Assessment Matrix

Day

Lesson
Objective

Formative
Assessment

Summati
ve
Assessm
ent

Day 1

When given a Venn

Diagram, students
will compare and
contrast the
Northern and
Southern regions
during Pre-Civil War
times with five
facts in each
contrasting section
and two in the
similarities section,
with 7 out of the 8
facts correct.

The students will be

given a Venn
Diagram with the
Northern region on
the top and the
Southern region on
the bottom, with
similarities in the
center. Students
must write 3 facts in
the north and 3
facts in the south,
as well as two
things the regions
have in common in
the middle section.
7 out of 8 facts
must be correct for
the objective to be
considered
mastered.

Item #
1, 10, 11, 16,
18

Day 2

When given two

pre-colored maps
of the United
States, one of the
Missouri
Compromise and
one of the
Compromise of
1850, the students
will compare the

Students will be
given two maps that
they have colored in
during the teaching
section: The
Missouri
Compromise and
the Compromise of
1850. The maps will
be divided properly

Item #
2, 6, 8, 13,
17, 18

two compromises
by writing 3
sentences under
each map about
how the changes
affected the United
States with 90%
accuracy.

Day 3

Day 4

Students will be
able to use context
clues to recall key
factors in Nat
Turners
Insurrection,
the Dred Scott
Decision, and John
Browns Rebellion
by completing a fill
in the blank
worksheet
answering 8 out of
10 questions
correctly.

depending on the
layout of the
country at that
point. They will
write three
sentences under
each map
describing how the
changes affected
the United States.
Students must have
90% accuracy for
the objective to be
considered
mastered.

Students will use

context clues and
recall factors in Nat
Turners Rebellion,
the Dred Scott
Decision, and John
Browns Rebellion.
They will complete a
fill in the blank
worksheet with a
word bank
answering questions
about these
rebellions. Students
must complete 8
out of 10 correctly
to be considered
proficient.
Students will be
Students will write a
able to defend their three paragraph
reasons for leaving journal entry
the union as if they explaining three
were a member of
reasons they felt the
a southern state
need to leave the

Item #
3, 14, 17, 18

Item #
4, 7, 12, 17,
18

with three pieces of

accurate historical
information in a
convincing letter to
Abraham Lincoln.

Day 5

Students will
produce a
newspaper article
touching on all
events leading to
Fort Sumter,
ending with the
crises at Fort
Sumter, including a
fact about each
event and then
finally tying them
together in a
concluding
paragraph with
obvious
understanding of
the concept of
conflict, scoring at
least 9 out of 12 on
a rubric.

union. The journal

entry will be
formatted like a
letter and it will be
written to Abraham
Lincoln. The letter
must contain at
least three reasons
with accurate
historical
information for the
student to have
mastered the
learning goal.
Students will have
time to work in the
computer lab to
create a newspaper
article. They will
have time to
brainstorm and
outline first in class.
Next, they will peer
revise and edit their
article. Finally they
will publish the final
piece using a
Microsoft Word
template. Students
may include
pictures and must
have a creative title
and heading of the
newspaper. They
should also include
the date it was
written. The article
must include the
material learned
today about Fort

Item #
5, 8, 15, 18

Sumter and the

other conflicts
taught in days 1-4
that led to this
point.