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AP US History
| Established Goals and Expectations for Learning: Students will derive and communicate a series of understandings on how the American Revolution changed American society and the extent to which it fits the definition of a Revolution. Students will analyze primary sources and events during the period 1765-1800 to determine the nature and extent of political and social change, and the nature of disagreements among Americans of that era. Students will evaluate ways in which secondary sources corroborate or disagree with each other as they use them to piece together their own narrative of the American Revolution.

| Essential Questions: What thought-provoking questions will foster inquiry, meaning-making, and transfer of learning into different contexts? Overarching (Yearlong): What aspects of American identity change over time?  Which remain constant?  To what extent does national unity or disunity manifest itself?  Topical (Unit specific): What is a revolution? How can we tell when a revolution has concluded?  When, in other words, does the American Revolution begin and end?  Where does the War of Independence fit into this construct? To what extent can the developments that took place in the Thirteen Colonies/States be termed a revolution? What resisting issues in American society were resolved by developments during this period?  Which issues remained unresolved? To what extent does the idea of national or cultural unity provide a basis for revolution?
| Essential Questions: What thought-provoking questions will foster inquiry, meaning-making, and transfer of learning into different contexts? Students will keep considering…  Overarching (Yearlong): What aspects of American identity change over time?  Which remain constant?  To what extent does national unity or disunity manifest itself?  Topical (Unit specific): What is a revolution? How can we tell when a revolution has concluded?  When, in other words, does the American Revolution begin and end?  Where does the War of Independence fit into this construct? To what extent can the developments that took place in the Thirteen Colonies/States be termed a revolution? What resisting issues in American society were resolved by developments during this period?  Which issues remained unresolved? To what extent does the idea of national or cultural unity provide a basis for revolution?

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World History II
Assessment: Microquizzes
-how can we make these less stressful? Students in WHI find them very stressful, and they are low-stakes, truly.

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Assessment: Essay writing
- Query: How can we make an essay portion of an in-class, written test more effective (authentic)?
- Problem: Students receive extensive comments on an in-class test essay; however, many students might not thoroughly review the comments, and some might not fully understand how to apply the comments to help with future essay assessments.
- Proposed solutions:
(1) Have students write up and turn in a "back-end" outline of their essay along with the essay.
(2) Have students report back to me in written form a summary of the comments found on their essay along with a proposal of how to tackle the problems.
(3) Meet with students one on one to review my comments and to work on revision; have them review
- Roadblock: not enough time in hte curriculum!?

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Hanna: The Age of Reason Activity (10th grade, World History II)

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Hanna: The Age of Reason Activity (10th grade, World History II)

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Essential Questions: What is the relationship between religion and science? How did this relationship change during the Age of Reason? Which consequences did this shift in thought have on science and society?

Enduring Understanding: By comparing two maps, one from before, one from after the scientific revolution, the students come to the understanding that a major shift in thinking and how we produce knowledge occurred. This shift made people able to question tradition and base their understanding of the world on reason. Once they had started doing that for the natural world, they could also begin to question social arrangements and work on improving society.

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Creating a "Country Website" (Katharina, US Economics Class).

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Creating a "Country Website" (Katharina, US Economics Class).

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Have students create a website on a country, building it step-by-step throughout the course of the academic year (portfolio assessment), applying economic theory and the concepts we have studied in class.

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Julie - 2nd grade SS - Creating a more authentic final project to our value of the stated unit

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This authentic assessment allowed students to take trade that was used within the Woodland Indian tribes and apply it to real life. Will they trade with equal value and keep the alliance between the two "tribes" strong enough to keep trading? I guess we will find out.