Heather Creighton EDUC 232

Fall 2013

Unit Plan: War Divides a Nation The purpose of this unit will be to create understanding of the tremendous change that occurred in America during the Civil War. During this time there was much conflict. That conflict involved change, compromise, and surrender. These concepts of change, compromise and surrender are concepts throughout history and still exist today. This unit will also discuss ordinary people making profound impacts, making them heroes. Many of these heroes took risks. These risks involved danger and possible death. But these heroes took risks and made great sacrifices for the benefit of others. I want students to reflect on their own lives by learning about change, how this change occurred, and the risks involved. Students will have the opportunity to share their own thoughts about these changes, sacrifices, and risks taken by other people to benefit the greater good. I want students to be able to reflect on what is worth fighting for, and who makes the decision. The events in history allow us to reflect on these concepts and apply to questions we have in our own lives today. The learning objectives for this unit from the common core for 6th grade social studies are as follows: Understand concepts such as chronology, causality, change, conflict, and complexity, understand historical periods and patterns of change within and across cultures, such as the rise of civilizations, the development of transportation systems, the growth and breakdown of colonial systems, and others. A timeline will be kept on the board showing chronology of before, during and after the war. This timeline will help in showing at what time things changed. Lessons will touch on change, conflict. This unit will discuss the rise, fall, and final breakdown of the South, the growth in the North, and the development of the Underground Railroad as a means of transportation.

Heather Creighton EDUC 232

Fall 2013

Understand that specific individuals and the values those individuals held had an impact on history. Many historical figures and their impact on the Nation and people will be discussed. Most focus will be on Harriet Tubman and Abraham Lincoln Understand significant events and people, including women and minorities, in the major eras of history. Significant events discussed will be the Underground Railroad, the Missouri Compromise, Fugitive Slave Law, Compromise of 1850, Kansas-Nebraska Act, the Battle of Gettysburg, the Gettysburg Address, and the 13th, 14th, and 15th Amendments. The unit will discuss the people involved in these events. I want students to understand the events in history that impacted our nation today.

Students should be able to make connections on the fundamental changes that happened during the Civil War. I want students to analyze different ways to resolved conflict, whether good or bad; and why this conflict existed in the first place. Students will be allowed throughout the unit to reflect on What is worth fighting for? And who decides?. Students will make connections using examples during the Civil War and their own lives. These answers may change throughout the lesson. The instructional strategies in this lesson will include lecture/interactive presentation, questioning, concept formation. Many of the lessons will begin with a question for students to reflect upon and record thoughts/answers in their journal. These questions will serve the purpose of leading into lecture of the day, reflection on different content/concepts being taught and as scaffolding throughout the unit. These different types of questions will be valuable in assessing diverse learners. The different questions will help in scaffolding student learning. The lecture portion of the lesson will be a short part of the lesson, but allow me to relay information essential for students to answer their questions and scaffold their learning. The lecture will involve video, discussing timeline and map on wall, and building vocabulary using a word wall. As vocabulary

Heather Creighton EDUC 232

Fall 2013

builds during unit, words will be added to the wall for students to see daily as a reminder and for review. This not only helps the general student but gives a visual for diverse learners. Formative assessments used in the unit will be journals, entry/exit slips, a R.A.F. T. activity, a speech, graphic organizers, and newspaper article. Scaffolding will take place through adding to a graphic organizer throughout the unit and revisiting essential questions. Student will apply their understanding through creating a letter (R.A.F. T.), speech and newspaper article. Summative assessment will take place through a unit test and a performance assessment. The students will be required to recall knowledge of vocabulary and facts during Civil War. They will also have short answer questions that call for making connections and drawing conclusions. The performance assessment will assess their ability of show understanding of the four essential questions. Challenges may arise with diverse learning needs of students. I plan to have the classroom organized in such a way that four students are grouped at a table (or four desks) together working as a cooperative learning group. I believe grouping gifted or students learning at a higher level in groups together. This will allow me to find more challenging assignments/questions (if needed) and assess their learning more efficiently. I believe grouping student with special needs, such as ELL or receiving special education services will require special grouping. It will be important to know the needs of each student to make decision on grouping. I may also find alternate methods of assessment. For example, if diverse learners struggle to communicate in writing, they may need to draw pictures in their journals to communicate their understanding. Another challenge that may arise could involve differences of cultures. Due to the discussion of slavery and emancipation of African Americans, challenges they faced, I will need to be sensitive to issues that may arise. It will be important to make

