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Rachel Keefe
Dr. R. Hauser
DIFF510
10/30/17

Assessment Plan
Unit Topic: 7th Grade: The Revolutionary War

Preassessment Plan:

Multiple-Choice and Short-Answer Test (see attached)

Formative assessment plan:

Objective Assessment Assessment tool(s)

(mastery level)
Students will correctly identify
events leading to the outbreak
of the Revolutionary War.
Students will explain the
significance of important
battles throughout the
Revolutionary War.
Students will compare the
differences in fighting and
planning styles of Colonial
America and Great Britain.
Students will describe lasting
implications of the
Revolutionary War.
80% Kahoot (10-Questions)
https://play.kahoot.it/#/k/3529a622-3c06-
4c43-8691-7a1ef4a9e819
100% Interactive Notebook
100% Venn Diagram
 Complete independently (pencil)
 Compare & Share with Group
 Share with Whole Class (other color)
80% Exit Ticket—Describe 5 Impacts of the
American Revolution

Summative Assessment Plan:

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Revolutionary War (MENU)

The Revolutionary War is a very important part of American history. Create a presentation that
will: educate other students about the Revolutionary War. These presentations will be shown to
our 4th Grade Buddies and our families at Parent-Teacher Conferences.

Select one of the following formats:

 Prezi Presentation
 Create Video Presentation
 Poster/Timeline
 Write a Story/Essay
 I have an idea that is not listed here. Write it below (Get approval from Miss Keefe).
 ____________________________________ Miss Keefe’s initials: ________

Select at least three of the following events to include in your presentation:

 French & Indian War (Seven Years War)
 Proclamation of 1763
 Intolerable Acts (can also include Stamp Act, Declaratory Act, and Sugar Act)
 Sons of Liberty & Boston Tea Party
 Boston Massacre
 Declaration of Independence
 Guerilla Warfare & Francis Marion
 Battle of King’s Mountain
 Battle of Bunker Hill
 Common Sense
 Battle of Lexington & Concord
 Battle of Saratoga
 Battle of Yorktown
 Treaty of Paris of 1783
 I have an idea that is not listed here. Write it below (Get approval from Miss Keefe).
 ____________________________________ Miss Keefe’s initials: ________

Select one of the following groupings:

 Independently
 Group of 2-3
 Group Members: ______________________________________
 Group of 3+ (MUST get Miss Keefe’s approval)
 Group Members: __________________________________________________
 Miss Keefe’s initials: ___________

Be sure to hand in your menu with your presentation. Highlight or circle your choices!
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Preassessment:
Questions adapted from:
https://www.proprofs.com/quiz-school/story.php?title=american-revolution-pretest_1
http://www.helpteaching.com/questions/American_Revolution?pageNum=2

Which of the following were NOT taxed under the Stamp Act?
A. Wills
B. Diplomas
C. Stamps
D. Playing Cards
E. Dice
Which were leaders in protesting against the British policies?
A. Sons of Liberty
B. Daughters of Liberty
C. Committees of Correspondence
D. All of the Above
E. None of the Above
Who did John Adams defend at the trial after the Boston Massacre?
A. Colonists
B. British Soldiers
C. Tax Collectors
D. The Governor
Under the Tea Act, the overall price of tea...
A. Went up
B. Went down
C. Stayed the Same
D. This act did not exist.
What costumes were used during the Boston Tea Party?
A. Clowns
B. Horses
C. Red Coats
D. Native Americans
E. Trees
Which was NOT one of the Intolerable Acts?
A. Closed the port of Boston
B. Forced trials to be held in England
C. Soldiers stayed in your house
D. The guilty had to sign the Olive Branch Petition
What was the nickname of the Colonial militia?
A. Second-hand Men
B. Split-Second Men
C. Minute Men
D. Minute Maid men
“The Shot Heard ‘Round the World” refers to which battle?
A. Lexington & Concord
B. Valley Forge
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C. New York City

