Test Creation Project

Unit: World War II and the Holocaust

______________________________________________________________________

Niccole Mercer Reinhart February 22, 2012

Gareis- Assessment

                                                                                                                                                                                                                                                                                                     N.  Reinhart         2  

Table of Contents Overview 3

Course Description and Goals 3

Unit Description 3

Intended Learning Outcomes and Assessments 4

Classroom/School Context 5

Purpose and Intended Use of the Test and Results 6

Design Elements of Test 6

Intended Learning Outcomes 6

Table of Specifications 8

Construct Validity 9

Content Validity 9

Rationale 9

Potential Threats to Validity 9

Predicative Validity 10

Scoring and Grading Procedure 11

Unit Test: World War II and the Holocaust 12

Answer Key 21

                                                                                                                                                                                                                                                                                                     N.  Reinhart         3  

Overview: Course Description and Goals                  This 7th grade U.S. History II course covers the period of the United States history from the end of the Reconstruction era to the present. The curricular aims for the course include the use of skills of historical and geographical analysis to examine American history since 1877. Students should learn fundamental concepts in history, civics, economics, and geography as they study in chronological sequence the political, economic, and social challenges facing the nation reunited after the Civil War. The course is essentially a survey course and for most seventh graders, an introductory course in U.S. History after the Civil War. Aside from understanding the content of this course, my long-term goal for my students is for them to develop skills integral to social studies. For example, students must be able to interpret and analyze primary and secondary source documents and maps. In addition, it is critical that students develop skills not specific to the social studies, including reading comprehension, how to participate in a discussion, evidence based responses, persuasive writing, and cooperative learning. To ensure that students know the content and are able to use the skills required upon completion of this course, I have designed each unit by creating objectives that align with the Virginia Standards of Learning and the National Council for the Social Studies themes. Then I created lesson plans, activities, and assessments that if completed successfully, would demonstrate that the students had met each unit’s objectives. Moreover, UDL principles have been applied whenever possible to benefit not only those learners with IEPs, but all of my students. Furthermore, instructional strategies/methods are varied to meet the needs of diverse learners. My ultimate goal in my class is to create a community of life long learners. Description of Unit This text driven unit on World War II and the Holocaust is designed to be taught in eight ninety-minute blocks. The introductory activity is an inquiry lesson on the political and economic causes of World War II. In subsequent activities, students will explore the major events, turning points, and key participants in the war. We will also look at how the war and the affected different groups of people such as the Japanese Americans and African-Americans. We will learn about the Holocaust and discuss other examples of genocide such as Darfur and Rwanda. During the course of the unit, students will participate in discussion, Jigsaw method, a Structured Academic Controversy lesson and a Socratic Seminar. Students will be analyzing both primary and secondary sources, participating in discussion, building reading comprehension skills and writing skills. The activities and lesson plans associated with this unit have been designed around central questions like (1) Was America’s direct involvement in World War II inevitable? (2) How could the Holocaust have occurred? and (3) Is it ever justified to attack civilians?

                                                                                                                                                                                                                                                                                                     N.  Reinhart         4  

Intended Learning Outcomes and Assessments Students will be assessed in a variety of ways, both formative and summative. Formative assessments include daily warm-up responses (AKA bell ringer or WYW), participation and contribution to class discussion, asking questions, etc, and observation of note taking and completion of graphic organizers. Summative assessments include a grade assigned weekly to warm-up responses, GO packet- graphic organizers used in the unit, guided reading questions handouts, a position paper, and a select-response and supply-response end of unit test. For the purposes of this TOS, I have only included summative assessments. A table of Intended Learning Outcomes and Assessments for this unit is included below: Figure 1:Table of Intended Learning Outcomes and Assessments Objective: Intended Learning Outcome

Student will: Level of Cognitive Demand

Type of Assessment

USII.1a

analyze and interpret primary and secondary sources.

Comprehension Analysis

1. Hitler’s Rise to Power Sequencing Activity 2. SAC lesson: Atomic bomb position paper. 3. Propaganda Poster Analysis 4. Socratic Seminar response novella: Hiroshima 5. SAC lesson- atomic bombs position paper 6. Pearl Harbor accounts and DBQs.

