Curriculum Compacting Assignment

Curriculum Compacting Assignment Description:

Option A: Choose a sample student scenario. Using the scenario, complete

the Individual Educational Programming Guide Compactor. Within the
Acceleration/Enrichment Activities section include at least one learning
contract. Complete the learning contract using the guidelines set forth in the
rubric.

In class student scenario:

William

(Adapted from Reis, Burns, & Renzulli, 1992)

Williams area of strength and interest is history. His sophomore U.S. history
teacher knew William before he entered his class because William had often
approached him asking to borrow textbooks or primary source books about
the civil war. His love for U.S. history in general, and his knowledge and
fascination for the Civil War period, were well known to the entire history
department. Besides having high achievement test scores, Wiliam has read
numerous texts and nonfiction books on American History. He collects civil
war memorabilia as a hobby. William took the mid-term at the beginning of
the year in order to determine his knowledge of American history. He scored
a 98 on the exam.
Learning Contract
Name: __________________________________

Learning Contract for Compacted (Proficient) Students

th
10 Grade United States History
SSUSH9 The student will identify key events, issues, and individuals relating to the
Causes, course, and consequences of the Civil War.

a. Explain the Kansas-Nebraska Act, the failure of popular sovereignty, Dred

Scott case, and John Browns Raid.

b. Describe President Lincolns efforts to preserve the Union as seen in his

second Inaugural address and the Gettysburg speech and in his use of
emergency powers, such as his decision to suspend habeas corpus.

c. Describe the roles of Ulysses Grant, Robert E. Lee, Stonewall Jackson,

William T. Sherman, and Jefferson Davis.

d. Explain the importance of Fort Sumter, Antietam, Vicksburg, Gettysburg, and

the Battle for Atlanta and the impact of geography on these battles
.
e. Describe the significance of the Emancipation Proclamation.

f. Explain the importance of the growing economic disparity between the North
and the South through an examination of population, functioning railroads,
and industrial output.
SSUSH10 The student will identify legal, political, and social dimensions of
Reconstruction.

a. Compare and contrast Presidential Reconstruction with Radical Republican

Reconstruction.

b. Explain efforts to redistribute land in the South among the former slaves and
 provide advanced education (Morehouse College) and describe the role of
the Freedmens Bureau.

c. Describe the significance of the 13th, 14th, and 15th amendments.

d. Explain Black Codes, the Ku Klux Klan, and other forms of resistance to
racial equality during Reconstruction.

e. Explain the impeachment of Andrew Johnson in relationship to

Reconstruction.

f. Analyze how the presidential election of 1876 and the subsequent compromise
of 1877 marked the end of Reconstruction.

Rules for Working on Individual Contracts:

1. Stay on task at all times with the activities you have chosen,
whether in the classroom or in another area of the school.
2. Ask for help during independent work time not while the
teacher is teaching.
3. If you are unable to ask for help and cannot move on, choose a
different activity until a teacher is available to assist or answer
questions.
4. Use quiet, respectful behavior at all times. NEVER brag about
using the contract because every student needs a different
type of learning plan.
5. Enter and leave the room quietly and have permission from a
teacher.
6. Complete all required independent activities first before
completing the choice activities.
Statement of Purpose:

I am taking part in this learning contract because I have shown evidence that
I am already knowledgeable about this unit. I took the mid-term at the
beginning of the year in order to demonstrate my knowledge of American
history. I scored a 98 on the midterm.

Student Actions:

Required Independent Activities: activities that you must complete

individually
Character and Leadership Activity
Student Evaluation Work Sheet

Student Choice Activities: activities that you may choose from to

complete (choose 2)

Museum Exhibit Model

Newspaper Article

Teacher Actions:

Required by the Teacher: activities that are completed with the class

Whole group discussions when related to essential questions in the unit

Performance Task: Research Paper
Homework assignments: Journal entries to essential question in the
 unit
Library of Congress scavenger hunt

Sign off:

I, _____________________________, promise to complete all required activities on

this learning contract. I will choose activities that fit my interests and will
work on them independently. I also promise to follow the contract rules.

Student Signature__________________________
Date: _________________________

Teacher Signature__________________________
Date: _________________________

Instruction for Assignments

Required Independent Activities: activities that you must complete individually

Character and Leadership Activity

Objective:

To compare, contrast, and evaluate the character and leadership qualities of the following civil
war generals: Ulysses Grant, Robert E. Lee, Stonewall Jackson, William T. Sherman, and
Jefferson Davis.

