EDU-5130 Assessment plan

7/30/2019 EDU-5130 Assessment plan

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Edu-5130

Assessment Plan

Christopher Broere


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Table of Contents

Introduction page 3

Grading policy page 5

Week 1 page 7

Week 1 linkage page 8

Week 2 page 9


Week 3 page 12


Week 4 page 14

Week 4 Linkage page 14

Assessment samples and rubrics page 16

(all tests and quizzes from the four weeks of teaching will be labeled with the week and day

that the assessment was given, all homework, papers, debates, and homework will be labeled

by the week and day that it is due)


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Introduction

I am teaching an 11th grade American History class. This month we will be learning

more about the American Revolution. We will be looking at the period of time leading up tothe American War for Independence. A period in which many of the grips colonists had with

the crown came to light. Specifically we will start with the British passing the Stamp Act and

the other colonial laws that would spark discontent with in the colonies. We will then follow

the evolving disagreement to the brink of war ending just before Lexington and Concord and

the proverbial shot heard round the world.

This month the focus of instruction will be to enable the students to see from the

viewpoints of both the Patriots and the Loyalists and to understand the complexities of the

disagreements the colonists had with the crown. Also another instructional goal is to promote

the students ability to present information orally. The students will also have to be able to

display knowledge of how geography affected the relationship between the 13 colonies and the

Crown. An instructional goal will be for the students to understand the difference between the

British system of government and the changes that the colonists were proposing. The students

will also be able to relay key ideologies, actors and events that lead to the American Revolution

after instruction. These key some of these key facts are the stamp act, the type of colonial

relationship the 13 colonies had to England and the Empire, Important Patriots and important

Loyalist and Government officials of the English Crown.

There are multiple goals to the assessments that coincide with this month of instruction.Much of the assessment goals are tied to the instructional goals. One of my assessment goals is

that students will be able to identify key terms taught in instruction and connect them to their

definitions. Another assessment goal is that the students will be able to explain in depth the

effects British law had on the people living within the colonies. Another assessment goal is that

students will be able to convey a complex idea by speaking, and also respond to other students

complex ideas in a civil and productive manor. Also I want the students to be able to work well

together in groups. Another goal of my assessments is that the students will be able to

accurately pick out important information out of given readings. Also a goal of my assessments

will be to identify if students are able to differentiate between information taught in theclassroom and information from the readings from similar but incorrect information on tests.

Also I want students to be able to read sources other than their textbook and be able to

understand them. Also through assessment I hope to enable students to better express

themselves through writing as well as speaking.


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The content standards for my course are the common core standards for social studies.

The standards that apply to my course on American history are standard one, the history of the

United States and New York State which measures whether a student can use a variety of

intellectual skills to demonstrate their understanding of major ideas, eras, themes,

developments, and turning points in the history of the United States and New York. Standardthree, geography which measures whether a student can use a variety of intellectual skills to

demonstrate their understanding of the geography of the interdependent world in which we

livelocal, national, and globalincluding the distribution of people, places, and environments

over the Earths surface. Standard four economics, which measures whether a student can use

a variety of intellectual skills to demonstrate their understanding of how the United States and

other societies develop economic systems and associated institutions to allocate scarce

resources, how major decision-making units function in the U.S. and other national economies,

and how an economy solves the scarcity problem through market and nonmarket mechanisms.

Standard five civics, citizenship and government which measures whether a student can use a

variety of intellectual skills to demonstrate their understanding of the necessity for establishing

governments; the governmental system of the U.S. and other nations; the U.S. Constitution; the

basic civic values of American constitutional democracy; and the roles, rights, and

responsibilities of citizenship, including avenues of participation. Each of these standards has

multiple subcategories within the standard.


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Grading Policy

My class will be based on a percentage scale each type of assessment is worth a certain percent

of the overall grade for the course. The percentages are as follows

Participation 15%

Participation entails a students activity in class discussion, attendance, preaddress for class, and

amount of disciplinary action taking in regards to the students behavior.

