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Rigorous Curriculum Design—Unit Planning Organizer Blank

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DEKALB COUNTY SCHOOL DISTRICT

RIGOROUS CURRICULUM DESIGN

UNIT PLANNING ORGANIZER

Subject(s) Social Studies

Grade and Course

4th grade

Unit of Study Unit 1 American Revolution

Pacing

Timeframe:

6 weeks

“Unwrapped” Priority Georgia Standards of Excellence

Skills and Concepts

SS4H1 EXPLAIN the causes, events, and results of the American Revolution. a. TRACE the events that shaped the revolutionary movement in America: French and Indian War, 1765 Stamp Act, the slogan “no taxation without representation,” the activities of the Sons of Liberty, the activities of the Daughters of Liberty, Boston Massacre, and the Boston Tea Party. b. DESCRIBE the influence of key individuals and groups during the American Revolution: King George III, George Washington, Benjamin Franklin, Thomas Jefferson, Benedict Arnold, Patrick Henry, John Adams, Paul Revere, and Black regiments. c. DESCRIBE the major events of the American Revolution and EXPLAIN the factors leading to American victory and British defeat; include the Battles of Lexington and Concord, Saratoga, and Yorktown. d. EXPLAIN the writing of the Declaration of Independence; include who wrote it, how it was written, why it was necessary, and how it was a response to tyranny and the abuse of power.

“Unwrapped” Priority Standards

“Unwrapped” Skills (Students Need

to Know)

“Unwrapped” Concepts

(Students Need to Be Able to Do)

Bloom’s Taxonomy Levels

DOK (For Overall Standard)

SS4H1:

• EXPLAIN

• Causes, events, and results of the American Revolution.

• 2 (Understand) 1 (Recall)

SS4H1a:

• TRACE

• French and Indian War

• 1765 Stamp Act

• 1 (Knowledge) 1 (Recall)



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• “No taxation without representation!” slogan

• Sons and Daughters of Liberty activities

• Boston Massacre

• Boston Tea Party

SS4H1b:

• DESCRIBE

• King George III

• George Washington

• Benjamin Franklin

• Thomas Jefferson

• Patrick Henry

• John Adams

• Paul Revere

• Black Regiments


SS4H1c:

• DESCRIBE

• EXPLAIN

• Major events of the American Revolution

• Battles of Lexington and Concord

• Battle of Saratoga

• Battle of Yorktown


SS4H1d:

• EXPLAIN • Declaration of

Independence • 4 (Analyze) 3 (Strategic Thinking)

Supporting Standards

SS4G2 Describe how physical systems affect human systems. a. Explain how each force (American and British) attempted to use the physical geography of each battle site (Lexington and Concord, Saratoga, and Yorktown) to its benefit. SS4CG1a. Describe the meaning of: a. Natural rights as found in the Declaration of Independence (the right to life, liberty, and the pursuit of happiness) Map and Globe Skills 6. Use map key/legend to acquire information from historical, physical, political, resources, product and economic maps 7. Use a map to explain impact of geography on historical and current events Information Processing Skills 2. Organize item chronologically 5. Identify main idea, detail, sequence of events, and cause and effect in a social studies context 7. Interpret timelines 11.Draw conclusions and make generalizations 15. Determine adequacy and/or relevancy of information



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Essential Questions Corresponding Big Ideas

How does war and conflict impact the political, religious, economic, and social, practices of the people?

War impacts the political, religious, social, and economic practices of the people, before during, and after the war.



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Unit Assessments

Pre-Assessment Post-Assessment

Student Version:

4_Social Studies_Unit1pre-assessmen/student

Teacher Version:

4_Social Studies_Unit1pre-assessment/teacher

Student Version:

Teacher Version:

Performance Assessment

Engaging Scenario

You are a magazine writer living in Boston in the 1770s. You and your friends are worried about the uncertainty created during the Revolutionary period. You have been asked to publish a special edition of the magazine entitled The Revolution to explain the major causes, events, and results of the American Revolution.

