21st Century Learner Standards Collaboration Planning Sheet

Grade Level: 8th Grade

10/12/12

Teacher/Team: Cathy Kaus, Kathy S., Janet P.

Planning Date:

Content area(s):
11/9/12

Unit(s) of Study: Pre-Revolutionary Era

Timeline: 10/25/12-

American History

Content Standards/Benchmarks/Indicators:
NE Standards - Social Studies: 8.1.3, 8.4.2, 8.4.4 & 8.4.6; Reading: 8.1.2, 8.1.5, 8.1.7; Writing: 8.2.1, 8.2.2, 8.2.5; Speaking:
8.3.1, 8.3.2
21st Century Learner
Standards

1. Inquire, think
critically, and gain
knowledge.

2. Draw conclusions,
make informed
decisions, apply
knowledge to new
situations, and create
new knowledge.

3. Share knowledge and

participate ethically and
productively as
members of our
democratic society.

4. Pursue personal and

aesthetic growth.

Skills

1.1.1, 1.1.3, 1.1.4,

2.1.1, 2.1.2, 2.1.4,

3.1.1, 3.1.2, 3.1.3,

4.1.6, 4.1.7, 4.1.8

Dispositions in Action

1.1.5, 1.1.7, 1.1.9

1.2.2, 1.2.4, 1.2.5,

2.1.5, 2.1.6
2.2.1, 2.2.3, 2.2.4

3.1.4, 3.1.6
3.2.1, 3.2.2, 3.2.3

4.2.2, 4.2.3

Responsibilities
Self-Assessment Str.

1.2.6
1.3.1, 1.3.3, 1.3.5
1.4.1, 1.4.2, 1.4.3,

2.3.3
2.4.1, 2.4.2, 2.4.3

3.3.6, 3.3.7
3.4.2

4.3.1, 4.3.2
4.4.1, 4.4.3, 4.4.5,

(Type standard, strand, and

indicator in rectangles below,
e.g., 1.1.1)

Strands

1.4.4

4.4.6

Learning Activities/Projects:
*Students will be choose 1 pre-revolutionary event
*Students will create 4 lesson goals & 1 essential
question
*Students will access information from the media center
and online to create goals and answer questions
*Students will put the information into a 5 paragraph
essay
*Students will present the information in a documentary
*Students will combine all documentaries into 1
documentary
*Students will present final documentary to 5th graders
*Students will assess final project for intended outcomes

Materials/Resources Needed:
List of events
Create Essential Question sheet (Attached)
Media Center Resources (Attached)

Person(s) Responsible:
Classroom teacher
Lib., Classroom teacher
Lib., Classroom teacher

Essay organizer (Attached)

Storyboard & documentary planner
(Attached)
Animoto
5th grade lesson chart (Attached)
5th grade chart & documentary rubric
(Attached)

Lib., Classroom teacher

Lib., Classroom & Computer
Lib., Classroom & Computer
Classroom teacher
Classroom teacher

How will we assess learning?

Through observations, checklists and rubrics (See attached)

Comments/Evaluation of Unit:
Overall, the lesson went well until Animoto updated their player & we were unable to use our computers (too old). We had to
rethink/rework the project in order to have a finished product. Flexibility is key to working with technology!
Created by Sherry R. Crow Courtesy Colorado Springs District 11; adapted 2008

2.1.2,
2.1.6,
3.1.3,
3.3.6,
3.3.7

1.3.1,
1.3.5,
2.2.4,
2.4.3,
4.1.6,
4.1.8

1.1.9, 1.4.3,
2.1.1, 2.1.4,
2.1.5, 2.1.6,
2.2.3, 2.4.1,
3.1.2, 3.1.4,
3.1.6, 3.2.2,
3.2.3, 4.1.7,
4.1.8, 4.2.3,
4.3.1

