Summative Assessment Tasks WALT: Analyze historical maps to determine how distance from Britain, and knowledge of the terrain impacted the result of the revolution. 6.1.8.B.3.c WP7.1.A-E Students write and perform skits demonstrating guerrilla warfare methods and impact. Students create table of logistical problems/issues/ solutions comparing Britain-Colonies to USA-Afghanistan. Heterogeneous groups. Display exemplar. Answering teacher questions. Quizzes. Class notes. Brainpop – The American Revolution. WALT analyze why the battles of Trenton and Princeton were crucial to ultimate American victory. WALT describe why NJ’s central location was critical to the war effort. 6.1.8.B.3.d WP7.1.A-E Students research battles of Trenton and Princeton. Students draw conclusions about cause/effect of these battles in a writing assignment. Students define key terms related to this issue (Hessians, enlistment, militia, Continentals, etc.) Students produce PowerPoint, rap song, Storyboard or annotated map describing battle. Display saying/poem “for want of a nail…” and have students Display exemplars. Visual and audio exemplars from Schoolhouse Rock. Peer tutoring. Interim deadlines established by teacher Answering teacher questions. Quizzes. notes. Video clip of Battle of Trenton. Starboard display of saying/poem (“For Want of a Nail”).
react/explain in whole-class discussion. WALT list examples of added costs/taxes lowers individual income and leads to resentment. 6.1.8.C.3.a-b Students survey parents on whether in Roselle are too high, and how parents feel about value received. Survey students on methods to influence government in modern times. Compare to methods available to colonial America in a T-chart. Students research and define key vocabulary terms. Students work in pairs/groups to brainstorm methods of influencing people in power (phone, email, etc.) One-on-one teacher conferencing. Peer tutoring. Answering teacher questions. Quizzes. Class notes. Journal entries. Brainpop – Causes of the American Revolution WALT explain how technology increased productivity and profits, which lead to increased demand for slaves and the consequent development of a cotton-dependent economy. 6.1.8.C.3.a-b WP7.1.A-E Students perform internet research (via textbook-provided websites and links) and create tables and graphs of slave ownership pre- and post- cotton gin, and draw written conclusions about the impact of its invention. Pre-formatted table provided by teacher. Option: students work in pairs for Pre vs. Post cotton gin data. Modification: Accept fewer data entries if necessary. Answering teacher questions. Quizzes. Class notes. Journal entries. Textbook-provided websites and links. Laptops for internet research. WALT defend why British wanted colonists to pay for the cost of the Seven Years War through higher taxes. Students identify and list at least 5 causes of colonists’ resentment (Townshend Acts, Intolerable Acts, Tea tax, etc.), via research using Peer tutoring One-on-one teacher conferencing. Answering teacher questions. Quizzes. Class notes. Laptops for internet research.
entire continent, regardless of previous colonial or native “ownership”. 6.1.8.D.3.f WP7.1.A-E Native American) towards the Manifest Destiny idea, based on NJ Open-Ended Response Rubric. Class notes. Journal entries. Brainpop: “Manifest Destiny”.