Peyton Whitley

CAP Assignment

4/14/2020

EDPS 340

PART ONE
 Introduction

Over the course of this particular unit, students will learn about the Civil Rights

Movement in depth. It is my understanding that by this grade, grade 11, students will already

have a background of knowledge in regard to the Civil Rights Movement. Whether that be a

formal or informal introduction to the Civil Rights Movement does not matter. However, I do

expect that students understand what the movement is and was and its significance in history as

base knowledge. If a student, or group of students lack this knowledge, however, I plan to use

the first few class periods of this unit introducing the movement, its key figures and

events/impacts. Again, the unit itself will cover the key events, figures, legislation and impacts

of the Civil Rights Movement. Classes will consist of lecture based instruction, (to provide base

information) discussion based instruction, (to discuss events and their impacts as well as the

significance of key figures such as MLK Jr.) and finally interactive classes that are meant to

cement information and concepts. The ladder of these lesson types are meant for higher bloom

level material as I believe that interactive lessons allow for all students to retain information.

Additionally, higher tiered bloom material will not only be tested by means of traditional

assessment, but alternative assessment. It is my belief that non-traditional assignments and

lessons stick out and remain in a students mind well past their formative years in school. That

being said, I want to utilize these tools to help cement important material into my students minds

to not only help them with assessment, but their futures as well.
 Blueprint

Outcomes/Test Low Medium High Pts/Percent

SWBAT name 5 fill-in-the blank 10 pts.

specific people who 2 pts. each 13.3%
impacted the Civil
Rights Movement

SWBAT identify 6 matching 6 pts.

specific groups that 1 pt. each 8%
impacted the CRM

SWBAT recognize 5 binary 3 short response 23 pts.

and explain events 1 pt. each 6 pts. each 30.6%
during the
movement and their
impacts.

SWBAT recognize 21 multiple choice 21 pts.

and identify specific 1 pt. each 28%
names, events,
places and groups
that had significant
impact on the CRM

SWBAT interpret 1 essay 15 pts.

and explain why the 15 pts. 20%
“Little Rock Nine”
and other events had
a major impact on
the CRM.

Pts. Pct. 32 pts. 28 pts. 15 pts. 75 pts.

42.6% 37.3% 20% 100%

Outcome/Alt
Assessment

SWBAT give a Speech 15 pts

speech as if they 15 pts. 100%
were a figure in the
CRM
 Weight Distribution

Firstly, I tied most of the knowledge based information such as names dates, events,

places and groups/organizations to low bloom levels and hence, they were assessed by means of

selective response. Additionally, I believe that the selective response subtypes were utilized

effectively as, for example, the matching section had students recognize groups and match their

roles from a list of other groups and roles. Secondly, the multiple choice section encompassess a

wide variety of material, but it is still limited to minimal weight as is the matching. Lastly, the

binary is also minimally weighed as it only tests memory.

There are a few fill-in-the-blank and short response sections that assess a student’s

awareness of core concepts and material ill-suited for selective response and, finally, there is a

single essay question that has students interpret an event during the Civil Rights Movement and

explain impacts and make connections during the movement. These sections are weighed much

more heavily than the former sections with the essay portion being weighed the most as a result

of what I expect students to produce and explain.

 Length

In total, the assessment is 41 questions long including the essay question. I believe this is

a reasonable length for a unit exam that assesses a unit as important as the Civil Rights

Movement. There are a lot of names, events, organizations and concepts/connections to make

with a unit such as the Civil Rights Movement so it would have been difficult to make the

assessment any shorter than it is. The bulk of the assessment is selective response, namely,

multiple choice which I believe students will breeze through given that they understand the unit

and have taken measures to prepare for the assessment. Finally, I am basing this off of a one

hour and ten minute class period leaving students more than enough time to complete the

questions that have been presented to them.

PART TWO
Civil Rights Exam Name: __________________
DIrections: Answer the following section by placing the name of the person that matches the description given by

placing his or her name in the blank preceding the corresponding question.

_______________ 1. First African American to earn a Ph.D. from Harvard University. Co-

founder of the National Association for the Advancement of Colored

People (NAACP)

_______________ 2. Baptist minister and social activist who led the Civil Rights Movement.

Known for his “I Have a Dream” speech.

_______________ 3. American Muslim minister and human rights activist. Publicly criticized

the mainstream Civil Rights Movement and its “nonviolent tactics”.

_______________ 4. Civil Rights leader known for her refusal to give up her seat to a white

passenger which led to the Montgomery Bus Boycott.

