!ent )ame" IIIIIIIIIIIIIIIIIIIIIIIIIIIIII +ate" IIIIIIIIIIIIIIIIIII

America as a &orld Po5er 1. &hy 5as the Panama !anal im,ortant in e4,anding American m,erialismJ A. #he canal gave Panama their inde,endence. =. #he construction o$ the canal em,loyed tens o$ thousands o$ 5or2ers $rom around the 5orld. !. #he United States had e4clusive rights to construct and control the canal due to the Hay/Paunce$ote #reaty. +. #he canal reduced travel time $or commercial and military shi,s by ,roviding a shortcut bet5een the Atlantic and Paci$ic Oceans. 0. #he ,ur,ose o$ the -oosevelt !orollary 5as to" A. Prevent Euro,e $rom bullying Latin America. =. Protect United States economic interests in Latin America by the use o$ $orce. !. Overturn the %onroe +octrine. +. Allo5 President -oosevelt to intervene in all Latin American $oreign a$$airs 5ith Euro,e. 3. Ho5 did dollar di,lomacy hel, to ensure America as a 5orld ,o5erJ A. t used the United States government to guarantee loans made to $oreign countries by American business,eo,le. =. t 5as justi$ication to 2ee, Euro,ean ,o5ers out o$ the !aribbean. !. t hel,ed the United States ,rotect the Panama !anal. +. All o$ the above. @. &hich o$ these 5as )O# a $oreign ,olicy goal achieved by the United States in the early 0?th centuryJ A. #he e4,ansion o$ the United States' access to $oreign mar2ets in order to ensure the continued gro5th o$ the domestic economy. =. #he Anne4ation o$ Puerto -ico as an outcome o$ the S,anish American &ar. !. #he construction o$ a modern navy to ,rotect interests abroad. +. #he e4ercise o$ United States international ,olice ,o5er to ensure dominance in Latin America. A. 7. 8. C. # # # # or or or or K K K K America 5as eager to enter &orld &ar in the beginning o$ the 5ar. Pro,aganda 5as o$ten used to entice ,eo,le to $und or enlist in the 5ar. !ivil -ights o$ United States citi9ens 5ere a$$ected during &orld &ar . All countries a,,roved o$ the #reaty o$ <ersailles and the League o$ )ations.

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E.

-ubric $or Essay
)ame" IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII

Construct Measured

4 (highest)

3

2

1

0 #his essay ,rovides an inaccurate or no analysis o$ the reasons American 5anted to remain neutral and demonstrates little to 2no5 com,rehension o$ the causes behind the decision to eventually enter the 5ar.

!om,rehension #he essay #he essay and ,rovides an ,rovides an +evelo,ment accurate accurate o$ Fey deas analysis o$ @ or analysis o$ 3 more 2ey 2ey reasons reasons America America 5anted to 5anted to remain neutral remain neutral and and demonstrates demonstrates an e4tensive $ull com,rehension com,rehension o$ 3 com,le4 o$ the @ causes behind com,le4 causes the decision to behind the eventually decision to enter the 5ar. eventually enter the 5ar.

#his essay #his essay ,rovides a ,rovides a mostly accurate minimally analysis o$ 0 accurate 2ey reasons analysis o$ 1 America 2ey reason 5anted to American remain neutral 5anted to and remain neutral demonstrates a and basic demonstrates a com,rehension limited o$ 0 causes com,rehension behind the o$ 1 cause decision to behind the eventually decision to enter the 5ar. eventually enter the 5ar.

