Teaching American History

Table of Contents

Background Information…………………………………………….2

Performance Task # 1 – Setting the Stage…………………………..3

Performance Task # 2 – Dear Diary…………………………………8

Performance Task # 3 – Is Anyone Really Right?...... 12

Primary Source Documents…………………………………………16

Graphic Organizers & Additional Rubrics…………………………18

Project Background Information:

These task based assessments were designed to be used at the 5th grade level. The documents have been modified, but please feel free to modify them further to meet the needs of your students.

When using these task based assessments, the students will be given a choice at the beginning of the semester as to which project they would like to work on throughout the six week period. They will not need to complete all three.

We are assuming that the students have already studied about the American Revolution, so they will have notes, copies of primary source documents, rubrics and other graphic organizers from class to help them complete their task.

We are also assuming that the students have used the primary source documents contained in our list. This will not be their first exposure to them.

At the discretion of the teacher, students will be able to work in a group or individually based on the specific needs. These projects can go either way, as a group or individually.

Performance Task Option#1

Task Name: / Setting the Stage
Summary: / Students will become play writers and write a play to recreate the important events from a chapter in a Social Studies Unit which demonstrates the relationships of interactions between two or more individuals, events, ideas, or concepts in a historical text based on specific information from text. Final presentation should be acted out for an audience.
Grade Level: / 5
ELA Standards: / CC.5.R.L.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
CC.5.R.L.3 - Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).
CC.5.R.L.5 - Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.
CC.5.R.L.6 - Describe how a narrator’s or speaker’s point of view influences how events are described.
CC.5.R.L.9 - Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics.
CC.5.W.1 - Write opinion pieces on topics or texts, supporting a point of view with reasons and information
CC.5.W.4 - Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
CC.5.W.5 - With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 5 on page 29.)
CC.5.W.6 - With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting.
CC.5.W.7 - Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.
CC.5.W.8 - Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.
CC.5.W.9 - Draw evidence from literary or informational texts to support analysis, reflection, and research.
CC.5.SL.1 0 - Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.
CC.5.SL.2 - Summarize written a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
CC.5.SL.3 - Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence.
CC.5.SL.6 - Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation. (See grade 5 Language standards 1 and 3 on page 28 for specific expectations.)
Related Standards: / 1.3 – Significant events and themes in world history/international studies.
8. Compare the perspectives of England and the Colonies relative to the events preceding the American Revolution.
2.2 – Interpret information from a variety of primary and secondary sources, including electronic media
5. Compare and contrast information provided by primary and secondary sources.
2.3 – Create various forms of written work (e.g. journal, essay, blog, Web page, brochure) to demonstrate an understanding of history and social studies issues.
8. Create written work (e.g. historical fiction essays using program sources (e.g. newspaper article, formal essay, poetry, play)
2.4 – Demonstrate an ability to participate in social studies discourse through informed discussion, debate and effective oral presentation
12. Give oral presentations on social studies events or issues and use evidence from more than one source
Grouping: / Individual or group depending upon the student needs
Format: / Createauthentichistorical script
Timing: / 2 – 3 weeks
Materials: /
  • See attached list of primary source documents.
  • See attached graphic organizers and modification tools for differentiation.
  • Copies of various plays, board or large easel paper, computer with word processing program, printer, rubric for written script, rubrics for both written scripts and production of those scripts, self-evaluation forms.

Protocol: /
  • Inform students that they will have the opportunity to become playwrights and create their own scene or one-act play and see it produced in an informal setting. They will be able to choose whether they write a totally original work or base it on a specific historical event. Give the students a copy of the rubric for the written script so they will understand what is to be included in their final script.
  • Give the students the copies of plays and break them into groups of three or four (depending on class size) have them compare the different scripts and find the common aspects. Have the class create a list of the common items in the scripts (ie. Settings, character names, stage directions, dialogue, etc.) then have them note the standard method used in formatting these items. (such as stage directions always in italics and parenthesis)
  • Review story writing, introduction, conflict, climax, resolution, use of flashbacks, linear plot, foreshadowing, character development, plots and subplots. Discuss what aspects of plays, movies, stories, or books that they have enjoyed seeing or reading, were enjoyable to them as readers or viewers. How can they incorporate these enjoyable aspects into their own creations?
  • Tell them that when they return they should have decided whether they intend to adapt a news article, broadside, a diary/personal account or a chapter in a book, or write a totally original script

