Subject Area Social Studies
ED 3604 Evaluation of Student
Learning
Unit Assessment Plan
Stage 1 Desired Results
Established Goals:
8.1 Through an examination of Japan, students will demonstrate an understanding and appreciation of the ways in which beliefs,
values and knowledge shape worldviews and contribute to a society's isolation or adaptation.
Understandings:
Japans geography, beliefs, values, and the era
influenced the Japanese worldview.
Isolation is more than a simple choice of
politics, but requires specific geography, time,
and resource circumstances to be successful.
The government and structure of feudal japan.
Isolation greatly influences worldview
The causes and effects of Japanese isolation
Students will know
8.1.4 - appreciate how a society's worldview
shapes individual citizenship and identity
8.1.5 - analyze the effects of cultural isolation thinking:
during the Edo period by exploring and
reflecting upon the following questions and
EDUC 3604 Unit Assessment Plan Template
Grade Level Grade 8
Topic Japan: Isolationism
Length of Unit 30
(days)
Essential Questions:
Who benefited most from Japans isolationism?
Essential Questions
1. How does geography influence a society?
2. What does the Shogunate feudal system tell us
about the Japanese worldview?
3. How did isolation influence the Japanese
worldview?
Related Questions:
1. What is isolationism?
2. How do our stories (knowledge, beliefs) and surroundings
(geography, time) influence our worldview?
3. How was Japan able to isolate itself from the rest of the world?
(geography, resources, importance of nature)
4. In what ways does physical geography contribute to worldview?
5. What is feudalism and what did the feudal system look like in
japan?
6. How did the Japanese economy and political system support
isolationism during the Edo period?
7. Did the time period support isolation in Japan? Would it work as
well now? (time, knowledge)
8. How can military power and structure control society?
9. Is a countrys choice to remain isolated reflection or result of its
worldview?
10. How did Isolation change or affect Japanese society?
11. What were the threats to Japanese isolation?
12. Was isolation positive or negative?
Students will be able to do
8.S.1 - develop skills of critical thinking and creative
evaluate ideas, information and positions from

ED 3604 Evaluation of Student
Learning
Unit Assessment Plan
issues:
In what ways did Japan isolate itself
from the rest of the world?
How did isolation during the Edo period
lead to changes in Japan?
How did the changes resulting from
isolation affect Japan economically,
politically and socially during the Edo
period?
How did the physical geography of
Japan affect its worldview?
How did the shogun use the feudal
system and the hierarchical social
classes to maintain control of Japan?
EDUC 3604 Unit Assessment Plan Template
Subject Area Social Studies
Grade Level Grade 8
Topic Japan: Isolationism
Length of Unit 30
(days)
multiple perspectives
- generate creative ideas and strategies in
individual and group activities
access diverse viewpoints on particular topics
by using appropriate technologies
analyze the historical contexts of key events of a
given time period
8.S.4 - demonstrate skills of decision making and
problem solving:
Propose and apply new ideas and strategies,
supported with facts and reasons, to contribute to
problem solving and decision making.
Propose and apply strategies or options to solve
problems and deal with issues.
 Subject Area Social Studies
ED 3604 Evaluation of Student Grade Level Grade 8
Learning Topic Japan: Isolationism
Unit Assessment Plan Length of Unit 30
(days)

Assessments
Observatio Peer Formativ Presentations Image
Chapter Petition to Note Compariso n and Evaluation e Analys
Title quizzes Shogun Booklets
Checklist
n Charts
Exit slips Response
Discussion Question is
Learning Sheets
Formative Formative, Form Form Form
Outcome Type Summative Summativ Formativ
Formative Formative/
Formativ Assessment
Assessment Formative Pre-
s (Formative/Su
mmative)
& e e
AS learning assessment
e AS
Formative learning.