Created by Sherry R. Crow 2002 Courtesy of Colorado Springs

District # 11

3.1.1,
3.1.3,
3.2.1

8. Students will assess final

project for intended

1.1.4, 1.1.5,
1.1.7, 1.2.2,
1.2.4, 1.2.5,
1.2.6, 1.3.3,
1.4.1, 1.4.2,
1.4.4, 2.2.1,
2.3.3, 2.4.1,
4.3.2, 4.4.6

graders 7. Students will present

final documentary to 5th

1.1.1,
1.1.3,
4.2.2,
4.4.3

6. Students will combine all

documentaries into 1
documentary

3. Students will access

information from the media
center and online to create
goals and answer questions

4.2.2,
4.4.1

5. Students will present the

information in a

2. Students will create 4

lesson goals & 1 essential

AASL Standard for the

21st Century Learner
Addressed:

paragraph essay 4. Students will put the

information into a 5

Skills Tasks:

1. Students will choose 1

pre-revolutionary event

Multiple Literacies Standards Checklist

2.4.2,
3.1.1,
3.4.2,
4.4.5

Documentary Project Checklist

1. Preparation
Content / Learning Goals answered
Essential Question established
Essential Question answered
Research complete

2. Planning
Written essay done
Storyboard complete
Documentary planning sheet done/Easybib.com

3. Project
Digital artifacts in a file to be downloaded
Create draft of documentary
Draft shared with 2 other people for critique
Edit/Revise project and finalize documentary (publish & download)
Link individual documentaries into 1 project using a theme transition
Test screening of documentary

4. Assessment
Evaluate project using Project Rubric
Show project to 5th grade class
Re-Evaluate project by going through 5th grade charts

Create an Essential Question

Project topic:____________________________________
Learning Goals
1. What happened before this event?

2. What are the important facts?

3. Why are these facts important?

4. What happened because of this event?

Essential Question:

Essay Organizer

Write a 1-2 page essay presenting your research.

First paragraph
This should state a fact that introduces your subject (Lesson goal #1). The
last lines should introduce your essential question and thesis.
Second paragraph
This should answer Lesson Goal #2 and should contain supporting details.
Third paragraph
This should answer Lesson Goal #3 and should contain supporting details.
Fourth paragraph
This should answer Lesson Goal #4 and should contain supporting details.
Fifth paragraph
You should revisit the essential question and your thesis.

Essay will be scored as follows:

Sentence fluency/Conventions 20%
Voice/Word Choice
20%
Organization
25%
Ideas/Content
35%

Story Board

Transition:

Notes: ________________________________
____________________

Notes:

Transition:

Notes: ___________________________________
____________________

Transition:

Notes:

Notes: ___________________________________
____________________

Notes:

Critique Sheet
What is the topic of the documentary?

Has the creator addressed the assignment? Why or why not?

Is the lead-in interesting? Why or why not?

What is the essential question/thesis statement? Is it clear?

What is the best part of the documentary? Or What items add to the quality
of the documentary? Why?

What is the weakest part? Or What items are in need of changing? Why?

Does the documentary end effectively?

I agree that:
My feedback is constructive (leads to improvement).
My feedback is specific.
I will give feedback with respect for the person hearing it.
I will give feedback in order that this work has a better chance of being
successful.
Please sign your name here: __________________________________________

Documentary Planning Sheet

Use this to decide and document which types of images, audio, or video you
will need to create your documentary.
Image / Audio / Video Clip
Needed

Source
(Use this information to cite your sources.)

(You may also use Easybib.com instead of this chart.)

Copyright and Fair Use Guidelines

Guidelines for including work that is done by other people in your

educational project:
Photographs or drawings
Up to 5 graphics or photos from the same person
No more than 15 images from the same collection
Images cannot be changed
Video
Up to 3 minutes but no more than 10% of the entire video
The video clip may not be changed in any way
Music
Up to 30 seconds but no more than 10% of sheet music
Up to 30 seconds but no more than 10% of a recording
The music cannot be changed in any major way

Give credit to your sources & include Copyright

Statement at the beginning!!

Documentary Rubric
Category

Exceeds Expectations

Meets
Expectations

Need
Improvement

Unacceptable

Organization

There is an order & flow.