Homework 15%

Homework consists of material that will be assigned one class period and due back the next day.

The most common homework assignment will be to define vocabulary words, take notes on readings

and bring said notes to class, and to come to class with one question based on the readings that were

assigned. These are not the only homework assignments that will be given but are the most common.

Tests 25%

Test will consist of both multiple choice and short answer question. For test students will be

given one whole class period to complete the test. The test will be given at the end of a unit and will

test only material on the last unit; except for the midterm and final which will be cumulative cover all

material up to the point of the test.

Papers/Projects 15%

Papers and Projects will be given sporadically throughout the year. These assignments will be

given at the start of a unit and will be due at the end. When a paper or project is assigned the students

will be given both a sheet detailing what they are expected to do for the assignment and a grading rubric

that shows how they will be assessed.

Debates/presentations 25%

Debates and presentations will be given throughout the year. Students will be assigned

positions on issues and then given time to research and create an argument. Students will be given both

a rubric on how they will be grade and a positionality sheet that will tell them the view point they stand

for and some helpful background information.

Quizzes 5%

Quizzes will be given at the beginning of class before the start of instruction and may be

announced or unannounced. These quizzes will be based on the readings from the night before.

If students wish to calculate their grades at the end of the month the way they would do so is as follows

They will take their grade they received in each section and multiple the percentage of the

overall by that number for example a possible months grade could be as follows


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100% on quizzes would be 1*5=5%

85% on the debate would be .85*25=21.25%

If there were no papers or projects for that month than the students will receive all of the points

for that section 15%

80% on the test would be .8*25=20%

100% on homework would be 1*15=15%

90% on participation would be .9*15=13.5%

So this students grade would be 5+21.25+15+20+15+13.5=89.75% which would be this student grade

for the month.

The policy for late work will be a deduction of 10% off of the grade for each day it is late. Which

means that late work can be turned in up to 9 days late after which point it is given a zero. The latepolicy may be amended if circumstances warrant it such as prolonged illness but in order to have the

late plenty removed the student must email the professor prior to the due date of the assignment and

must include the reason for not being able to hand in the assignment on time. As the teacher I reserve

the sole right to decide if a assignment may be turned in late without a penalty.

An example of such a penalty would be if a homework that was handed in one day late if it

would have originally gotten an 82% it would now get a 72% a reduction of 10%.

Any work that is handed in by student is assumed to be their own original work unless otherwise

cited. This means that if a student is found to have cheated on an assignment or an assessment that

they will be given a zero for the assignment and may be referred to the administration for further

information depending on the severity or if the student is a repeat offender.


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Weekly Assessment Plan

Week 1

Instructional goals

We have been previously studying the English colonies in North America, their formation and growth.

This week we will be moving to the conflict these colonies have with the British Empire and the reasons

and events behind this growing dissent. The instructional goals for this week are that the students have

an understanding of the important vocabulary related to the chapter and that they are beginning to the

differences in view points between the loyalists and the patriots.

Monday

I will begin with a small quiz to test the students prior knowledge of the subject to see if there are any

gaps in their knowledge and if so where. Also this class will be spent making sure the information form

the pervious test is still active in the students minds. For homework the students will be assigned

reading in the text book in which they will have to define terms and bring in the terms for class the next

day.

Tuesday

Today class will begin with a checking of the homework to see that it is done. Then going over the terms

so that the students make sure that they have the correct definitions of the terms. Then class will begin

by covering material giving special attention to material that Mondays quiz indicated that the students

did not have pervious knowledge of. Homework for tonight will be to continue reading in the chapter in

the text book.

Wednesday

Today in the class I will go over the reading and begin to separate out information between the views

points of the loyalists and the patriots. For homework each student will be asked to write a short

paragraph explaining the difference between the view point of the loyalists and the patriots on one of

the British laws passed after the French and Indian War. Also for homework the students will continue

to read the chapter in the textbook. A debate will be assigned for the following Friday the debate will

place students on different sides some representing the British some representing the colonist.

