Curriculum Based Assessment

CI 3400: Policies and Practices in Educational Assessment

Appalachian State University

Emily Driver

Geographic Factors of North Carolina and Their Impact on Civilization

8th Grade Social Studies

Part 1: Identify your Curricular Standard and Objectives

NCSCOS Common Core or 8.G.1: Understand the geographic factors that influenced North Carolina and the United States.
8.G.1.1: Explain how location and place have presented opportunities and challenges for the movement of people, goods, and
Essential Standards
ideas in North Carolina and the United States.
8.G.1.2: Understand the human and physical characteristics of regions in North Carolina and the United States (e.g. physical
features, culture, political organization, and ethnic makeup).
8.G.1.3: Explain how human and environmental interaction affected quality of life and settlement patterns in North Carolina
and the United States (e.g. environmental disasters, infrastructure development, coastal restoration, and alternative sources of
energy).

Subject/Grade Level

8th Grade Social Studies

Type of Standard and

Objectives

8.G.1: (R)
8.G.1.1: (R)
8.G.1.2: (R)
8.G.1.3: (R)

Rationale for Target

Type(s)

The standard as a whole is a reasoning standard because it asks students to understand geographic factors. Reasoning is a step
above knowledge in this case, because this standard asks students to not only know where geographic features of North
Carolina are located, but also to comprehend the influence those features had on civilization as a whole.
I would also argue that the clarifying objectives are reasoning standards, because they ask students to take their knowledge
and use it to explain why that knowledge may apply to a given situation.

Part 2: Analyze Essential Content & Learning for your Standard and Objectives

Look at the curricular standard and objectives you selected in Part 1.

For the standard and each objective, unpack the content using the chart below. The unpacked content should include vocabulary, facts, relationships
among facts and concepts, principles and generalizations related to the content, as well as skills you expect students to demonstrate and/or products you would
expect them to create. You should focus here on student learning that has to happen not instructional activities or lesson plans.
Use the Instructional Support Tools for either Common Core or the Essential Standards from the NCDPI website to ensure accuracy as you unpack the
content. You will find unpacking documents as well as glossaries .
Please be sure to consider Blooms Taxonomy for the content as you complete the table.
For higher-level targets, you will need to unpack the underlying foundational content. For example, if you have a reasoning piece of content, you are required
to also have a knowledge piece of content.
You may have empty columns.
Knowledge
(Factual Information, Procedural Knowledge,
Conceptual Understanding)

Reasoning
(Inference, Analysis, Comparison, Classification,
Evaluation, Synthesis)

Skill

Product

8.G.1: Understand the geographic factors that influenced North Carolina and the United States.
Specific geographic areas/barriers within NC (the Fall
Line, the Uwharrie Mtns, the Blue Ridge Mtns)

Geographic barriers or other features can aid or delay the

movement of individuals through that geographic space

8.G.1.1: Explain how location and place have presented opportunities and challenges for the movement of people, goods, and ideas in North Carolina and the
United States.
Where people have moved into or avoided over NCs Why would new kinds of vehicles make it easier or harder to
history
get into geographic areas?
How were goods and people moved throughout history?

8.G.1.2: Understand the human and physical characteristics of regions in North Carolina and the United States (e.g. physical features, culture, political
organization, and ethnic makeup).
Where are the physical features located in NC?
Where are various cultural groups located within NC?

How do cultures interact with each other?

8.G.1.3: Explain how human and environmental interaction affected quality of life and settlement patterns in North Carolina and the United States (e.g.
environmental disasters, infrastructure development, coastal restoration, and alternative sources of energy).
What disasters, infrastructure changes, and other
environmental factors have occurred throughout NCs
history?

How would new infrastructure change the activities and

settlement of NC?
How could a natural disaster change the landscape of NC?

Part 3: Deconstruction of Standards into Clear Learning Targets

After reading Chapter 3, think about writing clear learning targets for your standard and corresponding objectives. You will need to focus on the primary content
you intend for students to learn.
Your targets should be very closely aligned to your standard/objectives as written in the NCSCOS. Write your learning targets in student-friendly language.
Remember the age of your potential students. You may add rows to the table at the bottom of this page as needed.]
After writing the targets, classify them as: Knowledge, Reasoning, Skill, or Product. (you can put an x in the column).
Then, choose the type of assessment method that would be the best match for your target (use the chart on page 94). Since you will be creating a summative
assessment and a formative assessment plan, you may have more than one assessment method selected per target.
Target Type
K
1

I can name and locate at least 4 of North Carolinas

major geographic features or barriers on a map.

