Social Studies Assessment Examples

Social Studies Assessment Examples

Introduction

Each of the examples below will first present a sample objective, and then illustrate what a potential assignment could look like for that type of assessment. Since there are a wide range of possibilities for each type of assessment given the specific objective(s) involved, only use these examples to give you an idea of how they can work within a course to meet an objective.

Discussions & Journals

Objective: Analyze the arguments given within the United States on whether or not to enter World War II.

Potential discussion question:

Prior to the bombing of Pearl Harbor, Americans hotly debated involving themselves in another foreign war. Consider these two quotes regarding the justification of World War II. If you were born in the months from January through June, take the position of a hawk (pro-war supporter). If you were born in the months from July through December, take the position of a dove (anti-war supporter). Present an argument in support of your assigned point of view. Consider the historic events, people and places of the time and use those to support your argument. Then respond thoughtfully to the postings of your classmates.

Quote 1: “Never think that war, no matter how necessary, nor how justified, is not a crime.” – Ernest Hemingway

Quote 2: “I don’t think there is such a thing as a good war. There are sometimes necessary wars. And I think one might say just wars. And I never questioned the necessity of that war. And I still do not question it. It was something that had to be done.” – Sam Hynes, THE WAR

Projects

Objective: Analyze the role propaganda played on the American home front during World War II.

Potential project description:

Visit the following websites to view American propaganda posters from WWII.

.edu/victory/index.htm#Contents

hives.gov/exhibits/powers_of_persuasion/powers_of_persuasion_intro.html

rary.northwestern.edu/govinfo/collections/wwii-posters/

Select three examples to identify the audience, purpose, and message. Copy and paste your selected posters into your word document and then write a one-paragraph explanation of its persuasive message.

Then visit the following websites to view American newsreels produced by the federal government during WWII as well as examples of songs and cartoon used for propaganda purposes.

gle.com/nara.html (Scroll down to the middle of the page.)

hives.gov/exhibits/powers_of_persuasion/audio/audio_files.html

Select two examples to identify the audience, purpose, and message. Write a one-paragraph explanation of the persuasive message for each of your examples.

Create one modern example of wartime propaganda supporting either the war in Afghanistan or in Iraq. You may create a poster, a brochure, a song, or a movie. Write a one-paragraph explanation of the persuasive message for the example you have created.

Answer each of the following questions in a well-written paragraph:

1. Why did the American government feel it was necessary to produce propaganda during WWII? What did they hope to accomplish?

2. Should our government use propaganda in support of war? Why or why not?

WebQuests

Objective: Evaluate the role of key individuals that were significant in the development of the colonies.

Potential WebQuest question:

You are going back to the time of the Birth of America when the colonists were beginning to feel like Americans. Some colonists no longer felt that they were British citizens since they were forming a new home far from England. They began to build a unique culture and form new ideas of how they wanted to govern themselves. Who were some of the people who helped create this identity? You will become experts on one person. You will convince the rest of the class that your character was THE AMERICAN OF THE YEAR because he or she contributed the most to America's identity. Post your arguments to the Discussion, and respond thoughtfully to the postings of your fellow classmates. Make sure to defend your selection.

<provide some useful links for conducing this research>

Writing Assignments

Objective: Discuss the influence of significant leaders in educating Europeans regarding the exploitation of the Native Americans in the New World during the time of colonialism.

Potential research paper topic:

The opinions of Bartolome de Las Casas were influential in alerting Europeans to the treatment of Native Americans. Write a 400-word essay explaining what his opinions were and how they affected attitudes in Europe.

Research Papers

Objective: Analyze the effects of physical and human geographic factors on major events in world history such as the effects of the opening of the Suez Canal on world trade patterns.

Potential research paper topic:

Research the history of the Suez Canal. Why was it constructed? Who benefitted from its construction? What conflicts arose over its construction? How did the canal impact the near by countries and their people? What economic impacts did it have?

Present your thesis to your instructor for approval. Then submit your first draft for review before completing a final draft for grading. Make sure to support your argument with a least three sources outside of the course, and follow MLA guidelines.

Labs

Objective: Create a thematic map representing various aspects of world history.

Potential lab topic:

Print out the blank map of Europe linked below. Then create an accurate map representing the rise and fall of the Roman Empire from 27 BC – AD 476. Include a compass rose, legend, a scale, etc. Indicate how the boundaries of the Roman Empire changed over time at critical points (e.g. upon the end of major conflicts). Also label the regions of other major cultures surrounding the Roman Empire throughout their expansion.

Quiz/Exam Questions

Use lower level thinking objectives to create basic auto-graded assessments for quizzes and exams. These objectives typically start with verbs such as: identify, list, define, etc.

For example, using the following objective you could create a basic multiple choice question.

Objective: Identify the various components of the Constitution.

Quiz question:

Article V of the US Constitution includes which of the following?

a. The Judicial Branch

b. The Executive Branch

*c. The Amendment Process

d. The Ratification Process

You can also write multiple choice questions for mid and high level thinking objectives as well. These objectives typically start with verbs such as: explain, describe, or analyze, evaluate, compare/contrast, etc.

For example, using the following objective you could create a higher level multiple choice question.

Objective: Analyze the causes of the American Revolution.

Quiz question:

The British policy of salutary neglect contributed to the American Revolution by …

a. Increasing the tension between the mother country and the colonists.

b. asserting British rights to tax the colonists.

c. forbidding colonists to settle land claimed by the Indians.

*d. creating an expectation that Britain would not interfere in American economic affairs.

Another way to approach mid and high level objectives in multiple choice questions is to provide a graph, table, or image for students to use in answering the question.

Objective: Evaluate the changing role of the American government in the labor movement.

Quiz question:

Which argument does the artist support in this political cartoon?

a. Unions disrupt the economy and should not have the right to strike.

*b. The federal government should take a greater role in ending strikes to improve the economy.

b. The federal government should force labor back to work in order to preserve US access to world markets.

c. Factory owners should meet labor’s demands for the good of the country.

Use mid level and higher level objectives to create short answer essay questions for quizzes and exams. These objectives typically start with verbs such as: explain, outline, demonstrate, etc.

Objective: Explain the significance of the Missouri Compromise.

Quiz question:

In a letter to John Holms dated April 22, 1820, Thomas Jefferson wrote that the Missouri question, “…like a fire bell in the night, awakened and filled me with terror. I considered it at once as the knell of the Union.” Explain why Jefferson might have feared the Missouri Compromise could lead to the end of the United States. In your response, consider both a short-term and a long-term consequence of the law.