Thursday

Class will start with a discussion based on the homework form the night before about the laws the

English Crown had placed upon the colonies. After which we will begin to cover information pertaining

to the important people of the time, which will help the students with the debate they have been

assigned.


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Friday

The students will continue to learn about the time period leading up to Lexington and Concord. For

home work the students will have more reading in their textbook and will also have to draft an opening

statement for the side that they have been given for the debate. This opening statement will be graded

based on it being completed, being on subject and being at least three sentences in length.

Week one

Assessment linkages

Mondays

(formative)- This assessment was a pre unit assessment to gage the students understanding of the time

period I am about to teach. This assessment provides useful information about what areas the students

do not already have a strong base of information in so that I can focus on those areas to better serve the

class as a whole. This item is purely for instructional use and will not be graded.

Tuesday

(summative)- This homework was a vocabulary sheet on which the names and other important terms

were written so that students had to find the definitions with in the text. This assignment corresponds

with my instructional goal for the week that the students become knowledgeable about the major

events and important people during this time period. This assignment was used as a precursor to the

learning of the important people and events so that during instruction the students would understand

when a person was referred to and also during instruction students would have a moment if when a

person was mentioned that they saw their definition was wrong they could change it.

Wednesday

(formative) The students will have read pages in the text for class and as the teacher I will engage the

students throughout the day speaking to them and asking them questions about the reading to see in a

formative way if the information they were reading was taking hold.

Thursday

(summative) The students will have written a short paragraph about the differences about between

the colonists and the British. This assignment is in line with my instructional goal that the students

connect the vocabulary for the chapter with ideas that the people hold. This assignment also allows me

as the teacher to see if the vocabulary for the chapter is being used correctly in an assignment.

Friday no assessments


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Week 2

Instructional goals

This week the students will continue to learn new information relating to the time period. The focus will

be that the students begin to place the important people within the frame work of the period

recognizing their ideas. Part of understanding the important people will be to use the vocabulary

learned last week correctly. This will culminate in the debate at the end of the week on Friday.

Monday

Class will begin by discussing the opening statements that the students had to write for homework. This

discussion will lead to one on what side important figures would be on. For homework the students will

continue to read in the textbook.

Tuesday

In class we will continue to discuss the events leading up to Lexington and Concord. For home work the

students will continue to read in the textbook and will also begin to work on a guide sheet for the

upcoming debate.

Wednesday

In class we will continue to go over material form the textbook, placing information into categories of

helping the British cause and helping the colonists cause. For homework the students will draft a one

page help sheet they will be able to use during their debate on Friday.

Thursday

Class will begin with the students dividing up based on which side of the debate they have been given.

After the class is divided the groups will begin to go over the information they have put down on their

guide sheets from the night before. I will be going around the classroom looking at the guide sheets and

assessing the students progress as they are making in deciding on some important points for the

debate. Homework is to finalize your individual guide sheet and prepare for the debate tomorrow.

Friday

In class today the students will debate the issues surrounding the colonist discontent regarding British

law.


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Week two

Assessment linkages

Monday

(summative) This assignment of creating an opening statement for the debate works to join both last

weeks lessons and the lessons for this week. It does so by having the students use the vocabulary from

the first week and formulate a possible position that might be held by a person in the time period. This

assignment also preps the students for the upcoming debate.

Tuesday

(Formative) I will ask the students questions throughout the class period in order to gain a window into

what material the students are comprehending. This informal formative assessment will enable me to

see if the students are achieving the learning objects for the week and if I need to tailor Wednesdays

lesson since it will be the last of the new material before the debate.