Heather Creighton EDUC 232

Fall 2013

connections to the different challenges that different cultures face. The two different assessment tools will not only allow me to assess knowledge of all students, but provides different assessment strategies that may allow me to make accommodations. For example, if a diverse learner struggles to read or write, they may have trouble taking the unit test. Although there are the options of the students presenting information to me orally, I believe the performance assessment will allow me to make sure the student understands the content/concepts. I realize some of the questions posed during the unit may lead to different discussions around different issues and I am excited to see the learning that takes place in studying this part of history.

Unit Concept or Theme: A War Divides a Nation Grade level: 6th grade Length of unit: 15 days (3 weeks) Stage 1 Desired Results Meaning Enduring Understandings/Generalizations: The Civil War was a time of tremendous change in American History Resolving conflict often involves change, compromise and/or surrender Ordinary people can make profound impacts. Heroes often take risks. Essential Questions: What is worth fighting for? Who decides? What are possible rewards/consequences of taking risks? How was America fundamentally changed during the Civil War? What is the best way to resolve conflict?

Knowledge & Skills Acquisition Learning Goals: (e.g., Iowa/Common core standards.) Understand concepts such as chronology, causality, change, conflict, and complexity. Understand historical periods and patterns of change within and across cultures, such as the rise of civilizations, the development of transportation systems, the growth and breakdown of colonial systems, and others. Understand that specific individuals and the values those individuals held had an impact on history. Understand significant events and people, including women and minorities, in the major eras of history. Students will be able to Compare the differences between of the North and South (economies, population, views on slavery, strategies, goals, war) Identify the role slavery played in the South in the mid 1800s Explain how/why views about slavery differed in North and South. Describe the lives of free African Americans in the North and

Students will know Vocabulary: Sectionalism, Slave codes, Battle of Gettysburg, Free state, Kansas-Nebraska Act, Union, Emancipation Proclamation, Underground railroads, Compromise of 1850, Secede, Border state, Draft, Slave state, Total war, Missouri Compromise, Fugitive Slave Law, Civil war, Confederacy, Gettysburg Address Different beliefs of North and South leading to Civil War

The different ways African Americans resisted slavery How the two sides attempted compromise. The final piece that led to Civil War (the 11 southern states seceding). Strategies in war for North and South Advantages/disadvantages of North and South Different technologies used by North and South during war. Timeline of events during Civil War Other key concepts: Taking risks Compromise Sacrifice Resolving conflict

South. Construct a speech on the life of Harriet Tubman Make connections between different types of compromise. Identify the immediate cause of the Civil War Analyze President Lincolns Civil War goals as expressed in the Gettysburg address. Evaluate the impact of the Reconstruction Acts. Reflect on the idea of taking risks, what is worth fighting for and who decides. Describe how compromise and surrender work in solving conflict.

Resources/Materials: Textbook : Social Studies: Building a Nation Book: Harriet Tubman and the Promised Land by Jacob Lawrence Journals Elmo Timeline on wall Map on wall Computer and projector for powerpoints and videos Computers for students to use to research for performance assessment. Stage 2 Evidence (Assessment) Types of assessment: Selected-Response (tests, quizzes); Personal Communication (interview, oral exam, discussion); Written Response (short constructed response questions, entrance/exit slips, essays); Performance Assessment (role-play, Simulation, labs, dramatization)

Pre-assessment: Students will read excerpt You Are There-North and South Grow Apart Entry slip/journal with question: Give an an example of nations that have collapsed or divided? Or other examples of division? What caused this division? What differences of opinion could lead to friction between different parts of a nation? These leading questions will help organizing groups for performance assessment and cooperative learning activities.

Formative Assessment: Journals Entry/exit slips Graphic organizers Written speech R.A.F.T. activity Harriet Tubman and the Promised Land Read Aloud

Formative assessments will return to focusing on ideas in essential questions applied to different topics. Students will revisit these same questions and record their thoughts/answers in their journals/entry slips/exit slips.

