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Portfolio Assessment #3
Avery Harrison
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3/5/2013

Avery Harrison
Objectives:
Given time and appropriate materials and a teacher-developed test during the three
week unit The Quest of Equality, 1954-1975, 11th grade American History students will
compose a journal of the impact of the modern Civil Rights Movement including the
Womens Rights Movement, Hispanic Movement, Native American Movement, tensions
between African-Americans and White Americans, and the effects of these in national
policy, education, culture, army, and literature including Brown v. Board of Education,
Freedom Rides, boycotts, Black Power, Sixteenth Street Bombing, and the Civil Rights
Acts.
Knowledge:
1. Identify the different groups and key figures on the quest for equality including
African-Americans, Women, Hispanics, and Native-Americans.
Comprehension:
2. Explain the consequences of the tensions between the different groups.
Application:
3. Illustrate the struggle and success of civil right activists
4. Demonstrate the most significant events during the Civil Rights Era
Traditional Formative Assessment
The traditional formative assessment for this unit is a worksheet for the students to
complete as they work through the problem presented to them. The problem will challenge
students to think about the impact of major events during the Civil Rights Era and introduce
them to people and inequalities faced during the 20th century. It will also encourage to students to
research more than one event to familiarize themselves with their peers group presentations. The
group worksheet will also allow students to work in the cooperative learning groups for the
remainder of the problem in the unit.
The students will work in groups to complete the worksheet, but will turn in their
individual copy for a grade. The worksheet is worth a total of 20 points. See scoring breakdown
below:
Lists Event4 points
Provides reason and goal of event4 points
Explains success or failure of event..4 points
Supports reasoning4 points
Includes one activist..4 points
Total:
20 points

Product Formative Measure

The students will demonstrate their Civil Rights research through a presentation in which
they will have to create a visual (either PowerPoint, poster/trifold, brochure, pamphlet, or video)
about a civil rights activists and what minority group they represented. They will be requited to
draw upon knowledge learned throughout the unit as well as their own group research.The
students will be able to refer to the worksheet for basic information on key events and the leaders
who lead them. Criteria included:
Presentation
Title
Visual
Content
Creativity

Performance Formative Measure

The groups performance will be assessed in small groups as well as a peer group
evaluation form. The teacher will observe throughout the class sessions dedicated to group
performance. The teacher will look for the following qualities in the group:
Maintaining group roles (affective leader, recorder, presenter, and task leader) and
managing time wisely.
Participation- each student in the group equally shares and listens to information so the
responsibility does not fall on one student.
Respect- group members listen and support ideas, opinions, and effort of others
Assistance- offers help, support, and ideas to the group
The students will also have an evaluation sheet to fill out in order to hear their opinions and
recommendations to their peers and their own effort. See rubrics below.

Name:_____________________________
Date:__________________

Civil Rights Biography

In your groups, you will be learning and researching about key civil rights
activists. Once given a person to research, you will research your assigned persons
birthplace, family history, minority group they represent, and what he or she
contributed to the Civil Rights movement. Answer the following questions to help guide
you in your research as well as prepare for your presentation
Who?
Where were they born?

What minority group did they belong to and what did they contribute to the Civil
Rights?

Your presentation will need to be a visual in which you will address the following topics
to share with your classmates:
Pictures of your person and protests
Biographical information
o Birth
o Family
o Education (if any)
o Residence
Their contribution to the Civil Rights movement

Group members:___________________________________
___________________________________________________
Group Presentation: Civil Rights
Excellent - 4

Good - 3

Needs Work - 2

Unacceptable 1

Preparedness

Group is
completely
prepared and has
obviously
rehearsed. Use of
specific and
appropriate
examples.

Group seems
pretty prepared
but might have
needed a couple
more rehearsals;
sequence of
information is
well-organized for
the most part.

Group is
somewhat
prepared, but it is
clear that
rehearsal was
lacking; content
is loosely
connected.

Presentation
Length

Presented within
the allotted time.

Remained close to Exceeding or

the allotted time. falling short of
allotted time.

Greatly exceeding
or falling short of
allotted time.

Content

Exceptional use of
material in the
problem that
clearly relates to
a focus of the
case summary;
abundance of
various supported
materials.

Information
relates to a clear
understanding of
the problem;
many relevant
points, but they
are somewhat
unstructured.

Information is
clear, but
supporting
information is
disconnected and
not
comprehensive
use of strategies
in the problem.

Information is
unclear and
information
appears randomly
chosen; not
connecting
chapter strategies
with the
problem.

Visual

Group has at
least one visual
that displays
biographical and
historical
information. Uses
at least 4-5
pictures.

Group has visual

that is mostly
neat and
organized with
content
information. Uses
2-3 pictures.

Group has a
visual but is
lacking in
content,
organization and
creativity. Uses
only 1-2 pictures.

Group does not

have a visual to
back up content
information.

Creativity

Exceptional
originality of
presented
material and
interpretation.

Some apparent
originality
displayed through
use of original
interpretation of
presented
materials.

Material
presented with
little
interpretation or
originality.

Delivery is
repetitive with
little or no variety
in presentation
techniques.

Score

Group does not

seem at all
prepared to
present. No
apparent logical
order of
presentation,
unclear focus.

Total:_______/20
Comments:

Cedar Shoals
Group Participation

Name: ________________________

Teacher: Ms. Harrison

Criteria
4

Points

Group is always
Attendance /
prompt and regularly
Promptness
attends classes.

Group is late to
class once every two
weeks and regularly
attends classes.

Group is late to class more

than once every two
weeks and regularly attends
classes.

Group is late to
class more than once a
week and/or has poor
attendance of classes.

____

Group proactively
contributes to class
Level Of
by offering ideas and
Engagement
asking
In Class
questions more than
once per class.

Group proactively
contributes to class by
offering ideas and
asking
questions onceper
class.

Group
members rarelycontributes
to class by offering ideas and
asking questions.

Group never contributes

to class by offering ideas
and asking questions.

____

Listening
Skills

Group listens when

others talk, both in
groups and in class
and incorporates or
builds off of the
ideas of others.

Group listenswhen
others talk, both in
groups and in class.

Group does not listen when

others talk, both in groups
and in class.

Group does not listen

when others talk, both in
groups and in class and
often interruptswhen
others speak.

____

Behavior

Group almost
never displays
disruptive behavior
during class and
stays on task

Group rarelydisplays
disruptive behavior
during class.

Group occasionally displays

disruptive behavior during
class.

Group almost
always displays
disruptive behavior
during class.

____

Group almost
always prepared for
class with
assignments and
required class
materials.

Group is
usually prepared for
class with
assignments and
required class
materials.

Group is rarelyprepared for

class with assignments and
required class materials.

Group isalmost
neverprepared for class
with assignments and
required class materials.

____

Preparation

Total---->

Teacher Comments:

____