Wednesday

(Summative) This assessment of placing of information and people in categories relates directly to my

lesson outcome to have students relate events and people who were a part of them. This allows the

students to see how the actors affected the events and how their beliefs influenced their decisions. This

assessment will show the students level of comprehension of the topics that have been taught over the

past two weeks. This assessment will do this be displaying the students understanding of the

vocabulary, what position people held and will test higher order thinking about why peoples view and

theories made them choose the side they did.

Thursday

(Summative and Formative) This assignment of debate preparation links to multiple learning outcomes

for this week and learning goals for my class and links to content standards for my subject. The weekly

learning outcomes that this assignment links to is the understanding of the key players in pre Revolution

America and puts the students in their minds so that they can create solid arguments. This assessment

also relates to the learning goal for my class that students work well with each other in productive

groups. The content standards that this assignment reflects are standard two and standard five. The

way in which this assignment is also a formative assessment is that the students are not being graded on

the quality of their arguments at this point so I am able to go around the classroom helping the students

formulate ideas at the same time seeing if students are ready for the debate the next day and helping

those who are struggling so that they feel more comfortable going into the debate.

Friday

(Summative) This performance based assessment of a debate relates to this weeks lesson objectives in

multiple ways. This assessment involves students speaking with and to their peers which is an objective


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I have for the course and it also involves higher level thinking about the recently learned information by

taking historical figures viewpoints and changing them so that they could present them. This

assessment relates directly to multiple assignments prior to it such as the guide sheet and the creation

of the opening statements. Also this assessment links with the content standard five since the students

are learning about the founding beliefs behind the American system of government and at the same

time comparing them to the British system at the time.


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Week three

Instructional goals

The instructional goals for this week are to move forward with the content area. Students at the end of

week should be able to identify important acts passed by the British and the retaliation that the colonist

responded with and whether these reactions were exemplars of the entire populous of the colonies.

Monday

Todays class will focus on the position of Britain so that the laws that Britain passes have more context

than just their effect on the colonies. This will be done with lecture and some class conversation.

Homework will be to continua reading in the text book.

Tuesday

This class will focus on the actual laws and acts that were passed by the British and what the effects

were by the letter of the law. This will be done by examining the textbook and looking at alternative

sources to find out what the laws said when they were written. Homework for tonight will be to predict

the specific reactions that the colonist will have to the specific laws.

Wednesday

Todays class will begin with a homework check whether the students completed the homework. Then

the class will look at what the reactions of the colonists were. The students will break up in pairs to talk

about how their predictions varied or were similar to the colonists actual reactions. Home work will be

to bring in the notes and material from Mondays class so that the reaction of the colonists can be

compared to what the laws actually said and what the British interpreted the laws as.

Thursday

This class will be spent comparing the British interpretations of the laws with the colonists

interpretations of the laws. This interpretation will be done with a Venn diagram with colonist

perspective on one side and British perspectives on the other. Students will see similarities between the

interpretations and the differences and will better understand why there were issues surrounding the

laws.

Friday

Todays class will involve reviewing the past information and expanding the Venn diagram from

Thursday. Once this is done the students will have time to start a 300 word essay that will be due on

Monday describing the main differences between the colonists view point and the British view points

and the reasons behind these differences.


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Week Three

Assessment linkage

Monday no assessments

Tuesday

(Summative) Students will be judged on their participation today by whether they can finish analyzing

the Law that they are given and I will do this by having the students write a small sentence summing up

their article that is handed in at the end of the period. This assessment links with my weekly goal of

familiarizing the students with the laws that the British had passed and what these laws stated and their

intent. This assessment links to my goal for the month by allowing the students to show that they can

analyze sources other than the textbook.

Wednesday

(Summative and formative) There are multiple assessments for Wednesday. The first assessment is a

homework check to see if the students were able to predict the colonist reactions to the British laws.

This assessment relates to my learning goals this week because it enables me to see if the students are

able to understand what the laws are effecting colonists and also to see if they understand how the

colonist respond to the laws. The second assessment this class period is a formative assessment that I

will conduct as I go around the classroom observing the class work in pairs to see if the class is

understanding the material and how they are interacting with each other.

