Fifth Grade Social Studies Performance Based Assessment: Founding Father Trading Card Sample of the front of a trading card Sample of the back of a trading card His job was to deliver messages from one city to another as quickly as possible. They were going to seize and destroy the Patriots military supplies and arrest Samuel Adams and John Hancock. The average Express Rider could travel from Boston to Charleston in 22 days. He went to warn the militia that the British Army was coming. He felt that the British soldiers were ruthlessly killing innocent people. It is possible that the British would have easily defeated the colonists in the battle and may still control our country today. Paul Revere was a silversmith living in Boston during the 1700s. During the Revolutionary time period, he worked as an express rider for the secret Committee of Correspondence. His job was to deliver messages from one city to another as quickly as possible. He witnessed and participated in many major events leading up to the Revolutionary War. He watched as the Boston Massacre took place and later created an engraving that shows the colonists as being innocent victims. His Midnight Ride helped to warn colonists of the coming British army. This led to the Battle of Lexington and Concord. Paul Revere is born in Boston Revere becomes involved with a secret patriot organization called the Sons of Liberty Revere is selected by the Patriots to ride to Philadelphia with news of the Boston Tea Party Revere makes his famous midnight ride to Lexington to warn that the British were coming Administered 2014-2015 Page 1 SS_Eng/Spn_Gr05_Fall PBA
Directions: Students are to research information about a founding father during the American Revolutionary time period and create a historical trading card detailing facts about the founding father. The front of the trading card must have the name of the founding father, an image that describes the founding father, and a three-four sentence summary of the founding father. The backside of the trading card must include their responses to six assigned questions, along with a fully completed timeline of the founding father s life. This information must be neatly printed with a heading separating each section. Each student will present their trading cards and answer questions related to the other founding fathers on the last day. Suggested time frame for completion is five class periods. All of the questions for each founding father can be answered using the Scott Foresman Social Studies textbook. If teachers or campuses have limited access to computer labs, the library, or other resources, teachers may provide other resources as needed. Each student will research one of the following founding fathers: George Washington James Madison Thomas Jefferson Samuel Adams John Adams Benjamin Franklin ** ALL projects must be submitted by FRIDAY, December 5 th, 2014. ** Scott Foresman Social Studies Textbook History Alive Library books Magazines Suggested Resources Acceptable Websites for Research Any website from Aldine s Student Resources page o Encyclopedia Britannica o Net trekker o ABC CLIO Social Studies Data Base o Follett Shelf o Discovery Education Streaming Administered 2014-2015 Page 2 SS_Eng/Spn_Gr05_Fall PBA
Performance Based Assessment: Founding Father Trading Front of Trading Card This serves as a possible template for the information that MUST be included. Card may be horizontal, vertical or a combination of both. Back of Trading Card This serves as a possible template for information that MUST be included. Card may be horizontal, vertical or a combination of both. Administered 2014-2015 Page 3 SS_Eng/Spn_Gr05_Fall PBA
Student s Name Date Class Period Founding Father HISTORICAL TRADING CARD RUBRIC (Total Possible = 100) Title (Does the title match the student s assigned topic?) 10 Student has created a creative title that reflects an understanding of the topic. 8 Student has created a title that reflects an understanding of the topic. 2 Student created a title that does not match their topic. Image (Has the student generated an image that helps show an understanding of the topic?) 10 Student has created an image that shows an understanding of the content as a whole. 8 Student has printed an image that relates to the topic. 2 Student has an image that does not clearly connect with the content. Summary (Has the student properly shown an understanding of the topic?) 30 Student has clearly and effectively explained the content. The summary shows a complete understanding of the main idea. 25 Student has effectively explained the content, but summary is not focused on the main idea, rather is focused on specific facts. 15 Student has effectively listed historical facts, but doesn t appear to understand the concept as a whole. 5 Student has completed a summary, but it is full of inaccuracies. Questions and Answers (Has the student correctly answered the required questions in complete sentences?) (-5 for incomplete sentences) 30 Student has correctly answered all 6 questions using complete sentences. 20 Student has correctly answered 5 of the questions using complete sentences. 10 Student has correctly answered 4 of the questions using complete sentences. 5 Student has correctly answered 1-3 of the questions. Timeline (Has the student correctly placed major events on their timeline?) 20 Student has correctly labeled 3 or more major events on their timeline. 15 Student has correctly labeled 2 major events on their timeline. 5 Student has correctly labeled 1 major event on their timeline. 2 Student has a timeline, but nothing matches their topic. Teacher comments of student performance (creativity, neatness, oral or written presentation): Total Score: / 100 Administered 2014-2015 Page 4 SS Eng_Gr05_Fall PBA
Name Date Class Period 5 th Grade Social Studies PBA Research Questions George Washington (Pages 281, 283, 297, 308, 318, 319) 1. Why did Washington and the Continental Congress stop trade with Britain? James Madison (Pages 332, 345-346, 351) 1. What is one of Madison s major contributions during the Constitutional Convention? Thomas Jefferson (Pages 263, 298-301, 370-371) 1. What document describes why the colonists wanted their independence? 2. What job did Washington have that helped him become a strong military leader? 2. What was the original purpose of the Constitutional Convention? 2. Why was Jefferson chosen to write the Declaration of Independence? 3. What job did the Second Continental Congress elect Washington to do? 3. According to Madison, why were the convention meetings held in secret? 3. What are the unalienable rights that Jefferson listed in the Declaration of Independence? 4. Describe the winter at Valley Forge. 4. What were Madison s views on the Articles of Confederation? 4. According to the Declaration of Independence, why did the colonists decide to declare their independence? 5. Explain the significance of the battle at Yorktown. 5. What is one basic freedom that Madison strongly supported? 5. Describe the risk involved in signing the Declaration of Independence. 6. What officially ended the American Revolution? 6. What new role did Madison take on in 1809? 6. What new role did Jefferson take on in 1800? Administered 2014-2015 Page 5 SS Eng_Gr05_Fall PBA
Samuel Adams (Pages 270-271, 279, 287) 1. Explain Samuel Adams feelings about British taxes. John Adams (Pages 262, 277, 297-299, 319) 1. Where did John Adams serve as an ambassador? Benjamin Franklin (Pages 221, 299-300, 319, 344-346, 350) 1. List 3 jobs that Benjamin Franklin was famous for as an adult. 2. Describe Samuel Adams as a business man. 2. Why did John Adams choose to defend the British soldiers after the Boston Massacre? 2. What was the purpose of Franklin s experiment using a kite and a key? 3. What was the Sons of Liberty? 3. Who won the court case during the Boston Massacre trials? 3. What did Franklin mean when he said that We must hang together, or most assuredly we shall all hang separately? 4. What was the purpose of the life-sized puppet of the stamp agent created by the Sons of Liberty in Boston? 4. Who were the committee members chosen to write the Declaration of Independence? 4. What is the significance of the Treaty of Paris? 5. In late 1773, what did the Sons of Liberty do in the Boston Harbor? 5. Why did John Adams suggest that Jefferson write the Declaration of Independence? 5. What was the goal of the Constitutional Convention? 6. On April 18, 1775, what did the British Army plan to do to Samuel Adams? 6. Which Americans were sent to sign the Treaty of Paris? 6. How many delegates signed the Constitution? Administered 2014-2015 Page 6 SS Eng_Gr05_Fall PBA