Summative Assessment: End of Unit Test-will require recalling knowledge, drawing conclusions, comparing & contrasting, and stating main idea. Performance Assessment ON DISPLAY-students will display their work in their own museum display at their table. Their display will focus on the 4 essential questions. What is worth fighting for? Students will return to what they wrote in their journals and display their conclusion. May have pictures to display their conclusion they find in research. What are possible rewards/consequences of taking risks?- Students will display a person during the civil war that took a risk. They will discuss possible rewards/consequences of taking those risks. How was America fundamentally changed during the Civil War?- This is where you could show a timeline and how changed occurred. What is the best way to resolve conflict?- students will discuss their ideas of change, compromise, and surrender.

Stage 3 Learning Plan

War Divides the Nation

Monday Tuesday Wednesday Thursday Friday Wrap up prior unit and ask students to read You Are There-North and South Grow Apart in preparation for beginning unit on War Divides a Nation

1 Opening Exercise: T/P/S What might cause a nation to break apart? Discuss reasons To activate background knowledge, ask students if they know of, or have heard of, nations that have collapsed or divided? Or any other examples they can provide of division? What caused these problems? What kinds of differences of opinion could lead to friction between different parts of a Opening Exercise:

2 "Only those who risk going too far can possibly find out how far they can go." T.S. Eliot (Students will write what they think Patrick Henry was talking about in their journals) Students will watch Hariett Tubman documentary (8min) Read aloud : Harriet and the Promised Land Discuss the risks Harriet took.

3 Students will have 15 minutes to finalize speeches and then will share speeches with class. This unit will be towards the end of the year and hopefully class will be comfortable sharing speeches. May share speeches in cooperative groups only, if decided. Exit slip (record in journal): What is worth fighting for? Who decides? Opening Exercise:

4 Opening Exercise: What does the word compromise mean? Use examples to describe your definition. Will do a word study on the word compromise Cooperative groups will work on listing main features of: Missouri Compromise Fugitive Slave Law Compromise of 1850 Kansas-Nebraska Act (using textbook). Will complete 4 square graphic organizer.

5 Do you know the immediate cause of the war? What are some things that could cause the immediate start of war? (record in journals) Watch History Channel America Divided (4min) Lecture: Beginning of War Lincoln as President and his view on war Goals of North

nation? Students will record these ideas in their journal. Lecture (PPT): Differences between North and South. economies and populations) Role of slavery in South in 1800s How views of slavery differed in North and South Students will create graphic organizer (with columns separating North and South)and record differences in Differences between North and South in journal (will be a list kept through out unit). Introduce End of Unit Performance Assessment (Museum Display) Vocabulary wall: Sectionalism

Writing a speech (one page) (coordinated with Language Arts in learning speech writing) for a museum display (use in performance assessment). Students will be writing a speech explaining Tubmans life, explain the risks she took and why she is remembered today, and why she deserves status of hero. Students will work in their cooperative groups assigned for Performance assessment to research using technology and textbooks to gather more info for speech. Will be required to work on speech for homework.

Students will share findings in cooperative learning groups and add to graphic organizers. Using map on board,, class will discuss (As a whole) their findings and teacher points to areas on map affected by these laws and compromises. Discussion: Effects on country and what compromise was involved? What sacrifices were made from these compromises?

and South in War (record in differences graphic organizer in journal) Advantages and disadvantages in North and South Strategies of North and South Student will record differences in journal in Differences between North and South graphic organizer.

Vocabulary wall: Slave codes Underground railroad

Vocabulary word wall: Free state Slave state Missouri Compromise Fugitive Slave Law Compromise of 1850 Kansas-Nebraska Act Fill out timeline 7 8 Fill out timeline 9

Vocabulary word wall: Secede Confederacy Union Border state Civil war Fill out timeline 10

Discuss timeline 6

Fill out timeline

Opening activity: Review differences of North and South goals and strategies, advantages and disadvantages. Watch video: Confederate vs. Union Soldiers (3 min) T/P/S How do you think Soldiers felt during war? Read 2 short excerpts of soldier letters from war (in textbook). R.A.F.T. Activity: Students will write a letter from the soldiers point of view. The student has the choice of writing from a Confederate or Union soldier point of view. The soldier will be writing their family at home, describing their first experience during war. They will describe the generals, the technologies they use, strategies and their feelings about fighting. Journal: Add/change anything to the question Exit slip: Return to question answered on day 3 and add to

Opening activity: What does the word emancipate mean? T/P/S will share at table (of 4) what their definition is. Will have sharing whip and each table will share definition. Lecture: How Lincolns priorities on slavery changed. How EP impacted slaves in North and South. Difficulties involved with EP. Watch video: After the emancipation (4min) Quote on board: Slaves within any statein rebellion against the United States, shall be thenand forever free Exit slip: Why did some slaves not gain their freedom after this proclamation?

