Portfolio Assignment 3: Formative Assessment Molly McCollum Hoover High School 11th grade American History

Lesson Objectives:
1. Working in small groups and provided with resources such as paper, markers, and access to the
internet and other research resources, the eleventh grade American History students will create and present a newspaper targeted at an immigrant community in New York City in which they will have to include information about the different ethnic communities in the city between 1870 and the early 1900s, identify conditions of city life, the role of machine politics, and how the Industrial Revolution impacted the immigrant community. (Content, Product, Performance)

2. After being given opportunities to learn from teacher instruction and independent research of
immigrant communities in New York City during what we now call the Second Industrial Revolution from the 1870s to early 1900s, students will be given an in-class assignment to work on individually that will prompt the individual student to form a hypothesis about the effect of the Industrial Revolution on the immigrant community in New York City during this time period. Negative or positive? (Higher-thinking skills)

3. The eleventh grade students will demonstrate group process behaviors that contribute to the overall
success of the presentation of their small newspaper replica. Students in their small group will accept responsibility for their role in group work, work with members in their small group efficiently and effectively. Students will be assessed on how well they worked with others, their time-management, focus on the task, the contributions by each member, and their overall attitude.

Traditional Formative Assessment:

The traditional assessment I have designed is a worksheet to serve as a component of individual work during the group work process and is to be completed individually in one class period. It will be given during the group work process and will assess what students are learning in their groups, if they are retaining the content, and if each student is learning or participating in the group research process. Students will be asked to answer questions about specific content they should have learned at this point of the process and will prompt the students to take a stance on whether they think that the Industrial Revolution had a negative or positive impact on the immigrant communities of New York City at this time. I designed this worksheet to serve as a way of making individual students accountable for their participation and learning within the larger group and to possibly prompt them to recognize what information it is they may need to revisit in order to have a successful newspaper product later on. The worksheet will be worth 20 points and will be broken down as follows: 5 Content based questions @................. 2 points a piece 2 Higher Level Thinking question @... 5 points a piece TOTAL........ 20 POINTS

Name: _____________ Date: _______________ Class Period: ________________

Immigration and the Industrial Revolution 1870-1900 Directions: Working individually, answer the question below about immigration and the Industrial Revolution in the United States from 1870 to the early 1900s. You may use your research or notes that you have collected to help you answer the questions- however, do not use your other group members! Answer in complete sentences with plenty of supporting details! The following questions are based off of the content you should have researched and collected at this point in the group work process. (2 points each)
1. List the factors that contributed to industrial growth.

2. Explain the idea of vertical integration. How did this new business model help immigrants?

3. What was Ellis Island and who went there, and why?

4. What was the solution to the housing crisis in New York City?

5. What is machine politics?

Consider your answer to the following questions and answer in at least four complete sentences. Be sure to include at least 3 pieces of evidence or supportive detail for your opinion. (5 points each)
6. Were people pushed or pulled to the United States in the late 19th century?

7. Did the Industrial Revolution have a positive or negative impact on the immigrant communities of New York City?

Name: ___KEY______ Date: _______________ Class Period: ________________

Immigration and the Industrial Revolution 1870-1900 Directions: Working individually, answer the question below about immigration and the Industrial Revolution in the United States from 1870 to the early 1900s. You may use your research or notes that you have collected to help you answer the questions- however, do not use your other group members! Answer in complete sentences with plenty of supporting details! The following questions are based off of the content you should have researched and collected at this point in the group work process. (2 points each)
1. List the factors that contributed to industrial growth. Student answer should include ideas such as: the railroads, communication innovations like the telephone, labor supply from new wave of immigrants, electricity, resources, and the development of better steel processing. 2. Explain the idea of vertical integration. How did this new business model help immigrants? Student answer should include a definition similar to: a single business owning all processes and means of production- all of the factors of production. Students should talk about how this allowed for more jobs, etc. Can give example of Gustavas Swift.

3. What was Ellis Island and who went there, and why? Student answer should include: Ellis Island as an immigration processing center, (opened in 1892), government control of who was coming into the country, subject to tests, etc. Immigrants coming from all over- mainly Eastern and Southern Europe.

4. What was the solution to the housing crisis in New York City? Student answer should include: Tenements, details on living conditions in the tenements, mention the Tenement House Law in New York in 1901. etc.

5. What is machine politics? Give an example from New York City. Student answer should include: political parties that were largely corrupt and operated on the support of immigrant communities. They helped to get benefits to immigrants in exchange for votes. Corruption, honest graft, etc. Talk about Tammany Hall.

Consider your answer to the following questions and answer in at least four complete sentences. Be sure to include at least 3 pieces of evidence or supportive detail for your opinion. (5 points each)
6. Were people pushed or pulled to the United States in the late 19th century? Student answer should include at least three pieces of supportive evidence for why their opinion is that immigrant were pushed or pulled to the United States.

7. Did the Industrial Revolution have a positive or negative impact on the immigrant communities of New York City? Student answer should include at least three pieces of supportive evidence for why they think the Industrial Revolution had a positive or negative impact on the immigrant communities in New York City.