USII.1c sequence events in United States history.

Comprehension Application

1. Sequencing activity: Hitler’s Rise to Power 2. Unit Test

USII.7a identify the causes and events that led to American involvement in the war, including the attack on Pearl Harbor

Comprehension 1. Warm-up question response. 2. Pearl Harbor accounts and DBQs. 3. Unit Test

USII.7b Describe and locate the major Comprehension

                                                                                                                                                                                                                                                                                                     N.  Reinhart         5  

events and turning points in the war. Application

1. Warm-up question response. 2. Pearl Harbor DBQ 3. Guided Reading Questions for novella Hiroshima 4. SAC position paper. 5. Unit Test

USII.7c describe the impact of the war on the homefront.

Comprehension 1. Warm-up question response. 2. Unit Test

Instructional be able to identify the major leaders of the period, their country of origin, and their significance

Comprehension 1. Warm-up question response. 2. Unit Test

Instructional be able to use and evaluate evidence from primary and secondary sources to form an argument in a persuasive essay.

Comprehension Synthesis Evaluation

1. SAC lesson: atomic bombs position paper.

Instructional identify and analyze the role propaganda played in the war by both the Allied and the Axis powers.

Comprehension Analysis

1. Propaganda Poster Analysis 2. Unit Test

Instructional gain an understanding of how the Holocaust occurred and the effect of Nazi dehumanization of individuals during the Holocaust.

Comprehension Application Analysis Evaluation

1. Pyramid of Hate Lesson Activities 2. Unit Test

Instructional discuss and evaluate the role of prejudice on individuals and on society.

Comprehension Evaluation

1. Pyramid of Hate Lesson Activities. 2. Unit Test

Classroom/School Context This test was designed to be administered for a 7th grade U.S. History II: 1865 to Present course taught at Queens Lake Middle School in York County, Virginia. Queens Lake is considered a rural (fringe) school just off the parkway in York County. There are approximately 495 students with the following demographics: 293 White, 147 African American, 30 Hispanic, 12 Asian/Pacific Islander, and 4 Alaskan. Approximately one-third of the student body is eligible for free or reduced lunch.

                                                                                                                                                                                                                                                                                                     N.  Reinhart         6  

I have all seventh graders at Queens Lake for U.S. History II. Students meet A/B Block Scheduled for 90 minutes every other day. The students in my classes are representative of the schoolʼs demographics. My six classes are comprised of 168 students, including one ELL student from Korea, six students with Academic Assistance Plans, nine students with 504 Plans, thirteen with IEPs, and three students in VAAP (Virginia Alternative Assessment Program) which are not required to take SOLs and Division Benchmark Assessments. For these students and most of the students with IEPs, tests, materials, and assignments are submitted weekly to the corresponding Special Education teacher for modifications. Purpose and Intended Use of the Test and Results The assessments included in this unit are designed to provide information about my students’ learning. The end of the unit exam has been created to objectively measure my students’ mastery of the Intended Learning Outcomes for the unit. This end of the unit exam will serve as the final teacher created summative assessment for the unit on World War II and the Holocaust. The results of this test will allow me to make decisions about whether to move on to new material or spend additional time on content that my students struggled with or failed to master by demonstration of a passing grade on the test. Moreover, the results will be used to determine the reliability and validity of test items. In addition, an item analysis will provide me with detailed feedback regarding my teaching and my students’ learning, and will help me decide a subsequent course of action with regard to helping my students master a particular topic and/or skills. Design Elements of Test Intended Learning Outcomes SOL Objectives USII.1a) The student will be able to analyze and interpret primary and secondary sources. USII.1c) The student will be able to sequence events in history from 1865 to present. USII.7a) The student will demonstrate knowledge of the major causes and effects of American involvement in World War II by identifying the causes and events that led to American involvement in the war, including the attack on Pearl Harbor. USII.7b) The student will demonstrate knowledge of the major causes and effects of American involvement in World War II by locating and describing the major events and turning points of the war in Europe and the Pacific.

                                                                                                                                                                                                                                                                                                     N.  Reinhart         7  

USII.7c) The student will demonstrate knowledge of the major causes and effects of American involvement by describing the impact of the war on the homefront. Skills/Instructional Objectives

1. Students will be able to use and evaluate evidence from primary and secondary

sources to form an argument in a persuasive essay.