Opening activity:

Opening Activity:

Opening Activity What were the goals of reconstruction? Lecture: Describe 13th, 14th, 15th amendments. Impacts on country Impacts on African Americans Students will create a newspaper article describing the new rights under the Amendments for African Americans.

What may cause a person Watch Video: The Great to compromise or Task surrender? Give out copy of Watch video: Gettysburg Gettysburg Address. Battle Strategy Allow students to read and fill out Double Entry Lecture: Journal. They write Battle at quotes from Address on Gettysburg events left side and their thoughts of what those Discuss location of quotes mean on the events (showing right side. map) and impact of location Communication issues during battle. Watch video: Last Charge at Gettysburg (4min) Exit slip: How did communication leading up to battle and during battle impact resolving conflict? Will have class sharing whip (each person in class will share one thing from Gettysburg Address and what it meant to them). Exit slip: return to question in journal and add to question. What is worth fighting for? Who decides? Read historical newspaper article on Reconstruction for homework.

question What is worth fighting for? Who decides? Vocabulary wall: draft Vocabulary wall: Emancipation Proclamation Fill out timeline 11 Finish newspaper article Unit Test Review Game Unit Test 12 Vocabulary wall: Battle of Gettysburg Total war Fill out timeline 13 Watch video: School as Museum kidcurators.com (7min) Show example of teacher museum display. Students will begin working on museum display Work Day: Museum Display Vocabulary wall: Gettysburg Address

Fill out timeline

Fill out timeline 14 Present Museum Displays 15

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Unit Test: A War Divides a Nation (61 point total) Directions: Match each term in the box with its clue/definition. Write the term/word on the line provided. (2 points each) Sectionalism Slave codes Battle of Gettysburg Free state Kansas-Nebraska Act Union Emancipation Proclamation Underground railroads Compromise of 1850 Secede Border state Draft Battle of Vicksburg Slave state Total war Missouri Compromise Fugitive Slave Law Civil war Confederacy Gettysburg Address

1. The ____________ granted freedom to slaves in any Confederate states that were still battling the Union. 2. A method of warfare designed to destroy the opposing army and the peoples will to fight _______________ 3. Both the North and the South instituted the _____________ to get men to fight in the war. 4. Law controlling behavior of slaves. _________________. 5. States that do not permit slavery. _________________. 6. Loyalty to a part of a country not to the whole country. _______________. 7. The people of each territory were allowed to decide whether it should be free or slave. ___________. 8. California became a free state and the Fugitive Slave Law was passed. ______________. 9. Escaped slaves had to be returned to their owners, even if they had reached Northern states where slavery was not allowed. _______________. 10. To break away from a group, as the Southern states broke away from the United States in 1861. __________________. 11. During the Civil War, a state between the Union and the Confederacy that allowed slavery but remained in the Union. ________________. 12. Confederate States of America formed by the 11 Southern states that seceded from the Union. ______________________ 13. Famous Civil War speech given by President Lincoln in 1863 at the sight of the Battle of Gettysburg. __________________. 14. ___risk a. cease resistance to an enemy or opponent and submit to their authority. 15. ___compromise b. A factor, thing, element, or course involving uncertain danger 16. ___surrender c. an agreement or a settlement of a dispute that is reached by each side making concessions

Circle the correct answer (1 points each) 17. Which of the following describes what slaves were doing when they resisted slavery? a. Fighting their families b. Fighting against rules c. Being stubborn d. Fighting for their freedom 18. What means did Harriet Tubman and others use to help slaves reach freedom in the North? a. Underground Railroad b. Churches c. Schools d. Amistad rebellion 19. Which of the following describes the lifestyle of free African Americans? a. They lived in fear of losing their freedom b. They lived the same as white citizens c. They lived as paid slaves d. They received many benefits 20. What problem did the Missouri Compromise solve? a. Southern states wanted to admit a free state b. Northerners did not want more slave states c. Missouri had to choose to be a free state or a slave state d. Missouri wanted to join the United States as a free state 21. What led to violence in Kansas in 1854? a. Northerners and Southerners disagreed over the results of the slavery vote b. People voted for Kansas to be a slave state. c. People voted for Kansas to be a free state d. Nebraska was split into Kansas and Nebraska 22. Which of the following is a reason Southern states seceded from the Union? a. They wanted to support the Union b. They wanted to abolish slavery c. They wanted their own flag d. They wanted to keep slavery 23. What officially started the Civil War? a. Battle at Fort Sumter b. Disagreements between the North and the South c. Disagreements between Lincoln and Davis d. Disagreements between abolitionists and slave owners