I can determine the importance of geographic features

to human migration or cultural mingling.

I can explain how geographic features might aid or

delay the movement of individuals through space.

I can name at least 3 ways people and goods were

transported throughout history, as well as which
geographic features would most impact those modes
of transport.

I can use a map to show where various cultures settled

throughout the history of North Carolina.

Assessment Method
P

SR

WR

PC

PA

I can explain the interactions of at least 3 separate

cultures and how their interactions influenced
settlement.

I can name at least three events (environmental

disasters, infrastructure changes, etc.) that have
occurred within North Carolina.

I can explain how natural disasters changed the

landscape of North Carolina throughout history.

I can explain how new infrastructure affects the

activities and settlement of societies.

Part 4: Summative Assessment

(Assessment of Learning)

Assessment Background Information

Description of the
Assessment Method

Mapping Historical Journeys: In this project, students will create a presentation showing the migrations of a certain people group
within North Carolina, based on three smaller summative assessments that will lead up to the final assessment. At the beginning of the
year, students will be assigned to a certain time period in North Carolinas history, which will correspond to units in our ongoing studies
in Social Studies. Students will be responsible for synthesizing the information presented for their time period into the Mapping
Historical Journeys project only once, but the smaller building-block assessments will count as general ongoing assessments for the
remainder of the school year.

Assessment Method
Justification

These assessments require students to create and use the tools of a historian in analyzing migration patterns, climate changes, cultural
changes, and technological advances. In addition, they are organized in a logical pattern, providing an authentic assessment for a skill
students will carry with them into their adult lives. It is vital that students are able to understand how and why cultures shift, and the
factors that cause migration throughout time and space.
This assessment method aligns well with my chosen standard, because the standard asks students to understand how geography has
influenced North Carolina without history, especially in regards to climate, natural disasters, cultural groups, technology, and new
methods of transportation. This assessment requires students to be able to make inferences based on information they have collected.

Context

The larger summative assessment is composed of inferences made from three smaller, summative assessments. The summative
assessments consist of a map test and two timelines, one for climate and one for advancements in transportation and technology.
Using these tools, students will be expected to create a presentation on a people group within North Carolina (Cherokee, Scots-Irish,
Swiss, Germans, etc.) and their migrations and development as a people over time.
Students will have the opportunity to present their work at the end-of-year Parent Night, but the presentation will not factor into their
grade, as this standard is not assessing speaking skills.

Summative Assessment Blueprint

[See page 111 for guidance]
Learning Targets

Method
(SR, WR, PC, PA)

I can name and locate at least 4 of North Carolinas major geographic features or barriers on a map.

PA

I can determine the importance of geographic features to human migration or cultural mingling.

WR

12

I can explain how geographic features might aid or delay the movement of individuals through space.

WR

12

I can name at least 3 ways people and goods were transported throughout history, as well as which geographic
features would most impact those modes of transport.

WR

13

I can use a map to show where various cultures settled throughout the history of North Carolina.

PA

I can explain the interactions of at least 3 separate cultures and how their interactions influenced settlement.

WR

12

I can name at least three events (environmental disasters, infrastructure changes, etc.) that have occurred
within North Carolina.

WR

I can explain how natural disasters changed the landscape of North Carolina throughout history.

WR

12

I can explain how new infrastructure affects the activities and settlement of societies.

WR

12

Map Test

Colonial Settlement Map

River Basin/Topography Map

Climate Timeline Rubric

4
Exceeds Standards

3
Meets Standards

2
Does Not Meet Standards

1
Not Submitted or
Demonstrated

Timeline contains more than 8

significant climate or weather events
from time period in question. Each
event is followed by a thorough 3-5
sentence explanation of its
significance.

Timeline contains 8 climate or

weather events from time period in
question. Each event is followed by a
3-5 sentence explanation of its
significance.

Timeline contains less than 8 events, or

events chosen have no significance. Events
have no explanation, or explanation is
lackluster.