2. Students will be identify and analyze the role propaganda played in the war by both the Allied and the Axis powers using primary and secondary sources.

3. Students will be able to identify the major leaders of the period, their country of

origin, and their significance.

4. Students will gain an understanding of how the Holocaust occurred and the effect of Nazi dehumanization of individuals during the Holocaust as well as other examples of genocide.

5. Students will be able to discuss and evaluate the role of prejudice on individuals

and on society.

                                                                                                                                                                                                                                                                                                     N.  Reinhart         8  

Table of Specifications for Unit Test

Content Know. Comp. App. Anal. Syn. Eval.

Causes & events that led to American involvement in WWII (including Pearl Harbor)

✓+  identify

(1, 2, 7, 12, 13, 14, 15,

16)

Major events & turning points in WWII including order in which they occurred.

✓++  describe (4, 6, 9, 13, 15, 17, 18, 26, 27, 28, 29, 30, 31,

32, 33)

✓  locate,

sequence (1, 4, 6, 19,

26-32)

Impact of the war on the homefront

✓+ describe

(3, 11, 12, 16, 22, 32

Primary and secondary sources (use evidence from sources to form an argument in persuasive essay)

✓ interpret (6, 11, &

several class assignment

and SAC position paper)

✓  analyze

(6, 11, 20 & several class assignment e.g. Poster

Analysis Activity &

SAC)

✓  form

(SAC position

paper)

✓  evaluate

(SAC position

paper)

The role propaganda played in the WWII

✓  identify

(20 & Propaganda

Poster Analysis)

✓ analyze

(20 & Propaganda

Poster Analysis)

Key players and countries involved in WWII

✓+  identify (9, 10, & Section 4

Chart)

Holocaust and other examples of genocide

✓+ understand (5, 8, 21, 23, 24 & Pyramid

of Hate Lesson)

Role of prejudice on individuals and society including interment camps

✓+ discuss

(5, 8, 21, 23, 24, 25)

✓ evaluate

(Pyramid of Hate Activity)

                                                                                                                                                                                                                                                                                                     N.  Reinhart         9  

Construct Validity Construct validity may also be referred to as “face validity. Quite simply, does the assessment measure what it claims to measure? In designing this test, I was careful to align each question with my Intended Learning Outcomes and with the appropriate cognitive level of demand. As a result, I believe that this unit assessment has a high degree of construct validity. Content Validity Content validity is also called sampling validity. One measure to ensure content validity is to ask if the assessment includes questions that adequately sample the intended learning outcomes. I feel I have done this quite well. I have aligned the number of questions asked with assessing relative emphasis. Obviously, if I spent more instructional time on one content area of an intended learning outcome than another, the number of questions I have for that ILO should reflect that. I do feel this is the case with this test. If you refer to my Table of Specifications you will see that the areas that have been assigned the highest relative emphasis are also the areas that have the most questions. I was also careful to not include any questions that assess learning outcomes that were not intended. Rationale In an effort to best prepare my students for the Division Benchmark Assessment and SOL test that will follow this unit, I have designed much of the test using the standardized test format of select response type questions. However, in order to assess my students’ mastery of some of my instructional objectives, I have included some supply response items such as short answer and a fill-in-the blank chart. Moreover, because my students are only used to having select-response items on their tests and because so many studentsʼ IEPs require extra time on tests and for their tests to be read to them, extra time for writing and keyboarding options, etc. that I chose not to have an essay question on this test. However, I do see the value of having students write as frequently as possible, so I have chosen to incorporate many opportunities to write throughout the unit including daily warm-up responses, guided reading questions, and a position paper on whether or not the United States was justified to drop the atomic bombs on Hiroshima and Nagasaki. *** Note all of the assessment questions on this test were created by me except for the following items. #6- question taken from a released SOL Blueprint and then modified #8 – My CT #20- My CT had a similar question but I used a different picture #22- My CT Potential Threats to Validity