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Construct Measured Organi9ation

4 (highest)

3

2

1

0

#he essay #he essay #he essay #he essay #he essay demonstrates a demonstrates demonstrates demonstrates demonstrates com,letely greatly clear6 some clear6 limited logical little to no clear6 concise6 concise6 and concise6 and order or logical order or and logical logical order or logical order or seBuence. t seBuence. #here order or seBuence. t seBuence. t includes a ,oor is no seBuence. t includes a $air includes and introduction introduction includes a introduction introduction and conclusion. and conclusion. strong and conclusion. and conclusion. #he student's #he student's introduction #he student's #he student's ,rogression o$ ,rogression o$ and conclusion. ,rogression o$ ,rogression o$ ideas is ideas is #he student's ideas is logical ideas is not di$$icult to none4istent. ,rogression o$ and ma2es it obvious and6 at $ollo5. ideas is 5ell/ $airly easy $or times6 e4ecuted6 the reader to some5hat ma2ing it very $ollo5. di$$icult to easy $or the $ollo5. reader to $ollo5.

Style and !larity o$ Language

#he essay #he essay #he essay #he essay #he essay demonstrates demonstrates demonstrates demonstrates demonstrates the consistent mostly some e$$ective limited little to no use and 5ide e$$ective 5ord 5ord choice6 amounts o$ ,recise variety o$ choice6 ,recise ,recise e$$ective 5ord language. e$$ective 5ord language6 language6 choice6 ,recise choice6 ,recise descri,tive descri,tive language6 language6 5ords and 5ords and descri,tive descri,tive ,hrases6 lin2ing ,hrases6 lin2ing 5ords and 5ords and and transitional and transitional ,hrases6 lin2ing ,hrases6 lin2ing 5ords6 and 5ords6 and and transitional and transitional sentence sentence 5ords6 and 5ords6 and structures. structures. sentence sentence structures. structures.

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Construct Measured !onventions

4 (highest)

3

2 #his essay demonstrates a $e5 ,atterns o$ error that may occasionally a$$ect the reader's understanding.

1 #his essay demonstrates ill/edited 5riting 5ith multi,le grammatical errors that sometimes a$$ect the reader's understanding.

0 #his essay demonstrates ill/edited 5riting 5ith $reBuent and varied grammatical errors that o$ten a$$ect the reader's understanding.

#he essay #his essay demonstrates demonstrates e$$ectively edited 5riting edited 5riting 5ith a $e5 5ith little to no distracting grammatical grammatical errors. errors.

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Oral 'resentation (u)ric
)ame" IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII

Checklist Group was prepared.

0

1

2

Comments

Presentation was well organized and easy to follow. Transitions were smooth between major ideas. Students explained difficult concepts simply. Students spoke loudly and clearly. Students maintained eye contact. Student held the attention of the audience. Students used visual aids effectively. All group members equally contributed to presentation.

Educational Objectives and an Assessment Plan

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Summative Assessment
)ame" IIIIIIIIIIIIIIIIIIIIIIIIII Circle the )est answer* +, -oints. 1. &ho $athered the League o$ )ationsJ A. +avid Lloyd George =. !olonel E. %. House !. Georges !lemenceau +. &oodro5 &ilson 0. #he (=ig Kour* re,resented 5hich $our countries" A. United States6 Great =ritain6 Germany6 -ussia =. taly6 Krance6 United States6 Great =ritain !. Krance6 Great =ritain6 -ussia6 Poland +. Germany6 United States6 taly6 Ottoman Em,ire 3. #he League o$ )ations 5ould not allo5 5hich t5o countries to join" A. Germany and -ussia =. Poland and Germany !. Ottoman Em,ire and taly +. !9echoslova2ia and Poland @. #he &ar ndustry =oard did )O#" A. Set ,roduction Buotas and allocate ra5 materials. =. Encouraged mass/,roduction techniBues. !. !ontrolled 5holesale and retail ,rices +. Serve as the main regulatory body o$ 5ar during &orld &ar A. According to &illiam G. %cAdoo6 Only (a $riend o$ Germany* 5ould re$use to do 5hatJ A. Purchase <ictory Loan =onds. =. Enlist in the service. !. )ot eat s,eci$ic $oods each day. +. S,iritually su,,ort the 5ar. 7. #he !ommittee on Public n$ormation 5as established to" A. Po,ulari9e the 5ar. =. n$luence ,eo,le's thoughts and actions. !. Promote ,atriotism. +. All o$ the above.

