Description

of Informal Assessments:

In class write as warm up activity and
whole class discussion
Prompt: Think about what might
happen if each state was independent
and we had no national government.
Write a list of 5 things you think would
happen. After responding to the
prompt, a class discussion will be held
to share ideas. I think this is a good
informal assessment because it
provokes thought before teaching new
material. If students can imagine what
would happen, and then be proven right
or wrong by the information they learn
on the Articles of Confederation, they
stay engaged with the material.
U3.3.2 and D2.His.14.3-5.

Exit Slip:
In what ways do we see compromise at
the Constitutional Convention?
Students will respond to the prompt in
short answer format on a sheet of
paper. I would utilize this exit slip
prompt after teaching background on
the Constitutional Convention.
Compromise is one of the most
important aspects of the formation of
government, so reflecting on how the
students saw it occurring is crucial.
D2.Civ.6.3-5

Venn Diagram:
List the powers of the state and
national powers under the Article of
Confederations, and also the powers
they share, following a Venn diagram
format.
Utilizing a venn diagram to list the
powers of the different governments
(state and national) will help students
visualize the division of powers, as well
as compare and contrast them.
Recognizing the faults of the articles is

Overview and Rationale for Paper and

Pencil Quiz/Test (see attached
test/quiz):

Short Essay:
Following the performance assessment,
students will write a short essay about
why voting and other civic
responsibilities are important. The
prompt will address the question: Is
government only for leaders? What can
we do as citizens to participate? What
would happen if we did not?

I chose a short essay for the paper and
pencil test because I think students
explaining their knowledge in response to
a prompt better addresses this unit than
any multiple choice test could. In this
unit, students need less to memorize facts
than to be able to explain the importance
of the events that happened. With this
short essay prompt I am looking to
provoke students thinking on their civic
responsibilities and why those are
important to act upon. Throughout the
lesson they learn what a bad government
looks like under the Articles of
Confederation and how that is revised
into a much better system we call the
Constitution. The constitution is a better
form of government than the previous
imperial control by Britain and the
articles of confederation, and students
should see that a part of the reason it
works so much better is because of the
democratic citizens involved. This short
essay gives them the space to explain
their thinking and relate historical events
to current rights and responsibilities they
themselves have.


necessary to move on to other material.
U3.3.1

Timeline:
Construct a timeline of events leading
up to the Constitution starting after the
Revolutionary War was over.
D2.His.1.3-5.


Performance Assessment Overview, Rationale, and Objectives (see
attachments for directions to teacher, student directions, and handout):

Biography Booklet:

Students will each research one of the seven major founding fathers (John Adams,
Benjamin Franklin, Alexander Hamilton, John Jay, Thomas Jefferson, James Madison
or George Washington) utilizing primary sources, the internet, books, etc. Using
their research, they will create a booklet that focuses on the perspective of that
individual, what ideas they presented at the Constitutional Convention, and other
important information that shows their contribution to the establishment of the
nation. The beliefs and perspectives reported will need to relate to the articles of
confederations shortcomings. Two classes will be designated work time in the
library for the projects research. The creation of the booklet itself and any extra
needed research will need to be done entirely at home.
After students have created their biography booklets, they will bring them to
class for designated sharing days. They will get into groups of 2-3 people who all
have different founding fathers to share. Each student will have 5 minutes to report
on their biography, and the other students who listen will record all important
information.
The reason I am using this assessment is it is an engaging way for students to
understand the reason for, opinions on, and process carried out in the Constitutional
Convention. The assessment checks for understanding on content and also teaches
different social studies skills such as research, utilization of primary and secondary
sources, and communication with group members. This is a comprehensive way for
students to end the lesson, because we will end having learned how and why we
arrived at the Constitution that is still in place.

Standards:

D2.His.5.3-5. Explain connections among historical contexts and peoples perspectives at
the time.
D2.His.6.3-5. Describe how peoples perspectives shaped the historical sources they
created.