* note, you can substitute 3 of the generals in the standard for any military leader of your choice
from the civil war.
Step 1: Complete the Character and Leadership work sheet

Character and Leadership

Answer these questions on your own paper or on this worksheet. There is no required length for
your answers, but your answers have to cover the questions in detail.

1.) Describe good character:

2.) What does it mean when someone states that a person has good character?

3.) Name as many possible ways a person can demonstrate good character:

4.) Name one person who has been in the news (current events) recently for demonstrating good
character. Why did you chose this person?

5.) List the characteristics of your ideal leader:

6.) What does it mean to be a good leader? How does a good leader lead?
7.) Name as many traits or abilities of a good leader as possible:

Step 2:

Analyze The Six Pillars of Character from the CHARACTER COUNTS! Program.

They are also listed here:

Trustworthiness:
Be honest Dont deceive, cheat or steal Be reliable do what you say youll do Have the
courage to do the right thing Build a good reputation Be loyal stand by your family, friends
and country.

Respect :

Treat others with respect; follow the Golden Rule Be tolerant of differences Use good manners,
not bad language Be considerate of the feelings of others Dont threaten, hit or hurt anyone Deal
peacefully with anger, insults and disagreements

Responsibility:

Do what you are supposed to do Persevere: keep on trying. Always do your best Use self-
control; Be self-disciplined Think before you act consider the consequences Be accountable
for your choices

Fairness:
Play by the rules; Take turns and share Be open-minded; listen to others Dont take advantage of
others Dont blame others carelessly

Caring:

Be kind Be compassionate and show you care Express gratitude Forgive others Help people in
need. Be charitable and altruistic.

Citizenship:

Do your share to make your school and community better Cooperate Get involved in community
affairs Stay informed; vote; Be a good neighbor; Obey laws and rules; Respect authority; Protect
the environment

Step 3: Complete the Character and Leadership worksheet: part 2

Character and Leadership: part 2

Answer these questions on your own paper or on this worksheet. There is no required length for
your answers, but your answers have to cover the questions in detail.

Names of historic people studied:

1. Now that you have more information on character and leadership, would you change your
definition of character? or of leadership?

2. Do you think our society should place more value on an individuals character or personality?
Why or why not?

3. Are good leaders born, or can they be developed?

4. How can good character be developed?

5. Which one of the generals displayed the best character skills? What good character traits did
they possess? Did they possess any weaknesses?

6. Which one of the generals displayed the best leadership skills? What good leadership traits
did they possess? Did they possess any weaknesses?

7. Which one of the generals displayed the worst leadership skills? Why? Did they possess any
strengths?

8. Which one of the generals displayed the worst character skills? Why? Did they possess any
strengths?

9. Review question 4 (Name one person who has been in the news (current events) recently for
demonstrating good character. Why did you chose this person?) from your Character and
Leadership: part 1. Do you still agree with your selection? Why do you still agree with it? If you
dont agree with your choice, would you change it? Why?

10. Compare and contrast the character and leadership qualities of 2 of the civil war leaders
listed in the objective.

11. Evaluate the character and leadership qualities of civil war generals: In short, who was the
military leader that portrayed character and leadership qualities the best during the civil war?
Explain.
 Student Evaluation:

Step one: Please answer the following questions.

1. What is the most important thing you learned from this academic experience? What was the
most rewarding understanding you gained from the project?

2. Did your perception of character and leadership change over the course of this
Assignment?

3. Did you begin to view yourself or any historical figures differently over the course of this
assignment?

4. Do you share any character strengths with any of the historical figures you studied? Do you
share any weaknesses with these historical figures? How could you best use your strengths, and/
or improve your weaknesses involved with character?

5. Do you share any leadership strengths with any of the historical figures you studied? Do you
share any weaknesses with these historical figures? How could you best use your strengths, and/
or improve your weaknesses involved with leadership?

6. Does your project/paper demonstrate any character and leadership qualities?

8. Does your project provide a balanced, unbiased view of your subject? If so, How?

9. Were you able to access any information that was new to you? What kind, and how?
10. Did you use a variety of resources? Are there other resources that you could have
Explored?

11. What primary sources did you use? How did you use them? Where did you get them from?

12. After you evaluate your own project /paper, how could you make improvements?

13. Did you meet the expectations set by the learning contract? Which ones did you meet? How
did you do it? Which ones did you not meet?

