Roselle Public Schools
Social Studies Curriculum Units of Study Grade 5
Unit/Chapter Title: Unit 3: The American Revolution (The
Colonies Unite and The Revolutionary War)
Unit Length: 12 weeks
Course/Grade: 5th Grade Social Studies
Interdisciplinary Connection(s): ELA/Technology
Standards :
6.1 U.S. History: America in the World All students will acquire the knowledge and skills to think analytically about how past and
present interactions of people, cultures, and the environment shape the American heritage. Such knowledge and skills enable students
to make informed decisions that reflect fundamental rights and core democratic values as productive citizens in local, national, and
global communities.
6.3 Active Citizenship in the 21st Century All students will acquire the skills needed to be active, informed citizens who value
diversity and promote cultural understanding by working collaboratively to address the challenges that are inherent in living in an
interconnected world.
Strands:
A. Civics, Government, and Human Rights
B. Geography, People, and the Environment
C. Economics, Innovation, and Technology
D. History, Culture, and Perspectives
CCSS ELA/ Literacy in History/Social Studies, Science and Technical Subjects
CCSS ELA RI.5.1
Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
CCSS ELA RI.5.2
Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.
CCSS ELA RI.5.4
1
Roselle Public Schools
Social Studies Curriculum Units of Study Grade 5
Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject
area.
CCSS ELA RI.5.9
Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.
CCSS ELA RI.5.10
By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the
high end of the grades 4-5 text complexity band independently and proficiently.
CCSS ELA W.5.1
Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
CCSS ELA W.5.2
Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
CCSS ELA W.5.3
Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event
sequences.
CCSS ELA W.5.9
Draw evidence from literary or informational texts to support analysis, reflection, and research.
CCSS ELA W.5.10
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a
day or two) for a range of discipline-specific tasks, purposes, and audiences.
CCSS ELA SL5.1
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
CCSS ELA L.5.1
2
Roselle Public Schools
Social Studies Curriculum Units of Study Grade 5
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
21st Century Life and Careers Standards
9.1.8.A.1 Recognize a problem and brainstorm ways to solve the problem individually or collaboratively
9.1.8.B.1 Use multiple points of view to create alternative solutions.
9.1.8.C.1 Determine an individual’s responsibility for personal actions and contributions to group activities.
9.1.8.C.3 Model leadership skills during classroom and extra-curricular activities.
9.1.8.B.6 Evaluate communication, collaboration, and leadership skills and how they might be further developed in preparation for a
future career through involvement in school, home, work, and extracurricular activities.
Interdisciplinary Connections:
English/Literacy:
CCSS ELA W.5.2.A-E
Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
CCSS ELA W.5.1
Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
Computer Technology:
CCSS TECHNOLOY 8.1.8.A.1 Create professional documents (e.g., newsletter, personalized learning plan, business letter or flyer)
using advanced features of a word processing program.
3
Roselle Public Schools
Social Studies Curriculum Units of Study Grade 5
Essential Questions
1. What disagreements led to the American Revolution?
2. Which people and groups impacted the American
Revolution?
Enduring Understandings
 Freedom was so important to the colonists that they
were willing to suffer terrible hardships and years of
war to win it.
 Political freedom often comes at a great cost.
3. How do people bring about change?
4. How does a revolution change a country and its
people?
5. What can happen when leadership changes?
6. What were the major events and battles of the
American Revolution?
7. How did the American Revolution affect United States
history?
 Colonists were angered by laws and taxes that were
created without their involvement or representation in
Parliament.
 The American Revolution caused great changes for
people living in America.
 Understand the reasons why the 13 colonies began to
unite before the Revolutionary War.
 Understand the people and events associated with the
Declaration of Independence.
4
Roselle Public Schools
Social Studies Curriculum Units of Study Grade 5
Student Learning Objectives
(What students should know and be able to do?)
What should students know
6.1.8.A.3.a - Examine the ideals found in the Declaration of
Independence, and assess the extent to which they were
fulfilled for women, African Americans, and Native Americans
during this time period.
6.1.8.B.3.a - Assess how conflicts and alliances among
European countries and Native American groups impacted the
expansion of the American colonies.
6.1.8.B.3.c - Use maps and other geographic tools to evaluate
the impact of geography on the execution and outcome of the
American Revolutionary War.
6.1.8.C.3.a - Explain how taxes and government regulation can
affect economic opportunities, and assess the impact of these
on relations between Britain and its North American colonies.
6.1.8.C.3.c - Evaluate the impact of the cotton gin and other
innovations on the institution of slavery and on the economic
and political development of the country.
6.1.8.D.3.b – Explain why the Declaration of Independence
was written and how its key principles evolved to become
unifying ideas of American democracy.
6.1.8.D.3.d - Analyze how prominent individuals and other
What should students be able to do



Describe the fight to control North America.