Weighti 20% Each

40%
ng
X X x
8.S.1 - develop skills of
critical thinking and creative
thinking:
evaluate ideas,
information and
positions from
multiple
perspectives
- generate creative
ideas and
strategies in
individual and
group activities
access diverse
viewpoints on X
particular topics
by using
appropriate
technologies
analyze the
historical contexts
of key events of a
given time period

8.S.4 - demonstrate skills of

decision making and
problem solving:
Propose and apply
new ideas and
strategies,
supported with
facts and reasons,
 Subject Area Social Studies
ED 3604 Evaluation of Student Grade Level Grade 8
Learning Topic Japan: Isolationism
Unit Assessment Plan Length of Unit 30
(days)

to contribute to
problem solving
and decision
making.
Propose and apply
strategies or options
to solve problems
and deal with
issues.

8.1.4 - appreciate
how a society's
x
worldview shapes x
individual X x x
citizenship and
identity

8.1.5 - analyze the

effects of cultural
isolation during the
Edo period by
exploring and x x
reflecting upon the x
following questions
and issues: X X x x
In what ways
did Japan
isolate itself
from the rest
of the
world?
 Subject Area Social Studies
ED 3604 Evaluation of Student Grade Level Grade 8
Learning Topic Japan: Isolationism
Unit Assessment Plan Length of Unit 30
(days)

8.1.5 - analyze the x x x

effects of cultural
isolation during the
Edo period by
exploring and
reflecting upon the
following questions X x
x
x
and issues:

How did isolation

during the Edo
period lead to
changes in Japan
8.1.5 - analyze the X X x x x x
effects of cultural
isolation during the
Edo period by
exploring and
reflecting upon the
following questions
and issues:

How did the

changes
resulting
from
isolation
affect Japan
economically
, politically
and socially
during the
 Subject Area Social Studies
ED 3604 Evaluation of Student Grade Level Grade 8
Learning Topic Japan: Isolationism
Unit Assessment Plan Length of Unit 30
(days)

Edo period?

8.1.5 contd x
How did the
physical
geography of X X x
Japan affect
its
worldview?

8.1.5 contd x
How did the
shogun use
the feudal
system and
the X X x
hierarchical
social classes
to maintain
control of
Japan?

8.1.1 - appreciate x x x
the roles of time and
geographic location x
x x x x x
in shaping a
society's worldview
 Subject Area Social Studies
ED 3604 Evaluation of Student Grade Level Grade 8
Learning Topic Japan: Isolationism
Unit Assessment Plan Length of Unit 30
(days)

8.1.2 - appreciate
how a society's
worldview can
foster the choice to x x X x
remain an isolated
society

8.1.3 - appreciate
how models of
governance and
decision making X x x x x
reflect a society's
worldview
 Subject Area Social Studies
ED 3604 Evaluation of Student Grade Level Grade 8
Learning Topic Japan: Isolationism
Unit Assessment Plan Length of Unit 30
(days)

Assessment Tool Overview

Assessment
Outcomes Brief Description For AS OF
Tool Title
Chapter quizzes will serve as summative
assessment focusing on the Knowledge and
Attitude outcomes presented throughout the 3
Chapter quiz chapters my unit will cover. They will be a
8.1.1, 8.1.2, 8.1.3, 8.1.5 X
1-3 mixture of select and constructed response
items. Select response items will be graded off
of a pre- built answer key and constructed
response will be graded off of a checklist.
Comparison Charts are used throughout the
unit as a visual aid to understand and compare
different perspectives and geographic
locations. The use of the chart format is
significant in that it is used to clearly outline
the differences between contrasting items,
Chart 8.1.1, 8.1.2, 8.1.3, 8.1.4, viewpoints, and perspectives. As formative
X
comparisons 8.1.5 assessment, these charts will show whether or
not students can make connections between
relevant comparisons or analyzing relative
data. The formative assessment will assist in
my planning of future analysis and application
lessons, while also showing an understanding
of lesson content.
Checklists are used as formative assessment
tools prior to summative pieces, as a way to
focus students revision of material before the
chapter quizzes, and as an informal check to
Checklist 8.1.1, 8.1.5, 8.S.1, 8.S.4 X x
ensure an efficient pace while working on the
summative piece. Checklists will also be used
along- side peer evaluation to act as
assessment AS learning.
The Petition to the Shogun is the Summative
performance piece for the unit. Students will
research a perspective of their choice from the
Petition to era, formulate an opinion on the continuation
8.S.1, 8.S.4, 8.1.2, 8.1.3,
the Shogun or end to isolationism, and present a petition to X
8.1.5
Project the shogun based on their formulated, critical,
argument. This is heaviest weighted
summative assessment in the unit, and students
will have time in class to complete their work.
 Subject Area Social Studies
ED 3604 Evaluation of Student Grade Level Grade 8
Learning Topic Japan: Isolationism
Unit Assessment Plan Length of Unit 30
(days)