Product Formative Measure:

The eleventh grade American History students will showcase their collected research about immigrants and the Industrial Revolution by way of creating a newspaper targeted for the immigrant communities that would have existed during the 1870s to early 1900s. The students are being asked to acquire an understanding of conditions of city life for immigrants in this time period, in addition to exploring the expansive role of the Industrial Revolution of the development of cities (in the American North) during the late half of the 19th century. The newspaper will require that students include various information on the various ethnic communities in the city between 1870 and the early 1900s, identify conditions of city life, the role of machine politics, and how the Industrial Revolution impacted the immigrant community. The criteria for the poster and presentation are as follows: contributions of group members spelling and proofreading requirements met ( as far as appropriate content included) articles with supporting details graphics/ relevant visual aids knowledge gained- students are able to answer questions about their newspaper

The rubric developed was given to each student beforehand and was collected before the presentation to collect observation data about the newspaper and the presentation of the product. Each area is worth a potential 4 points, allowing for the product and presentation to equal 24 points in all. See attached rubric.

Group Process Assessment:

During the course of this lesson, I decided that I would evaluate several group processes and elements relative to working in a group. The criteria on which the students will be evaluated when it comes to group processes are as follows: Working with Others Time-management focus on the task contributions by each member attitude

Students will be monitored by the teacher during group work time doing research and creating the product to assess the students level of performance within the group. Students will also receive this rubric at the beginning of the lesson so that they know what they will be assessed on. Students will be graded individually and will have the potential to get a total of 20 points total from the group process component. See attached rubric.

Newspaper : Immigration and Industrialization Project

Teacher Name: Ms. McCollum Student Name: ________________________________________

CATEGORY

4
contributed at least two articles and one graphic without prompting from teachers or peers. No spelling or grammar errors remain after one or more people (in addition to the typist) read and correct the newspaper.

3
Each person in the group has contributed at least one article and one graphic with a few reminders from peers. No more than a couple of spelling or grammar errors remain after one or more people (in addition to the typist) read and correct the newspaper.

2
Each person in the group has contributed at least one article with some minimal assistance from peers. No more than 3 spelling or grammar errors remain after one or more people (in addition to the typist) read and correct the newspaper.

1
One or more students in the group required quite a lot of assistance from peers before contributing one article. Several spelling or grammar errors remain in the final copy of the newspaper.

Contributions of Each person in the Group Members group has

Spelling and Proofreading

Requirements

All of the required Almost all the At least 75% of the Less than 75% of content was present. required content was required content was the required content present. present. was present.

Articles Supporting Details

The details in the articles are clear, effective, and vivid 80-100% of the time.

The details in the articles are clear and pertinent 90-100% of the time.

The details in the articles are clear and pertinent 75-89% of the time.

The details in more than 25% of the articles are neither clear nor pertinent.

Graphics

Graphics are in focus, are wellcropped and are clearly related to the articles they accompany. All students in the group can accurately answer all questions related to a) stories in the newspaper and b) technical processes used to create the newspaper.

Graphics are in focus and are clearly related to the articles they accompany.

80-100% of the graphics are clearly related to the articles they accompany.

More than 20% of the graphics are not clearly related to the articles OR no graphics were used.

Knowledge Gained

All students in the group can accurately answer most questions related to a) stories in the newspaper and b) technical processes used to create the newspaper.

Most students in the group can accurately answer most questions related to a) stories in the newspaper and b) technical processes used to create the newspaper.

Several students in the group appear to have little knowledge about the facts and the technical processes used for the newspaper.

TOTAL POINTS: ______/ 24 COMMENTS:

Collaborative Work Skills : Group Process Assessment

Teacher Name: Ms. McCollum Student Name: ________________________________________

CATEGORY Working with Others

4
Almost always listens to, shares with, and supports the efforts of others. Tries to keep people working well together. Routinely uses time well throughout the project to ensure things get done on time. Group does not have to adjust deadlines or work responsibilities because of this person's procrastination. Consistently stays focused on the task and what needs to be done. Very selfdirected.

3
Usually listens to, shares, with, and supports the efforts of others. Does not cause "waves" in the group. Usually uses time well throughout the project, but may have procrastinated on one thing. Group does not have to adjust deadlines or work responsibilities because of this person's procrastination. Focuses on the task and what needs to be done most of the time. Other group members can count on this person.

2
Often listens to, shares with, and supports the efforts of others, but sometimes is not a good team member. Tends to procrastinate, but always gets things done by the deadlines. Group does not have to adjust deadlines or work responsibilities because of this person's procrastination. Focuses on the task and what needs to be done some of the time. Other group members must sometimes nag, prod, and remind to keep this person ontask. Sometimes provides useful ideas when participating in the group and in classroom discussion. A satisfactory group member who does what is required. Occasionally is publicly critical of the project or the work of other members of the group. Usually has a positive attitude about the task(s).

1
Rarely listens to, shares with, and supports the efforts of others. Often is not a good team player. Rarely gets things done by the deadlines AND group has to adjust deadlines or work responsibilities because of this person's inadequate time management.

Timemanagement

Focus on the task

Rarely focuses on the task and what needs to be done. Lets others do the work.

Contributions

Routinely provides useful ideas when participating in the group and in classroom discussion. A definite leader who contributes a lot of effort. Never is publicly critical of the project or the work of others. Always has a positive attitude about the task(s).

Usually provides useful ideas when participating in the group and in classroom discussion. A strong group member who tries hard! Rarely is publicly critical of the project or the work of others. Often has a positive attitude about the task(s).

Rarely provides useful ideas when participating in the group and in classroom discussion. May refuse to participate.

Attitude

Often is publicly critical of the project or the work of other members of the group. Often has a negative attitude about the task(s).

TOTAL :______/20 COMMENTS: