Students will be defending the main character’s hero or villain status by analyzing the author’s choices within a text to create an analysis essay. Students may have the option of selecting the text/author/main character/villain or hero and will have the option of selecting the author’s choices to analyze.** This performance assessment was developed by a collaborative team of teachers and division staff from Middlesex, Poquoson, and West Point school divisions.

Description
Overview: The growth of tobacco, rice, and indigo and the plantation economy created a tremendous need for labor in Southern English America. Without the aid of modern machinery, human sweat and blood was necessary for the planting, cultivation, and harvesting of these cash crops. While slaves existed in the English colonies throughout the 1600s, indentured servitude was the method of choice employed by many planters before the 1680s. This system provided incentives for both the master and servant to increase the working population of the Chesapeake colonies.
Subject: U.S. History Level: Middle School
Material Type: Diagram/Illustration,
Reading Provider: Independence Hall Association Provider Set: US History Date Added: 10/16/2014
License: Creative Commons Attribution 4.0 Creative Commons Attribution 4.0 Language: English Media Format: Graphics/Photos, Text/HTML

There are currently three million Indigenous people, from more than five hundred federally recognized Indigenous nations, living in the United States. Since 1492 and the arrival of the first European explorers, Indigenous people's land has been violently seized, leading to a devastating decline in population and the striping away of key aspects of Indigenous culture. It is impossible to synthesize the diverse history and culture of Indigenous people into one unit, but it is important for students to understand that Indigenous people have been, and still are, an important part of our country's history and future. Therefore, this unit has a few focuses. The first focus is on providing students with an overarching understanding of Indigenous people and their history, using the book The People Shall Continue as a guide. After reading the text, students will participate in a guided research project to learn more about an Indigenous nation near where they live. The second part of the unit focuses on different Indigenous people who have worked hard and overcome hardships to create equal opportunities and experiences for Indigenous people today. After reading a few biographies as a class, students will research additional Indigenous heroes to learn more about their achievements, sacrifices, and passions. The goal of the second part of the unit is to shine a light on key Indigenous figures and emphasize the idea that Indigenous people have been and always will be an important part of our country.

There are 3 parts to this project:How group works togetherA Google SiteA skit This is how it will work:Each group picks the name of an infectious disease at random.Group will designate the following roles: a doctor, a nurse, a scribe, and a patient. If you have a 5th member they can be a specialist.

The goal of lesson is the be a review activity for the following standards. Computer Science: 2.5 The student will compare and contrast a group of items based on the attributes or actions of each item, with or without a computing device.Mathematics: 2.13 The student will identify, describe, compare, and contrast plane and solid figures (circles/spheres, squares/cubes, and rectangles/rectangular prisms). After a whole group review students will create a digital digram or video comparing and contrasting plane and solid figures. 

This assessment measures student understanding of input and output devices on a computing system. It has both a Google Form Quiz version and a printable version.

In this unit, second graders learn about insects and the impact insects have on the natural world. Building on what students learned in Unit 1 about habitats, they will explore how different insects rely on the environment, or habitat in which they live, for survival. Through this exploration, students will learn the unique characteristics of insects, how insects can be both beneficial and destructive, and the stages of an insect's life cycle. By the end of the unit, students will have a deeper understanding of and appreciation for the beauty of the insect world.

This unit is comprised of predominantly shared reading experiences to help students practice different reading strategies and skills. Building on unit one, students will continue to be inquisitive, active consumers of texts by asking and answering questions, and they will continue to deepen their understanding of the role text features and illustrations play in helping a reader better understand the content of a text. Students will also begin to explore the connections between scientific ideas and concepts using cause-and-effect language and will continue to strengthen their habits of discussion as they debate and analyze key ideas of the unit.

The purpose of this lesson is to help students make responsible decisions regarding digital citizenship in the areas of personal safety and cyberbullying.  The goal is to prepare students to be safe and responsible online explorers.

Proyect to culminate a unit about school (suitable for advanced low or mid-level review unit). Students will invent a school and all its customs. Well suited for "se impersonal." Easily adjusted to different vocabulary sets.

Students present charades representing the characteristics of the different invertebrate groups. Student responses (their guesses for the charades) are recorded via google form...thus everyone is involved and responsible for making guesses.

Students read about and explain the process of transgenic manipulation to produce crops resistant to herbicides and pests. Afterwards students evaluate the pros and cons. Next, students read various pro/neutral/con articles about genetically modified foods and evaluate the perspective of the author. Finally, students use evidence from the reading to write a CER stating their opinion on GMOs.

Students will analyze data from the "State of the Bay" reports from the Chesapeake Bay Foundation while reviewing and completing the scientific method. The final assessment is a mission for students to create a persuasive speech or advertisement that will call for action to make changes that will positively impact the watershed with reasons why change is important. 

Students will create a 2D or Digital invitation to their dream Quinceañera utilizing the present and past indicative tenses to express their details and discuss their experience.

This inquiry focuses on the rights of citizenship that African Americans were denied following Reconstruction. Though the 13th, 14th, and 15th Amendments were passed in order to guarantee citizenship rights to freedmen, many states passed laws that limited these rights. In this inquiry, students will examine ways rights of citizenship were denied by many states and how citizens attempted to secure those rights. The tasks completed for each supporting question will help students to consider who grants citizenship rights and how they are expanded. The first task will help students to understand that the U.S. Constitution guarantees rights of citizenship, while the second task will help students to understand how states can limit those rights. The final task will help students to investigate the way citizenship can be change agents in the fight to ensure equal rights for all.

In this unit students meet Joey Pigza, a loving boy with attention deficit hyperactivity disorder (ADHD), in the core text Joey Pigza Swallowed the Key. The novel, written in Joey's point of view, gives readers a glimpse into Joey's mind and shows what the life of a child with ADHD can be like. The novel is heartbreaking at times and vividly shows how much of a struggle it is for someone with ADHD to behave and do the right thing when they cannot get their body to listen. Over the course of the novel, students see firsthand how having ADHD not only influences the way Joey feels about himself but also the way that others interact with him, both positively and negatively. It is our hope that this unit will begin to raise awareness and understanding of ADHD and how to cope with it, both in and out of the classroom. It is also our hope that this unit will begin to humanize things that are hurtful and help in continuing to strengthen our students' understanding of empathy and the importance of being empathetic towards others. It is important to note that this book is fictional and told by an often-unreliable narrator. Therefore, in order to ensure that students get the correct impression and understanding of ADHD, special education, and the role of medication, discussions will need to be included throughout the entire unit that challenge and elaborate on what Joey shares in the text. Without these conversations, students could leave the unit with misunderstandings that could potentially reinforce the stereotypes and stigma assigned to people with ADHD and other disorders.

This novel allows students to genuinely connect with a character and fully immerse themselves in the mind of a character. Therefore, the main focus of this unit is on deeply understanding character, character relationships, and how relationships can both positively and negatively impact the way a character views himself or herself. The author, Jack Gantos, includes a lot of incredibly powerful descriptive and figurative language to help readers connect with Joey. Therefore, another focus of this unit is on analyzing the author's use of figurative language and description, and noticing how it deepens a reader's understanding of characters and plot.

Just in Time Quick Check Collect and Organize Data in Bar Graphs and Line Graphs

Just in Time Quick Check Interpret Data in Bar Graphs and Line Graphs