An 8 th grade Classroom Based Assessment (CBA)

1. An 8th grade Classroom Based Assessment (CBA) Teacher-Librarian Jamie Daniels

2. Classroom Based Assessment? A guide for teachers to assess student understanding in their classrooms Created by teachers using the state learning standards (EALRS & GLE’S) Completed in the classroom by the individual teacher Can be adapted and formatted to fit each classroom separately

3. Laws and Regulations RCW 28A.230.095 states: School districts shall require students in the 8th grade to complete at least one classroom-based assessment in civics. The civic assessment must be selected from a list of assessments approved by OSPI. School districts shall submit reports to OSPI documenting the use of the classroom-based assessments

4. 8th Grade CBA Rubric The CBA is assessed by the personal teacher by looking at the learning standards of 8th grade Scoring 4 (Excellent), 3 (Proficient), 2 (Partial), and 1 (Minimal) Students who receive lower than a 3 receive a “not passing” grade

5. 8th grade Civics CBA options Checks and Balances International Relations Constitutional Issues

6. Constitutional Issues assessing Learning Standards EALR 1: Civics 1.1.1 Understands key ideals and principles outlined in the Declaration of Independence, including life, liberty, and the pursuit of happiness… 1.1.2 Evaluates efforts to reduce discrepancies between key ideals and reality in the United States. 1.4.1 Analyzes how a position on an issue attempts to balance individual rights and the common good.

7. A standard Constitutional Issues CBA: State a position on the issue that considers both individual rights and the common good Provide background on your position by describing: What the issue is Who is involved in the issue Why this issue is important Provide reasons for your position Make references to three or more credible sources in your paper and cite

8. A developed Constitutional Issue CBA Time Frame: 6-8 weeks Topic: Native American history in the US Research Paper specifications: 5 resources- 3 of which must be non-internet sources 3-5 paper with an annotated works cited page We will be using the MLA citation format

9. Essential and Probing Questions: Essential Questions: In Native American history, were the specific circumstances and actions that were taken looking at the individual rights and the common good? Probing Questions: In what ways was the action taken supporting the individual rights and common good? In what ways was the action taken violating the individual rights and the common good? What impact did this action have on the Native Americans in the United States? What was the immediate response to this action taken in the United States?

10. In this unit, students will: Research the history of Native Americans (NA) using pre-researching guides provided by librarian Identify a selection of NA history that sparks interest State a position on the selection of history, deciding whether the action taken was considering individual rights and the common good or was violating the rights Find resources that support their position Produce a research paper using 5 resources Create a bibliography indicating sources used

11. Pathfinder- Online Resources The Columbus Navigation- This website provides students with a basis of the Columbus Expeditions, and his first interactions with Native Americans. http://www.columbusnavigation.com/index.shtml Explore the Heritage of Indigenous Peoples This website provides students with a web-hunt exploration of indigenous peoples http://www2.scholastic.com/browse/article.jsp?id=2881 Native American Boarding Schools This website provides students with an in-depth informational guide of the Native American boarding schools that occurred in the 1800’s http://www.npr.org/templates/story/story.php?storyId=16516865 Indian Country Diaries This websites provides students with a perspective from the Native Americans that experienced boarding schools. http://www.pbs.org/indiancountry/history/index.html

12. Pathfinder- Online Resources Judgment Day- Indian Removal This websites provides students with detailed information on the Trail of Tears http://www.columbusnavigation.com/index.shtml Native Americans: Trail of Tears This website provides students with a step-by-step guide to the events that occurred during the Trail of Tears http://www.emints.org/ethemes/resources/S00000231.shtml Spartacus Educational- Indian Reservations This website allows for students to get an introduction to the emergence of reservations in the United States http://www.spartacus.schoolnet.co.uk/WWinreservations.htm Native American Tribes This website provides resources for students to learn about specific tribes that are currently on reservations http://www.angelfire.com/realm/shades/nativeamericans/nativeamericanreservations.htm

13. Pathfinder- Print Resources Through Indian Eyes: The Native Experience in Books for Children This book is an easy read for students to grasp a perspective of the Native American and Columbus’s emergence into America Slapin, Beverly, and Doris Seale. Through Indian Eyes: the Native Experience in Books for Children. Berkeley, Calif.: Oyate, 2006. Print. 1491: New Revelations of the Americas before Columbus This book is a advanced look at the emergence of Europeans and their interactions with Native Americans. Although the book has a high reading level, students can pick selections to read and concentrate on. Mann, Charles C. 1491: New Revelations of the Americas before Columbus. New York: Vintage, 2006. Print. Children of the Indian Boarding Schools This book is a simplistic look at the boarding school of Native Americans in the United States, as well as providing students with primary sources. Littlefield, Holly. Children of the Indian Boarding Schools. Minneapolis, MN: Carolrhoda, 2001. Print. Learning to Write “Indian”: The boarding-school experience and American Indian Literature This book will provide students with a look at what Native American children experience in the boarding school around America. Katanski, Amelia V. Learning to Write "Indian": the Boarding-school Experience and American Indian Literature. Norman: University of Oklahoma, 2005. Print.

14. Pathfinder- Print Resources After the Trail of Tears: the Cherokees’ Struggle for Sovereignty This book provides students with an in-depth look at the Trail of Tears, as well as provides interviews and perspectives from the Native Americans. McLoughlin, William Gerald. After the Trail of Tears: the Cherokees' Struggle for Sovereignty, 1839-1880. Chapel Hill: University of North Carolina, 1993. Print. Broken Promises: The U.S. Government and Native Americans in the 19th Century This book allows for students to get a 9th grade reading level of the Trail of Tears and the experiences that Native Americans went through during the 19th century Wilson, Mike. Broken Promises: the U.S. Government and Native Americans in the 19th Century. Broomall, PA: Mason Crest, 2003. Print Chronology of American Indian History This book is a reference for students to get a basic look at the Native American reservations and their creation. Sonneborn, Liz. Chronology of American Indian History. New York: Facts On File, 2007. Print. Federal and State Indian Reservations and Indian trust areas This reference is published by the United States Department of Commerce, and provides Federal information on Native American boarding schools. United State Department of Commerce. Federal and State Indian reservations and Indian trust areas. U.S> Govt. Print 1974

15. Information literacy skills: Standards for the 21st century learner- Inquire, think critically, and gain knowledge 1.1 Skills (1.1.5, 1.1.7, 1.1.8) Draw conclusions, make informed decision, apply knowledge to new situations, and create new knowledge 2.1 Skills (2.1.1, 2.1.2)