Subject Area Social Studies
ED 3604 Evaluation of Student Learning
Unit Assessment Plan
Stage 1 Assessment Evidence
Pre-Assessment:
True or False Quiz: At the beginning of class students will complete a true or false quiz to test their
current knowledge on Canadian FNMI policies both past and present.
Quizzes, Tests, Assignments
Summative: Source Essay
o Formative: A reasoning map
will be handed in with the
source essay, but its primary
function is to help students to
organize their thoughts.
Summative: Unit Exam
EDUC 3604 Unit Assessment Plan Template
Grade Level 10
Topic Historical Globalization
Length of Unit (days) 5-6 weeks
Performance Tasks, Projects
Summative: Horse Shoe Debate
o Students will research either the
United States Indigenous policy or
the Australian Indigenous policy
and compare and contrast them
with Canada. Evidence from this
comparison should be used to
answer the question Is Canadas
approach to reconciliation with
Indigenous peoples a failure?
o Formative: Students will create a
time-line of significant events for
their case study, which will be used
to check for an in-depth knowledge
of the content.
o Summative: Students will complete
a reasoning map and a
corresponding 2 page write up
individually, which will be worth a
small percentage of their final
grade. This is to ensure that
students organization and
reasoning processes are well
thought out in preparation for the
debate.
o Formative: To ensure that all
students are attending to the debate
and considering the arguments
proposed, each group will be logged
on to Todays Meet, posting
appropriate questions and
comments. Everyone is expected to
contribute to the conversation
 Subject Area Social Studies
ED 3604 Evaluation of Student Learning Grade Level 10
Unit Assessment Plan Topic Historical Globalization
Length of Unit (days) 5-6 weeks

o Formative: Each student will

submit a short reflection following
the debate to attend to final
questions such as, Did your
position along the horse shoe shift?
Why or why not?

Other Evidence (observations, work samples, Student self-assessment

dialogues) Formative: Peer Review of Source Essay
Formative: Group discussions will be Formative: Peer Review of Reasoning Map
used to gage understanding of the Write Ups
class a whole, instruction can be
altered to spend more time where
needed.
Formative: Exit slips will be used
often at the end of class to gage
students overall knowledge and
comfort level with the content taught
in that lesson. Instruction can be
altered based on how students feel.

EDUC 3604 Unit Assessment Plan Template

 Subject Area Social Studies
ED 3604 Evaluation of Student Learning Grade Level 10
Unit Assessment Plan Topic Historical Globalization
Length of Unit (days) 5-6 weeks

Assessments

Blanket Current Debate+ Unit Exam

True False Canadian Kashmir Mini Source
Title Class Discussion Exit Slips Activity Event component
Quiz Time-Line Inquiry Analysis
Reflection Analysis x2 parts
Learning Pre- Summative Summative Summative
Type
Outcomes
(Formativ Formative assessment
e/Summat
Formative Summative Summative Formative Summative
/
ive) Formative
0% 10% 30% 30%
Weighting 0% 0% 5% 5% 0% 20%

2.1 recognize and

appreciate historical
and contemporary
consequences of
European contact,
historical
globalization and
imperialism on
Aboriginal societies
2.2 exhibit a global
consciousness with
respect to the human
condition

2.3 accept social

responsibilities
associated with global
citizenship

2.4 recognize and

appreciate the validity
of oral histories

2.5 recognize and

appreciate various
perspectives
regarding the
prevalence and
impacts of
Eurocentrism
 Subject Area Social Studies
ED 3604 Evaluation of Student Learning Grade Level 10
Unit Assessment Plan Topic Historical Globalization
Length of Unit (days) 5-6 weeks

2.6 examine impacts

of cultural contact
between Indigenous
and non-Indigenous
peoples (exchange of
goods and
technologies,
depopulation,
influences on
government and
social institutions)
2.7 explore the
foundations of
historical
globalization (rise of
capitalism,
industrialization,
imperialism,
Eurocentrism)
2.8 explore the
relationship between
historical
globalization and
imperialism
2.9 examine multiple
perspectives on the
political, economic
and social impacts of
historical
globalization and
imperialism
2.10 examine
imperialist policies
and practices that
affected Indigenous
peoples (British rule
in India, British and
French rule in Canada,
post-colonial
governments in
Canada)
 Subject Area Social Studies
ED 3604 Evaluation of Student Learning Grade Level 10
Unit Assessment Plan Topic Historical Globalization
Length of Unit (days) 5-6 weeks

2.11 analyze
contemporary global
issues that have
origins in policies and
practices of post-
colonial governments
in Canada and other
locations
(consequences of
residential schools,
social impact on
Indigenous peoples,
loss of Indigenous
languages, civil strife)
2.12 evaluate various
attempts to address
consequences of
imperialist policies
and practices on
Indigenous peoples in
Canada and other
locations
2.13 examine legacies
of historical
globalization and
imperialism that
continue to influence
globalization

S.1 develop skills of

critical thinking and
creative thinking:

S.2 develop skills of

historical thinking:

S.4 demonstrate
skills of decision
making and problem
solving:
 Subject Area Social Studies
ED 3604 Evaluation of Student Learning Grade Level 10
Unit Assessment Plan Topic Historical Globalization
Length of Unit (days) 5-6 weeks

S.5 demonstrate
skills of cooperation,
conflict resolution
and consensus
building:

S.7 apply the

research process:

S.8 demonstrate
skills of oral, written
and visual literacy:

S.9 develop skills of

media literacy:
 Subject Area Social Studies
ED 3604 Evaluation of Student Learning Grade Level 10
Unit Assessment Plan Topic Historical Globalization
Length of Unit (days) 5-6 weeks