D2.Civ.3.3-5. Examine the origins and purposes of rules, laws, and key U.S.
constitutional provisions.
D2.Civ.6.3-5. Describe ways in which people benefit from and are challenged by
working together, including through government, work- places, voluntary organizations,
and families.
5 U3.3.2 Give examples of problems the country faced under the Articles of
Confederation (e.g., lack of national army, competing currencies, reliance on state
governments for money). (National Geography Standard 13, p. 169, C)
5 U3.3.3 Explain why the Constitutional Convention was convened and why the
Constitution was written. (C)
5 U3.3.5 Give reasons why the Framers wanted to limit the power of government (e.g.,
fear of a strong executive, representative government, importance of individual rights).
(C)
CCSS.ELA-LITERACY.RI.5.9
Integrate information from several texts on the same topic in order to write or
speak about the subject knowledgeably.

CCSS.ELA-LITERACY.W.5.7
Conduct short research projects that use several sources to build knowledge
through investigation of different aspects of a topic.

CCSS.ELA-LITERACY.SL.5.1.B
Follow agreed-upon rules for discussions and carry out assigned roles.

CCSS.ELA-LITERACY.SL.5.3
Summarize the points a speaker makes and explain how each claim is supported by
reasons and evidence.

Short Answer Response

Directions: Respond to the prompt below on only the lines provided. Be sure to respond to
all three parts of the prompt. Write in detail and be sure to talk about at least 2 specific
historical events and documents. You will be graded on the quality of your response as well
as grammar. Please look at the rubric to be sure you have included everything.

Prompt: Is government only for leaders? What can we do as citizens to participate?
What would happen if we did not?

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Rubric for Short Answer Response

Score
Completion Accuracy


5

All three
parts of the
prompt are
fully
answered.

All
information
is accurate
based on
information
from class.

Engagement

Conventions

Two or more
texts,
documents
or events are
included and
connected.

No major
errors in
grammar or
spelling. No
more than
two minor
errors.
All three
Most of the
Two or more Few minor
parts of the
information texts,
errors in
prompt are
is accurate.
documents
grammar or
included but
or events are spelling. No
one is
included but more than 5
incomplete.
not well
minor errors.
connected.
Some of the Some of the One or more Some major
prompt is
information texts,
and minor
answered
is accurate
documents
errors in
completely,
and some is or events are grammar or
but two parts misleading or included and spelling.
are
wrong.
connected.
incomplete.
Two parts of Most of the
One or more Several
the prompt
information texts,
major and
are answered is not
documents
minor errors
completely
accurate, but or events are in grammar
and one is
some parts
included but and spelling
missing.
are good.
not well
that interfere
connected.
with the
message.
The prompt Almost all of No texts,
Many major
is answered the
documents
errors in
incompletely. information or events are grammar and
is inaccurate. included or
spelling that
connected.
interfere.

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Teacher Directions for Biography Booklet

Day 1: To wrap up this unit on the formation of United States government,
each one of you is going to do create a biography booklet on one of the founding
fathers. You may remember talking about a couple of them, and some names
may be new. I am going to give each one of you a name (do this randomly, by
table groups, or pass out slips of paper) and this will be who you research and
report on.

Assign each student one founding father, ensuring that each student has
one of the seven names and that an even number (or as class to as
possibly) of people are reporting on each one.

We are going to work in class for two days on this project doing research, and
then you will have three days at home to complete it. You will research three
categories of information: perspective of that individual on the Constitution,
what ideas they actually presented at the Constitutional Convention, and other
important information that shows their contribution to the establishment of the
nation. I am going to pass out the instructions page and rubric, and then we are
going to go down to the computer room/library and begin research. Any sources
you use need to be recorded on you bibliography worksheet. Are there any
questions?

Pass out instruction packet and rubrics to each student. Bring the class
to the library/computer room and allow them to choose whether they
will use books or the computer. Make sure students review what is a
credible website/document and what is not before using the computer.
Also remind them that information from books should come from nonfiction texts. Spend 45 minutes working on research. Allow students to
work with others who have the same founding father if they choose.


Day 2: Bring the class to the library/computer room for the entire social
studies time slot of the day. Check around the room to make sure students are
making progress.