_______________ 5. Leader of the Pan-Africanism movement which sought to unify and

connect people of African descent worldwide.

Directions: Answer the following section by matching the specific group or organization with its description by
placing the corresponding letter in the blank preceding the description

_______________ 6. Gained national African Americans who served in the

attention through their militancy, military still faced issues at home.
willingness to bear arms and uniforms. Their
goal was ending police brutality.
_______________ 7. American White
Supremacist Group that target African
Americans during the Civil Rights
movement.
_______________ 8. Group of black
students who integrated an Arkansas high A. Congress of Racial Equality (CORE)

school in 1957. B. The Black Panthers

_______________ 9. Group founded in C. Citizen’s Council

response to lynchings of blacks in the South. D. The Klu Klux Klan

Eventually the group focused on E. The Little Rock Nine

desegregating schools and universities. F. National Association for the

_______________ 10. Organization of Advancement of Colored People

African American ministers. Led by (NAACP)

President Martin Luther King Jr. and G. Southern Christian Leadership

promoted nonviolent protests in the South. Conference (SCLC)

_______________ 11. Group known for its H. Student Nonviolent Coordinating

“Freedom Rides” to desegregate interstate Committee (SNCC)

buses. Founded after World War II as

Directions: Answer the following section by indicating whether the statement is True or False. If the statement is
true, answer by placing a T in the space prior to the statement. If the statement is false, answer by placing a F in
the space prior to the statement.
______ 12. The Civil Rights Act of 1964 banned discrimination in employment on the basis
of race, color, religion, sex or national origin.
 ______ 13. Jim Crow Laws desegregated schools.
______ 14. The Voting Rights Act put voting registration under states’ jurisdiction.
______ 15. The 24th Amendment banned the payment of poll taxes as a condition for voting.
______ 16. The Civil Rights Act of 1957 made it a crime to prevent qualified persons from
voting.
Directions: For the following section, answer by selecting the correct letter that answers the preceding question.

______ 17. Dr. Martin Luther King, Jr. delivered his “I have a dream speech from the steps of
what U.S. monument?
A. The Lincoln Memorial
B. The White House
C. The U.S. Capitol
D. The Supreme Court
______ 18. Which of the following was the first state in the Union to grant
women the right to vote?
A. California
B. Pennsylvania
C. Wyoming
D. Colorado
______ 19. Segregation was a requirement in all of these states EXCEPT?
A. Georgia
B. Pennsylvania
C. Missouri
D. Alabama

______ 20. The March on Washington took place on what date?

A. August 1, 1963
B. August 28, 1964
C. August 28, 1963
D. August 1, 1964
 ______ 21. A Civil Rights protest ended in bloodshed on the Edmund Pettus
Bridge where?
A. Washington D.C.
B. Savannah, Georgia
C. Selma, Alabama
D. Ferguson, Missouri
______ 22. Dr. Martin Luther King, Jr. was assassinated on what date?
A. April 4, 1968
B. April 3, 1968
C. April 3, 1969
D. April 4, 1967
______ 23. Who is the woman pictured to the
right?
A. Sojourner Truth
B. Rosa Parks
C. Harriet B. Tubman
D. Barbara Jordan
______ 24. Malcolm X was part of what
religious sect?
A. Quakers
B. Hinduism
C. Christian Ministers for Peace
D. Nation of Islam

______ 25. The court case that ruled segregation was legal as long as it was “separate but
equal” was?
A. Brown v. Board of Education
B. Marbury v. Madison
C. Texas v. Johnson
D. Plessy v. Ferguson
______ 26. Dr. Martin Luther King, Jr. utilized all of these tactics in protest
EXCEPT?
A. Teachings of the Bible
B. Civil Disobedience
C. Gandhi’s Tactics
D. Malcolm X’s tactics
______ 27. What President desegregated the military in 1948?
A. President Truman
B. President Roosevelt
C. President Eisenhower
D. President Kennedy
______ 28. What type of event is being depicted
on the right?
A. Freedom Ride
B. Sit-in
C. Direct Action
D. March
______ 29. What Civil Rights leader, most significantly, emphasized nonviolent
tactics?
A. Malcolm X
B. Harriet B. Tubman
C. Martin Luther King, Jr.
D. Rosa Parks