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After reading the /uote0 answer the following /uestion* +1 -oints. (Once lead this ,eo,le into 5ar and they'll $orget there ever 5as such as thing as tolerance. #o $ight you must be brutal and ruthless6 and the s,irit o$ the ruthless brutality 5ill enter into the very $iber o$ our national li$e6 in$ecting !ongress6 the courts6 the ,olicemen on the beat6 the man in the street. !on$ormity 5ould be the only virtue6 and every man 5ho re$used to con$orm 5ould have to ,ay the ,enalty.* /&oodro5 &ilson 8. &hat 5as President &ilson re$erring to in this BuoteJ A. -acism still ,resent in the south. =. Anti/semitism beginning 5ith the =lac2 +eath. !. Anti/immigrant hysteria in America. +. Se4ism during &orld &ar . Circle if the state!ent is true0 circle 2 if the state!ent is false* +, -oints.

C. # or K #he League o$ )ations 5as ,art o$ the Kourteen Point Plan. E. # or K #he Kourteen Point Plan 5as immediately acce,ted by the (=ig Kour*. 1?. # or K #he #reaty o$ <ersailles established 3 ne5 nations" Poland6 !9echoslova2ia6 and Hugoslavia. 11. # or K Krance and Great =ritain obtained areas out o$ Ottoman Em,ire and received 5ar ,ayments $rom Germany. 10. # or K #he United Kood Administration 5as discontinued during the 5ar. 13. # or K Under the Es,ionage and Sedition Acts6 a ,erson can be $ined and im,risoned $or inter$ering 5ith the 5ar e$$ort or saying anything disloyal6 ,ro$ane6 or abusive about the government or the 5ar e$$ort. 1@. # or K &omen did not contribute to the 5ar e$$ort6 but held ,rotests 5hich shortly a$ter ensured them the right to vote. After reading the /uote0 answer the following short answer /uestion* +3 -oints. (#hat 5hich the German ,o5er re,resents today s,ells death to the as,irations o$ )egroes and all dar2er races $or eBuality6 $reedom6 and democracy. ...Let us6 5hile this 5ar lasts6 $orget our s,ecial grievances and close our ran2s shoulder to shoulder 5ith our o5n 5hite $ello5 citi9ens and the allied nations that are $ighting $or democracy.* /&. E. =. +u =ois 1A. Although blac2 ,ublic o,inion o$ the 5ar 5as divided6 in your o,inion6 5hat ,oint do you thin2 +u =ois 5as trying to get acrossJ IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII

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IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII IIIII Answer the following short answer /uestions in co!-lete sentences* +43 -oints. 1A. &hy 5as the League o$ )ations never acce,ted by the United StatesJ IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII IIIII 17. &hat 5ere t5o reasons -ussia 5as not ha,,y 5ith the #reaty o$ <ersaillesJ IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII IIIII Answer the following essay in co!-lete sentences* +53 -oints. 18. n your o5n 5ords6 e4,lain 5hy Germany did not li2e the #reaty o$ <ersailles. nclude the $ive re,ercussions Germany $aced.

Educational Objectives and an Assessment Plan

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IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII IIIIIIIIIIII

Educational Objectives and an Assessment Plan

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-ubric $or Essay on Summative Assessment

IIII 1. #he #reaty barred Germany $rom maintaining an army. IIII 0. Germany 5as $orced to ,ay 33 billion dollars in re,arations to the Allies. IIII 3. #he #reaty contained a 5ar/guilt clause 5hich $orced Germany to admit sold res,onsibility $or starting && . IIII @. Germany 5as stri,,ed o$ its colonial ,ossessions in the Paci$ic. IIII A. %any Germans 5ere no5 under Polish rule.