Assessment Tools
The Pre-assessment
People and Vocabulary of Unit 5
_____#1 Northwest Ordinance
	a.	Shawnee leader	
_____#2 Great Compromise
	b.	Describe how new states would be created	
_____#3 The Federalist
	c.	Said Congress would be made up of two houses	
_____#4 Pierre L’Enfant
	d.	Essays that appeared in New York newspapers in support of the Constitution	
_____#5 York
	e.	Took part in the Lewis and Clark expedition	
_____#6 Tecumseh	f.	Helped design Washington, D.C. 	

Answer Key:
1. (b.)
2. (c.)
3. (d.)
4. (f.)
5. (e.)
6. (a.)

Post-assessment
Debate
	Students will have a debate in class. The class will split into half and half will be the Federalist and the other half will represent the Anitfederalist. The groups will debate whether or not the 13 states should ratify the Constitution. Each member of each group should write an argument for or against ratification based on which side they are on. These will be presented in a formal debate in the classroom. 
Directions: 
	*Have each member of the debate team prepare his or her argument and reasons to support it in written form. 
	*Students who will be watching the debate can write the headings Before and After on a sheet of paper. Have them write their opinions about ratifying the Constitution before they watch the debate, and then write it again after watching the debate. 
	*Each student should have the chance to debate their position on the Constitution. 

Assessment: Rubric provided below. Students must get 9 out of 12 to pass the post-assessment. 

Rubric for Debate
Name:_________________	                      Date:__________________
	1	2	3	4	
Debate	Is unable to clearly articulate ideas. Uses few or no facts	Is uncertain of some ideas, but can state opinion about ratifying Constitution clearly. Does not support ideas with many facts or logical reasons. 	Supports most ideas with facts. Speaks Clearly and appropriately.	Supports all ideas with facts and logical reasons. Speaks clearly and uses appropriate expression. 	
Writing of Debate	Student does not write out speech and uses limited to no facts. 	Student does not write out what he or she is planning to say during the debate. He/She uses facts while saying debate. 	Student writes out what he/she is planning to say. Uses limited facts.	Student writes out what he/she is planning to say while debating. Debate contains facts and logical reasoning. 	
Writing During Debate	Student writes down a few things. Does not really connect with the debate. 	Student writes his/her beliefs only either before or after the debate. Is missing one section. 	Student writes down his/her opinion before and after watching the debate. Writes down no facts. 	Student writes down his/her opinions before and after watching the debate. Writes down facts that were said. 	

										Total:       /12