14. To whom did you present your final project/paper to?

15. Was your audience interested in your project/paper? If yes, explain the strengths or items that
interested your audience. If your project was not well received, how could you improve
your project? Or, could you have selected a different audience (and which one)?

16. Explain your project/papers strengths and weaknesses.

4. Student Choice Activities: activities that you may choose from to complete (choose 2)
 Museum Exhibit Model

Objective:
You have just been hired by the Smithsonian History Museum to create an
exhibit on one of the main Civil War battles. Your job will be to create a
model on a battle from the ones listed below. You may not use items that
can be purchased from the store such as buildings, army men, trees, bushes,
fencing, weapons, and animals. Students should use their creativity and
create their own items to represent the battle.

Reminders:
Create a museum exhibit for Smithsonian History Museum
You will need to pick a battle within the Civil War
Research your Civil War topic (it cannot be the same topic as your
research paper)
Cite your evidence!
Rubric:

Evaluation Rubric for Museum Project

Exemplary: Meets In Needs Score

Above Expectation: 3 Progress: 2 Improvement:
Expectation 1
:4

Topic Details in the Details in the Details in the Details in the

/Content exhibit clearly exhibit clearly exhibit clearly exhibit have
relate to the relates to the relates to the little or nothing
main battle. main battle. main battle. to do with the
Covers topic Includes Includes some main battle.
completely and essential essential Includes little
in depth. information and information essential
Encourages enough with few facts information and
viewers to know elaboration to or details. only one or two
more. give viewers an facts.
understanding
of the topic.
Creativity A lot of thought Some thought Some thought Little thought
was put into was put into was put into was put into
making the making the making the making the
exhibit exhibit exhibit exhibit
interesting and interesting and interesting and interesting or
fun as shown by fun as shown fun, but some of fun.
creative details. by some details. the things made
it harder to
understand/enjo
y.
Resources Includes Documentation Documentation No
and properly cited is included for for some documentation
Mechanics sources and all sources, but sources is is included.
 information. not properly missing and/or Includes more
Grammar, cited. Includes incomplete. than 5
spelling, 2-3 Includes 3-4 grammatical
punctuation, grammatical grammatical errors,
capitalization errors, errors, misspellings,
are correct. No misspellings, misspellings, punctuation
errors in text. punctuation punctuation errors, etc.
errors, etc. errors, etc.

Newspaper assignment

Objective:
Imagine that you are a reporter during the Civil War!

Directions:

You have to decide if you will be writing from the perspective of a Southerner or a Northerner.
Then you have to give your newspaper a name/ title.You can choose any event that occurred
between the years 1860-1865 in American history. You need to write the articles as if the events
you described happened just a few months ago.
Each article should be a minimum of 300 words.Your grade will be determined by how well you
describe the events, how many details you provide in your articles and the thoroughness of your
research. Each article should also have a headline. You may choose to include pictures with
captions, political cartoons, advertisements, etc. to complete your newspaper. Must be relevant to
the time period.

You may choose your own style to do, but here are some suggestions:

Editorial
Report on a Battle (different than you paper or project)
Biography

*note use the rubric from your research paper to guide you on good writing habits.
Performance Task: Required by the Teacher

Research Paper

Objective:
The objective of this assignment it to write a research paper on ONE of the following Civil War
topics.

Directions for paper:

Topic of choice 1,000 words

Clear introduction of topic and conclusion
Historically Accurate
Should be free of spelling/grammar errors
Bibliography: at least 5 sources

Topics:
Causes of Civil War
Weapons
Red Cross
Jefferson Davis
Abraham Lincoln
General Robert E. Lee
Battle of Bull Run
General Thomas Jackson
Battle of Antietam
Battle of Fredericksburg
General Ulysses S. Grant
Fashion
Sports
Battle of Shiloh
Inflation
Union Blockade
Women in the War
Fort Sumter
Battle for Atlanta
Fall of Vicksburg
Battle of Gettysburg
General George Pickett
General George McClellan
General Phillip Sheridan
General William Tecumseh Sherman
Music
Radical Reconstruction
Presidential Reconstruction
Freedmans Bureau
Advanced education of former slaves(Morehouse College)
13th, 14th, and 15th amendments.
Kansas-Nebraska Act
Dred Scott case
John Browns Raid
Lincolns preservation of the union
Emancipation Proclamation
Economic disparity between North and South

Rubric:

