Hannah Smith 1

The Common Assessment:

Name:
Social Studies: North Carolina Cultural History Exam

Multiple Choices Questions (Please circle the correct answer):

1. Which group of immigrants did not settle in North Carolina during the Colonial
period?
a. English
b. Italians
c. Irish
d. Germans
2. What is the name of the path that ran from Pennsylvania to Georgia, crossing
through the Appalachian Mountains?
a. I-95
b. The Great Mountain Road
c. The Great Wagon Road
d. The Mississippi Pathway
3. What practical skill did the Moravians introduce to America?
a. Banking
b. Coding
c. Teaching
d. Gouging
4. What sport(s) did Governor Gabriel Johnston publicly condemn?
a. Gouging
b. Horse Racing
c. Cockfighting
d. Both gouging and horse racing
5. Where did the Moravians settle?
a. Wilmington
b. Salem
c. New Bern
d. Washington D.C.
6. Why did Queen Elizabeth push for colonization?
a. She was in competition with Spain for control of the Americas
b. To search for gold
c. The population was too crowded in England
d. She wanted a place to send all of the criminals
7. What was one of the larger religions present in colonial North Carolina?
a. Islam
b. Buddhism
 Hannah Smith 2

c. Quaker
d. Catholicism
8. What career gave way to piracy?
a. Privateering
b. Banking
c. Teaching
d. Fishing
9. What was/were the reason(s) that the immigrants came to America?
a. Because they were seeking religious freedom
b. Because they were captured and forced to go
c. Because they were seeking greater economic opportunity
d. All of the above
10. What was the biggest factor in uniting the cultures and colonies against British
control?
a. Freedom of religion
b. Unfair tariffs
c. Freedom to public speech
d. Gold rush
11. Always remember that your father never sold his country. You must stop your
ears whenever you are asked to sign a treaty selling your home. A few years
more, and white men will be all around you. They have their eyes on this land.
My son, never forget my dying words. This country holds your fathers body.
Never sell the bones of your father and your mother.

A Voice from the Old World by Nez Perce Chief Joseph, The Dublin University
Magazine, May 1879

Based on the excerpt, how did the values and beliefs of American settlers affect
the lives of the Nez Perce, a Native American Tribe?

a. The Nez Perce and other settlers made enduring treaties to share the land
with American settlers.
b. The Nez Perce and other residents of the land accepted the policies of
peace with American settlers.
c. American settlers believed in the private ownership of land and
resources and took property from the American Indians.
d. American settlers advocated sharing resources and established a long-
lasting communal relationship between all cultures.
12. Many immigrants tried to become a part of American culture. This is known
as....

a. Segregation
 Hannah Smith 3

b. Nativism
c. Assimilation
d. Ethnicity
13. The consequences of a speedy removal will be important to the United
States, to individual states, and to the Indians themselves. The pecuniary
advantages which it promises to the government are the least of its
recommendations. It puts an end to all possible danger of collision between the
authorities of the general and state governments on account of the Indians. It will
place a dense and civilized population in large tracts of country now occupied by
a few savage hunters. By opening the whole territory between Tennessee on the
north and Louisiana on the south to the settlement of the whites it will
incalculably strengthen the southwestern frontier and render the adjacent states
strong enough to repel future invasions without remote aid. It will relieve the
whole state of Mississippi and the western part of Alabama of Indian occupancy,
and enable those states to advance rapidly in population, wealth, and power.

Address to Congress by Andrew Jackson, December 6, 1830 Courtesy of the

Law Library of Congress

Based on the excerpt, which democratic rights and freedoms were being denied
to American Indians?

a. Privacy and free speech

b. Property and sovereignty
c. Free speech and assembly
d. Religious and political freedom
14. Which of the following did NOT cause The Great Migration?

a. Jim Crow Laws

b. Lack of economic opportunities
c. A surplus of jobs
d. An alarming rate of lynching
15. This North Carolina document annulled (removed) the Kings Laws in 1775.

a. Mecklenburg Resolves
b. Halifax Resolves
c. Charlotte Courier
d. Raleigh Write-Up
Matching - Definitions (Please write the corresponding letter to each blank):
A. African B. Tide waters C. English D. Scot-Irish
E. Columbian-Exchange F. Backcountry G. The Middle Passage
H. Roanoke Island I. Headright System J. Dueling
 Hannah Smith 4

16. _G__- This was the means for transporting slaves across the Atlantic Ocean. It was
also known as the Atlantic Slave Trade.

17. _I__- The idea that anyone who immigrated to the colonies is given 50 acres of
land. If that person pays the passage for others, they get an additional 50 acres per
person/servant.

18. _H__- This is where the first colony of England was. The colony failed and the
colonizers were forced to go back to England.

19. _A__- This people group was considered slaves. They were responsible for work
labor. Many of them did not have rights.
20. _C__- They were originally the first immigrants to settle in North Carolina and the
colonies.