______ 30. The suffrage movement did what?

A. Promoted the right to go to a school of choice
B. Promoted equal voting rights for blacks
C. Promoted equal voting rights for women
D. Promoted the right to segregate schools
______ 31. Literacy tests were designed to?
A. Makes sure the people who voted were literate
B. Prohibit certain people from voting
C. Make sure the people who voted were citizens
D. Prohibit criminals from voting
______ 32. Segregation that is implemented by laws is?
A. De facto
B. De jure
C. De ipsil
D. De fortis
______ 33. Segregation that is not supported by law, but exists within a society
is?
A. De facto
B. De jure
C. De ipsil
D. De fortis
______ 34. Affirmative Action aims to achieve what?
A. Equality of income
B. Equality of religion
C. Equality of freedom
D. Equality of opportunity

______ 35. Who coined the popular phrase “Black Power”?

A. Malcolm X
B. Martin Luther King, Jr.
C. Stokely Carmichael
 D. Rosa Parks
______ 36. In what state did Brown v. Board of Education occur?
A. Alabama
B. Missouri
C. Kansas
D. Texas
______ 37. The name of the 14-year-old who was murdered in Chicago for allegedly flirting
with a white woman was?
A. Jefferson Thomas
B. Terrence Roberts
C. Ernest Green
D. Emmett Till

Directions: For the following questions, respond to the question posed by answering in 2-4 sentences.

38. What was the impact of Rosa Parks and why did her protest lead to the Montgomery Bus
Boycott?
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39. Why were Freedom Rides so impactful? What purpose did they serve that was unique?
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40. What happened on “Bloody Sunday” and why was it a turning point in the Civil Rights
Movement?
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Directions: For the following question, respond to the essay prompt in roughly 2-3 paragraphs.

41. What was the impacts of the Little Rock Nine? How did this change how the issue of
segregation was viewed nationally? What precedent was set, and how?
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Test Answer Key

1. W.E.B. Dubois
2. Dr. Martin Luther King, Jr.
3. Malcolm X
4. Rosa Parks
5. Marcus Garvey
6. B.
7. D.
8. E.
9. F.
10. G.
11. A.
12. True
13. False
14. False
15. True
16. True
17. A.
18. C.
19. B.
20. C.
21. C.
22. A.
23. B.
24. D.
25. D.
26. D.
27. A.
28. B.
29. C.
30. C.
31. B.
32. B.
33. A.
34. D.
35. C.
36. C.
37. D.
38. S/A response: The impact of Rosa Parks resistance was that she inspired many more
people to follow in her footsteps. Her act was one that led to many more resisting
segregation and her act specifically inspired the famous Bus Boycott in the same city she
was arrested in. This then drove the city to acknowledge the impact that black people
had on their business and forced them to recognize their rights.
39. S/A response: Freedom rides were significant because they included both groups of
black and white Americans. This showed unity of the cause and made it harder for law
enforcement to take action in states where there were laws, de facto and de jure, against
desegregation. Freedom rides were unique because they mobilized people across state
lines and brought Northerners to the South to protest.
40. S/A response: “Bloody Sunday” was the selma protest that erupted into a clash between
police and protestors. This protest was later aired on televisions across the country and
brought the reality of the racism of the South to the homes of everyone in the nation.
 This heightened awareness would prove to be a key turning point in the Civil Rights
Movement.
41. Essay Response: See Rubric
a. Rubric: Students are expected to state the impacts of the Little Rock Nine such as
their contribution to desegregation and why this translated to a “national
precedent” given Eisenhower’s response. Additionally, students will be expected
to mention how the coverage of the event changed support for the movement
nationwide. Full consideration of the above will result in full credit and the
omission of said information will result in points deducted.

Supplemental Item Bank

(Extra short response in lieu of it being one short)

1. How were some of the Acts that aimed to promote equality throughout the nation ignored
by the South?

Special Student Needs Adaptations

1. The first accomodation that came to mind for me would be a student that has a physical

disability that might inhibit him or her from completing the test or, namely, the essay

section of this test. While time constraints are always in my mind, especially when

considering assessment, this concern is definitely more important when a student who has

a disability is in the classroom. Having this student meet the rubric and meet the time

constraint can sometimes be an unreasonable expectation depending on the condition and

it would be unfair to put a stressor such as this on top of that student's head. That being

said, I would most likely allow the essay portion, if not the entirety of the assessment, to
 be conducted orally or with the support of another staff member. This would definitely

differentiate the administration of the assessment as well as the format. I believe that this

could lead to measurement error(s) as some students operate better or worse given these

circumstances. Some students think more clearly when speaking out loud, which other

students would not be able to do, and some students get nervous speaking and that might

lower the student’s true score. To reduce this error, I would conduct this assessment

away from the rest of class when both I and the student have free time. I believe this

would limit the nervousness, if there was any to begin with, and provide for a more

“testlike” environment.