Performance Task Synopses

Task 1: Create a progression timeline which outlines the major events and battles of the Revolutionary War, starting with the French and Indian War to the Battle of Yorktown. SS4H1acd, MGS6, IPS2, IPS7 Task 2: Write a skit about an event or battle that occurred during the American Revolutionary War. Be sure to include how geography may have played a role in the outcome of the event or battle. Choose from the following list of events: 1765 Stamp Act, the slogan “no taxation without representation,” the activities of the Sons of Liberty, and the Daughters of Liberty, Boston Massacre and the Boston Tea Party, Declaration of Independence, Lexington and Concord, Saratoga, and Yorktown. Then allow students to reenact the skit. SS4H1abc, SS4G2a, IPS5, IPS11 Task 3: Create a 4-article magazine about the highlights of the American Revolution. You must include at least one map of the major battles, an article about key players of the time period, an article about the Declaration of Independence, and other interesting events of the period. SS4H1abcd, SS4CG1a, MGS7, IPS5, IPS11, IPS15



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Performance Task 1 In Detail

Task 1 Student Directions: After studying the events as well as the battles of the American Revolutionary War, create a progression time line on which you will organize all information that led to the war. The events and battles should be in chronological order, labeled, and include a brief explanation of each event starting from the French and Indian war up to the Battle of Yorktown. Task 1 Teacher Notes: Teacher should review how to create a progression timeline with students to ensure that they understand this skill. The events and battles should be in chronological order, labeled, and include a brief explanation of each event starting with the French and Indian war up to Independence. Student should include the following events in their timeline: French and Indian War, Sugar Act, Stamp Act, Townshend Act, Boston Massacre, and the Boston Tea Party, Battle of Lexington and Concord, Battle of Saratoga, Battle of Yorktown.

Performance Task 1 Scoring Guide

4 Advanced 3 Proficient 2 Basic 1 Below Basic

Demonstrates advanced proficiency by accurately including the following events on the timeline with a brief explanation while also including at least two additional events for the timeline.

Demonstrates proficiency by accurately including the following events on the timeline with a brief explanation:

• French and Indian War Sugar Act

• Stamp Act

• Townshend Act

• Boston Massacre

• Boston Tea Party

• Battle of Lexington and Concord

• Battle of Saratoga

• Battle of Yorktown

Demonstrates partial proficiency by including all of the events but the explanations lack evidence of mastery.

Does not meet proficiency. Fewer than 5 events are listed with their brief explanations.



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Task 2 Student Directions: In groups of 3 or 4, you will choose an event or battle that led to the American Revolutionary War and write a skit about it. Your skit should include 4 or more facts, cause and effect of the battle or event, key locations and influential people. Choose from the following list of events: 1765 Stamp Act, the slogan “no taxation without representation,” the activities of the Sons of Liberty, and the Daughters of Liberty, Boston Massacre and the Boston Tea Party, Lexington and Concord, Saratoga, and Yorktown. After selecting your event or battle, follow the teacher’s guidance in writing and presenting your skit. Task 2 Teacher Notes: The teacher will divide the class into groups and allow each group to research an assigned event/battle. The teacher will ensure that students understand how to write a skit. Review this skill using the link located in the resource section. You can then model this skill for students (as a class) before they start writing their own skits.


4 Advanced 3 Proficient 2 Basic 1 Below Basic

Demonstrates advanced proficiency by accurately including

• 4 or more facts about the event,

• cause and effect of the event, and

• key location and people involved in the event

• including information from two other events into the skit.

Demonstrates proficiency by accurately including

• 4 or more facts about the event,

• cause and effect of the event, and

• key location and people involved in the event.

Demonstrates partial proficiency by developing a skit that gives basic facts about the event but does not analyze the cause and effect or the key people.

Does not meet proficiency because the skit is incomplete or does not include accurate information.



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Task 3 Student Directions: Create a 4-article magazine about the highlights of the American Revolution. You must include: at least one map of the major battles, an article about key players of the time period, an article about the Declaration of Independence as a response to tyranny and abuse of power, and other interesting results of the war. Task 3 Teacher Notes: This task is designed to allow students to demonstrate their understanding of the causes, influential people and events, and effects of the American Revolution. It is important that the students be able to demonstrate their understanding of these events through their written summaries. Consider using a jigsaw approach by assigning students specific events and influential people to ensure that all of the content is mastered. At your discretion, you may choose to collaborate with the art teacher on having the students design magazine covers using art standards.


4 Advanced

Demonstrates advanced proficiency by including:

• Map of all of the major battles with an explanation of key events at each battle.

• An article about one key person, group, OR event from the Revolution detailing why that person was influential.

• An explanation of why the Declaration of Independence was written and how it is a response to British tyranny and abuse.

• An article about one additional event or influential person from the Revolutionary period.

• Includes additional entries, ads, cover art work related to the Revolutionary period.

3 Proficient Demonstrates proficiency by including:

• Map of all of the major battles with an explanation of key events at each battle.

• An article about one key person, group, OR event from the Revolution detailing why that person was influential.

• An explanation of why the Declaration of Independence was written and how it is a response to British tyranny and abuse.

• An article about one additional event or influential person from the Revolutionary period.