Thursday

(Formative) This class the assessment is a formative assessment that the entire class is involved in.

Calling on the students to fill out the Venn diagram I will be able to find out if the students are beginning

to comprehend the information. This Venn diagram is linked to my weekly learning objectives because

it enables me to see if the students are understanding the differences between the British and colonists

perspectives.

Friday

(Formative) This class the assessment is a formative assessment that the entire class is involved in.

Calling on the students to fill out the Venn diagram I will be able to find out if the students are beginning

to comprehend the information. This Venn diagram is linked to my weekly learning objectives because

it enables me to see if the students are understanding the differences between the British and colonistsperspectives.


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Week four

Instructional goals

The instructional goals for this week are to have the students understand the reactions of the colonist to

the British laws. Also an instructional goal is that the students become familiar with the material and to

put the different weeks information together and prepare for the test on Friday that ends the section of

material.

Monday

The students will hand in the 300 word essay for grading. Then I will start a lecture on the response of

the colonists to the British laws. For homework they will have to continue reading in the textbook.

Tuesday

This class will be focused on finishing up the material for the section of the textbook. This class period

will look heavily at colonial reaction such as the Boston tea party.

Wednesday

Today the focus of class will be to join the all of the concepts that have been taught throughout the

section. Homework will be to assemble at least two questions they have to bring to the review session

tomorrow.

Thursday

Today class will be focused on review for the upcoming test. The students will be able to ask the

questions that they made for homework plus I will ask them some other question to make sure that theyare prepared for the test.

Friday

Final day of the section test day whole period devoted to the test.

Week four

Assessment linkages

Monday

(summative) This 300 word paper will evaluate the kind of information the students took away from the

past week of instruction. This paper links to my instructional goal for the week by setting the ground

work for the actions of the colonists by explaining the differences between the British and colonists

views. Also this paper allows me as a teacher to see if the students writing abilities are improving. Also


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this paper addresses my instructional goal have having the students recognize the important laws

passed and the differences in opinion of them.

Tuesday

No assessments

Wednesday

No assessments

Thursday

(formative) The students will have created two questions that they do not know so that they can be

gone over as a class. This will enable me to address any last minute issues that students are having.

Also having student come with pre made questions will make the review session more productive.

Friday

(Summative) This class period will be entirely devoted to the multiple choice test covering the material

taught over the past month. This test reflects many of my learning and instructional objectives. One

such objective is that the students know the major event, the important people, and the important

dates. This specific information is easily answerable on a multiple choice test. Also the test will assess

whether students were able to connect ideas together and if they understand the geographical

impactions of Britain being across the ocean, and seeing the Americas as a colony.


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Assessments and Grading Rubrics

Week One Mondays Quiz

Name_________ Date______

1. What events pushed the colonies to break away from Britain?

2. Who were the important people during the period just prior to the American Revolution in Britain?

3. Who were the important people during the period just prior to the American Revolution in the

colonies?

4. What acts were passed by Britain that angered the colonies?

Rubric for Week One Mondays Quiz

1. The passing of acts without the consent or input of the colonies who were not represented in

parliament.

2. King George the Third, Parliament, Charles Townshend

3. Sons of Liberty, Continental Congress, Sam Adams, Thomas Pain

4. Stamp Act, Tea act, Townshend Acts, Navigation Acts


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Week One Tuesday Vocabulary

Name _______________

1.King George the Third

2.Charles Townshend

3.Stamp Act

4.Townshend acts

5.Republicanism

6.Parliament

7.Quartering Act

8.Navigation Acts

9.No taxation without Representation

10.Continental Congress

11.Boston Tea Party

12.Patriots

13.Loyalists

14.Lord North

15.Sons of Liberty

16.French and Indian War

17. Boston Massacre


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Rubric for Week One Tuesday Vocabulary

1. Ruler of Britain during the French and Indian War and during the interwar period before the American

Revolution.