21. _J__- This sport involved two people taking part in a gunfight, which could result in
death.

22. _D__- These people were settlers in the Western part of North Carolina. They were
considered dirty by colonial standards.

23. _F__- This term was used during the early settlement and colonial periods for the
vast interior of North Carolina. It was located away from the coastline and included both
the Piedmont and Mountain regions.

24. _B__- This acted as a natural barrier to the many marshes of North Carolina. It was
hard to grow any kind of crop in this area.

25. _E__- This was the transfer between the New World and other countries. This trade
included plants, horses, native Americans, diseases, and crops.

Fill in the Blank (Write terms that fit with the sentence):
26. Two examples of Native American tribes that lived in North Carolina during colonial
times were ______Cherokee_______ and _______Tuscarora_____.
Other possible answers: Algonquian, Catawba, Saponi

Short Answer (Please answer the questions in full sentences):

These two pictures show protests that took place in North Carolina nearly 250 years
apart.
 Hannah Smith 5

28. What conclusion can be drawn about citizens of North Carolina from these two
pictures?

Grading Criteria:

For fill in the blanks - Multiple answers that they can choose from, but has to include
spelling that is similar. Correct answers are listed in answer key. Partial credit will be
given for one correct answer out of the two.

For short answer - There is no specific answer that is correct, but students need to
include at least one sentence that discusses the impact of protesting or the freedom of
speech in terms of colonial NC and present-day NC. Points will be awarded for people
who reference specific events from colonial and present-day times. Key words like first
amendment, protest, freedom, rebellion, revolution, change, significance, constitutional
are beneficial. Points will be taken off for not writing in full sentences.

The Modified Common Assessment:

For Student H

Name:
Social Studies: North Carolina Cultural History Exam

Multiple Choices Questions (Please

circle the correct answer):
 Hannah Smith 6

1. Which group of immigrants did NOT settle in North

Carolina during the Colonial period?
a. English
b. Italians
c. Irish

2. What is the name of the path that ran from

Pennsylvania to Georgia, crossing through the
Appalachian Mountains?
a. I-95
b. The Great Mountain Road
c. The Great Wagon Road

TEST CONTINUES ON THE NEXT PAGE

3. What practical skill did the Moravians introduce to
America?
a. Banking
b. Coding
c. Teaching
 Hannah Smith 7

4. What sport(s) did Governor Gabriel Johnston publicly

condemn?
a. Gouging
b. Horse Racing
c. Cockfighting

TEST CONTINUES ON THE NEXT PAGE

5. Where did the Moravians settle?
a. Wilmington
b. Salem
c. New Bern
 Hannah Smith 8

6. Why did Queen Elizabeth push for colonization?

a. She was in competition with Spain for control
of the Americas
b. To search for gold
c. The population was too crowded in England

TEST CONTINUES ON THE NEXT PAGE

7. What was one of the larger religions present in colonial
North Carolina?
a. Islam
b. Buddhism
c. Quaker
 Hannah Smith 9

8. What career gave way to piracy?

a. Privateering
b. Banking
c. Teaching

TEST CONTINUES ON THE NEXT PAGE

9. What were the reasons that the immigrants came to
America?
a. Because they were seeking religious freedom
b. Because they were seeking greater economic
opportunity
c. All of the above
 Hannah Smith 10

10. What was the biggest factor in uniting the cultures and
colonies against British control?
a. Freedom of religion
b. Unfair tariffs
c. Freedom to public speech

TEST CONTINUES ON THE NEXT PAGE

11. Always remember that your father never sold his
country. You must stop your ears whenever you are asked
to sign a treaty selling your home. A few years more, and
white men will be all around you. They have their eyes on
this land. My son, never forget my dying words. This
country holds your fathers body. Never sell the bones of
your father and your mother.
A Voice from the Old World by Nez Perce Chief
Joseph, The Dublin University Magazine, May 1879
 Hannah Smith 11

Based on the excerpt, how did the values and beliefs

of American settlers affect the lives of the Nez Perce,
a Native American Tribe?
a. The Nez Perce and other settlers made enduring
treaties to share the land with American settlers.
b. The Nez Perce and other residents of the land
accepted the policies of peace with American settlers.
c. American settlers believed in the private
ownership of land and resources and took
property from the American Indians.

