Assessment Overview

Lesson One:
Pre-assessment (for learning): Ask students why the think the colonies had to form some type of government?

Formative (for learning): The teacher will put students into groups of two and have each group fill out Analyzing the
Articles worksheet (attached at the end of unit plan). Then teacher will hand out place cards that correlate with the
worksheet (also attached at the end of unit plan) Students will work with their partner until they have seen and
answered all 8 place cards.
Formative (as learning): Students will be asked to share their answers with the entire class. Teacher will then
evaluate each response along with opening discussion about other answers with the class.
Summative (of learning): N/A

In lesson one, I wanted to introduce the Articles of Confederation

and have students think about two main things. The first question is
why did the Continental Congress design the Articles of Confederation
the way that they did? The class just finished the Revolutionary War,
and a project about how the colonists were treated. The project that
they work on in class has them analyze a couple different parts of the
Articles of Confederation and describing why the government was
purposely designed to be weak, and allowing more freedom to the
States. The second question I wanted the students to answer is, what
are the problems having a weak government brings? The second part
of the in class project has them reflect on what problems can arise
from having too weak of a government
Lesson Two:
Pre-assessment (for learning):

Students will use their laptops to answers a short quiz on pollanywhere.com about what they learned
yesterday.
Formative (for learning):

The teacher will begin the lesson by introducing what was in the Articles of Confederation, and the even
that happened after the Articles were ratified through a PowerPoint.
Formative (as learning):

Throughout the PowerPoint, discussion questions will be asked that students will be called upon to
answers. Students also will be called upon to read from the online textbook.
Summative (of learning):
The opening quiz will act as summative learning of chapter one.

Lesson two begins class with a short quiz containing questions

that come from the project the students work in class yesterday. The
quiz wont be graded individually, but graded as a class. This way the
teacher will be able to evaluate which questions, or parts of the
Articles of Confederation the class as a whole struggled with. The
worksheet that correlates with the online textbook is designed for
students to take good, accurate notes that they will be able to use to

help study for the test that will cover this unit and the next. The
worksheet also dives in deeper into the Articles of Confederation more
so than last lesson because now the students have a general
knowledge on the Articles of Confederation and will be able to learn,
and obtain more information on it.
Lesson Three:

Pre-assessment (for learning): Review and ask students some questions about what was covered yesterday. Focusin
on the issues the United States was going through because of how the government was established.
Formative (for learning): Students will work together in groups of 4 to cover one of the compromises, or one of the
plans that were discussed at the Continental Congress. Students will work together to either make a pamphlet,
poster, slideshow, or any other way they feel fit to present on the topic they have been assigned.

Formative (as learning): Students will present to the class their topic that they were assigned as a group. The teach
will add in any information if students presentation is missing any information.
Summative (of learning): N/A

Lesson three starts with the teacher with doing a recap of what
the issues the United States had in the beginning years of the country
birth. The issues have been covered in depth the last two lesson and
the teacher will be able to gauge how much the students learned the
last two days, and can go back and review any questions that they
couldnt answer. The project the students will work on during class has
them again view the problems the Articles of Confederation created,
and how they were addressed, and fixed in the Constitution. Having
students present their information in front of the class not only gives
students some experience, and practice presenting, but also allows the
teacher to see which students are truly understanding the compromise
of the Constitution.
Lesson Four:
Pre-assessment (for learning): Ask students what would happen if the Constitution gave the President too much
power? What about Congress? The Supreme Court?

Formative (for learning): The class will read Chapter 7, section 3 together in class that talks about the set up of the
government and how checks and balances work in our government. Students will be asked to read aloud the section
and be asked questions by the teacher.

Formative (as learning): Students in groups, or by themselves, will have to come up with a scenario that checks and
balances would be used. The students will have to describe each aspect of checks and balances. Students can eithe
write up their example or draw a diagram that explains the process.
Summative (of learning): Students will turn in their assignment for either a complete or incomplete grade.

The questions the teacher begins class is meant to be serve as

an introduction to what will be covered in class today. The teacher asks
what would happen if one branch of the government were much

stronger than another and what the country would look like. This
introduces the checks and balance system that the Constitution
created for the government. Students will read more in depth of how
checks and balances work and will show their work by coming up with
a real world example of how these checks and balances would work.
Unlike the previous project, students will not have to present their
scenarios, but will have to turn them in were they will receive a
complete (100%), and incomplete (50%) or partially complete (75%).
Lesson Five:
Pre-assessment (for learning): Begin class by review last lesson. Having students recap what their checks and
balance scenarios were.
Formative (for learning): Ask students if they have any questions over how checks and balances work.

Formative (as learning): Students will learn more about another countries structure of government based have said
countries constitution. Students will have to evaluate the structure and compare and contrast, and either they
believe is better or worse than the United States government.
Summative (of learning): Students compare and contrast paper will be graded based off a rubric for the

paper (attached at the end of the lesson plan).

Lesson five is the last lesson of the unit plan. Class begins with
the teacher asking students to share some of their scenarios that they
completed yesterday in class, before asking them if they have any
questions over what they have learned about the Constitution in the
last two days. The assessment used in todays lesson has students look
up information about another countries system of government and
compare it to the government of the United States. This assessment
takes a lot of the information that the students have learned in the last
two days and has students analyze, and evaluate that information in a
compare-contrast type of paper or project.