Grade 5 Assignment



Grade 5 AssignmentThis assignment is strongly aligned to the standards. Teacher NotesIntroductionThis Teacher Notes document contains guidance and information on how to scaffold student understanding of the inquiry practices and the disciplinary strands referenced to engage with assignments aligned to the supporting and compelling questions. Throughout this document, readers will notice several shaded boxes. In general, these boxes deal with the student facing portions of this sample assignment. As the purpose of this document is to provide insight on instructional process considerations for educators, reading the surrounding “plain” text will be critical to educators seeking to reflect on the implications utilizing standards-aligned assignments such as this would have on planning and facilitating instruction.Sample student assignments are being used to illustrate weak, partial and strong alignment to the Kentucky Academic Standards (KAS) for Social Studies. This strongly aligned Grade 5 assignment includes teacher notes to provide instructional support for implementation of the KAS for Social Studies. To examine why this assignment is strongly aligned to the KAS for Social Studies, engage with the Grade 5 Assignment Review Protocol for this assignment. It is important to note that the assignment(s), indicated throughout the Teacher Notes with shaded boxes, and related resource(s) represent one example. It is not a requirement nor a suggestion for school curriculum. State law assigns each local school-based decision making (SBDM) council the authority to design the school’s curriculum and determine appropriate instructional resources based upon language found in Kentucky Revised Statute (KRS) 160:345. Therefore, the Kentucky Department of Education (KDE) does not adopt, select or recommend specific curricula for coursework.?Kentucky Academic Standards (KAS) for Social Studies alignment:5.I.Q.1 Ask compelling questions about the founding of the United States.?5.I.Q.2 Generate supporting questions to answer compelling questions about the founding of the United States5.E.MA.1 Describe why the government collects taxes and what goods and services it provides society.?5.H.CO.1 Analyze the role conflict and collaboration played in the founding of the United States.5.I.UE.2 Analyze primary and secondary sources on the same event or topic, noting key similarities and differences in the perspective they represent.?5.I.UE.3 Integrate evidence that draws information from multiple sources to answer compelling and supporting questions.?5..3 Explain different approaches people can take to address local, regional and globalproblems, using examples from U.S. history.KAS for Social Studies alignment: When engaging with the KAS for Social Studies, it is important to review the requirements of SB 1 (2017). One of the standards revision requirements of SB 1 (2017) states that “the standards revision to the content standards shall… Result in fewer, but more in-depth standards to facilitate mastery learning.” This is critical to remember when engaging with the KAS for Social Studies. In order to meet this requirement, the teacher writers from across Kentucky wrote standards that were more in-depth to facilitate mastery learning. As a result, educators may have to engage with a standard multiple times throughout a year in order to meet the full intent of the standard, meaning that an educator may revisit the standard in multiple lessons or unit plans throughout the year. As a result, the following assignment example may not encompass the entire scope of the standards identified. Therefore, it is critical that educators evaluate their social studies program and curricula to ensure that students have the opportunity to engage with the entirety of the demands within the standards during that grade/grade-span.?For guidance on how to evaluate your school’s social studies program, please engage with the Minding the Gap module available at under the Social Studies Professional Learning Modules section. Overview: Students will analyze the economic and social causes and implications of the Stamp Act, and how the Stamp Act created tension that eventually led to the American Revolution. Additionally, they will examine a variety of primary and secondary sources from different perspectives related to the Stamp Act. Compelling Question: “What unites Americans?”Compelling QuestionsCompelling questions are open-ended, enduring and center on significant unresolved issues. Characteristics of compelling questions are:They focus on “big ideas” Intellectually challengingGenerate interestAllow for multiple perspectivesCan be answered in a variety of waysInspire investigation through the discipline strands. When students are engaging with compelling questions, it is important to use the language of the KAS for Social Studies and identify these questions as pelling questions are used here to show the alignment between a compelling question, a supporting question and assignments. In this example, one supporting question is provided that is aligned to a compelling question. However, students may need to engage with more than one supporting question in order to fully engage with a compelling question.While this assignment provides a compelling question to demonstrate alignment, students are not required to ask compelling questions without support as it is not the expectation of the standard that students develop the compelling questions on their own. For example, teachers can pose compelling questions as seen in the KAS for Social Studies Grade Specific Overview in the “what this would look like in practice” chart. Or, teachers can work with students to generate them together. It is important to note that the KAS for Social Studies outlines the minimum standards Kentucky students should learn in each grade level kindergarten through eighth grade or high school grade-span. Thus, teachers