2 Basic

Demonstrates partial proficiency. The magazine may include all four components but the content does not provide evidence of mastery related to the standards.

1 Below Basic Does not meet proficiency by not including all four components and does not provide evidence of mastery related to the standards.



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Instructional Strategies Instructional Strategies

Research-Based Effective Teaching Strategies

21st Century Learning Skills

Learning Objectives (posted and referenced)

Identifying Similarities and Differences

Summarizing and Note Taking

Reinforcing Effort, Providing Recognition

Homework and Practice

Nonlinguistic Representations

Cooperative Learning

Purposeful small group instruction

Increased think time

Setting Objectives, Providing Feedback

Check for Understanding

Generating and Testing Hypotheses

Cues, Questions, and Advance Organizers

Interdisciplinary Non-Fiction Writing

Teamwork and Collaboration

Initiative and Leadership

Curiosity and Imagination

Innovation and Creativity

Critical thinking and Problem Solving

Flexibility and Adaptability

Effective Oral and Written Communication

Accessing and Analyzing Information

Other

Intervention Strategies Intervention Strategies

(Tiers 1, 2, 3) Additional Supports in

Classroom

Specially Designed Instruction for Special

Education Students

Strategies for English Language Learners

Re-voicing

Explaining

Prompting for participation

Challenging or countering

Conferencing

Additional time

Small group collaboration

Modify quantity of work

Visuals/Realia

Front-loading

Echoing/Choral response

Color-coding



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Intervention Strategies (Tiers 1, 2, 3)

Additional Supports in Classroom

Specially Designed Instruction for Special

Education Students

Strategies for English Language Learners

Asking “Why?” “How?”

Reread

Practice new academic vocab.

Assistive technology

Pre-teach & re-teach in a

different way

Repetition

Use of manipulatives

Collaborative work

Direct/explicit instruction

“Chunking”

Accommodating different learning styles

Create differentiated text sets

Providing additional guided practice

Take student’s dictation

Scaffold information

Differentiated content process or product

Consistent reward system

Refer to students’ IEP or

504 plan

Assistive technology

Multiple exposures in different media

Pair-share

Modeling

Language scaffolds: eg, sentence frames

Deconstruct complex

sentences and texts

L1 support

increased opportunities for student-student talk

Strategic vocabulary instruction

Additional think time

Strategies for Gifted Learners

Tier 1: Low Preparation Tier 2: Medium Preparation

Flexible-Learning Groups by Readiness, Interest,

Learning Profiles

Gifted Education Cluster Classes

Choice of Books Gifted Education Collaboration Classes

Homework Options Tiered Activities and Products

Use of Reading Buddies Use of Literature Clubs

Various Journal Prompts Multiple Testing Options

Student/Teacher Goal Setting Multiple Texts

Varied Pacing with Anchor Options Alternative Assessments

Work Alone or Together Subject Advancement within class

Flexible Seating Curriculum Compacting

Varied Scaffolding Tiered Centers



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Varied Computer Programs Spelling by Readiness

Design-A-DAY Varying Organizers

Varied Supplemental Materials Community Mentorships

Computer Mentors Stations

Think-Pair-Share by Readiness, Interest, Learning

Profiles

Group Investigations

Open-ended Activities Students are Assessed in Multiple Ways

Explorations by Interest Student choice in selecting learning activities.

Options for Competition Simulations

Tier 3: High Tier 4: Advanced/Autonomous

Advanced Content English/language arts,

mathematics, science and/or social studies courses

Above grade level accelerated English/language arts,

mathematics, science and/or social studies courses

Resource Classes Advanced Placement Classes

Independent/Directed Study International Baccalaureate Classes

Socratic Seminars Internship/Mentorships

Whole Grade Acceleration



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Instructional Resources and Materials Suggested Resources Suggested Technology Resources

Textbooks (Houghton Mifflin) DBQ Project Mini-Qs in American History Volume1 Unit 4 Valley Forge: Would You Have Quit?

Discovery United Streaming http://www.discoveryeducation.com/ (Liberty Kids) BrainPop

• https://www.brainpop.com/socialstudies/ushistory/causesoftheamericanrevolution/

• https://www.brainpop.com/socialstudies/ushistory/americanrevolution/

• https://www.brainpop.com/socialstudies/ushistory/declarationofindependence/

Duckster http://www.ducksters.com/history/american_revolution.php

(Primary Sources) Library of Congress https://www.loc.gov/search/?in=&q=american+revolution&new=true&st=

History Frame Graphic Organizer http://www.readingquest.org/pdf/hist_frame.pdf

How to Create a Timeline http://www.readingrockets.org/article/creating-timelines