D. New Jersey
The people that wanted to break away from the British government were called:
A. Loyalists
B. Patriots
C. Hessians
D. Prussians
Which was the most important battle for the Americans?
A. Valley Forge
B. Lexington & Concord
C. Saratoga
D. Bunker Hill
Which countries did NOT aid the Americans during the American Revolution?
A. Spain
B. Poland
C. Dutch Republic
D. France
Which general was considered a traitor to the Patriot cause?
A. Francis Marion
B. Daniel Morgan
C. Benedict Arnold
D. Nathaniel Greene
When was the American Revolution finally over?
A. 1763
B. 1776
C. 1781
D. 1783
According to the Declaration of Independence, government gets its power from:
A. The king of England
B. The consent of the governed (the people)
C. Parliament
D. The military
No _______taxation___________ without representation was the slogan for the colonists in the
English colonies after the Stamp Act was issued.
Who was involved in the Midnight Ride declaring the “British are coming!”? __Paul Revere___
_____George Washington____________ commanded the Continental Army.
____John Hancock_________ signed his name the largest on the Declaration of Independence.
___Treaty of Paris of 1783_____ was the treaty that ended the American Revolutionary War.
The three unalienable (can’t be taken away) rights guaranteed by the Declaration of
Independence were: ___life_________, ____liberty________, and ___pursuit of happiness____
Which battle do you think was the most important for the colonists in the American
Revolutionary War? Why?
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Formative Assessments:

Kahoot: https://play.kahoot.it/#/k/3529a622-3c06-4c43-8691-7a1ef4a9e819

Interactive Notebook:

1775

1776

1777

1778

1779

1780

1781

1782

1783
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Battles: Planning, Execution, and Resources

Directions: Complete the Venn Diagram about Colonial America and Great Britain’s fighting and planning styles in the Revolutionary War. Also be
sure to include the resources they had access to. Complete this individually first in pencil or pen. After five minutes you can share with your partner.
We will share whole class afterwards. Switch colors or writing utensils to add things during whole class share.

Great Britain
Colonial America

Both
Exit Ticket

Name:

Describe 5 impacts of the American Revolution.

1.

2.

3.

4.

5.
6.

Summative Assessment Rubric
Title:
Format:
Group Members:
*intermediate values may be
assigned if characteristics are
found in multiple categories.
Students select one
format for their
presentation.
Students select at least
three events to include
in their presentation.
Accuracy of
Explanation
Presentation/Display
(Grammar & Spelling)
Self-Evaluation (and
group evaluation ):
 For self-evaluation, students will receive a copy of this rubric without the “Self-Evaluation” category.
 Students in groups will also receive a peer-evaluation form asking them about their own participation and that
of their peers. (i.e. Which parts of this project were you responsible for? Were responsibilities equally
distributed? How well did you work together as a team?)
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Above Satisfactory Satisfactory Needs Improvement
(20*) (10*) (0*)
The project has a clear Project has a clear Project does not have a
format. If there are format. If there are clear format.
multiple pieces, they are multiple pieces, there
all submitted and flow. are pieces missing or
they do not flow
together.
Students selected at Students selected at Students selected two or
least three events. They least three events, but fewer events and they
are clearly connected they are not connected are not connected or
and are used to build a or used to build a used to build a logical
logical progression. logical progression. progression.
OR
Students selected two
events that are clearly
connected and are used
to build a logical
progression.
Students accurately Students accurately Students do not explain
explain what each event explain what each event what each event is or its
is and its importance to is or students accurately importance to the
the Revolutionary War. explain each event’s Revolutionary War.
importance to the
Revolutionary War.
Presentation has clear Presentation has clear Presentation does not
focus and flow. All focus, but choppy flow. have clear focus or flow.
elements are related. All elements are related. It contains elements that
Few, minor errors. Noticeable errors are unrelated. Errors
Errors do not interfere present. Errors do not interfere with
with comprehension. interfere with comprehension.
comprehension.
All students completed For groups only: No students completed
self- (and peer-) Majority of students their peer- or self-
evaluation forms. completed self- and evaluation forms.
peer-evaluation forms.
/ 100
Total