can have students develop their own compelling questions with support, but it is not the requirement of the standard.According to the KAS for Social Studies, students should have been engaging with compelling questions since Kindergarten. However, as students have not had the opportunity to engage with the KAS for Social Studies since Kindergarten, teachers and students may need to address this gap in knowledge.Supporting Question: “Why did the colonists demand no taxation without representation?” Supporting Questions:Supporting questions support the compelling question by asking more focused questions. These can be answered through use of the concepts and practices of each social studies discipline. Supporting questions should provide students with knowledge that they can synthesize to answer the larger compelling question. When students are engaging with supporting questions, it is important to use the language of the KAS for Social Studies and identify these questions as “supporting”.It is important to note that while this assignment provides a supporting question to demonstrate alignment, student development of supporting questions is a critical part of the inquiry process. Since 5.I.Q.2 states “generate supporting questions,” teachers should provide opportunities for students to generate their own supporting questions on the development of the United States.According to the KAS for Social Studies, students should have been engaging with supporting questions since Grade 1. However, as students have not had the opportunity to engage with the KAS for Social Studies since Grade 1, teachers and students may need to address this gap in knowledge.?For guidance on how to encourage students to generate supporting questions to explore a compelling question further, teachers may implement strategies, such as Parts, Perspectives, Me to inspire students to identify additional, more discipline specific, questions they have about the compelling question. It is important to note that strategies, such as Parts, Perspectives, Me, help students identify additional questions they have on a topic or areas of interest to pursue questions; however, this strategy does not necessarily elicit supporting questions from a student on the first attempt or without revision. Teachers and students will need to be able to evaluate and revise the questions created to ensure that the questions are more focused than the compelling question, use of the concepts and practices of each social studies discipline, and provide students with knowledge that they can synthesize to answer the larger compelling question.Considerations for Prior LearningIn this assignment, students engage with the KAS for Social Studies to build knowledge that will enable them to construct an argument to answer the compelling question. In this assignment, students build knowledge to answer the compelling question by investigating the supporting question. As a reminder, those questions are provided pelling Question: “What unites Americans?”Supporting Question: “Why did the colonists demand no taxation without representation?”In this assignment, students engage with the KAS for Social Studies to build knowledge that will enable them to construct an argument to answer the compelling question: “What unites Americans?” In this assignment, students build knowledge to answer the compelling question by investigating the supporting question, “Why did the colonists demand no taxation without representation?” Inform students that they will now investigate the reason why the government collects taxes and what goods and services it provides society.?Investigation: Part 15.E.MA.1 Describe why the government collects taxes and what goods and services it provides society.Disciplinary Clarification from the KAS for Social Studies: Governments need money to operate and provide services for their citizens. This money comes from taxes.Pose the question to the class, “Why does the government collect taxes?” Have students turn and talk to their peers to construct a response. Have students share out and facilitate class discussion to develop a consensus statement about the purpose of taxes. You may visit Leading a Discussion for further guidance. An example might be: “The government collects taxes from its citizens to pay for services that help citizens and their community.” Next, brainstorm some examples together of services provided by the government through tax revenue that benefit citizens and their communities (such as building roads, maintaining parks, libraries, police and fire departments) and add these examples.The teacher may find it useful to explain or revisit the relationship between the colonies and Great Britain prior to the Stamp Act to give context to this lesson. The colonists had the ability to make most of their own decisions regarding day-today matters and the British government tended to not interfere in the matters that affected the everyday lives of the colonists. Colonial governments were able to collect taxes to use for services that would benefit their towns. The colonists were in favor of paying taxes for these purposes because they were the ones who created and decided upon creation and implementation of the taxes. Additionally, the revenue was being used for services that would benefit their communities, including road construction, schools and social programs. Explain to students that they will now examine the Stamp Act, a tax imposed on the colonists by the British parliament. Investigation: Part 25.H.CO.1 Analyze the role conflict and collaboration played in the founding of the United States.Disciplinary Clarification from the KAS for Social Studies: The creation of the nation’s founding documents was not a simple task; a great deal of debate and compromise was involved to reach consensus and ratification. For example, representatives from both Virginia and New Jersey each wanted a legislature based on differing