Scoring/Outcome Indicators: / *See Rubric
Notes:
Playwriting Rubric / Goal / Proficient / Developing
CHARACTER
  • Characters are clearly defined
  • Characters develop over the course of the play
  • Characters conflicts evident
  • Characters have plenty of interesting actions
  • Characters are true to life, or true to the primary source documents
/ 4-5 of 5 / 2-3 of 5 / 1 of 5
PLOT
  • Has a central conflict
  • Has fully developed scenes
  • Has a beginning, middle and end
  • Keeps ahead of the reader
  • Has momentum
  • Has suspense, surprise or plot complication
  • Includes scenes of varying emotional tone
/ 6-7 of 7 / 4-5 of 7 / 1-3 of 7
LANGUAGE
  • Has proper syntax, spelling, sentence structure
  • Language and vocabulary are more interesting and meaningful than daily life and are appropriate for the time period
/ 2 of 2 / 1 of 2 / 0
ORIGINALITY/CREATIVITY
  • Adds an idea to the world
  • Is emotionally engaging
  • Is entertaining
  • Is inspiring
/ 4 of 4 / 2 - 3 of 4 / 0 - 1 of 4
HISTORICAL CONTENT
  • Use of primary source documents
  • Use of language for the time period
  • Uses dates from the sources to explain what is going on during that time period
  • Contains historically accurate information
/ 4 of 4 / 2 - 3 of 4 / 0 - 1 of 4

Performance Task Option#2

Task Name: / Dear Diary
Summary: / Assume the role of a historical figure from the primary source documents. Write a series of journal entries (minimum 5) as that person and following the sequence of historical events and explaining why you did what you did, said or thought during these events. Where possible include authentic language/ dialogue from the primary source documents to support and express the thoughts of your historical figure.
Grade Level: / 5
ELA Standards: / CC.5.R.L.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
CC.5.R.L.3 - Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).
CC.5.R.L.5 - Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.
CC.5.R.L.6 - Describe how a narrator’s or speaker’s point of view influences how events are described.
CC.5.R.L.9 - Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics.
CC.5.W.1 - Write opinion pieces on topics or texts, supporting a point of view with reasons and information
CC.5.W.4 - Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
CC.5.W.5 - With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 5 on page 29.)
CC.5.W.6 - With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting.
CC.5.W.7 - Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.
CC.5.W.8 - Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.
CC.5.W.9 - Draw evidence from literary or informational texts to support analysis, reflection, and research.
CC.5.SL.1 0 - Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.
CC.5.SL.2 - Summarize written a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
CC.5.SL.3 - Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence.
CC.5.SL.6 - Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation. (See grade 5 Language standards 1 and 3 on page 28 for specific expectations.)
Related Standards: / 1.3 – Significant events and themes in world history/international studies.
8. Compare the perspectives of England and the Colonies relative to the events preceding the American Revolution.
2.2 – Interpret information from a variety of primary and secondary sources, including electronic media
5. Compare and contrast information provided by primary and secondary sources.
2.3 – Create various forms of written work (e.g. journal, essay, blog, Web page, brochure) to demonstrate an understanding of history and social studies issues.
8. Create written work (e.g. historical fiction essays using program sources (e.g. newspaper article, formal essay, poetry, play)
2.4 – Demonstrate an ability to participate in social studies discourse through informed discussion, debate and effective oral presentation
12. Give oral presentations on social studies events or issues and use evidence from more than one source
Grouping: / Individual or group depending upon the student needs
Format: / Diary Entries
Timing: / 2 – 3 weeks
Materials: /
  • See attached list of primary source documents.
  • See attached graphic organizers and modification tools for differentiation.