Identify the cause and effect relationship between British debt
as a result of the French and Indian War, and subsequently
imposed acts upon the colonies.

Identify the laws that caused conflicts in the colonies and
examine the policies that caused tensions between the colonies
and Great Britain.

Explain the importance of the Committee of Correspondence.

Explain why the colonists refused to accept the new laws passed
by Parliament.

Identify the positions of loyalists and patriots.

Explain the significance of the Second Continental Congress
and analyze the outcomes of it.

Identify and Describe the causes and effects of various events
leading to the American Revolution.




5
Roselle Public Schools
Social Studies Curriculum Units of Study Grade 5
nations contributed to the causes, execution, and outcomes of
the American Revolution.


Compare and Contrast the strategies that the British and the
Americans used to win the war
.
Write a summary of the causes and effects of the American
Revolution.

Create journal entries mirroring the experiences of various
people throughout the colonies and Europe during the fight for
independence.

Examine the ideals found in the Declaration of Independence,
then tell why it is important, and finally, identify its key
political concepts.


Examine and Paraphrase key passages of the Declaration of
Independence.

Compare and Contrast The Battles of Lexington and Concord

Participate in a group discussion




Interview a famous colonial American
Create a colonial newspaper
Create a word search
Research various historical events during the time period
6
Roselle Public Schools
Social Studies Curriculum Units of Study Grade 5
Instructional Strategies
Modifications/Extensions
Assessments
Resources/Technology
(How will the students reach
the learning targets?)
(How will I differentiate?)
(How will the students
demonstrate mastery?)
(What resources and materials will
students need?)
Reading/Writing:
 Close Reading of Texts
 Use Cornell notes while
reading
 Use graphic organizer to
identify main idea and
supporting details
 Compare and contrast events,
groups, or specific individuals
using a Venn Diagram
 Summarize
 Use context clues to decode
words and ideas
 Take notes while reading
 Checks for Understanding
 Exit Tickets
 Using the RACER method to
respond to open-ended
questions
 Student created questions
Scaffolds for Learning:
Formative Assessments:
 Use a main idea organizer to Teacher Observation
identify the essential and nonPresentation
essential information.
 Use an inference chart while Quizzes/Test
reading a story or a particular
Portfolios
event and draw conclusions
about what was read.
Group Discussions
 Pose questions.
Logs, Journal Entries
 Skim and scan an assigned
reading to identify text
features and structure.
Demonstrations
 Create labeled illustrations
and/or illustrate vocabulary
terms.
 Create a biographical
dictionary for the people
describe in this unit.
Extensions:
 Identify and describe the
multiple causes and effects of
Constructed Responses
Group Discussion
Questions: See Appendix A
Performance Tasks: See
Appendix B
Summative Assessment: See
Appendix C
Student Portfolio
Text/s:
Harcourt Social Studies – The United
States: Making a New Nation
Harcourt Social Studies – The United
States: Making a New Nation
Practice/Homework Workbook
Texts: See Appendix D
Websites:
CCCS
http://www.state.nj.us/education/cccs
/standards/1/index.html
21st Century Skills and Career
Standards
http://www.state.nj.us/education/aps/
cccs/career/
Depths of Knowledge Levels
http://www.dese.mo.gov/divimprove/
sia/msip/DOK_Chart.pdf
http://commoncore.lacoe.edu/resourc
es/training_121015/DOK_technology
7
Roselle Public Schools
Social Studies Curriculum Units of Study Grade 5
the events described in this
unit.
 Respond to an open-ended
question based on an editorial
or any informational text read
in class.
 Complete a journal response
or Cornell notes with
questions that encourage
critical thinking. Then write a
brief summary of their
questions at the end of each
journal response or Cornell
notes.
.pdf
Amistad:
http://www.theamistadcommission.co
m/
Harcourt Online:
http://
http://www.eharcourtschool.com
Brain Pop:
http://wwww.brainpop.com
Ancillary Materials