factors, and this argument ultimately led to the compromise of creating a two-house legislature in the central government.In order to investigate how the conflict and collaboration surrounding the Stamp Act played a role in the founding of the United States, the following sources may be utilized: Colonial Williamsburg. (2020). A Summary of the 1765 Stamp Act. Public Library of America. (1895). The Stamp Act. Editors. (2019). Parliament Repeals the Stamp Act. Editors. (2019). Stamp Act. topics/american-revolution/stamp-act.Resolutions of the Stamp Act Congress. (1765, October 19). Teaching American History. Act History. (1999). British View on the Stamp Act.? to students that they will now focus on the Stamp Act, examining the role conflict and collaboration played in the event. Additionally, students will examine the Stamp Act’s implications on the founding of the United States. First, students can examine the Stamp Act, a primary source. This language is written in Old English and is complex, so students will need scaffolding to help them understand the text. The teacher may ask students to examine the text with their peers first and grapple with some of the language together. Encourage students to first look for familiar words. Then, have students highlight or underline words that they are not familiar with or do not fully understand. Ask them to look for roots or think of words they know that seem related to these unknown words. Finally, ask students to use these roots/similar words along with the context clues of the words they do understand in the sentence in an attempt to make meaning of the text. Once students have had time to do their own investigating of the primary source, come together as a class and discuss their findings. Ask students to share their thoughts. Interject and clarify as you discuss to support students’ understanding of the main idea of this Act. They should discover that the introductory paragraph explains how debt from the French and Indian War, which Great Britain fought alongside the colonists, made it necessary to enforce a new tax that would help raise money to pay off the debt. Then, each specific type of paper product in the colonies that will be taxed is listed. The paper products should receive a stamp upon payment of the tax.Next, students can examine “A Summary of the 1765 Stamp Act” and “British View on the Stamp Act”, which offer a summary of the Stamp Act from different perspectives. Students can work in collaborative groups to explore these sources and discuss the perspectives of the British and the colonists. They can complete a graphic organizer, such as the one below, to organize their thinking. Students can use any of the sources they have explored thus far in order to create a brief summary of the Stamp Act, and then answer the questions related to both the British and Colonists’ perspectives, citing evidence from the sources.Stamp Act Summary(include who created it, who it impacted, what it did, and what caused it)British PerspectiveColonists’ PerspectiveDo the British have the right to tax the colonists? Cite evidence from the sources.Do the British believe the colonies have the obligation to help the British? Cite evidence from the sourcesSummarize in detail the OVERALL feelings of the British on the Stamp Act.?Do the British have the right to tax the colonists? Cite evidence from the sources.Do the colonists believe the British are entitled to the colonists’ help? Cite evidence from the sources.Summarize in detail the OVERALL feelings of the colonists on the Stamp Act.?Compare the British and colonists perspective on the Stamp Act by analyzing the similarities and differences in their positions.?As students work, the teacher may circulate to check for understanding and ask and answer questions as necessary to ensure students understand the Stamp Act and how the perspectives differed between the British and the colonists. Ask students to share and discuss as a class. The teacher may consider asking students to present an argument for or against the Stamp Act while taking on the role of the colonists or the British. For more guidance on exploring perspectives, you may visit Circle of Viewpoints.Next, ask students to access an excerpt from the source “Stamp Act”, the section titled, “Colonists React to the Stamp Act.” Before reading, analyze the drawing from 1765 at the beginning, with the caption “An angry mob protest against the Stamp Act by carrying a banner reading 'The Folly of England, the Ruin of America' through the streets of New York.” Ask students to analyze the drawing. Some questions to guide their analysis may include:?Who are the people in this image??What are they doing, and why??Where are they??What are they holding in the air??What other objects do you see??What emotions are present? Support your answer with descriptions from the image. ?What else do you notice about this image?Explain to students that this image depicts the colonists rioting in protest of the Stamp Act. The dummy visible to the right of the banner is meant to represent a tax collector and serve as a threat. Ask students to read the text in that section, and discuss as a class how conflict resulted from the Stamp Act and the opposing viewpoints of the British and the colonists.Explain to students that in addition to the conflict that ensued over the Stamp Act, collaboration also emerged. Allow students to investigate the primary source language of the Resolutions of the Stamp Act Congress of 1765.? As was the case with the Stamp Act, the language may be difficult for students to understand, so allow them to grapple with it briefly together, and then come together as a class to dissect together and scaffold their understanding. Ensure that students understand that the colonists are officially denouncing the Stamp Act and explaining why it is unfair. Emphasize the third item, which reads: “3rd That it is inseparably essential