BIG IDEA ____________________
Rockwood School District
5 grade Social Studies - CCO #2
th
Backward Design Unit
Michelle Bolton – Babler Elementary
Becky Knight – Fairway Elementary
Established Goal(s) students will be able to analyze and interpret significant
historical events in early American History.
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Understanding(s)
The Revolutionary war consisted of
many battles that took place mainly
up and down the east coast.
It was impossible for Britain to be
everywhere.
In battle Washington would stay
just long enough to kill a number of
the British, then go and hide again.
Eventually the British realized
they could not “out last” the
colonial army.
Students will know….
Advantages and disadvantages of
colonists and British
Outcome of studied battles in
American Revolution
How the battles affected the
outcome of the war.
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Essential Question(s)
What’s the difference between
“winning” the war and “not losing”
the war?
Students will be able to…
Use technology/ graphic organizers
to organize or present information
about historical events
Distinguish between fact and
opinion when evaluating social
studies sources
Develop questions to initiate
research (5W’s)
BIG IDEA ____________________
Rockwood School District
5 grade Social Studies - CCO #2
th
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Prior Knowledge
Events leading up to the Revolution
(Boston Massacre, Boston Tea
Party, Taxation without
Representation, Declaration of
Independence, etc
Structure of a Timeline
Research/note-taking skills
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Performance Task(s):
Poster timeline project
Presentation “teach” the class
Other Evidence:
Discussion
Constructed response questions
(essay quiz over essential question)
summative
Spreadsheet
Notes on 5 W’s (Who, What,
Where, When, Why)
Learning Activities
Analogy Lesson (Britain represents the “parents” and the Colonies represent
“children”)
Chapter 13 History Alive Tug of War activity – Bigger/stronger kids are on one
side (team) representing Britain’s power and smaller/weaker kids are on the
other side (team) representing the Colonies. As the game progresses, the
colonial team is given more advantages to represent the change in power
throughout the Revolution.
Group Research 5 W’s (Who, What, Where, When, Why) to find advantages/
disadvantages that the colonists had during assigned battle.
Jigsaw activity/ Numbered heads together – Students are then divided up into
new groups in order to share their expertise on the battle they researched.
One student from each battle group is included in the new group. After being
placed in new group, students are numbered (1 – 6). They are not only
responsible for sharing their information with group members, but become
responsible for learning about the other battles their classmates researched.
The teacher orally assesses student understanding by calling any number (1- 6)
and asking questions about any battle the class researched.
Questions to Ponder
To what extent do the outcomes of the battles studied contribute to the
overall outcome of the American Revolution
What advantages helped the colonists with the American Revolution?
What is the process of ending a Revolution?
What does it mean to win? What does it mean to lose?
BIG IDEA ____________________
Rockwood School District
5 grade Social Studies - CCO #2
th
Battles
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Lexington (1775) British
Concord (1775) Colonist
Trenton (1776) Valley Forge Colonist
Long Island (1776) British
Saratoga (1777) Colonist
Monmouth (1778) Draw
Charleston (1778) British
Resources
• Scoring guide : poster, presentation (In LA binder)
• Student Direction handout
• Battle Spreadsheet
• Websites:
www.americanrevolution.com/RevolutionaryWarBattlesIndex
www.historycentral.com/Revolt/battles.html
www.myrevolutionarywar.com/battles
www.wpi.edu/Academics/Depts/MilSci/BTSI
www.unitedstreaming.com
• Additional websites can be found at:
ikeepbookmarks.com/Bolton
ikeepbookmarks.com/bknight
• Books
Concord and Lexington – Judy Nordstrom
The Story of Lexington and Concord – Conrad R, Stein
Possible Jobs for Students During Group Work
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Artist (map)
Designer (Poster layout)
Driver (Computer person)
Time keeper
Writer
BIG IDEA ____________________
Rockwood School District
5 grade Social Studies - CCO #2
th
Name: __________________ Class#_____ Date:__________________
REVOLUTIONARY WAR BATTLES
Mission:
The local VFW is hosting a Revolutionary War memorial celebration. They
have asked our class to create a visual timeline of the battles of the
revolution. The timeline will be created from informational posters about
each of the major battles. We will be presenting our battles and placing the
posters on the timeline to help decorate during the celebration ceremony.
Responsibilities
Research Questions for Fun Facts
Notes
Spreadsheet
Map (hand drawn)
Paragraph
Advantages and Disadvantages and How it
affected the outcome
Rough draft
Revise/ Edit
Final Copy (typed)
Teacher’s Initials
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Poster
Layout
Final Copy
Rehearse Presentation
Presentation Day:
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Name: __________________ Class#_____ Date:__________________
CATEGORY
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1
Required
Elements
The poster includes
all required elements
as well as additional
information.
All required
elements are
included on the
poster.
All but 1 of the
required elements
are included on the
poster.
Several required
elements were
missing.
Content Accuracy
At least 6 accurate
facts are displayed
on the poster.
4-5 accurate facts
2-3 accurate facts
Less than 2 accurate
are displayed on the are displayed on the facts are displayed
poster.
poster.
on the poster.