Social Studies Notebook
Journals
Print and Online Graphic
Organizers
Open-Ended Response Rubric
Word Walls
Internet
Various Writing Prompts
Exemplars
Student Portfolios
Feedback Worksheets
Anchor Charts
8
Roselle Public Schools
Social Studies Curriculum Units of Study Grade 5
Vocabulary Words/Key Terms:
alliance, Parliament, proclamation, representation, treason, congress, boycott, repeal, protest, monopoly, blockade, quarter, petition,
Minutemen, revolution, commander in chief, olive branch, independence, resolution, declaration, preamble, cause, effect, Patriots,
Loyalists, neutral, inflation, profiteering, enlist, mercenary, campaign, turning point, negotiate, civilian, traitor, abolitionist, abolish,
territory, ordinance,
9
Roselle Public Schools
Social Studies Curriculum Units of Study Grade 5
Appendix A
Group Discussion Questions
Read The Proclamation of 1763 and respond to the following questions citing textual evidence, of course. Once you have responded to
the questions and found quotes in the article to support your responses, come to class prepared for a discussion.
1. Explain: Do you agree with King George III decision or would you have sided with the colonists? What about the Native
Americans? Use evidence from the passage to support your answer.
2. Analyze: Write your opinion about the Proclamation of 1763. Who was right? Was anyone right? Explain your reasoning
using evidence from the passage to support your answer.
Reading Passage Excerpt:
The Proclamation of 1763
Since the colonists had now won most of the land to the east of the Mississippi River, many decided to move further
west and settle there. But this cause more trouble with the Native Americans, who were already living on this land. They did
not appreciate the colonists settling on their land and were determined to keep them off. In 1763, an Ottawa Chief named
Pontiac united several groups of Native Americans to begin attaching British forts and settlements. King George III tried to
end the fighting by making a proclamation, or formal announcement. This is known as the Proclamation of 1763.
In the Proclamation of 1763, King George III stated that colonists could not settle beyond the Proclamation Line. This
line was along the Appalachian Mountains. King George III hoped that this would calm the Native Americans and show his
gratitude for their help during the French and Indian War. It was also a way to keep from having to spend more money to
protect the colonists from the Native Americans.
The king had another reason for this proclamation. By winning the French and Indian War, Britain gained control of the land
that provided fur trading, and the king wanted to take advantage of this. He needed a good relationship with the Native
Americans to expand fur trade so most of the trade would come through Britain.
Colonists were not pleased with this proclamation. They felt that the king was siding with the Native Americans. They
had fought the French and Indian War to keep the French from blocking them, yet now the king was doing the same thing.
Most colonists ignored the proclamation and continued to move west. So, the fighting between the colonists and Native
Americans continued.
Grading: Refer to the Open- Ended Scoring Rubric and the Group Discussion Rubric found under Common Rubrics
10
Roselle Public Schools
Social Studies Curriculum Units of Study Grade 5
Appendix B
Performance Task/s
Task 1: Read the following informational passages and perform the described tasks: (Informational Articles can be found in the
Causes of the American Revolution Supplemental Packet)
 Read The Sugar Act & The Stamp Act then compare these acts with one another.
 Read The Sons of Liberty and identify and describe 5 key terms identified in this passage.
 Read The Townshend Acts and identify and describe 4 effects of the Townshend Acts.