2. Engineer of the Stamp Act and Townshend Acts

3. Act passed by British parliament that required printing only on paper produced in England with a

British revenue seal imposed on only the American colonies.

4. Townshend Acts were parliamentary acts meant to more heavily tax the colonies in order to support

the colonial judges and governors.

5. Republicanism was a belief in corruption in government specifically appointed officials lead to a desire

for civic tests and people to put civic duty ahead of personal wealth

6. Ruling body in England that have the power to levy taxes on the colonies.

7. Required private persons to house and support British soldiers

8. Restricted foreign trade with in the colonies promoting smuggling with the non-British Caribbean

nations.

9. The colonist plea to the British parliament which meant that parliament could not pass laws

pertaining to the colonies without the colonist consent.

10. Convention of Delegates from colonies to petition the parliament about the repeal of the Intolerable

acts and if that failed to call a second Continental congress the following year.

11. Opposition to the Tea act Boston members of the sons of liberty dressed as native Americans and

dump large amount of tea from the East Indian Company into Boston harbor.

12. Those that were in favor of breaking away from Britain.

13. Those that were in favor of staying with Britain.

14. British Prime Minister responsible for the passing of the intolerable acts.

15. A group of patriots that actively opposed the crown committed such acts as the Boston tea party.

16. Costly war in which Britain set troops over to defend what they saw as the defense of the colonists

17. Death of Boston protestors at the hands of British soldiers dubbed a massacre by colonist in favor of

breaking from Britain.


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Week One Thursday short paragraph

Name______________

Write a Short paragraph (4-5 sentences) about both the British and Colonist point of view on one of the

Acts passed after the French and Indian War.

Week One Thursday short paragraph rubric

Students should list one of the following acts

-Stamp Act

-Quartering Act

-Declaratory Act

-Sugar Act

These acts were passed due to the burden of supporting a standing army in the American colonies.

Britain felt that the colonies were sharing a fair portion of the burden of a war that had been fought for

them. While colonists felt that the laws were levied without their consent and were unfair.


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Week two Monday Debate Opening Statement

Name_________________

What would your opening remarks be about if you (a loyalist) were to have a debate with a patriot in

September of 1774?

What would your opening remarks be about if you (a patriot) were to have a debate with a loyalist in

September of 1774?

Week Two Monday Opening Statement Rubric

Loyalisti.e. The patriots have gone too far in their opposition to the crown. The French and Indian War

was fought to protect us as colonists. Or another phrasing that displayed an agreement with the crown

and a desire to remain as part of the empire and the fairness of the taxes.

Patrioti.e. Parliament continues to impose laws on us without our consent and these laws are the likes

of which no English citizen should abided by because they are so repressive. Or another phrasing that

displayed an disagreement with the crown and a desire to break away from the empire and a belief in

the unfairness of the taxes and acts.


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Week Two Wednesday Debate Guide Sheets

These will be graded purely on completion having a one single page complete and are for the students

benefit

Week Two Friday Debate

Name__________

You have been assigned a position Loyalist or patriot. Your objective is to try to inhabit the mind of your

give side and create a convincing argument that would persuade an undecided person choose your

position over your opponents. The key points on which you will be graded are the correct use of

vocabulary words, comprehension of your view point and that of the opponents displayed by your

talking points and rebuttals towards the opponent and most importantly if you speak at least twice

during the debate. As the professor I will moderate the debate so each side will deliver an opening

argument and then have a chance to engage the opponent going back and forth. Interrupting another

while they are speaking or demining someone during the debate will both result in a loss of points on

your grade for the debate.