Assessment Tool Overview

Assessment
Assessment Assessment
Assessment Tool Brief Description FOR
AS Learning OF Learning
Learning
Class discussion is a valuable tool that can be
used to check for student understanding and
make sure that outcomes are being met. Class
discussion will be used throughout the unit to
gage where more time needs to be spent (for
learning). Additionally, through the use of full
Class Discussion
class discussion and discussion in groups
students have the opportunity to gain a better
understanding of concepts that they may have
been confused about. Evidence from class
discussion will be derived from the teachers
notes and observations.
The true or false quiz will be used to assess
students prior knowledge of FNMI policy and
key events regarding FNMI peoples.This quiz
Pre- Assessment will serve two purposes. It will allow me to alter
True or false quiz instruction to highlight areas that students
appear to know little about (for learning), as
well as allowing students to self-assess the
areas that they know little about (as learning).
The current event analysis will be used to
determine how well students are able to
critically analyze sources, as well as an
opportunity for students to look at multiple
media sources on historical globalization. Each
analysis will be done in pairs, so students will
have to work together, compromise, and agree
on what will be included on the final worksheet
Current Event to be handed in. Group work is a great way for
Analysis students to talk through problems, consider
other peoples points of view, and fill the gaps in
their own learning making this activiy for
learning. These assignments will be summative
(5% each) because critically reading current
events is such an important skill in daily life,
and students will need those skills when doing
research for their case study analysis. A rubric
will be provided to students and to do well
 Subject Area Social Studies
ED 3604 Evaluation of Student Learning Grade Level 10
Unit Assessment Plan Topic Historical Globalization
Length of Unit (days) 5-6 weeks

students should thoroughly answer what they

think the main point of the article is, what the
most important details are, what the
perspective of the author is, and make
connections to the concepts that we have
learned in class. Each worksheet will be marked
and groups will be given feedback on their
analysis (of learning).
Exit slips provide a great opportunity to check
student learning at the end of the lesson and
alter instruction to clarify concepts if need be
Exit Slips (for learning).Questions about the key concepts
or events that were gone over that day will be
answered individually by students and handed
in as they leave.
The Blanket Activity is a very powerful one that
will hopefully help students empathize with
FNMI peoples and understand the relevance of
Blanket Activity exploring this unit. The reflection piece is
Reflection intended to help me assess students
appreciation of the impact that imperialism and
ethnocentrism had on FNMI peoples and their
cultures (of learning).
This is an ongoing assessment that will be due
as we finish the Canadian history portion of the
unit. This assignment allows me to ensure that
students have acquired all of the very
important contextual information that they will
need when completing the summative
assessment. If students are not successfully
grasping the significance of events instruction
Canadian Time Line
may be altered (for learning). Students may
use this time-line as a resource when
constructing their arguments for the
summative task. I made it worth a small
amount to ensure that students would do it
and hopefully put the effort in, because it will
be such an important resource for the
summative assessment.
 Subject Area Social Studies
ED 3604 Evaluation of Student Learning Grade Level 10
Unit Assessment Plan Topic Historical Globalization
Length of Unit (days) 5-6 weeks

The Kashmir Mini Inquiry will be used as a tool

for modeling assessment. We will be doing this
inquiry as a class before students embark upon
Kashmir Mini the summative task. This allows students to
Inquiry clarify the processes that they should go
through (as learning). This activity will inform
me of their preparartion to embark on
independent inquiry (for learning).
The source analysis for this unit will follow the
lesson on the scramble for Africa. Students will
have two classes to complete the writing of the
sources analysis, and they can write in TA
period as well, or use the weekend if they have
not finished. Students will have the chance to
peer review their source analysis in the second
Source Analysis class using a checklist that mirrors my rubric.
This will give students the chance to identify
weak arguments, errors, thesis statements, and
grammar before handing it in. This is also a
valuable opportunity to learn from their
classmates and share idesas (as learning). This
will be a summative assessment that I will be
marking with a rubric.
The summative task for this unit will be a horse
shoe debate. Students will hand in a variety of
evidence as part of the summative task. As a
team, students will work together to create a
timeline of the significant events of their case
study. This will require students to work
together and decide what is most significant to
inclue on the time-line. The time-line will be
used to ensure that the students have taken
sufficient evidence from the research and have
Debate
an in-depth knowledge of their case study. It
will be formative and I will provide feedback (as
and for learning). The second piece of evidence
is individual. Students will supply is a reasoning
map that includes their reasoned judgement,
three pieces of evidence, and a potential
rebuttal. The reasoning map will be checked by
myself and I will give feedback (as learning)
and then students will do a 2-3 page write up of
their reasoning map. The reasoning map and
 Subject Area Social Studies
ED 3604 Evaluation of Student Learning Grade Level 10
Unit Assessment Plan Topic Historical Globalization
Length of Unit (days) 5-6 weeks

write up together will be summative and count

for 10% of the final grade. Students will be
given a rubric for this assignment. In this way,
even students who prefer not to talk during
debates can show their effective reasoning, and
this assignment makes it very easy to construct
an initial debate argument after. The debate
itself will count for 15% of the final grade and
be based on the rubric provided in the Unit
outline. Lastly, after the debate students will
complete a reflection on whether or not they
shifted their position, or even considered
shifting their position at any time during the
debate, why or why not. The reflection will be
worth a total 5%.
The final assessment for the unit will be a unit
exam that encompasses all of the content from
the past six weeks. This is a rather daunting
Unit Exam
task, so at least one day will be used for unit
exam review and students will be provided with
a study guide.