 Read The Boston Massacre and identify and describe 7 events leading up to the Boston Massacre.
 Read The Boston Tea Party and identify at least one cause and two effects of the Boston Tea Party.
 Read The Intolerable Acts and describe 5 significant words/events in the passage.
 Read The First Continental Congress & Patrick Henry and define 5 key terms from the passage.
 Read The Battles of Lexington and Concord and describe each battle, then compare and contrast the two battles.
11
Roselle Public Schools
Social Studies Curriculum Units of Study Grade 5
Task 2: Watch various episodes of Liberty’s Kids and complete the graphic organizer(s) below. Then create a timeline outlining the
events described in the episodes and explain the significance of each event to the American Revolution.
(http://www.youtube.com/watch?v=QyxVKi_EYwY)
Graphic Organizer:
Episode # __________ - Title ______________________________________
What are the key events or individuals
described in this episode?
Where and when did these events occur?
How did these events or individuals shape
the American Revolution?
Timeline:
|___________|___________|___________|___________|___________|___________|___________|___________|_________|
1754
1783
Grading: Refer to NJ Registered Holistic Scoring Rubric/Open Ended Scoring Rubric found under Common Rubrics
12
Roselle Public Schools
Social Studies Curriculum Units of Study Grade 5
Appendix C
Summative Assessment
Unit 3
Title: The American Revolution (The Colonies Unite and The Revolutionary War)
Subject: Social Studies
Grade Level: 5
_________________________________________________________________________________________________________
Instructional Focus:
Freedom was so important to the colonists that they were willing to suffer terrible hardships and years of war to win it.
Social Studies Standards:
6.1.8.A.3.a, 6.1.8.B.3.a, 6.1.8.B.3.c, 6.1.8.C.3.a, 6.1.8.D.3.b, 6.1.8.D.3.d
Reading Standards:
RI.5.1, RI.5.2, RI.5.4, RI.5.9, RI.5.10
Writing Standards:
W.5.2, W.5.3, W.5.9, W.5.10
Speaking and Listening Standards:
SL.5.1
Language Standards:
L.5.1
21st Century Life and Careers Standards:
9.1.8.A.1, 9.1.8.B.1, 9.1.8.C.1, 9.1.8.C.3, 9.1.8.B.6
_________________________________________________________________________________________________________
13
Roselle Public Schools
Social Studies Curriculum Units of Study Grade 5
Essential Questions:
1.) What disagreements led to the American Revolution?
2.) Which people and groups impacted the American Revolution?
3.) How do people bring about change?
_________________________________________________________________________________________________________
Student Learning: Students will be able to complete the following:

Students will work cooperatively in small groups, dividing the work amongst each other and assigning specific
roles/responsibilities.
 Students will research various events.
 Students will respond to a variety of leveled questions by citing strong textual evidence using RACE/RACER.
 Students will be able to outline their research utilizing a graphic organizer.
 Students will arrange the information they have gathered to create a rough draft.
 Students will create a newspaper outlining events, recipes, interviews, jobs, etc.
 Students will utilize presentation skills to present their newspaper to the class.
 Students will write notes utilizing an outline/graphic organizer.
 Students will write a rough draft for their newspaper.
 Students will participate in a presentation.
 Students will describe a major event OR a major industry of the time period (1700-1780).
 Students will prepare an interview with either a famous colonial American.
 Students will write about a new innovation or common practice in the field of health, medicine, technology, invention, etc.
 Students will create a word search or crossword puzzle using keywords from your time period and region.
 Students will write an article on an interesting aspect of the culture in your region.
 Students will create a political cartoon depicting an event from the time period.
__________________________________________________________________________________________________________
14
Roselle Public Schools
Social Studies Curriculum Units of Study Grade 5
Introduction:
You have been specially selected to travel back in time to early American history. You will immerse yourself in the culture and
experiences of the colonists, and you will also become a reporter for your colony’s local newspaper. Once you and your group have
published your newspaper, you will travel back to the present day and share this document with all of us.
Task:
Your task is to become familiar with various aspects of colonial life and record your findings in the for of articles and “extras” in your
original colonial newspaper. Working in cooperative groups, you will prepare an informative and creative newspaper using a template
made in Google Docs.
Steps:
Step One: To begin, you will for a group of 4 members with whom you will work cooperatively to collaborate and create your
colonial newspaper. Once you have formed your group, you must select a year between 1700-1780 that you will be reporting from.
Step Two: It is now time to define your responsibilities with your group. Each member of the group becomes a “reporter” whose job
is to research a different topic. Each reporter is responsible for creating one feature article and one “extra”. (See Process for details.)
Step Three: Use various resources listed on the Resources page to gather information. Take notes and remember to paraphrase!
Step Four: Write a rough draft of your article. Use the facts you retrieved, and be creative and descriptive!
Step Five: Type up your article.
Step Six: Create your “extra.”
Step Seven: Prepare your final copies of all pages and put your newspaper together by inserting your articles and extras into the
Colonial Newspaper Template.
Step Eight: It is time to present your newspaper to the class! As a class, we will review the guidelines for grading and practice your
presentation with your group members, then you will present your newspaper to the class.
15
Roselle Public Schools
Social Studies Curriculum Units of Study Grade 5
Step Nine: It is time to reflect and conclude our work! Was your newspaper informative and accurate? Did you include the
appropriate number of “extras” in your newspaper? Write a brief summary of all that you learned. Describe the parts of this project
you enjoyed the most, and the least. What would you do differently next time you are involved in a collaborative project? What
would you do the same?
Process: Description of Roles
Reporter #1:
* Article—Describe a major event OR a major industry of the time period (1700-1780). (Ex. Boston Tea Party, Boston
Massacre, shipbuilding, whaling, etc.) This article should give readers a clear idea of the event/industry is, when and where
it takes place, why it is significant, and what its outcomes were.
* Extra—Provide a recipe from your time period and region.
Reporter #2:
* Article—Prepare an interview with either a famous colonial American (such as Anne Hutchinson or William Penn) or any
colonial American (such as a woman, a business owner, a slave, a plantation owner, etc.). This interview should give readers
a good sense of what life was like for this individual. Include biographical information such as: date and place of birth,
occupation or place in society, personal feelings about his/her place in society, daily routines/chores/responsibilities, etc.
* Extra—Create 2 classified ads for jobs and/or advertisements for clothing, houses, furniture, tools, etc.
Reporter #3:
* Article—Write about a new innovation or common practice in the field of health, medicine, technology, invention,
etc. This article should explain exactly what the innovation is, why it is good or bad, and how it can be used by people in
this time period.
* Extra—Create a word search or crossword puzzle using keywords from your time period and region.
Reporter #4:
* Article—Write an article on an interesting aspect of the culture in your region. Example topics may include one or a
16
Roselle Public Schools
Social Studies Curriculum Units of Study Grade 5