to the Freedom of a People, and the undoubted Rights of Englishmen, that no taxes should be imposed on them, but with their own Consent, given personally, or by their Representatives.” Conduct a think, pair, share to discuss this line and its meaning.? Explain that “taxation without representation” is the main argument given throughout this time period in opposition to British rule.??Explain to students that collaboration among the colonists led to the repeal of the Stamp Act only a year later. Allow them to examine the language of the Repeal of the Stamp Act, which gives a summary of its repeal. Have students work together to respond to the question: “How did collaboration among the colonists lead to the repeal of the Stamp Act?” Responses could include, but are not limited to, that they worked together to coordinate protests/riots, they boycotted the stamps and refused to pay the tax, and that groups, such as the Sons of Liberty, formed and put pressure on the tax collectors to quit their jobs.Pose the question to the class: “Why was collaboration among the colonists effective and essential in order for the Stamp Act to be repealed?”? Students may answer this independently to allow the teacher to check for understanding.Finally, it is important for students to understand why the colonists were angry over the Stamp Act, which increased tension between the British and the colonists that eventually led to war.? Circle back to the first assignment where students investigated the purpose and intended benefit of taxation.? Refer to the agreed upon class statement about the purpose of taxation and examples of services from tax revenue that benefit citizens and their community.? Was this the reality for the colonists?? Have students explain why the Stamp Act made the colonists angry through a virtual class discussion board or “graffiti” responses on a chart paper.The Stamp Act was one of a series of events that caused the American Revolution.? Ask students to consider the Stamp Act’s role in causing the American Revolution, using everything they have learned and discussed throughout these assignments, as they answer the supporting question in the assignment below.Task Aligned to the Supporting Question: KAS for Social Studies alignment: 5.I.Q.2 Generate supporting questions to answer compelling questions about the founding of the United States5.E.MA.1 Describe why the government collects taxes and what goods and services it provides society.?5.H.CO.1 Analyze the role conflict and collaboration played in the founding of the United States.5.I.UE.2 Analyze primary and secondary sources on the same event or topic, noting key similarities and differences in the perspective they represent.?In these assignments, students are required to synthesize information learned through engaging with the disciplinary strand standards to answer a supporting question.?Supporting Question: Using your knowledge of why the government collects taxes, what goods and services it provides society, and the role conflict and collaboration played in the founding of the United States, construct an argument to answer the following question: “Why did the colonists demand no taxation without representation?” In your response, analyze primary and secondary sources on the same event or topic, noting key similarities and differences in the perspective they represent. Task Aligned to the Compelling Question:KAS for Social Studies alignment: 5.I.Q.1 Ask compelling questions about the founding of the United States.?5.I.UE.3 Integrate evidence that draws information from multiple sources to answer compelling and supporting questions.?5..3 Explain different approaches people can take to address local, regional and globalproblems, using examples from U.S. history.Assignments aligned to the compelling question are designed to provide guidance on how to have students synthesize the knowledge learned from engaging with the supporting question(s) to investigate enduring and significant unresolved issues addressed by the compelling question. In this example, one supporting question is provided that is aligned to a compelling question. However, students may need to engage with more than one supporting question in order to fully engage with a compelling question.?This assignment culminates with students using their historical thinking skills to address how a specific problem can manifest itself at local, regional and global levels over time. This assignment culminates with students using their historical thinking skills to explain the different approaches people to take to address problems on different scales. When answering the compelling question, students could use their knowledge of all of the events that caused the American Revolution to explain how people addressed problems at each scale.? For example: local problems were addressed through Boston’s port being blockaded and other colonies coming to their aid by land; the impact these events had on the region of New England since they were the most directly affected; and how these events impacted global trade based on the monopoly created by Great Britain by only allowing trade with pelling Question: “What unites Americans?”Construct an argument to answer the following question: What unites Americans? Be sure to explain different approaches people can take to address local, regional and global problems, using examples from U.S. history. Integrate evidence that draws from multiple sources in your response. All valid claims must be based on logical evidence. In order for students to construct coherent arguments and explanations using their understanding of the social studies disciplines, they must understand how to substantiate those claims using evidence. This skill requires students to collect, evaluate and synthesize evidence from primary and secondary sources to develop and support a claim. ................
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