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A perpetual calendar from 1859 to 1937

[Detail] A perpetual calendar from 1859 to 1937

Lesson Evaluation

Evaluation in this unit is both diagnostic and summative.

Diagnostic evaluation is ongoing, encompassing assessment of:

  1. Student work products as they build their portfolios of sources (each related to a specific Mode of Expression);
  2. Teacher and Peer Review of project first drafts;
  3. Discussion contributions in small and large group settings; and
  4. Processes used to build final projects (again, related to the specific requirements for particular Modes of Expression used by students).

Final evaluation of the group project, should have both individual and group accountability components.

Sharing strategies to help all students in the class demonstrate understanding of the key ideas from each group project is critical. For example:

  • Have each group create a series of 5 questions about their final project focused on key ideas that other students must answer while examining the group's work.
  • Have each group create an abstract of their key ideas that the teacher could use as the basis for exam questions.

On Presentation Day

Each presenter submits:

  1. completed, revised Historical Biography/Resume; and an
  2. individual annotated bibliography (final revised copy).

each group submits the group work product (mural/exhibit catalogue, scrapbook, multimedia presentation, magazine/video).

During the presentations, the class will gather information using Making Sense of What We've Studied to collect essential ideas from each presentation along thematic lines.