combination of any of the following: laws, crimes, & punishments; religion; food & clothing; schools & education; etc.
* Extra—Create a political cartoon depicting an event from the time period.
Remember…
- Your articles do not have to be long, but they MUST be informative, factual, and descriptive.
- Use your time in the on the computers/laptops wisely.
- Use a variety of print and non-print resources to gather facts.
- Keep your articles in the PRESENT TENSE—remember, you are living and reporting in colonial times, not today!
- Creativity counts! Include illustrations, catchy titles, lots of color, etc.
- Work hard, but don’t forget to have fun!!!
- Download and print a handout specific to your job as reporter #1, 2, 3, or 4 to help you organize your notes.
Websites:
 https://drive.google.com
 http://www.missmiddendorfonline.com/colonialwebquesthome.html
 Resources for Newspaper Project : http://www.missmiddendorfonline.com/colonialwebquestresources.html
 Handout Reporter #1 http://www.missmiddendorfonline.com/reporter%231.pdf
 Handout Reporter #2 http://www.missmiddendorfonline.com/reporter%232.pdf
 Handout Reporter #3 http://www.missmiddendorfonline.com/reporter%233.pdf
 Handout Reporter #4 http://www.missmiddendorfonline.com/reporter%234.pdf
 http://teacher.scholastic.com/writewit/news/index.htm
 http://pbskids.org/newsflashfive/scoop/index.html
 http://www.readwritethink.org/files/resources/lesson_images/lesson249/tips.pdf
 http://www.readwritethink.org/files/resources/lesson_images/lesson249/format.pdf
 http://www.readwritethink.org/files/resources/lesson_images/lesson249/guide.pdf
 http://classroomclipart.com/cgi-bin/kids/imageFolio.cgi?direct=History/United_States/American_Revolution
 http://www.wpclipart.com/American_History/revolution/index.html
Rubric(s): See below
17
Roselle Public Schools
Social Studies Curriculum Units of Study Grade 5
Oral Presentation Rubric: Newspaper
Teacher Name:
______________________________________________________________________
Student Name(s):
______________________________________________________________________
4
3
2
1
Speaks Clearly
Speaks clearly and distinctly all
(100-95%) the time, and
mispronounces no words.
Speaks clearly and distinctly all
(100-95%) the time, but
mispronounces one word.
Speaks clearly and distinctly
most ( 94-85%) of the time.
Mispronounces no more than
one word.
Often mumbles or can not be
understood OR mispronounces
more than one word.
Volume
Volume is loud enough to be
heard by all audience members
throughout the presentation.
Volume is loud enough to be
heard by all audience members
at least 90% of the time.
Volume is loud enough to be
heard by all audience members
at least 80% of the time.
Volume often too soft to be
heard by all audience members.
Stays on Topic
Stays on topic all (100%) of the
time.
Stays on topic most (99-90%) of Stays on topic some (89%-75%) It was hard to tell what the topic
the time.
of the time.
was.
Content
Shows a full understanding of
the topic.
Shows a good understanding of
the topic.
CATEGORY
Posture and Eye Contact Stands up straight, looks relaxed Stands up straight and
and confident. Establishes eye
contact with everyone in the
room during the presentation.
Shows a good understanding of
parts of the topic.
Sometimes stands up straight
establishes eye contact with
and establishes eye contact.
everyone in the room during the
presentation.
Does not seem to understand
the topic very well.
Slouches and/or does not look
at people during the
presentation.
18
Roselle Public Schools
Social Studies Curriculum Units of Study Grade 5
Individual Collaboration Rubric
CATEGORY
Teacher Name:
______________________________________________________________________
Student Name:
______________________________________________________________________
5 = 100%
4 = 80%
3 = 60%
2 = 40%
1 = 20%
Observation of ALL of
the following:
Observation of 4 of
the following:
Observation of 3 of
the following:
Observation of 2 of
the following:
Observation of 1 of
the following:
* Actively listening to
partner & teacher.
* Actively listening to
partner & teacher.
* Actively listening to
partner & teacher.
* Actively listening to
partner & teacher.
* Actively listening to
partner & teacher.
* Fully participates in
group planning,
discussions, and
assignments.
* Fully participates in
group planning,
discussions, and
assignments.
* Fully participates in
group planning,
discussions, and
assignments.
* Fully participates in
group planning,
discussions, and
assignments.
* Fully participates in
group planning,
discussions, and
assignments.
* Uses meaningful
conversation to
communicate with
peers.
* Uses meaningful
conversation to
communicate with
peers.
* Uses meaningful
conversation to
communicate with
peers.
* Uses meaningful
conversation to
communicate with
peers.
* Uses meaningful
conversation to
communicate with
peers.
* Gives best effort.
* Gives best effort.
* Gives best effort.
* Gives best effort.
* Gives best effort.
* Uses class time
effectively.
* Uses class time
effectively.
* Uses class time
effectively.
* Uses class time
effectively.
* Uses class time
effectively.
19
Roselle Public Schools
Social Studies Curriculum Units of Study Grade 5
Group Assignment-Completed Newspaper Rubric
CATEGORY
Teacher Name:
______________________________________________________________________
Student Name(s):
______________________________________________________________________
5 = 100%
4 = 80%