Protocol: / 1.Student choose historical figure from the primary source documents
2. Write a sequence or 5 diary entries
3. Diary entries could be spread out over a time period one week, a few months or a year’s duration
Scoring/Outcome Indicators: / See Perspective Writing (Diary) Rubric Below
Notes:

Perspective Writing (Diary)

Score / Level 4 (Exceeding) / Level 3
(Meeting) / Level 2 (Progressing) / Level 1
(Underdeveloped) / R
Not Done or Attempted
Historical Content
The way you express your accurate knowledge of history
(History) / •Considerable historical detail is provided; events are fully described and very specific.
•Dates show change over time. / •Diaries contain historically accurate information.
•Dates show change over time. / •Historical detail is thinly provided; account needs elaboration and more specifics.
•Dates do not show change over time. / •Almost no historical detail is provided; account is incomplete and vague. / •Didn’t write enough to
judge.
Voice & Perspective (Point of View)
The way the writer brings the topic to life
(Language) / • Imagines an historical character’s point of view. The perspective is very realistic and personal - shows how the character
thinks and feels. / •The voice is
recognizable in the diary but may fade in and out.
•Shows how the character thinks and feels / •The tone is OK but the diary
could have been written by
anyone. Need to reveal more
about how the character thinks and feels. / •The diary does not offer an historical character’s point of view. The perspective is unrealistic and impersonal. / •Didn’t write enough to
judge
Conventions
The mechanical correctness of the piece
(Language) / •Spelling correct even on more difficult words.
•Grammar and usage contribute to clarity and style. / •Spelling is generally correct on common words.
•Grammar errors infrequent. / •Several errors in grammar,
capitalization, spelling &
punctuation, but message of diary still understandable. / •Many errors in grammar,
capitalization, spelling &
punctuation make the diary
hard to read. / •Didn’t write enough to
judge.
Writing Process
Using your writing folder as instructed
(Language and Learning Skills) / •Thorough evidence of a lot of time and effort put into the writing process (brainstorming, drafting, editing, revising). / • Evidence of a sufficient time and effort put into the writing process. / • Some time and effort put into the writing process, but was not very thorough. / • Little time and effort put into the writing process.
Instructions were not followed. / •No evidence of using the stages of the writing process

Performance Task Option#3

Task Name: / Is Anyone Really Right?
Summary: / Students read and analyze the text (and illustrations if applicable) to compare and contrast the point of view of the characters. How can there be numerous interpretations to one event in history? Students will chose to write a short essay from the perspective of one of the historical figures.
(Historical figure Point of View Poem)
Grade Level: / 5
ELA Standards: / CC.5.R.L.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
CC.5.R.L.3 - Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).
CC.5.R.L.5 - Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.
CC.5.R.L.6 - Describe how a narrator’s or speaker’s point of view influences how events are described.
CC.5.R.L.9 - Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics.
CC.5.W.1 - Write opinion pieces on topics or texts, supporting a point of view with reasons and information
CC.5.W.4 - Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
CC.5.W.5 - With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 5 on page 29.)
CC.5.W.6 - With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting.
CC.5.W.7 - Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.
CC.5.W.8 - Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.
CC.5.W.9 - Draw evidence from literary or informational texts to support analysis, reflection, and research.
CC.5.SL.1 0 - Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.
CC.5.SL.2 - Summarize written a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
CC.5.SL.3 - Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence.
CC.5.SL.6 - Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation. (See grade 5 Language standards 1 and 3 on page 28 for specific expectations.)
Related Standards to Grade 5: / 1.3 – Significant events and themes in world history/international studies.
8. Compare the perspectives of England and the Colonies relative to the events preceding the American Revolution.
2.2 – Interpret information from a variety of primary and secondary sources, including electronic media
5. Compare and contrast information provided by primary and secondary sources.
2.3 – Create various forms of written work (e.g. journal, essay, blog, Web page, brochure) to demonstrate an understanding of history and social studies issues.
8. Create written work (e.g. historical fiction essays using program sources (e.g. newspaper article, formal essay, poetry, play)
2.4 – Demonstrate an ability to participate in social studies discourse through informed discussion, debate and effective oral presentation
12. Give oral presentations on social studies events or issues and use evidence from more than one source
Grouping: / Individual or group depending upon the student needs
Format: / Essay or poem
Timing: / 2 - 3 weeks
Materials: /
  • See attached list of primary source documents.
  • See attached graphic organizers and modification tools for differentiation.

Protocol: /
  1. Student chooses primary source document and position they want to support or defend.
  2. Write poem or essay using authentic language of the time period
  3. Present poem or essay to the class

Scoring/Outcome Indicators: /
  • See attached Essay Rubric

Notes:

Essay Rubric