2. The second accomodation that comes to mind would be for a student with a learning

disability. My brother has a learning disability so I know how hard assessment can be for

these students first-hand. To accomodate, either I or another faculty member would be

allowed to read questions aloud and make questions clearer if there was a

misunderstanding with wording or vocabulary. Additionally, I believe that I might forgo

parts of the exam such as the short answer and essay sections and have the student use an

alternative assessment to fulfill the outcomes provided by the traditional assessment. I

believe this encompasses a change in format, administration and grading. Lastly, I

believe that sources of measurement error might arise with wording or phrasing of

questions. I think that I would make a separate assessment, very similar to the first, that

is worded more approachably. Moreover, I believe that an “assistant” with the test is a

source of measurement “error” as well. I believe that if another faculty member is

providing the assistance, that person may unintentionally guide the student to or from the
answer with his or her wording. Given this, I would do my best to make myself available

for this accommodation.

PART THREE
 Alternative Assessment Introduction

For the alternative assessment portion of this unit, I will be having students make a poster

about a specific event in the Civil Rights movement, why they chose it and why they think it was

one of the most impactful events of the movement. The outcomes that are reflected within this

assignment are, “SWBAT recognize and explain events during the movement and their impacts.”

and, “SWBAT interpret and explain why the “Little Rock Nine” and other events had a major

impact on the CRM.”. I believe these outcomes provide a structure of learning that will guide

students towards an idea of what is an acceptable project. Students will need a knowledge of

events, however, their research will allow them to learn more about the specific event they

choose. Having students say why they chose it and why it is important has them explain the

significance of the event and delve into the specifics of the events. With this, not only will the

students learn more about the topic they choose, but they will learn from their peers as well.

Alternative Assessment Directions Sheet

Purpose: Students will learn, in depth, about an event in the Civil Rights Movement by creating a

poster that includes pictures of the event, figures involved and lastly students will explain what

they chose to include and why. This will have students generate a newfound understanding of an

event in history, the mechanics of the event, how people in history had an impact on it and why

and what were the lasting impacts of the event.

Final Product: The final product of this project or alternative assessment is a well put-

together poster with pictures of places and people, short descriptions of what the pictures are and

visuals that add towards the explanation of the event chosen. A picture of what I believe to

resemble a “final product” is included below.

Materials: Students will need a poster board such as the one picture above, construction paper,

scissors, a printer if available, tape, glue or a stapler. Materials can be made available through

me, but I have to be asked ahead of time! Please notify me if you need access to certain

materials such as the ones included above.

Timeframe: Students will be given two weeks to complete this assignment (from introduction of

project to its due date). Students will be given 3 class periods to work on in class and bring

questions to me if there are any.

Rubric: Students will be expected to create a well-put-together poster such as the example

provided above. The poster is expected to be cleanly formatted and describe ONE event during

the Civil Rights movement. Students may explain how their event may tie to others in history,

however, the poster should be limited to the event of the student’s choosing only. Points will be

deducted for lack of organization, lack of visuals (3 pictures minimum), lack of historical figures

mentioned/included and lack of historical context/impacts in explanation.

Special Student Need Adaptations

1. For students who have a physical disability, I note that construction of a poster may be

difficult. Prior to this assignment, I would be in contact with a parent or guardian and see

if there is a possibility that the parent or guardian would be able to assist in the

construction of the project. (I would check with the student prior and see if he or she

thinks a parent or guardian can and then call if I am given the okay as to not upset the

student) If there is, great. However, in the case that there is no possibility for assistance

at home, I would allow the student to use visuals via the internet and use a webpage or

something similar to supplement the student’s presentation. I would not require a full

poster, however, I would require some visuals. I think that this would change the “true

score” or my understanding of their understanding, however, as the purpose of the poster

is to tie together, coherently, people, facts and the event as a whole to history. That being

said, I would have to make sure that the student understands that he or she must tie

everything together and despite the fact that they will not have a poster, all other

expectations are still in play. The best way to reduce the error in “true score” would be to

make sure that the expectations are clearly outlined and understood well before the due

date. Lastly, I believe this affects the administration and format of the assessment

greatly.

2. Secondly, considering a student with a learning disability, I would again ask and see if

there is help at home following the same guidelines as before. However, I may be more

lenient in grading and expectations as far as making connections go depending on the

circumstance. This, again, greatly changes the format and grading of the assessment.