Timeline is not submitted.

Transportation/Technology Timeline Rubric

4
Exceeds Standards

3
Meets Standards

2
Does Not Meet Standards

1
Not Submitted or Demonstrated

Timeline contains more than 8

significant technology or
transportation advances from time
period in question. Each event is
followed by a thorough 3-5
sentence explanation of the events
significance.

Timeline contains 8 technology or

transportation advances from time
period in question. Each event is
followed by a 3-5 sentence
explanation of its significance.

Timeline contains less than 8 events,

or events chosen have no significance.
Events have no explanation, or
explanation is lackluster.

Timeline is not submitted.

Mapping Historical Journeys

Using the tools you have created over this unit (your timelines and map test), your task is to research a specific people group who migrated into, out of, or through
North Carolina during this time period. You will find out where they went, when they went, and then, using your timelines, come up with at least three good
reasons for their travels. These can be reasons like They moved to Wilmington because they were focused on shipping and it had a good deep-water port, They
went to Charlotte by way of Greensboro because the Uwharries are in the way, or any other reason you feel is appropriate for the time period and people group
you are researching, but they need to be supported with solid evidence and good reasoning.
Along with these things, you should include at least one paragraph of historical background on your people group. Who are they? Why are they in North Carolina?
What was happening during your time period? How did the rest of society feel about your people group?
These reasons should be presented to me in the form of an essay, which will be a minimum of 3 full pages of text in Times New Roman, size 12, double-spaced.
Please feel free to include maps, diagrams, or anything else you feel makes your point more concrete within the body of your essay, but remember that images will
NOT count toward the page minimum!
This will be due May 21, 2016. However, if you would like to bring it to me earlier than that so I can review grammar and structure before you submit your final
draft, please give it to me by May 14, 2016.
Your rubric is attached below. Use the historical skills you already have, and come to me with any questions!

Mapping Historical Journeys Rubric

4
Exceeds Standards

3
Meets Standards

2
Does Not Meet Standards

1
Not Submitted or
Demonstrated

Cohesion

I have combined the

information from my map,
technology timeline, and
climate timeline, as well as
further in-depth independent
research, to create a
well-developed idea of why my
people group moved when and
where they did.

I have combined the information

from my map, technology
timeline, and climate timeline, as
well as some further independent
research, to create an idea of why
my people group moved when
and where they did.

I have combined the information

from my map, technology
timeline, and climate timeline to
create an idea of why my people
group moved when and where
they did, but have not done
further research.

I have not used the information

from my map, technology
timeline, or climate timeline,
have done no further research,
and have not given an idea of
why my people group moved
when and where they did.

Detail

I have listed at least three

solidly supported reasons why
my people group moved when
and where they did.

I have listed three decently

supported reasons as to why my
people group moved when and
where they did.

I have listed less than three

reasons, or my reasons have no
support.

I have listed no reasons.

Historical
Background

I have included a solid,

evidence-based background on
the time period in question, as
well as my people groups role
in society during that time
period.

I have included background on

the time period in question, as
well as my people groups role in
society during that time period.

I have included a little

background on the time period in
question, but have not mentioned
my people groups role in society.

I have not included any historical

background on my time period or
people group.

Essay
Formatting

Essay is well-written, follows

all formatting guidelines, and
includes images that clearly
relate to the topic at hand and
enhance the meaning of the
essay.

Essay follows formatting

guidelines and includes images
that at least vaguely relate to the
topic at hand, but may not
enhance the essay.

Essay mostly follows formatting

guidelines, but may not meet the
page minimum.

Essay was not submitted.

Grammar

Essay has less than three

mistakes in spelling or
grammar.

Essay has 3-5 mistakes in

spelling or grammar.

Essay has 5-10 mistakes in

spelling or grammar.

Essay has numerous mistakes, or

was not submitted.

Part 5: Formative Assessment Plan

(Assessment for Learning)
Note: On many of these I have left the exact method by which students relate information to me open. Ive interned in several classes with EC students
who are unable to write, or ESL students who cannot effectively communicate in English, so I like to give students the option to do things besides just
writing on smaller assignments. For this reason, some of these assignments reference drawing comic strips, painting pictures, or other non-text-based
methods of relaying information. I felt I should explain that so it didnt seem like Im trying to break students away from writing. I definitely consider
writing to be vital, but I want students to feel comfortable with the content being taught, even if their writing/English skills are below average.
Assessment Method

Teacher Input
What questions or prompts will you
use? Are they aligned with your
standard/objectives? What are the
directions for students?