Writing Rubric
10th Grade
American History
 4 3 2 1 0
Exemplary: Meets In Needs
Above Expectation Progress Improvement Incomplete
Expectation
Organization Organizes Organizes the Organizes the Organizes the Lacks basic
concisely by writing with writing with writing, but organization
using thesis a specific a basic without a
sentence beginning, beginning, basic
and/or middle and middle and beginning,
transitions end. end. middle and
between the end.
beginning,
middle and
end of the
writing.
Details Supports the Supports the Supports the Supports the Fails to
main ideas main ideas main ideas main ideas support the
with specific with details with limited with few ideas details
details and and examples details and details and and examples
examples relevant to examples examples; is or uses ideas
relevant to topic relevant to often irrelevant to
topic topic irrelevant to topic
topic
Vocabulary Uses a wide Uses a Uses a Uses few Uses no
variety of standard limited content content
content variety of variety of specific specific
specific content content vocabulary vocabulary
vocabulary specific specific words words
words vocabulary vocabulary
words words

Library of Congress Scavenger Hunt

*Required*

Objective:

The objective of this task is for you to find artifacts or primary resources related to important
Civil War figures and events. The Library of Congress will be your main source for information
in this activity. You may use other sources for your research paper or project.

Step one:

Go to the Library of Congress link. Locate the search tab at the top of the page. Use it to look up
artifacts and primary sources for your historical events or figures.

Reminders:

Identify historical artifacts, photos, paintings, & writings that would be important to the
event
Search online for letters, photographs, & artifacts from the Civil War Era
Decide how to display the artifacts
Write a detailed caption for each artifact

Options to look up:

You must research at least 5 topics. You have to find two artifacts for each topic you look up.

Causes of Civil War

Weapons
Red Cross
Jefferson Davis
Abraham Lincoln
General Robert E. Lee
Battle of Bull Run
General Thomas Jackson
Battle of Antietam
Battle of Fredericksburg
General Ulysses S. Grant
Fashion
Sports
Battle of Shiloh
Inflation
Union Blockade
Women in the War
Fort Sumter
Battle for Atlanta
Fall of Vicksburg
Battle of Gettysburg
General George Pickett
General George McClellan
General Phillip Sheridan
General William Tecumseh Sherman
Music
Radical Reconstruction
Presidential Reconstruction
Freedmans Bureau
Advanced education of former slaves(Morehouse College)
13th, 14th, and 15th amendments.
Kansas-Nebraska Act
Dred Scott case
John Browns Raid
Lincolns preservation of the union
Emancipation Proclamation
Economic disparity between North and South

Step 2: Answer the response questions for your artifact

Response Questions: You should have responses for each artifact or primary source

Who does this primary source or artifact represent?

What makes the artifact or primary source significant?

When was the artifact or primary source created?

Where is the artifact or primary source from?

How does the artifact impact your knowledge of the topic?

Why did you choose this particular artifact?

5. Curriculum Compactor

INDIVIDUAL EDUCATIONAL PROGRAMMING GUIDE

The Compactor
Prepared by:
Joseph S. Renzulli Linda M. Smith
_____________________________________________________________________________________________________________________
_____________________________________________________________________________

NAME William AGE________ TEACHER(S) Cooper

SCHOOL _______________________________ GRADE 10th PARENT(S) ________________________

Individual Conference Dates And Persons

Participating in Planning Of IEP

_______ _______ _______ _______

CURRICULUM AREAS TO BE PROCEDURES FOR COMPACTING ACCELERATION AND/OR

CONSIDERED BASIC ENRICHMENT
FOR COMPACTING MATERIAL ACTIVITIES

Provide a brief description of
basic material to be covered during this
marking period and the assessment
information or evidence that suggests the
need for compacting.
Basic material to be covered: Civil War
Causes of Civil War
Kansas-Nebraska Act
Dred Scott case
John Browns Raid
Describe activities that will be used to
guarantee proficiency in basic curricular
areas.
Activities: Whole group Discussions
Whole group discussions when
related to essential questions in the
unit :
Describe activities that will be used to
provide advanced level learning experiences
in each
area of the regular curriculum.
Activities:
Character and Leadership Activity
Objective:

Lincolns preservation of the union To compare, contrast, and evaluate the

Ulysses Grant, Robert E. Lee, Stonewall
Jackson, William T.Sherman, and Jefferson
Davis
Fort Sumter, Antietam, Vicksburg,
Gettysburg, and the Battle for Atlanta
Emancipation Proclamation
Economic disparity between North and
South
How did the abolitionist movement character and leadership qualities of the
lead to conflict between the North following civil war generals: Ulysses Grant,
and South? Robert E. Lee, Stonewall Jackson, William
T. Sherman, and Jefferson Davis.
What effect did westward
expansion have on the background
leading up to the American Civil
War?
How did the creation of popular
 sovereignty in the new territories
result in additional conflict?