3 = 60%
2 = 40%
1 = 20%
Observation of 5 or more
of the following:
Observation of 4 of the
following:
Observation of 3 of the
following:
Observation of 2 of the
following:
Observation of 1 of the
following:
* Newspaper includes all
pictorial and section
requirements.
* Newspaper includes all
pictorial and section
requirements.
* Newspaper includes all
pictorial and section
requirements.
* Newspaper includes all
pictorial and section
requirements.
* Newspaper includes all
pictorial and section
requirements.
* Information is accurate
and well researched by
several sources.
* Information is accurate
and well researched by
several sources.
* Information is accurate
and well researched by
several sources.
* Information is accurate
and well researched by
several sources.
* Information is accurate
and well researched by
several sources.
* Grammar, punctuation,
and spelling are correct with
few errors.
* Grammar, punctuation,
and spelling are correct with
few errors.
* Grammar, punctuation,
and spelling are correct with
few errors.
* Grammar, punctuation,
and spelling are correct with
few errors.
* Grammar, punctuation,
and spelling are correct with
few errors.
*Uses many features of a
newspaper format.
*Uses many features of a
newspaper format.
*Uses many features of a
newspaper format.
*Uses many features of a
newspaper format.
*Uses many features of a
newspaper format.
* Newspaper is creative,
uses appropriate and diverse
visuals, and effects to
enhance presentation.
* Newspaper is creative,
uses appropriate and diverse
visuals, and effects to
enhance presentation.
* Newspaper is creative,
uses appropriate and diverse
visuals, and effects to
enhance presentation.
* Newspaper is creative,
uses appropriate and diverse
visuals, and effects to
enhance presentation.
* Newspaper is creative,
uses appropriate and diverse
visuals, and effects to
enhance presentation.
* Newspaper is aesthetically
pleasing—neatly put
together, in correct order,
uses space correctly.
* Newspaper is aesthetically
pleasing—neatly put
together, in correct order,
uses space correctly.
* Newspaper is aesthetically
pleasing—neatly put
together, in correct order,
uses space correctly.
* Newspaper is aesthetically
pleasing—neatly put
together, in correct order,
uses space correctly.
* Newspaper is aesthetically
pleasing—neatly put
together, in correct order,
uses space correctly.
20
Roselle Public Schools
Social Studies Curriculum Units of Study Grade 5
Group Discussion-Grade 5 Rubric
Student Name:
______________________________________
Objective
Teacher Name: __________________________________
Criteria
Points
4
Exemplary
3
Accomplished
2
Developing
1
Beginning
Student is never distracted and
stays on task all of the time.
Student is rarely distracted and
stays on task most of the time.
Student is occasionally
distracted and stays on task some
of the time.
Student is always distracted and
hardly ever stays on task.
____
Student always has something to
contribute to his group discussion
by sharing ideas, asking questions,
or making plans.
Student usually has something to
contribute to his group
discussion by sharing ideas,
asking questions, or making
plans.
Student rarely has something to
contribute to his group
discussion by sharing ideas,
asking questions, or making
plans.
Student never has something to
contribute to his group
discussion by sharing ideas,
asking questions, or making
plans.
____
Listening Skills
Student listens when others talk
and incorporates or builds off of
the ideas of others.
Student listens when others talk.
Student does not listen when
others talk.
Student does not listen when
others talk and often interrupts
when others speak.
____
Behavior
Student almost never displays
disruptive behavior during group
meetings.
Student rarely displays
disruptive behavior during group
meetings.
Student occasionally displays
disruptive behavior during group
meetings.
Student almost always displays
disruptive behavior during group
meetings.
____
Preparation
Student is almost always prepared
to meet with group members and
ready to share his research and
findings to the group.
Student is usually prepared to
meet with group members and
ready to share his research and
findings to the group.
Student is rarely prepared to
meet with group members and
ready to share his research and
findings to the group.
Student is never prepared to
meet with group members and
ready to share his research and
findings to the group
____
Total---->
____
Time
Management
Level Of Engagement In Small
Group Discussion
Comments:
21
Roselle Public Schools
Social Studies Curriculum Units of Study Grade 5
Appendix D
Text/Articles and or Documents
Unit 3: The American Revolution (The Colonies Unite and The Revolutionary War)
Title
Genre/ Resource/ Page #
The Struggle for Independence
Non-Fiction, Leveled Reader (Below Level)
Valley Forge
Non-Fiction, Leveled Reader (On Level)
Spying in the American Revolution
Non-Fiction, Leveled Reader (Above Level)
The Amazing Mr. Franklin: Or the Boy Who Read Everything by
Ruth Ashby
Informational Text
The Signers: The 56 Stories Behind the Declaration of
Independence by Dennis Fradin
And Then What Happened, Paul Revere? by Jean Fritz
Informational Text
Samuel Adams: American Patriot by Veda Boyd Jones
Informational Text
Causes of the American Revolution
Informational Text
Harcourt Social Studies - The United States: Making a New
Nation
Non-Fiction Text (Chapters 8 & 9)(Pages 281-375)
Informational Text
22