Student Outcomes
What evidence will students produce? How will you evaluate it?

8.G.1: Understand the geographic factors that influenced North Carolina and the United States.
Written Response:
Entry Task

Pick a geographic feature of North

Carolina. Write a short narrative
from its point of view.

Students will most likely produce a couple of sentences or a short poem about their geographic
feature, whether thats Grandfather Mountain or the Neuse River. I just want to see that they
recognize at least one geographic feature, and can give me a little information about it.

Written Response:
A Tale of Two Settlers

Write about two settlers in different

areas of North Carolina (Coastal
Plain, Piedmont, or Mountains)
who both want to do the same thing
(grow cotton, start a blacksmith
shop, etc.) What are the challenges
and advantages for each? How does
living in their area increase or
decrease their chances of doing that
activity? How does geography play
a role in that?

Students will produce a work, either a short paper, comic strip, song, or piece of art about their
two settlers. They should include information about the areas geography, settlements, and
anything else pertinent to their chosen topic. A student whose settlers want to grow cotton will
have an easier time in the Piedmont than in the Mountains due to rocky soil, etc., but a student
whose settlers want to become blacksmiths will do better in the Coastal Plain, where there are
more river and therefore more cities along those rivers.

8.G.1.1: Explain how location and place have presented opportunities and challenges for the movement of people, goods, and ideas in North Carolina and the
United States.
Mapping our
Transportation

Choose two geographic features in

Students will provide a map with two geographic features noted, as well as a separate sheet of
North Carolina. On a map, point
paper on which they have either written about possible transportation, drawn a picture, or in some
them out, name them, and then note
other way made it obvious to me what their intended meaning is.
which mode of transportation
This will help get students thinking about what works well for different geographic regions in
would be best suited to that feature. terms of transportation, what can be transported, and how that impacts the movement of persons
What sorts of things could be
through space.
carried? Which modes of
transportation wouldnt work?

8.G.1.2: Understand the human and physical characteristics of regions in North Carolina and the United States (e.g. physical features, culture, political
organization, and ethnic makeup).
Ethnography Research
Worksheet

Choose two people groups

This will be on a worksheet that Ill have to create, but students will be expected to fill in
(Cherokee, German settlers,
information about religion, culture, family life, traditions, and general appearance, as well as any
Lumbee, Africans, etc.) and
other distinguishing characteristics of their people group. This is intended to narrow them down to
research them. What is their culture
a few groups they might want to focus on for their summative project, as well as serving as an
like? What sort of religion do they
introduction to research skills (which technically fall under a different SS standard, but I likely
follow? What do they look like?
wont be teaching a single standard at a time, so in my actual classroom, Ill be combining
What customs or traditions do they
standards as much as possible, especially ones dealing with lifelong skills like researching).
have that seem different from other
people?

8.G.1.3: Explain how human and environmental interaction affected quality of life and settlement patterns in North Carolina and the United States (e.g.
environmental disasters, infrastructure development, coastal restoration, and alternative sources of energy).
Personal
Communication:
When Roads Change

Read the following article

Students should discuss how running into problems increases ingenuity on North Carolinas part,
(http://abc11.com/weather/part-of-n
and what happens when roads or other modes of transportation fail. After discussing with a
c-12-washed-away-along-outer-ban partner, students will talk with their table, and finally with the entire class through use of an online
ks/695271/) and discuss with a
bulletin board website, such as Paddlet or Stoodle.
partner at your table: What happens
when weather patterns break down
existing infrastructures? Do we
rebuild them, or do we find new

ways to get around that area

anyway? What role does problem
solving play in North Carolinas
history?
Personal
Communication:
Energizing News

Visit this website:

Students will explore independently, and then post on our online bulletin board (like Paddlet or
http://wind.appstate.edu/turbine-ma Stoodle). As a class, we will discuss what people noticed, and why there are more wind turbines in
p
some places than in others.
What do you notice about where
turbines are placed? Why are they
in those areas? Explore this website
further - what are some advantages
to wind power?