What strategies did both the North

and the South use in their attempt
to win the American
Civil War?

How did President Lincoln increase

the power of the Presidency in
order to win the Civil War?

Who were the major personalities

of the Civil War and how did they
affect the major battles?

What laws were passed during

Reconstruction to ensure that
Southern power was limited?

What was the reaction by

southerners to the Reconstruction
laws?

What events led to the

impeachment of President Andrew
Johnson?

Basic material to be covered: Homework assignments: Journal Choose 2

Reconstruction
Legal, political, and social dimensions of
Reconstruction.
Radical Reconstruction
Presidential Reconstruction
Freedmans Bureau
Advanced education of former
slaves(Morehouse College)
13th, 14th, and 15th amendments.
Black Codes, the Ku Klux Klan
entries to essential question in the
unit: Journal entries should be at (1): Civil War Museum
least 2 paragraphs. Paragraphs are
at the minimum 5-7 sentences
Students are given the task of creating a
How did the abolitionist movement museum exhibit for the Smithsonian.
lead to conflict between the North
and South? *note details and instructions can be seen
above
What effect did westward
expansion have on the background (2) Newspaper Article:
leading up to the American Civil
War? Objective:
Imagine that you are a reporter during the
How did the creation of popular Civil War!
sovereignty in the new territories
result in additional conflict? Directions:

What strategies did both the North
and the South use in their attempt
to win the American
Civil War?
You have to decide if you will be writing
from the perspective of a Southerner or a
Northerner. Then you have to give your
newspaper a name title.You can choose any
event that occurred between the years 1860-
 1865 in American history.
How did President Lincoln increase
the power of the Presidency in (3)Create your own
order to win the Civil War?

Who were the major personalities

of the Civil War and how did they
affect the major battles?

What laws were passed during

Reconstruction to ensure that
Southern power was limited?

What was the reaction by

southerners to the Reconstruction
laws?

What events led to the

impeachment of President Andrew
Johnson?

Assessment information or evidence : Library of Congress scavenger Activities:

hunt Student Evaluation Work Sheet
98 on midterm (taken before the unit was
taught)
Objective:

The objective of this task is for you to find

artifacts or primary resources related to
important Civil War figures and events. The
Library of Congress will be your main
source for information in this activity. You
may use other sources for your research
paper or project.

Performance Task :
Research Paper

Objective:

The objective of this assignment it to write a

research paper on ONE of the following
Civil War topics.

Directions for paper:

Topic of choice 1,000 words

Clear introduction of topic and
conclusion
Historically Accurate
Should be free of
spelling/grammar errors
Bibliography: at least 5 sources
 Copyright 1978 by Creative Learning Press, Inc. P.O. Box 320 Mansfield Center, CT 06250. All rights reserved.

Check here if additional information is recorded

on the reverse side. ____________

Rubric

1 3 5
Individual Sections of the All sections of All sections of
Educational Compactor are the Compactor the Compactor
Programming incomplete. are completed, are completed.
Guide Compactor however need
Procedures and more detail. Procedures and
Enrichment Enrichment
Activities Procedures and Activities
suggested are Enrichment suggested are
not appropriate Activities appropriate
based on the suggested are based on the
curriculum areas somewhat curriculum areas
to be compacted. appropriate to be compacted.
based on the
curriculum areas
to be compacted,
however,
suggestions
could be
 strengthened.
Appropriateness The Learning The Learning The Learning
of the Learning Contract does Contract does Contract is
Contract not go in depth not go in depth appropriate in
to further to further depth and
concept concept complexity.
development or development or
is not at an is not at an The Learning
adequate level of adequate level of Contract is an
complexity. complexity. appropriate
extension of the
and or compacted
curriculum.
The Learning The Learning
Contract is not Contract is not
an appropriate an appropriate
extension of the extension of the
compacted compacted
curriculum. curriculum.
Learning The Learning The Learning The Learning
Contract Contract needs Contract needs Contract includes
strengthening in strengthening in What the
X2 three or more one or two student will
sections. sections. learn
How the
student will
learn,
materials
needed,

What
period of
time is
necessary
How
students
will behave
as
 independe
nt learners
How
performanc
e will be
evaluated
Positive
and
negative
consequen
ces should
the
contract be
broken

Total Score: ____ out of 20

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