Unit Vocabulary. Unit Vocabulary Terms Interdisciplinary Connections

Academic / Tier 2 Unit-Specific / Domain / Tier 3

http://www.discoveryeducation.com/

https://www.brainpop.com/socialstudies/ushistory/causesoftheamericanrevolution/

https://www.brainpop.com/socialstudies/ushistory/causesoftheamericanrevolution/

https://www.brainpop.com/socialstudies/ushistory/americanrevolution/

https://www.brainpop.com/socialstudies/ushistory/americanrevolution/

https://www.brainpop.com/socialstudies/ushistory/declarationofindependence/

https://www.brainpop.com/socialstudies/ushistory/declarationofindependence/

http://www.ducksters.com/history/american_revolution.php

https://www.loc.gov/search/?in=&q=american+revolution&new=true&st=

https://www.loc.gov/search/?in=&q=american+revolution&new=true&st=

http://www.readingquest.org/pdf/hist_frame.pdf

http://www.readingrockets.org/article/creating-timelines



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Ally Congress Rebellion

Proclamation Tax

Smuggling Liberty Protest

Correspondence Commander

petition

French and Indian War Stamp Act

"No taxation without representation" Sons of Liberty

Daughters of Liberty Lexington and Concord

Saratoga Yorktown

King George III George Washington

John Adams Thomas Jefferson Benedict Arnold Patrick Henry

Parliament Massacre Quarter

Minutemen Patriot Militia

Delegate

ELA RI4.5

ELAGSE4W1a, b,c, and d

ELAGSE4W2a-e

ELA-LITERACY.W.4.1.A

ELA-LITERACY.W.4.1.B

http://www.corestandards.org/ELA-Literacy/W/4/1/a/

http://www.corestandards.org/ELA-Literacy/W/4/1/b/



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Weekly Planner Course: 4th Grade Social Studies Unit: American Revolutionary War

Pacing Priority (in bold) and Supporting

Standards

Engaging Learning

Experiences Core Instruction (in bold) and additional resources

Formative Assessments

Week 1 Start date: ______

SS4H1ab MGS6 IPS2 IPS7

Introduce engaging scenario Begin Task 1

• Introduce vocabulary for unit

• Introduce how to create a timeline

• Note taking should be ongoing for weeks 1 and 2

• Students should read pgs. 228-229 and 236-237 (Houghton Mifflin Social Studies)

• Youtube (Liberty Kids)

Pre-Assessment

Week 2

SS4H1abcd SS4G2a MGS6 IPS2 IPS7

Complete Task 1

• Continue with week 1 assignments and vocabulary

• Complete timeline

• Continue with note taking

• History Frame Graphic Organizer

• Read student pages 240-243 and 250-255 (Houghton Mifflin Social Studies)

• Tea, Taxes, and Liberty (opening video) https://youtu.be/HlUiSBXQHCw

Discussion of the Essential Questions (throughout unit) Task 1 scoring guide Suggested informal progress monitoring checks:

• Exit ticket

• Thumbs Up, Thumbs down

• Teacher checklist

Week 3

SS4H1cd SS4G2a IPS5 IPS11

Task 2

• Continue with vocabulary

• Begin skit development

• Students read pages 278-281 (Houghton Mifflin Social Studies Book)

• Utilize BrainPop videos, Ducksters material, and DBQ Volume 1 Unit 4 primary sources.


• Exit ticket


https://youtu.be/HlUiSBXQHCw



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Standards

Engaging Learning



• Teacher observation


• Peer feedback

Week 4

SS4H1abc SS4G1a IPS5 IPS11

Task 2

• Students should perform skits this week

• Complete Skill Builder (Read a Battle Map) pages 284-285 (Houghton Mifflin Social Studies Book)

• Extra practice- Practice Booklet pg. 48

• www.eduplace.com (Map of the Original 13 Colonies)



• Exit ticket




• Peer feedback

Week 5

SS4H1d SS4G2a MGS7 IPS5 IPS11 IPS15

Task 3

• Organize class for jigsaw instruction

• Assign topics for magazine entries

• Coordinate interdisciplinary link for magazine cover art with art teacher (if available)

• Facilitate discussion on Declaration of Independence


• Houghton Mifflin textbook pages 262-29

• Use class time to develop magazine entries


• Exit ticket


http://www.eduplace.com/



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Standards

Engaging Learning




Week 6

SS4H1abcd SS4G2a MGS7 IPS5 IPS11 IPS15

Task 3

• Facilitate review of priority standard.


• Use class time to complete magazine entries


• Exit ticket



Post Assessment

rigorous curriculum design - dekalbschoolsga.org · should include the following events in their...

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