Students will use a booklet of notes in the

Cornell note- taking format to record key ideas
and details from each lesson throughout the
unit. Review periods before each test will be
Note 8.1.1, 8.1.2, 8.1.3, 8.1.4, used to update these notes and ensure the core
x
Booklet 8.1.5, 8.S.1, 8.S.4 points are recorded. As formative assessment, I
will be checking up on students notes
periodically to ensure they are making the
important connections and recording relevant
details prior to summative assessment.
An exit slip is used once, for the very first
lesson of the unit which is a concept- building
class on Isolationism. It does not explicitly
connect to any specific outcome but is
necessary for pre- assessment before the
8.1 (S.L.Os not explicitly
Exit Slip beginning of the unit and isolation is the core X
applicable)
concept of the unit. I am using an exit slip
because I can generate the appropriate
questions for my pre- assessment and student
interest. This will be used to formatively assess
understanding of isolationism.
Students will respond to various prompts and
information throughout the unit, this is to
formatively assess their ability to engage with
information directly, and show their practical
Response 8.1.1, 8.1.5 understanding of curriculum. Formative X
information from responses will be used to
gauge which students need further instruction
on more complex material at the evaluation
and analysis level of Blooms taxonomy.
Observation and discussion is the most
informal method of formative assessment I
will be using throughout the unit. During class
discussion, I will be prompting specific points
for students to interact with while recording
Observation
formative understanding on a class list. These
and 8.1.1, 8.1.4, 8.1.5 X
assessments will be used to gauge students
Discussion
understanding of lesson material and to inform
my instructional decisions throughout
practicum as far as what students engage with
information more and what teaching strategies
are more effective for the group.
 Subject Area Social Studies
ED 3604 Evaluation of Student Grade Level Grade 8
Learning Topic Japan: Isolationism
Unit Assessment Plan Length of Unit 30
(days)

Peer evaluation, along with Checklists will

be used for assessment AS learning prior to
summative tasks, specifically the petition to
the shogun assignment. Students will use these
Peer checklists to track their progress on the
8.S.1, 8.S.4 X x
Evaluation summative task and I will be formatively
assessing them along the way provide
comments on possible improvements and
appropriate next steps as the summative task is
being completed.
Formative question sheets are, rather simply, a
collection of essential questions regarding the
content and big picture concepts of a lesson.
These sheets will be used as formative
Formative
assessment throughout the unit. This
Question 8.1.1, 8.1.3, 8.1.4, 8.1.5 X
information will be used to decide whether or
Sheet.
not core concepts need to be retaught in a
future class, and help focus the review periods
on specific details that were missed in students
notes and understanding.
Presentations are used throughout the unit to
formatively assess students analysis and
understanding of information. These will be
used to formatively prepare them for the
Presentation
8.1.1, 8.1.5 summative task and formatively assess their X
s
understanding of concepts. Feedback will be
given based on my comments on the
presentation for areas to re- enforce during
chapter reviews.
Image analysis is used as formative assessment
at the analyzing level of blooms taxonomy.
Image analysis will be used to formatively
assess not only content knowledge on the
Image subject matter of the lesson but also the
8.1.1, 8.1.5 X
Analysis analytical skills of students. This analysis
based on observation and evidence will be
formatively assessed and used as a reference
when preparing students for the summative
task.