Terrorism in Early American History
for 5th Grade
Gay Roberts
Nezperce Elementary School grobert@sd302.k12.id.us
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Terrorism in Early American History
for 5th Grade
Gay Roberts
Nezperce Elementary School grobert@sd302.k12.id.us
This project will help the students discover the acts of terrorism that have occurred throughtout early American history. We will read historical fiction novels to discuss these examples of terrorism.
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I want the students to look at some events in history and historical novels to decide if they are acts of terrorism, patriotism, or revolutionary. I want the students to look at both sides of an event and make some decisions for them selves. They will write in their journal about the event and give examples to back up their argument for their decision. The end product will be their journal entry.
At the beginning of the year, first or second week, the whole class will come up with their definition of terrorism, patriotism, discrimination, and etc. These definitions will be posted in the room where they can refer to them and make changes as we go through the year.
Witch of Blackbird Pond—When we read this historical novel and we come to the part about the jack-o-lanterns in William’s house, we will discuss the incident keeping in mind the religion and what people thought about All Hollows Eve looking at both sides of the incident. We will discuss if this is terrorism or not and what facts the students have to back up their argument. They will then write in their journal defending their point of view.
We will also do a similar discussion when the religion discriminates against the Quaker woman in the village and against the believed witch. Again the students will write in their journal with details to back up their opinion and support their point of view.
My Brother Sam is Dead—There are a couple of incidents in this book to use for the terrorism discussion, one from both sides, British and Colonials. One incident is when the British come through the town of
Johnny Tremain—We will use the incident of the Boston Tea Party from this book. Hopefully the students will be able to do more of this on their own with giving facts to support their ideas and point of view.
While they are reading their Colonial Era books of their choice, I will want them to write their journal entry about an incident in their book also.
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Describe to the learners how their performance will be evaluated. Specify whether there will be a common grade for group work vs. individual grades.
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Developing
2 |
Accomplished
3 |
Exemplary
4 |
Score | |
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The student will participate in the book discussions |
Doesn’t participate |
Restates only what others say |
Offers one or two comments |
Speaks freely with own ideas and support for them |
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The student will form an opinion from the incidents discussed
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No ideas |
Idea with no support |
Idea with one fact for support |
Well stated idea with three facts for support |
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The student will write a journal entry giving their ideas with support to back it up.
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No ideas or opinions |
Idea or opinion with no support |
Ideas and/or opinion with one detail for support |
Ideas and or opinion stated clearly with three details for support |
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Stated Objective or Performance
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Description of identifiable performance characteristics reflecting a beginning level of performance. |
Description of identifiable performance characteristics reflecting development and movement toward mastery of performance. |
Description of identifiable performance characteristics reflecting mastery of performance. |
Description of identifiable performance characteristics reflecting the highest level of performance. |
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Stated Objective or Performance |
Description of identifiable performance characteristics reflecting a beginning level of performance. |
Description of identifiable performance characteristics reflecting development and movement toward mastery of performance. |
Description of identifiable performance characteristics reflecting mastery of performance. |
Description of identifiable performance characteristics reflecting the highest level of performance. |
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The students will have learned that terrorism has been a part of
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Grade Level(s):fifth
Subject(s):Social Studies, reading, writing
Length of project:all year
Teaching models used:
Extensions to additional grades and subjects:reading, writing
Prior knowledge/critical skills needed (either for students or teachers):
Learning Outcomes/Curriculum Standards:
What will students learn as a result of this lesson?
What skills will students learn outside of the content area (critical thinking, inference-making, creative problem-solving...)
446.01.e-Acquire critical thinking and analytical skills, identify different points of view and frames of reference.
447.01.a—understand the evolution of democracy, understand the concepts of popular consent, respect for the individual, equality of opportunity, and personal liberty.
These are just a part of the standards addressed by using these novels. With all of the other projects, writing, and discussions, almost all of the Colonial and Revolutionary War standards can be addressed as well as some reading and writing standards.
Here's a link to the Idaho State Board of Education website for standards.
Other Information:
Include misconceptions or stumbling blocks that you anticipate and suggest how to get around them.
Describe variations and adaptations
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List here the sources of any images, music or text that you're using. Provide links back to the original source.
List any books and other analog media that you used as information sources as well.
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Based on a template from The WebQuest Page