                                                                                                                                                                                                                                                                                                     N.  Reinhart         10  

One potential threat to the validity of this test has to do with item construction. A few of the questions involve the use of “All of the following are causes of WWII EXCEPT” or questions have NOT as part of the question. I included these types of questions on purpose because the day before I created this test, my students received their Division Benchmark Assessment Scores and many of them missed questions that used this format. We were told that there would be questions using that format on the SOL and that we should include questions on our assessments to help the students become more familiar with this format type question. As a result, I have included questions like this, and therefore this is definitely a potential threat to validity. Students might actually know the material on the test, but might again be thrown off because of the way the question is asked. I have made every attempt possible to reduce this risk by bolding the word, italicizing it, and underlining it. Other efforts I have made to reduce the risk of potential threats to validity include having my CT proofread the test to check for typos, grammar mistakes, and/or any idioms or culturally biased language. This is especially important for my ELL student. Another precaution I have taken is to design each question so that it may be graded as objectively as possible. Moreover, I have included a statement about cheating and talking while tests are out and also our students use file folders to block their tests from those they peers. Predicative Validity Predicative validity refers to the question that if two assessments measure the same learning outcomes but do so at distinctly different points then does the first assessment predict performance on the second assessment. Although most tests such as this are created with SOL objectives as a guideline, I do not believe performance on this test that will be administered next week will be indicative of a student’s performance on the SOL test in May. I think it is not only optimistic, but preposterous to do so. A perfect example of this surfaced in one of my classrooms today. Students were given the results of their DBAs back. Some of them did wonderful, others not so much. Many of them missed most of the questions on World War I. Curious, I asked to see the grades from their World War I tests which were only taken a week before the DBA. One of my students received a 59% on his DBA, but scored a 85% on his World War I test. Obviously how well he did on one test was not indicative of how he would do on a different test with the same content only a week later.

Scoring and Grading Procedures On the test that I designed, I broke the test up into four sections. I also listed the point value(s) for each section. A breakdown of the test and the scoring criteria for the short answer question is below: Section 1 25 Multiple Choice Questions worth 3 points each for a total of 75 points Section 2 7 Matching Questions worth 1 point each for a total of 7 points

                                                                                                                                                                                                                                                                                                     N.  Reinhart         11  

Section 3 Fill-in-the-blank Chart worth 1 point for each blank for a total of 14 points Section 4 Short Answer Question- 2 points for correctly defining genocide and 2 points for an example of genocide other than the Holocaust for a total of 4 points. Checklist for scoring #33 genocide question ________ correct definition 2 pts. ________ example of genocide 2 pts. Total Points ________ out of 4 points These sections add to 100 points for this test. Grading Scale for York County Score Letter Grade 92- 100 A 91- 84 B 75- 83 C 67- 74 D 0- 66 F

                                                                                                                                                                                                                                                                                                     N.  Reinhart         12  

Directions: Write your name on the test first. Read each question and clearly circle the letter of the answer you choose. Good luck!

Section 1: Multiple Choice (25 questions worth 3 points each) 1. What event triggered the beginning of World War II?

A. the invasion of Poland

B. the liberation of Russia from Communist leaders

C. the sinking of the U.S.S. Maine in Cuba

D. the sinking of the U.S.S. Arizona in Pearl Harbor

2. On December 7, 1941, where did Japan attack the United States without warning?

A. Boston Harbor

B. New York City

C. Normandy

D. Pearl Harbor

3. How did America’s involvement in World War II affect the Great Depression?

A. America’s involvement in World War II had no effect on the Great Depression.

B. More factories had to close as men were drafted into the armed forces and sent overseas to fight.

C. The cost of sustaining the war on two fronts caused the depression to last throughout the 1940s.

D. The war ended the depression as factories and workers were needed to produce

goods to win the war.

4. What event marked the turning point of the war in Eastern Europe?

A. Soviet invasion of Poland

B. Soviet victory over Germany in Stalingrad

C. Germany’s declaration of war on the United States after Pearl Harbor

D. United States victory over Japan in the Battle of Midway

7th  Grade  U.S.  History  Test  

World  War  II  and  the  Holocaust  

                                                                                                                                                                                                                                                                                                     N.  Reinhart         13  

5. What was the term given to Hitler’s plan to kill every Jew in Europe?

A. The Final Solution

B. The Great Migration

C. The Great Purge

D. The Bataan Death March

6. Using the map below, what number marks the location of the arrival of Allied Forces on D-Day?

A. 1 (France)

B. 2 (Great Britain)

C. 3 (Italy)

D. 4 (Spain)

7. Political instability and economic devastation in Europe resulting from World War I contributed to the causes of World War II. Which of the following is NOT a cause of WWII?