24. How did new technology affect the war? a. Women could join the forces b. Battles were less deadly c. Soldiers healed more quickly d. Soldiers could use weapons more accurately 25. Which best describes total war? a. Destroy all buildings and farms that might help the enemy win b. Destroy all weapons c. Destroy anything that might help the enemy win, including the peoples will to fight. d. Destroy all military establishments in enemy territory 26. Which of the following describes the Battle of Gettysburg? a. Lee and Pickett battled against each other, and the North won b. Lees retreat to Virginia won the battle for the South c. The Pennsylvania battle was won by the South d. The three day struggle was won by the North

Use complete sentences to answer questions 1-5. Use separate sheet of paper if you need more space. (4 points each) What was the underlying issue the Missouri Compromise was intended to address? Was it successful or not? (Draw conclusions)

What was one similarity and one difference in the lifestyles of free African Americans in the North and slaves in the South?

How did the South plan to win the war?

How as life difficult for the soldiers during the war?

Why did Reconstruction include the Thirteenth, Fourteenth, and Fifteenth Amendments? (Make inferences)

Unit Test: A War Divides a Nation (61 point total) Directions: Match each term in the box with its clue/definition. Write the term/word on the line provided. (2 points each) Sectionalism Slave codes Battle of Gettysburg Free state Kansas-Nebraska Act Union Emancipation Proclamation Underground railroads Compromise of 1850 Secede Border state Draft Battle of Vicksburg Slave state Total war Missouri Compromise Fugitive Slave Law Civil war Confederacy Gettysburg Address

1. The _Emancipation Procolamation____ granted freedom to slaves in any Confederate states that were still battling the Union. 2. A method of warfare designed to destroy the opposing army and the peoples will to fight _Total war_______ 3. Both the North and the South instituted the _draft_____ to get men to fight in the war. 4. Law controlling behavior of slaves. __slave code______. 5. States that do not permit slavery. _free state__________. 6. Loyalty to a part of a country not to the whole country. ___sectionalism_____. 7. The people of each territory were allowed to decide whether it should be free or slave. ___Kansas Nebraska Act________. 8. California became a free state and the Fugitive Slave Law was passed. Compromise of 1850 ___. 9. Escaped slaves had to be returned to their owners, even if they had reached Northern states where slavery was not allowed. _Fugitive Slave law__. 10. To break away from a group, as the Southern states broke away from the United States in 1861. __secede_______. 11. During the Civil War, a state between the Union and the Confederacy that allowed slavery but remained in the Union. ___border state____. 12. Confederate States of America formed by the 11 Southern states that seceded from the Union. _____Confederacy______ 13. Famous Civil War speech given by President Lincoln in 1863 at the sight of the Battle of Gettysburg. _Gettysburg Address_____. 14. _b__risk a. cease resistance to an enemy or opponent and submit to their authority. 15. _c__compromise b. A factor, thing, element, or course involving uncertain danger 16. _a__surrender c. an agreement or a settlement of a dispute that is reached by each side making concessions

Circle the correct answer (1 points each) 17. Which of the following describes what slaves were doing when they resisted slavery? a. Fighting their families b. Fighting against rules c. Being stubborn d. Fighting for their freedom 18. What means did Harriet Tubman and others use to help slaves reach freedom in the North? a. Underground Railroad b. Churches c. Schools d. Amistad rebellion 19. Which of the following describes the lifestyle of free African Americans? a. They lived in fear of losing their freedom b. They lived the same as white citizens c. They lived as paid slaves d. They received many benefits 20. What problem did the Missouri Compromise solve? a. Southern states wanted to admit a free state b. Northerners did not want more slave states c. Missouri had to choose to be a free state or a slave state d. Missouri wanted to join the United States as a free state 21. What led to violence in Kansas in 1854? a. Northerners and Southerners disagreed over the results of the slavery vote b. People voted for Kansas to be a slave state. c. People voted for Kansas to be a free state d. Nebraska was split into Kansas and Nebraska 22. Which of the following is a reason Southern states seceded from the Union? a. They wanted to support the Union b. They wanted to abolish slavery c. They wanted their own flag d. They wanted to keep slavery 23. What officially started the Civil War? a. Battle at Fort Sumter b. Disagreements between the North and the South c. Disagreements between Lincoln and Davis d. Disagreements between abolitionists and slave owners