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Week Two Friday Debate Rubric

Overall ____/100

Additional Comments-

Number oftimes speaking

20points

None Once Twice More thantwice

Comments

Use of

vocabulary

20points

Little to none Occasional Frequent Fluently Comments

Understanding

of own view

point 20points

Little to none Needed

improvement

Satisfactory Exemplary Comments

Understanding

of opponents

view point

20points

Little to none Needed

improvement

Satisfactory Exemplary Comments

Conduct

20points

Multiple

inappropriate

comments

A single

inappropriate

comment

Comments

that did not

move

conversation

forward

All comments

and talking

points were

productive

Comments


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Week Three Monday Document Analysis

Name_______

What are the main points of the article?

Week Three Monday Document Analysis Rubric

This assignment is grade on a completion basis of whether they were able to achieve the goal of

completing the reading, understanding the main points and writing them down full credit will be given if

the student has at least one main idea down at the end of the period.

Week Three Wednesday Colonist Response Homework

Name_________

After reading the British Laws in class and based on your already accumulated knowledge of the

colonists viewpoints how do you think that the colonist would have responded to the law that you read

about?


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Week Three Wednesday Colonist Response Homework Rubric

Do students refer to the law that was mentioned in the reading the day before? Yes/No 30points

Do students use vocabulary words from the vocabulary sheet at least three times?

None/Once/Twice/Three times 30points

Does student address how colonist would feel about the imposed law? Yes/No 30points

Score ____/100

Week Three Friday Venn Diagram

British Perspective Colonist Perspective


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Week Four Monday Essay on Differences between colonists and loyalists view points

Name_______________

Now that we have covered some of the ways in which the Colonists in America had differing opinions

from Loyalist and those in England. You have to write a small paper (300 words) on the differences

between the two groups and the reasons that these two groups hold these varying and sometimes

extremely different views.

This paper is due at the start of class on Monday it should be at least 300 words long.

Week Four Monday Essay Rubric

For this paper my main grading method will be to print out the papers and provided feedback on the

paper so that the student understands were the subtractions in points have come from.

Rubric criteria

Paper is at least 300 words long.

The number of grammatical errors that interfere with the readers ability to comprehend the message of

the sentences is two or less.

Paper addresses at least two differing opinions for both the loyalists and the colonists.

Has concrete reasons for why each group felt the way they did.

Cites the course material properly


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Week Four Review Questions

When studying find two questions that you are unsure of write them and bring them to class. This will

enable the review to go more smoothly and you will be able to ask specific questions.

1.

2.


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Week Four Friday Test

Test on Section 2 Pre-Revolutionary War

Name_______________

Mark your answers clearly on the answer sheet using number two pencil and do not cheat.

1. Who was the British Monarch during the passing of the intolerable acts?

A. George 2 B. George 3

C. Henry D. James 2

2. What did the Stamp Act regulate?

A. printing paper B. Stamps

C. International trade D. Rum

3. What was the name of the group responsible for the Boston Tea Party?

A. Men of liberty B. British East Indian Trading Company

C. Mohawk Indians D. Sons of Liberty

4. Under the Navigation Acts who was the only country that the colonies could trade with?

A. France B. England

C. Germany D. Caribbean

5. Which ideology was in favor of public service over personal wealth?

A. Liberalism B. Deism

C. Republicanism D. Communism

6. Which British Minister had legislative acts named after him?

A. Townshend B. Lord North

C. Corn Wallace D. Cromwell

7. How many representatives did the American Colonies have in the British Parliament?

A. 0 B. 1

C. 12 D. 5


28/28

28

8. What was the name given to those colonists who choose to side with the British Crown?

A. Red Coats B. Imperials

C. Loyalists D. British

9. Which act forced colonists to house the British army?

A. Stamp Act B. Navigation Act

C. Molasses Act D. Quartering Act

10. What war changed the way in which the King viewed the way the colonies should contribute?

A. The 100 Years War B. War of 1812

C. French and Indian War D. Crimean War

Week Four Friday Test

1.B 2. A

3. D 4. B

5. A 6. A

7. A. 8. C

9. D 10. C

EDU-5130 Assessment plan

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