Attractiveness
The poster is
exceptionally
attractive in terms of
design, layout, and
neatness.
The poster is
attractive in terms of
design, layout and
neatness.
The poster is
acceptably attractive
though it may be a
bit messy.
The poster is
distractingly messy
or very poorly
designed. It is not
attractive.
Mechanics/
Grammar
Capitalization and
punctuation are
correct throughout
the poster. There are
no grammatical
mistakes on the
poster.
There is 1 error in
capitalization or
punctuation or
grammar
There are 2 errors in
capitalization or
punctuation or
grammar
There are more than
2 errors in
capitalization or
punctuation or
grammar
Use of Class
Time
Used time well
during each class
period. Focused on
getting the project
done. Never
distracted others.
Used time well
during each class
period. Usually
focused on getting
the project done and
never distracted
others.
Used some of the
time well during
each class period.
There was some
focus on getting the
project done but
occasionally
distracted others.
Did not use class
time to focus on the
project OR often
distracted others.
Total__________
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REVOLUTIONARY WAR BATTLES
NAME OF
BATTLE
LOCATION
OF
BATTLE
DATE
STRATEGY ADVANTAGES/DISADVANTAGES
AND HOW THEY EFFECTED THE
USED
OUTCOME
FUN FACTS
Student Name:
________________________________________
REVOLUTIONARY WAR BATTLES POSTER
CATEGORY
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Graphics Originality
Several of the
graphics used on
the poster reflect a
exceptional degree
of student creativity
in their creation
and/or display.
One or two of the
graphics used on
the poster reflect
student creativity in
their creation
and/or display.
The graphics are
No graphics made
made by the
by the student are
student, but are
included.
based on the
designs or ideas of
others.
Graphics Relevance
All graphics are
related to the topic
and make it easier
to understand. All
borrowed graphics
have a source
citation.
All graphics are
related to the topic
and most make it
easier to
understand. All
borrowed graphics
have a source
citation.
All graphics relate
to the topic. Most
borrowed graphics
have a source
citation.
Required Elements
The poster includes
all required
elements as well as
additional
information.
All required
elements are
included on the
poster.
All but 1 of the
Several required
required elements elements were
are included on the missing.
poster.
Knowledge Gained
Student can
accurately answer
all questions related
to facts in the
poster and
processes used to
create the poster.
Student can
accurately answer
most questions
related to facts in
the poster and
processes used to
create the poster.
Student can
accurately answer
about 75% of
questions related to
facts in the poster
and processes
used to create the
poster.
Student appears to
have insufficient
knowledge about
the facts or
processes used in
the poster.
Content - Accuracy
At least 7 accurate
facts are displayed
on the poster.
5-6 accurate facts
are displayed on
the poster.
3-4 accurate facts
are displayed on
the poster.
Less than 3
accurate facts are
displayed on the
poster.
Attractiveness
The poster is
exceptionally
attractive in terms
of design, layout,
and neatness.
The poster is
attractive in terms
of design, layout
and neatness.
The poster is
acceptably
attractive though it
may be a bit
messy.
The poster is
distractingly messy
or very poorly
designed. It is not
attractive.
There is 1 error in
capitalization,
spelling, or
punctuation.
There are 2 errors
in capitalization,
spelling, or
punctuation.
There are more
than 2 errors in
capitalization,
spelling, or
punctuation
Grammar/mechanics Capitalization,
spelling, and
punctuation are
correct throughout
the poster.
1
Graphics do not
relate to the topic
OR several
borrowed graphics
do not have a
source citation.
AMERICAN REVOLUTION ORAL PRESENATION SCORING GUIDE
Student Name:
CATEGORY
________________________________________
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Preparedness
Student is
completely prepared
and has obviously
rehearsed.
Student seems
pretty prepared but
might have needed a
couple more
rehearsals.
The student is
Student does not
somewhat prepared, seem at all prepared
but it is clear that
to present.
rehearsal was
lacking.
Content
Shows a full
Shows a good
Shows a good
understanding of the understanding of the understanding of
topic.
topic.
parts of the topic.
Stays on Topic
Stays on topic all
(100%) of the time.
Does not seem to
understand the topic
very well.
Stays on topic most Stays on topic some It was hard to tell
(99-90%) of the time. (89%-75%) of the
what the topic was.
time.
Posture and Eye Stands up straight,
looks relaxed and
Contact
Stands up straight
and establishes eye
confident.
contact with
Establishes eye
everyone in the room
contact with
during the
everyone in the room presentation.
during the
presentation.
Sometimes stands
up straight and
establishes eye
contact.
Slouches and/or
does not look at
people during the
presentation.
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.
Speaks Clearly
Speaks clearly and
distinctly all (10095%) the time, and
mispronounces no
words.
Speaks clearly and
distinctly all (10095%) the time, but
mispronounces one
word.
Speaks clearly and
distinctly most ( 9485%) of the time.
Mispronounces no
more than one word.
Often mumbles or
can not be
understood OR
mispronounces more
than one word.