24. How did new technology affect the war? a. Women could join the forces b. Battles were less deadly c. Soldiers healed more quickly d. Soldiers could use weapons more accurately 25. Which best describes total war? a. Destroy all buildings and farms that might help the enemy win b. Destroy all weapons c. Destroy anything that might help the enemy win, including the peoples will to fight. d. Destroy all military establishments in enemy territory 26. Which of the following describes the Battle of Gettysburg? a. Lee and Pickett battled against each other, and the North won b. Lees retreat to Virginia won the battle for the South c. The Pennsylvania battle was won by the South d. The three day struggle was won by the North Use complete sentences to answer questions 1-5. Use separate sheet of paper if you need more space. (4 points each) What was the underlying issue the Missouri Compromise was intended to address? Was it successful or not? (Draw conclusions) Possible Answers: The Missouri Compromise was intended to address the issue of balance of power between free and slave states; it was successful for awhile because it maintained the balance by allowing one free state and one slaves state to join the Union at the same time. What was one similarity and one difference in the lifestyles of free African Americans in the North and slaves in the South? Possible answer: different: many free African Americans in the North found jobs and bought property. Slaves were not paid for their work. Alike: Both slave and free African Americans struggled for their freedom How did the South plan to win the war? Southerners planned to wear down the north because they believed that northerners would quickly grow tired of fighting and give up. They were also hoping to get aid from Britain. How was life difficult for the soldiers during the war? Possible answers: supplies were short, and soldiers had to make do with food they disliked. They had to walk long distances and often wore out their shoes before new ones arrived. They were exposed to harsh weather conditions with no protection. They suffered and died from disease and infection.

Why did Reconstruction include the Thirteenth, Fourteenth, and Fifteenth Amendments? (Make inferences) Possible answer: The goal of Reconstruction was to rebuild and heal the nation. Abolishing slavery was the first step in recognizing African Americans as valuable people. Granting citizenship and the right to vote helped make all men equal.

Performance Assessment: ON DISPLAY You will create a museum display at your table with your group. Each person at the table will choose one of the four squares to present as a part of the museum display. Each square is worth 10 points with a 40 point total. 1. Students will work together on each square. Gathering materials created during unit and gathering new from research on internet or materials in class. 2. Once each square is completed on display board, each student will pick a square to present as a part of their tables museum. 3. Rubric will describe requirements for each square. What is worth fighting for? Who decides?Students will return to what they wrote in their journals and display their conclusion. May have pictures to display their conclusion they find in research. What are possible rewards/consequences of taking risks?- Students will display a person during the civil war that took a risk. They will discuss possible rewards/consequences of taking those risks.

How was America fundamentally changed during the Civil War?- This is where you could show a timeline and how changed occurred.

What is the best way to resolve conflict?students will discuss their ideas of change, compromise, and surrender.

Performance Assessment Rubric (40 pts)

What is worth fighting for? Who decides?-

What are possible rewards/consequences of taking risks? ____Created biography describing a risk taker during Civil War (6 pts) ____Included one reward of taking the risk (2 pts) ____Included at least one danger of taking risk (2 pts)

_____Gives at least one (or more) example and describe an event during Civil War that was worth fighting for. (5 pts) _____Gives a personal example of event/cause worth fighting for. (5 pts)

How was America fundamentally changed during the Civil War?____shows at least 5 things (may add more) during the Civil War on timeline that caused change to America (10 pts).

What is the best way to resolve conflict?-

____Gives at least 4 examples and describe of compromise during the war. (8 pts) ____Give at least one example and describe of surrender during war (2 pts)

I struggled with this rubric. I started out making it a lot more detailed and then scaled it down to be less confusing. My rationale was that I have two pieces of summative assessment and its 6th grade. This performance assessment will include a lot of what they completed throughout the entire unit. (sort of like all our assignments we add to our eportfolio).