A. high inflation

B. the rise of Fascism

C. the spread of Democratic ideals

D. high war debt owed by Germany

                                                                                                                                                                                                                                                                                                     N.  Reinhart         14  

8. During World War II, many Japanese Americans were treated with distrust and prejudice, while others were forced into_____________________________________________________.

A. Gas Chambers

B. Interment Camps

C. Jails and Prisons

D. Concentration Camps

9. Which political leader made the decision to use the atomic bombs against Japan?

A. General Douglas MacArthur

B. President Harry S. Truman

C. President Franklin D. Roosevelt

D. Prime Minister Winston Churchill

10. Which of the following rulers is NOT a fascist dictator: A. Adolf Hitler

B. Benito Mussolini

C. Hideki Tojo

D. Joseph Stalin

11. An American icon representing thousands of women taking factory jobs during WWII was: A. Betsy Ross

B. Rosa Parks

C. Rosie the Riveter

D. Uncle Sam

12. After World War I, many Americans: A. favored a policy of isolationism.

B. turned down European requests for loans.

C. believed entanglement with European affairs was profitable.

D. gradually became convinced that European values were bad for America.

                                                                                                                                                                                                                                                                                                     N.  Reinhart         15  

13. What major event led to direct involvement of the U.S. during World War II? A. Battle of Britain

B. Battle of Midway

C. D-Day

D. Pearl Harbor

14. All of the following are examples of political and economic causes after World War I that led to World War II EXCEPT which of the following:

A. High inflation

B. Worldwide Depression

C. High war debt owed by Germany

D. Increase in the number of jobs available to workers.

15. Great Britain and France declared war on Germany because- A. Germany invaded Poland.

B. Japan attacked Pearl Harbor.

C. Because the Germans invaded the Soviet Union.

D. Germany invaded Austria and the Sudentenland, a part of Czechoslavakia.

16. During World War II, President Franklin Roosevelt helped Great Britain by supplying ammunition and old warships in exchange for several military bases in Bermuda and the Caribbean. This policy became known as:

A. New Deal

B. Lend Lease

C. Appeasement

D. Good Neighbor Policy

17. Which major battle fought on Russian soil stopped the Germans from advancing in WWII? A. Battle of Britain

B. Battle of Midway

B. Battle of the Bulge

C. Battle of Stalingrad

                                                                                                                                                                                                                                                                                                     N.  Reinhart         16  

18. What significant event of World War II occurred in Hiroshima and Nagasaki? A. The landing site of Allied troops in its liberation of Western Europe.

B. The United States dropped two atomic bombs on these cities ending the war.

C. Japanese interment camps in these cities marked America’s racial prejudice during the war. D. The creation of island bases for Allied planes to refuel in the Pacific was

established at these locations.

19. Which was part of the United States strategy to defeat Japan? A. Kamikaze attacks

B. Island hopping Campaign

C. Tank attacks in North Africa

D. Opening convoy supply lines in Southwest Asia

20. What propaganda strategy or strategies are used in the image below?

A. Fear

B. Patriotism

C. Patriotism and Demonization

D. Fear and Half-truths and lies

                                                                                                                                                                                                                                                                                                     N.  Reinhart         17  

21. Tactics used by Germans in World War II against the Jews include all of the following EXCEPT:

A. Boycott of Jewish stores

B. Segregation of Jews into ghettos

C. Imprisonment and killing of Jews in concentration camps

D. Systematic relocation of Jews to the United States and Israel.

22. All of the following are examples of how WWII impacted the home front EXCEPT: A. Thousands of American workers took jobs in defense plants during the war.

B. Americans at home supported the war by conserving and rationing resources.

C. Many African Americans enlisted in the war earning the respect of white Americans resulting in the end of racial discrimination of African Americans in the United States. D. American involvement in the war brought an end to the Great Depression

because factories and workers were needed to produce goods and weapons used in the war.