Days 3, 4, and 5: Remind students to be working at home on their research
project. On day three explain to students how they will be reporting their
biography booklets:

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On the day we present, which is in three days (day 6) you will be working
in groups of 2-3 people. You will be the expert on your founding father, and in
five minutes you need to share your booklet with your group members. While
you listen to others present, you will take notes so that you have the information
on other founding fathers. Each of you will present for just five minutes.

Remind students on day 5 to bring in their booklets the next day ready to
share.

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Biography Booklet

Directions: Design a booklet on the biography of one of the seven founding
fathers. The teacher will assign your figure to you. You will have two days in
class to research primary sources, books, search the Internet, etc. You will
need to use these sources to find information for your booklet including the
perspective of that individual relating to the Articles of Confederation and the
Constitution, what ideas they presented at the Constitutional Convention and
why, and other important information that shows their contribution to the
establishment of the nations government. After you have finished all your
research you will design the booklet at home. Be creative!

After the booklets have been completed, in class we will get into groups and
share. You will be put into groups of three and everyone will have a different
founding father to talk about. Each student will have 5 minutes to present
his/her own figure and then they will listen and take notes when their
partners share.


MY ASSIGNED FOUNDING FATHER: ___________________________


NAMES OF THE SOURCES I WILL USE:

PERSPECTIVE ON ARTICLES OF CONFEDERATIONS PROBLEMS/SUCCESSES:






IDEAS FOR THE CONSTITUTION:

14

OTHER NOTES FROM RESEARCH:

15

Biography Bibliography
1. _________________________________________
_________________________________________
______________
2. _________________________________________
_________________________________________
______________
3. _________________________________________
_________________________________________
______________
4. _________________________________________
_________________________________________
______________

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Biography Booklet Rubric

Score
Ideas and
Research
Content
Biography talks in At least two
20
depth on the
different sources

founding fathers are used for
Excellent

15

Accomplished

10

Developed

5

Needs
Improvement

perspective on
both the articles
of confederation
and the
constitution. All
information is
important and
accurate.
Biography talks
about the
founding fathers
perspective on
both the articles
of confederation
and the
constitution. Most
information is
important and
accurate.

research. Sources
are not all of the
same type (not all
books, websites,
etc.) Bibliography
is included. All
sources relate to
content.
At least two
different sources
are used for
research. The
sources are of the
same type (all
books, etc.)
Bibliography is
included but not
accurate. All
sources relate to
content.
Biography
At least one
attempts to
source is used for
explain the
research.
perspective of the Bibliography is
founding father
included but may
relating to the
have some errors.
articles of
Source relates to
confederation and content.
the constitution.
Most information
is important and
accurate.
Biography does
At least one
not accurately
source is used for
explain the
research.
perspective of the Bibliography is
founding father
either included
relating to the
and inaccurate or
articles of
missing. Source
confederation and does not relate to
the constitution.
content.
Some information
is important and
accurate, minor
errors.

Creativity

Conventions

Booklet is highly
unique and
creative.
Formatted as a
booklet. Artwork
is related to
content.

No major errors
in grammar or
spelling. No more
than two minor
errors.

Booklet is
somewhat
creative.
Formatted as a
booklet. Artwork
somewhat relates
to content.

Few minor errors

in grammar or
spelling. No more
than 5 minor
errors.

Booklet should be
more creative.
Formatted poorly
as a booklet, or is
not a booklet.
Artwork may or
may not relate to
content.

Some major and

minor errors in
grammar or
spelling.

Booklet has little

creativity.
Formatted poorly
as a booklet, or is
not a booklet.
Artwork does not
pertain to
content.

Several major and

minor errors in
grammar and
spelling that
interfere with the
message.

17

0

Underdeveloped

Biography does
No sources were
not include the
utilized in
perspective of the research.
founding father
relating to the
articles of
confederation
and/or the
constitution. Little
information is
important or
accurate, major
errors.

Booklet has no
present creativity.
Not formatted as
a booklet.
Artwork does not
relate or is absent.

Many major
errors in
grammar and
spelling that
interfere.

18