TEST CONTINUES ON THE NEXT PAGE

12. Many immigrants tried to become a part of American

culture. This is known as....
a. Segregation
b. Nativism
c. Assimilation
 Hannah Smith 12

TEST CONTINUES ON THE NEXT PAGE

13. The consequences of a speedy removal will be important
to the United States, to individual states, and to the Indians
themselves. The pecuniary advantages which it promises to
the government are the least of its recommendations. It puts
an end to all possible danger of collision between the
authorities of the general and state governments on account
of the Indians. It will place a dense and civilized population in
large tracts of country now occupied by a few savage hunters.
By opening the whole territory between Tennessee on the
north and Louisiana on the south to the settlement of the
whites it will incalculably strengthen the southwestern frontier
and render the adjacent states strong enough to repel future
invasions without remote aid. It will relieve the whole state of
Mississippi and the western part of Alabama of Indian
 Hannah Smith 13

occupancy, and enable those states to advance rapidly in

population, wealth, and power.
Address to Congress by Andrew Jackson, December 6, 1830
Courtesy of the Law Library of Congress
Based on the excerpt, which democratic rights and freedoms
were being denied to American Indians?
a. Privacy and free speech
b. Property and sovereignty
c. Free speech and assembly
TEST CONTINUES ON THE NEXT PAGE

14. Which of the following did NOT cause The Great

Migration?
a. Jim Crow Laws
b. Lack of economic opportunities
c. A surplus of jobs
 Hannah Smith 14

15. This North Carolina document annulled (removed) the

Kings Laws in 1775.
a. Mecklenburg Resolves
b. Halifax Resolves
c. Charlotte Courier
TEST CONTINUES ON THE NEXT PAGE

Matching - Definitions (Please write the

corresponding letter to each blank):
B. African B. Tide waters C. English D. Scot-Irish
E. Columbian-Exchange F. Backcountry
H. Roanoke Island I. Headright System J. Dueling

16. _I__- The idea that anyone who immigrated to the

colonies is given 50 acres of land. If that person pays the
passage for others, they get an additional 50 acres per
person/servant.
 Hannah Smith 15

17. _H__- This is where the first colony of England was.

The colony failed and the colonizers were forced to go
back to England.

TEST CONTINUES ON THE NEXT PAGE

18. _A__- This people group was considered slaves.
They were responsible for work labor. Many of them did
not have rights.

19. _C__- They were originally the first immigrants to

settle in North Carolina and the colonies.

20. _J__- This sport involved two people taking part in a

gunfight, which could result in death.
 Hannah Smith 16

TEST CONTINUES ON THE NEXT PAGE

21. _D__- These people were settlers in the Western part
of North Carolina. They were considered dirty by colonial
standards.

22. _F__- This term was used during the early settlement
and colonial periods for the vast interior of North Carolina.
It was located away from the coastline and included both
the Piedmont and Mountain regions.
 Hannah Smith 17

23. _B__- This acted as a natural barrier to the many

marshes of North Carolina. It was hard to grow any kind of
crop in this area.

TEST CONTINUES ON THE NEXT PAGE

24. _E__- This was the transfer between the New World
and other countries. This trade included plants, horses,
native Americans, diseases, and crops.

Fill in the Blank (Write 2 terms from the

list below that fit with the sentence):

Cherokee, Iroquois, Tuscarora, Aztec, Mayan, Algonquian,

Saponi

25. Two examples of Native American tribes that lived in

North Carolina during colonial times were _____________
and ____________.
 Hannah Smith 18

TEST CONTINUES ON THE NEXT PAGE

Short Answer (Please answer the

question through bullet points):
These two pictures show protests that took place in North
Carolina nearly 250 years apart.

28. Describe the similarities between the pictures above.

 Hannah Smith 19

END OF THE TEST

Grading Criteria:

Multiple Choice - 4pts each, Matching - 3pts each, Fill in the Blank - 4pts,
Short Answer - 6pts

For fill in the blank - Choose two out of the four correct answers. Spelling needs to be
similar. Partial credit will be given for one correct answer out of the two.

For short answer - There is no specific answer that is correct, but students need to list
at least one similarity and one difference between the pictures. Key words like first
amendment, protest, freedom, rebellion, revolution, change, significance, constitutional
are beneficial.
 Hannah Smith 20

Reflection:

This Common Assessment is the final test for an 8th grade North Carolina Cultural

History Unit. The unit was a culmination of all the people groups that influenced the culture of

North Carolina from the first settlement in colonial times up until the early 1900s. While we did

not teach all the twentieth century in this unit, we tied the topics and problems discussed in class

to those that are occurring now.

The standard we chose was:

8.C.1. Understand how different cultures influenced North Carolina and the United States.

a. 8.C.1.1. Explain how influences from Africa, Europe, and the Americas impacted

North Carolina and the United States (e.g. Columbian Exchange, slavery and the

decline of the American Indian populations).

b. 8.C.1.2. Summarize the origin of beliefs, practices, and traditions that represent

various groups within North Carolina and the United States (e.g. Moravians,

Scots-Irish, Highland Scots, Latinos, Hmong, Africans, and American Indians).

c. 8.C.1.3. Summarize the contributions of particular groups to the development of

North Carolina and the United States (e.g. women, religious groups, and ethnic

sectors such as American Indians, African Americans, and European immigrants).

