Subject:

Bath School Department 2003
Content Area: Social Studies
Grade 5

Content Standard: History
C. Historical Inquiry, Analysis, and Interpretation
Students will learn to evaluate resource material such as documents, artifacts, maps, artworks, and literature, and to make judgments about the perspectives of the authors and their credibility when interpreting current historical events.
Common Assessment(s):

Performance Indicators
Students will be able to:
Essential Elements
(Specific grade level learning objectives) Suggested Performance Activities
Suggested Classroom Assessments Vocabulary

1. Judge the accuracy of historical fiction by comparing the characters and events described with descriptions in multiple primary sources.

Evaluating the accuracy of historical fiction against actual events and people.

Using the Internet, historical fiction, and biographies, the students will judge the accuracy of the sources.

Using a graphic organizer, the students will compare two sources related to a person in history.

accuracy
primary source

2. Explain why historical accounts of the same event sometimes differ and relate this explanation to the evidence presented by the author or the point of view of the author.

Realizing there are different points of view (ex., Revolutionary War, Civil War)

The students will locate various sources (nonfiction/text/Internet) to gain knowledge on point or view and topic.

The students will write newspaper articles and have a debate including various viewpoints.

point of view
topic

5. Formulate historical questions based on examination of primary and secondary sources including documents, eyewitness accounts, letters and diaries, artifacts, real or simulated historical sites, charts, graphs, diagrams, and written texts.

When examining sources such as art, artifacts, documents, etc., student will ask questions to clarify and interpret what they observe.

The students will interview famous historical personalities after research of events.
The students will have a living history museum presentation.

Given examples of art, diaries, and first hand accounts, students will write questions that question the accuracy of the account or artifact in light of what they know about historical facts. (Example: picture of Washington Crossing the Delaware; questions: standing in boat? night crossing? blizzard conditions? uniforms?)

secondary source

Performance Indicators Students will be able to:	Essential Elements (Specific grade level learning objectives)	Suggested Performance Activities	Suggested Classroom Assessments	Vocabulary
1. Judge the accuracy of historical fiction by comparing the characters and events described with descriptions in multiple primary sources.	Evaluating the accuracy of historical fiction against actual events and people.	Using the Internet, historical fiction, and biographies, the students will judge the accuracy of the sources.	Using a graphic organizer, the students will compare two sources related to a person in history.	accuracy primary source
2. Explain why historical accounts of the same event sometimes differ and relate this explanation to the evidence presented by the author or the point of view of the author.	Realizing there are different points of view (ex., Revolutionary War, Civil War)	The students will locate various sources (nonfiction/text/Internet) to gain knowledge on point or view and topic.	The students will write newspaper articles and have a debate including various viewpoints.	point of view topic
5. Formulate historical questions based on examination of primary and secondary sources including documents, eyewitness accounts, letters and diaries, artifacts, real or simulated historical sites, charts, graphs, diagrams, and written texts.	When examining sources such as art, artifacts, documents, etc., student will ask questions to clarify and interpret what they observe.	The students will interview famous historical personalities after research of events. The students will have a living history museum presentation.	Given examples of art, diaries, and first hand accounts, students will write questions that question the accuracy of the account or artifact in light of what they know about historical facts. (Example: picture of Washington Crossing the Delaware; questions: standing in boat? night crossing? blizzard conditions? uniforms?)	secondary source