Teacher Guide: Assessment Plan Learning Context | Procedure| Instructional Modifications | Time Required | Resources | Assessment Plan Performance Indicators Addressed and Suggested Rubrics: Standard 1: History of the United States and New York Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in the history of the United States and New York. Performance Indicators for Standard 1: 1.The study of New York State and United States history requires an analysis of the development of American culture, its diversity and multicultural context, and the ways people are unified by many values, practices, and traditions. Students describe the evolution of American democratic values and beliefs as expressed in the Declaration of Independence, the New York State Constitution, the United States Constitution, the Bill of Rights, and other important historical documents. Activities: Students will analyze data from the 1990 and 2000 US Census records regarding redistricting issues in Lessons 1 and 2. They will understand how redistricting is implemented in theory and in practice to support the concept of equal representation through their discussions, and group projects . History of the United States and New York 2.Important ideas, social and cultural values, beliefs, and traditions from New York State and United States history illustrate the connections and interactions of people and events across time and from a variety of perspectives. Students examine how the Constitution, United States law, and the rights of citizenship provide a major unifying factor in bringing together Americans from diverse roots and traditions. Activities: In Lessons 1, 3 and 4, students will evaluate redistricting from a variety of perspectives in consideration of issues that face communities and minorities and political affiliations. Students will brainstorm perspectives on issues through analyzing public hearing transcripts. They will role-play the redistricting process from different perspectives to understand the issues that are faced as the government tries to provide districts that in some cases must unite a diverse set of interests. History of the United States and New York 3.Study about the major social, political, economic, cultural, and religious developments in New York State and United States history involves learning about the important roles and contributions of individuals and groups. Students research and analyze the major themes and developments in New York State and United States history (e.g. colonization and settlement; Revolution and New national Period; immigration; expansion and reform era; Civil War and Reconstruction; the American labor movement; Great Depression; World Wars; contemporary United States). Activities: Students discuss trends in the population and reapportionment, using 1990 and 2000 US Census data and maps provided. It is important that students understand reapportionment and redistricting, which will happen every decade. Students prepare essays and oral reports about the important social, political, economic, scientific, technological, and cultural developments, issues, and events from New York State and United States history. Activities: As part of Lesson 4, students will work in groups to create presentations of many kinds (computer-based, essays, oral presentations) about redistricting. They will consider social, political and economic factors. Standard 3 Geography Students will use a variety of intellectual skills to demonstrate their understanding of the geography of the interdependent world in which we live - local, national, and global - including the distribution of people, places, and environments over the Earth's surface. Performance Indicators for Standard 3 Geography 1.Geography can be divided into six essential elements which can be used to analyze important historic, geographic, economic, and environmental questions and issues. These six elements include: the world in spatial terms, places and regions, physical settings (including natural resources), human systems, environment and society, and the use of geography. Students understand how to develop and use maps and other graphic representations to display geographic issues, problems, and questions. Activities: Student use maps and graphic representations to understand the concept and redistricting and draft their own ideas about how redistricting decisions should be made. Students analyze how the forces of cooperation and conflict among people influence the division and control of the Earth's surface. Activities: Lessons 1-4 deal with the issues of political power as controlled by redistricting and representation. Geography 2.Geography requires the development and application of the skills of asking and answering geographic questions; analyzing theories of geography; and acquiring, organizing and analyzing geographic information. Students plan, organize, and present geographic research projects. Students locate and gather geographic information from a variety of primary and secondary sources. Students select and design maps, graphs, tables, charts, diagrams, and other graphic representations to present geographic information. Students analyze geographic information by developing and testing inferences and hypotheses, and formulating conclusions from maps, photographs, computer models and other geographic representations. Students develop and test generalizations and conclusions and pose analytical questions based on the results of geographic inquiry. Activities: Students will use all of these skills throughout the lessons. Their group projects may also include these skills if they focus on the geographic components. Standard 5 Civics, Citizenship, and Government Students will use a variety of intellectual skills to demonstrate their understanding of the necessity for establishing governments; the governmental system of the US and other nations; the US Constitution; the basic civic values of American constitutional democracy;and the roles, rights, and responsibilities of citizenship, including avenues of participation. Performance Indicators for Standard 5 Civics, Citizenship and Government 4.The study of civics and citizenship requires the ability to probe ideas and assumptions, ask and answer analytical questions, take a skeptical attitude toward questionable arguments, evaluate evidence, formulate rational conclusions, and develop and refine participatory skills. Students evaluate, take, and defend positions on what the fundamental values and principles of American political life are and their importance to the maintenance of constitutional democracy. Students take, defend, and evaluate positions about attitudes that facilitate thoughtful and effective participation in public affairs. Students participate in school/classroom/community activities that focus on an issue or problem. Activities: The "Understanding Redistricting" curriculum requires students to evaluate, take and defend positions on how redistricting should take place. The simulation and group discussion allow students to role-play a legislative task force for redistricting. . Evaluation: The provided rubric is a general model to assess group projects. It focuses on criteria to allow the teacher to evaluate the completeness of the group work, demonstration of content understanding and group process. Links to other rubric builders and samples have been provided if teachers would like to create additional rubrics specific to each type of group project their students may choose. Evaluation Rubric Builders Rubric Template Rubrics for Web Lessons The Rubric Bank Rubric Generators Site Map | Discussion Board | NYcitizens.org | Contact | Interactive Maps | Home | Best if viewed in Netscape 4.75 / Internet Explorer 4.01 or later browser version. ©2002 WXXI Public Broadcasting Council