Lastly, I may allow the student’s project to be discussed in private as to get a more clear

understanding, myself, of the student’s work. I may be inclined to prompt certain

expectations from the student as to hear what they have to say given that they glance by a

few aspects of the assignment. This would change the “true score” as it relates to the rest

of the class, however, I believe it to be necessary depending on the circumstance.

PART FOUR
 General Reflection

To begin, I believe that this particular assignment was highly beneficial to my future

career and my awareness of one of the pillars of education. That pillar being assessment. It

showed me how much time and consideration needs to go into creating an assessment as well as

the nuances of the subject such as accommodations and considerations one has to make as a

teacher to make sure that your students are getting the most out of their time at school. I believe

that a teacher’s knowledge of assessment is absolutely necessary. If I were an employer at a

school one of my first considerations would be a teacher’s knowledge and awareness of

assessment. I believe that this assignment showed me not only how to make an assessment, what

I need to consider, the time I need to put into it and the planning I need prior, but what the

student sees as well. I believe that if I carry this knowledge with me into the future, I and my

students will benefit because of it. As far as the nuances go, this project reminded me that I need

to consider the availability of resources at school or at home prior to creating a project. I believe

these are some of the things that are hard to consider prior to being introduced to something like

the CAP. Lastly, I believe this is a great exercise not only because it shows whether or not a

student can produce a test, alternative assessment or whatever, but that they have the careful

considerations of a future teacher as well.

Teacher Education Outcomes Reflection

 Firstly, this class along with classes such as CURR 305 have shown me the importance of

utilizing standards, expectations and outcomes as it relates to planning. I cannot express enough

how much I have grown to appreciate the planning process this semester. Having a knowledge

of state and national standards not only shows you what to teach, but, most importantly, I believe

that they provide structure in planning more than anything. I am typically a go-with-the-flow

person who thrives without planning, however, these classes have shown me that I cannot

succeed without planning regardless of my success without it prior. These classes and college

itself have taught me these vital skills and I will be forever grateful for it.

Secondly, considering high level learning goals, I believe this assignment only reinforced

my appreciation and understanding of them as far as implementing them into assessment. I have

always been focused on higher level learning. I hope to teach AP History one day and that is

probably my one goal right now. I believe that history is all about making connections and with

connections usually comes high level learning or higher level bloom material. Connections are

vital in making arguments and judgements and I see a lot of those within history assessment.

Essay prompts immediately come to mind and I believe this course and this assignment have

only refined my skills and knowledge in regard to incorporating high level bloom material into

assessment.

Next, I want to address traditional and alternative assessment. I believe this course, more

than any other, has exposed me to the ins and outs and details of both types of assessment. I

understood the purpose of both prior, but just hearing about the material and working on

assignments such as this opened my eyes and brought to light information that I knew, but never

connected. For example, I never really thought about the use of alternative assessment in
cementing learning or about how the format of a test is vital in creating a concise and

comfortable assessment.

Additionally, I believe assessment really shows someone how to set expectations for

students. I really loved the “teaching backwards” philosophy and I plan to utilize it in the future.

If I teach backwards from the assessment I can ensure that my students have what they need and

that the instruction is embraceable and with that comes higher expectations. The more

comfortable and concise the information or curriculum is the easier it is to understand. I believe

that an effective lesson plan can bring out the most in students and high expectations with it.

For this particular assignment, I wanted to use something in history that appeals to

diversity. I chose the Civil Rights Movement. I believe that I was quite “sheltered” in my

childhood and I was not truly exposed to true diversity until college. I believe that this particular

assignment taught me the nuances of teaching certain material and that certain material needs to

be thoughtfully considered before taught. Additionally, this project taught me about the

considerations that need to be made prior to the creation of the assessment. As far as

accommodations go, one can glance by the needs and limits of certain students if not given

enough thought.

Next, this project truly taught me that formatting assessments is much harder than I

previously thought and much more time needs to be put into the creation of assessment. Having

an understanding of technology, namely computers, makes my job much easier and it makes the

jobs of my students that much easier as well. A teacher without a computer proficiency would

most definitely struggle in creating an assessment such as the one made on this assignment that is

comfortable and embraceable by all students.

 Lastly, this assignment has everything to do with student success despite not directly

referencing it. As said before, a clean, approachable assessment makes my life and my student

lives that much easier and having this knowledge prepares me for the future so much more.

Student’s need to feel comfortable to succeed and, as a future teacher, I need to know that my

students are comfortable in order to succeed. Being that assessment is one of the pillars of

education, knowing that I can now create approachable and valid assessments brings me comfort

and hopefully my future students comfort as well.