23. Anti-Semitism refers to prejudice against which group of individuals: A. African Americans

B. Aryans

B. Jews

C. Japanese

24. Nuremburg laws were created to do all of the following EXCEPT: A. Deny Jews citizenship

B. Force Jews to wear the Star of David

C. Prohibit marriage between Germans and Jews

D. Allow Jews the legal means to emigrate out of Germany

                                                                                                                                                                                                                                                                                                     N.  Reinhart         18  

25. Forty-six years after WWII, the U.S. government apologized to Japanese Americans for its actions and repaid many families for their losses. Which action(s) did America apologize for and offer to pay reparations as a result of?

A. The Battle of Iwo Jima

B. The attack on Pearl Harbor

C. The use of Japanese Interment Camps

D. The dropping of atomic bombs on Hiroshima and Nagasaki.

Section 2: Matching (Worth 1 point for each correct response for a total of 7 points) Match the letter with the BEST description. Choices may be used more than once or not at all.

26. _______ Germany bombed London and this battle began. 27. _______ Victory at this battle was the turning point of the war in the Pacific. 28.________ The Soviet Union defeated Germany at this battle, marking the turning point of the war in Eastern Europe. 29. _______ On June 6, 1944, American and Allied troops landed in Normandy to begin the liberation of Western Europe. 30.________ The United States declared war on Germany and Japan after this event. 31.________ The United States dropped two atomic bombs during WWII. The second bomb was dropped on August 9, 1945, here. 32.________ President Franklin Roosevelt referred to this major event in the war as “A Date Which Will Live in Infamy.”

   

A. D-Day

B. Nagasaki

C. Hiroshima

D. Pearl Harbor

E. Battle of Britain

F. Battle of Iwo Jima

G. Battle of Midway

H. Battle of Hastings

I. Battle of Stalingrad

                                                                                                                                                                                                                                                                                                     N.  Reinhart         19  

Section 3. Short Answer- (worth 2 points for a correct definition and 2 points for an example of genocide for a total of 4 points) 33. Define genocide and give an example of genocide from history other than the Holocaust. (You may use the back of this test if you need more space)

                                                                                                                                                                                                                                                                                                     N.  Reinhart         20  

Section 4: Complete the chart (1 point for identifying the correct country each leader listed is associated with and 1 point for identifying each country as part of the Allied or Axis Powers for a total of 14 points) Key Leaders during World War II

What country is this leader associated with?

Was this country part of the Axis Powers or the Allied Powers?

Adolf Hitler

Benito Mussolini

Franklin D. Roosevelt

Harry S. Truman

Hideki Tojo

Joseph Stalin

Winston Churchill

After you complete all 4 sections of the test, you are to turn your test in and remain quiet until all tests have been collected. Remember if you are talking I will assume you are cheating and you will receive a zero for this test.

                                                                                                                                                                                                                                                                                                     N.  Reinhart         21  

Answer Key for World War II and the Holocaust Test Section 1: Multiple Choice

1. A 14. D 2. D 15. A 3. D 16. B 4. A 17. C 5. A 18. B 6. A 19. B 7. C 20. B 8. B 21. D 9. B 22. C

10. D 23. B 11. C 24. D 12. A 25. C 13. D

Section 2: Matching 26. E 30. D 27. G 31. B 28. I 32. D 29. A

Section 3: Short Answer (worth a total of 4 points- 2 points for definition and 2 pts for example other than the Holocaust) 33. Genocide is the systematic killing of an entire nation or race of people. Examples of genocides that have occurred include Holocaust, Rwanda, Darfur, Cambodia, Soviet Union during the 1930s, and Armenians. Complete the Chart Answers (worth 1 point each for a total of 14 pts.)

Key Leaders during World War II

What country is this leader associated with?

Was this country part of the Axis Powers or the Allied Powers?

Adolf Hitler Germany Axis

Benito Mussolini Italy Axis

Franklin D. Roosevelt United States Allied

Harry S. Truman United States Allied

Hideki Tojo Japan Axis

Joseph Stalin Soviet Union Allied

Winston Churchill Great Britain Allied

                                                                                                                                                                                                                                                                                                     N.  Reinhart        22