Day 1: Students will be introduced to the topic and work on a brainstorming and sorting activity to develop inquiry questions. Students will be assessed through teacher observation. Students will be given a homework completion grade for completing assigned homework.
Day 2: Students will receive a short lecture about the three perspectives of white American and Indian coexistence in the new nation. Students will read three primary sources and complete various activities that help them to compare/ contrast the sources and to reflect on the different perspectives. Teacher will use observation of students to determine undertsanding of content as well as the ticket in the door activity to respond and address issues.
Day 3: Students will conduct independent research and teacher will use observation to assess their progress.
Day 4: Teacher will circulate the room and address pieces of evidence and rankings with students individually. Students will write a blog that argues their response to the content question and respond to their peers. Students will receive a major assessment grade for their blog. (see rubric below)
Day 5: Students will write a Ticket in the Door and the teacher will respond to student questions and comments. Students will also create a placard reflective of the Cherokee spirit and their history. Students will receive a minor assessment grade for their placard (see rubric below) and students will be given a unit test for a major assessment grade.
Minor Assessment: Placard
Content
3 above standard – Placard is complete and contains all required content
2 meets standard – Placard is missing some key content
1 below standard – Placard is missing required content
Reflection
3 above standard – Reflection is clearly developed, relevant, and logical
2 meets standard – Reflection is vague and may lack some logic
1 below standard – Reflection is disjointed and unclear, content vague
Neatness & Creativity
3 above standard – Placard is neat and shows creativity
2 meets standard – Placard is mostly neat and/ or lacking originality
1 below standard – Placard is very sloppy and unoriginal
Major Assessment: Blog
Thesis statement:
3 above standard – Thesis statement is clearly stated, students position is clear, and outlines the main points
2 meets standard – Thesis statement is made but lacks discussion of main points or discuses main points but provides no thesis statement
1 below standard – Thesis statement does not clearly state the position or outline main points
Support for position
3 above standard – provides 3 or more points of evidence to support argument, and at least 1 counter argument
2 meets standard – provides 3 or more points of evidence to support argument, ut no counter argument
1 below standard -contains less than 3 pieces of evidence and no counter argument
Closing paragraph
3 above standard – Strong conclusion clearly specifying writer's position in paragraph
2 meets standard – Conclusion recognizable but not clearly restated in paragraph
1 below standard – No conclusion written
Grammar & spelling
3 above standard – No grammar or spelling errors
2 meets standard – Author makes 1-4 grammar or spelling errors
1 below standard – Author makes more than 4 grammar or spelling errors
Responses
3 above standard – Student provides respectful responses to peers that extends the ideas and concepts given in the blog.
2 meets standard – Student provides respectful responses but the responses lack adding additional insight to the blog entry.
1 below standard – Student's responses are vague and off topic
Day 2: Students will receive a short lecture about the three perspectives of white American and Indian coexistence in the new nation. Students will read three primary sources and complete various activities that help them to compare/ contrast the sources and to reflect on the different perspectives. Teacher will use observation of students to determine undertsanding of content as well as the ticket in the door activity to respond and address issues.
Day 3: Students will conduct independent research and teacher will use observation to assess their progress.
Day 4: Teacher will circulate the room and address pieces of evidence and rankings with students individually. Students will write a blog that argues their response to the content question and respond to their peers. Students will receive a major assessment grade for their blog. (see rubric below)
Day 5: Students will write a Ticket in the Door and the teacher will respond to student questions and comments. Students will also create a placard reflective of the Cherokee spirit and their history. Students will receive a minor assessment grade for their placard (see rubric below) and students will be given a unit test for a major assessment grade.
Minor Assessment: Placard
Content
3 above standard – Placard is complete and contains all required content
2 meets standard – Placard is missing some key content
1 below standard – Placard is missing required content
Reflection
3 above standard – Reflection is clearly developed, relevant, and logical
2 meets standard – Reflection is vague and may lack some logic
1 below standard – Reflection is disjointed and unclear, content vague
Neatness & Creativity
3 above standard – Placard is neat and shows creativity
2 meets standard – Placard is mostly neat and/ or lacking originality
1 below standard – Placard is very sloppy and unoriginal
Major Assessment: Blog
Thesis statement:
3 above standard – Thesis statement is clearly stated, students position is clear, and outlines the main points
2 meets standard – Thesis statement is made but lacks discussion of main points or discuses main points but provides no thesis statement
1 below standard – Thesis statement does not clearly state the position or outline main points
Support for position
3 above standard – provides 3 or more points of evidence to support argument, and at least 1 counter argument
2 meets standard – provides 3 or more points of evidence to support argument, ut no counter argument
1 below standard -contains less than 3 pieces of evidence and no counter argument
Closing paragraph
3 above standard – Strong conclusion clearly specifying writer's position in paragraph
2 meets standard – Conclusion recognizable but not clearly restated in paragraph
1 below standard – No conclusion written
Grammar & spelling
3 above standard – No grammar or spelling errors
2 meets standard – Author makes 1-4 grammar or spelling errors
1 below standard – Author makes more than 4 grammar or spelling errors
Responses
3 above standard – Student provides respectful responses to peers that extends the ideas and concepts given in the blog.
2 meets standard – Student provides respectful responses but the responses lack adding additional insight to the blog entry.
1 below standard – Student's responses are vague and off topic