The Learning Outcomes were as following:

1. Students will be able to identify which specific immigration groups developed the culture

of America.

2. Students will be able to describe how different people groups developed the culture in

North Carolina.
 Hannah Smith 21

3. Students will be able to evaluate how the historical decisions affected North Carolina in

the 21st century.

4. Students will be able to compare various groups in North Carolina to one another by

highlighting cultural similarities.

5. Students will be able to argue the importance of a particular group in cultural

development of North Carolina.

The student I modified this exam for has a 504 plan because of ADHD. She struggles to

pay attention in class, and does not like to sit still for extended amounts of time. She is aware of

her struggles, and her parents have been very involved for the whole semester. Her grades are

often Bs and Cs, as her trouble is not understanding the material, but staying on track. She also

has a hard time with organization.

The modified assessment will help this student succeed because of the way it is designed,

and the way it is administered. The test is designed differently to help the student focus better.

There is bigger font on the pages so that it is easier to read, and there are less questions on each

page. The reason for this being that it will help the student not get distracted by the other

questions or small font. She can focus on each question with less distractions. I also chose to

have three answer choices per question, instead of four. Studies have shown that many people

with ADHD have coexisting conditions, such as anxiety, behavior disorders, and learning

problems (Loe & Feldman, pg. 644). I want to ease any anxiety or help the student overcome any

reading problems by leveling the playing field and helping her get the right answer with less

distractions. To prevent any misunderstanding about when the test is finished, as it is spread over

so many pages, I wrote brief reminders or directions on the bottom of each page. The rubric is

changed to reflect the constructed response questions. The student has a bank of words that she
 Hannah Smith 22

can pick from for the fill in the blank question, and she can answer the short answer question

with bullet points instead of complete sentences. Since writing and organization are not her

strong point, I care more about her getting the information she wants to communicate across

rather than the form in which it is presented.

I will also accommodate for this exam by allowing the student to take it in a separate

room. There should be as little distractions as possible, in order for the student to have her best

chance at succeeding. This would include removing anything that is too brightly colored, or

making sure that there is no sound. I also will not put this student with many others as she will

probably be fidgeting throughout the exam. I do not want her to be a distraction for anyone else

taking the exam. She will have an extended amount of time to take the exam and will be able to

complete it over several days. This is to help keep her focused as much as possible.

Rick Wormeli discusses the importance of teaching to the exam. He makes a bold claim

by saying, We havent done our job if a child ever asks, Will this be on the test? (Wormeli,

pg. 22). To prevent confusion, I would like to implement as many checks and formative

assessments so that all students are prepared before the exam. For the student with ADHD, one

of the best methods of preparation for testing is ClassWide Peer Tutoring (DuPaul & Weyandt,

pg. 167). This method involves dividing the class in two, and then creating pairs within the two

teams. The pair takes it in turn tutoring one another with examples and answer keys. They get to

give both encouragement and feedback to each other, while the teacher can freely walk around

the classroom and observes (DuPaul & Weyandt, pg. 167). Even though this is a tactic that is

specifically helpful for students with ADHD, I know that all students will benefit from this

exercise. Feedback of any kind is crucial in the mastery of all subjects. When students

collaborate and are able to use critical thinking to give each other feedback, they are learning the
 Hannah Smith 23

subject from multiple different perspectives. This will help to solidify the information in their

long term memory. I plan to meet the needs of all students in my class by utilizing feedback that

is personal and specific to them, and also by allowing students to collaborate and give feedback

to one another. Successful differentiation can only occur if I get to know the learning needs and

styles of each student, which will come with dialoguing and assessing them.

After modifying the assessment, I would redo a few of the common assessment

questions. I felt as though some of the wording could become better and easier to understand. I

also recognize that there are a lot more memorization based questions than I intended to have. I

would redo some of those lower level thinking questions to that which requires more critical

thinking. I think that modifications help teachers see how to make exams unbiased and clear.

They help to maintain equity in the classroom, while challenging students to try their best.

Modifications speak to children because they communicate that we, as teachers, care about

students success and are rooting for them. Providing common assessments and modifications

are crucial in any effective classroom.

 Hannah Smith 24

Bibliography

Dupaul, G. J., & Weyandt, L. L. (2006). Schoolbased Intervention for Children with Attention

Deficit Hyperactivity Disorder: Effects on academic, social, and behavioural functioning.

International Journal of Disability, Development and Education, 53(2), 161-176.

doi:10.1080/10349120600716141

Loe, I. M., & Feldman, H. M. (n.d.). Educational and Academic Outcomes of Children with

ADHD. PsycEXTRA Dataset. doi:10.1037/e721392007-008

Wormeli, R. (2006). Fair Isnt Always Equal: Assessing & Grading in the Differentiated

Classroom. Stenhouse.