assessment plan and summary

1. Assessment Plan
By: Enith Marcos

2. 1. Brainstorming: From what you already know, who do
you think the Tuskegee Airmen, the 442nd Regimental
Combat Team and the Navajo Code Talkers were?
2. Discussion: Did non- white men fight on behalf of the
United States during World War II?
Entry-Level

3. 1. Quiz: assessing students knowledge of the historical context
in which these events are taking place.
2. Chart: 3 categories (Tuskegee Airmen, 442nd Regimental
Combat Team and Navajo Code Talkers) As the unit
progresses students will fill in the Who, What, When,
Where, Why columns.
3. Flashcards: important names, dates, locations and
achievements.
4. Ticket Out the Door: After each days lesson, students will
be given a question. Students must answer this question (in
complete sentences) before they are allowed to leave.
Formative

4. 1. WWII Letters Project: Write 3 letters as if you were a
Tuskegee Airmen/a member of the 442nd Regimental
Combat Team or a Navajo Code Talkers explaining
your experience before (1 letter) , during (1 letter) and
after (1 letter) the war.
2. Display Board Presentation: Achievements of the
Tuskegee Airmen, the 442nd Regimental Combat Team
and Navajo Code Talkers and the impact that it had on
the United States.
Summative

5. Assessment Summary
When beginning my unit, I will begin with brainstorming and a class
discussion. When they brainstorm students will be able to express their ideas,
preconceived notions of who the Tuskegee Airmen, the 442nd Regimental
Combat Team and the Navajo Code Talkers were. By making students
brainstorm, I will be able to see what students already know and what
information I have to teach them. The class discussion will cover the question
(Did non- white men fight on behalf of the United States during World War II?).
Because of the lack of coverage that the Tuskegee Airmen, the 442nd
Regimental Combat Team and the Navajo Code Talkers receive in curriculum,
some students might be under the impression that only white- Americans fought
during the war. This discussion will get students talking about who exactly
participated in the war effort and prepare them for the unit that we are about to
cover.

6. In order to fully understand the actions that there men made it is
important for students to be aware of the historical context in which these units
fought, as a result, they will be given a quiz testing their knowledge on the
challenges that these men faced (such as Jim Crow laws, interment camps during
the war and the actions that were taken against the Native Americans). In order
to continue to monitor progress through out the unit students will have a chart
that they will fill out, answering the Who (were these men?), What (challenges
they faces and what did they achieve?), When (Dates?), Where
(Pacific/Europe?), Why (did these men fight for a country that didn’t truly value
them?).
It is also important for students to be able to remember important
information, such as names, dates, locations and achievements or these special
fighting forces, in order to learn this information, students will be given
flashcards that they will be able to study. In order to monitor every day progress
students will be given a Ticket out the Door question, every time that they leave
class (students will have to answer this question before they are allowed to leave,
this will help reinforce important information and will also help me determine
what additional the students need or what
part of the lesson they didn’t understand.

7. For the summative assessment students will either have to complete the
3 Letter Home Project or the Display Board Presentation. For the 3 Letters Home
Project students will choose one special unit fighting force (Tuskegee Airmen,
the 442nd Regimental Combat Team or the Navajo Code Talkers) they will them
have to write 3 letters describing their experience before, during and after the
war. These letters must have historical context and information that we have
learned in the unit (the chart will be useful for them to look back on important
information) Once these letters are completed they will present one letter (of
their choice) in front of the class. If students do not want to write 3 letters, they
can choose to create a Display Board Presentation. In this display board students
will have choose one special unit fighting force (Tuskegee Airmen, the 442nd
Regimental Combat Team or the Navajo Code Talkers) and create a display
board presentation. The display board must include multiple paragraphs,
covering historical background, who they were, the struggles they faced, what
they achieved and how they were treated once the war was over. Students will
them present their display boards in front of the class.