Viewer feels a story is
told throughout the
documentary

There is an order
& flow. Viewer
feels a story is told
but not throughout
the documentary

There is an order &

flow. Viewer feels a
story is told but not
often enough
detracts from
message of
documentary.

Order & flow are

unrecognizable.

Mechanics

No misspellings or
grammatical errors

A few
misspellings or
grammatical errors

Four misspellings
and grammatical
errors

More than four

misspellings or
grammatical errors

Images

Multiple images for topic

(person, place, event)
along with other images
that are relevant and
enhance the documentary

Multiple images
for topic

A few images for

topic but not enough
to adequately cover
the event

There are not

enough images to
cover the event and
understand the
importance of that
event

Music

Music compliments and

enhances the
documentary theme

Music is
appropriate for the
documentary

Music detracts from

the documentary
content

No Music

Content

Used information given

in class & textbook and
information you found on
your own

Used information
given in class and
textbook only

Used limited
information given in
class and textbook

Did not use

appropriate
information

Overall Attractiveness

Excellent use of graphics,

effects and color to
enhance the documentary
and get the message
across to the audience

Graphics, effects,
color, enhance the
documentary and
tie the separate
pieces together
effectively

Makes use of
graphics and color
but occasionally they
detract from the
content of the
documentary

Uses graphics and

color but they
distract from or
overshadow the
content presented
in the documentary

Title & Credits

Clearly stated title that

introduces documentary
content and sources for
all graphics, facts &/or
quotes can be found in
the credits

Clearly stated title

and most sources
are documented
correctly

Title and sources are

not correctly
document in credits

Title and very little

or no source
information given
in credits

Copyright Policy
1. Copyright stmnt, 2.
Works cited, 3. Image
video guideline, 4. Music
guideline

Adheres to all 4 copyright

guidelines

Adheres to 3 of
the 4 copyright
guidelines

Adheres to 2 of the 4
copyright guidelines

Adheres to 1 or less
of the copyright
guidelines

5th Grade Lesson

Event
Writs of Assistance
1763
Sugar Act
1764
Stamp Act
1765
Townshend Acts
1767
Boston Massacre
1770
Tea Act (Boston Tea Party)
1773
Intolerable Acts (Coercive Acts)
1774
1st Continental Congress
1774
Lexington & Concord
1775
Battle of Bunker Hill
1775
2nd Continental Congress
1775
Declaration of Independence
1776

What do I know?

What did I learn?

Library Resources
Students start their research in the library with materials that have
already been pulled. Once they have gotten general information, students
are to conduct further research on their own. They can use both the library
and online resources.
Reading for information, pleasure and lifelong learning:
Books were pulled and displayed ahead of time. They were displayed
on shelves about a week before the project started. When students started
the project many of them had already scanned the books. Most of the
books and websites were for information gathering. However, students did
find other revolutionary topics that interested them and checked those books
out for pleasure reading. The books used in the projects were left on display
after the project ended. Surprisingly, there were several students from other
classes interested in the books because they had heard about the project. A
few 5th graders also checked out books about the revolutionary war.
Tools used to select resources & Support of diverse, individual
student learners:
Resources were primarily chosen by what was available in the school
media center. Nonfiction content books are initially selected with help from
classroom teachers and professional reviews accessed through Titlewave.
The books consisted of a variety types, including varied reading levels
(advanced to below grade level), primary and secondary sources and those
with pictures and charts to aid with comprehension. The school does not
have any audio books but some of the textbooks have online versions with
audio. I did not choose any videos because some of the websites have short
video clips that are good quality. Websites were selected and reviewed
ahead of time. The websites are easy to navigate and the content is
appropriate for the age group.
Group Instruction:
As the librarian, I instructed students in various ways to search for
information. This included using table of contents and indexes as well as
finding good key words to use. I used the Countdown to Independence by
Bober to demonstrate. I spent time going over bibliography information
using this book and the kidport website. I spent additional time going over
copyright and fair use information. We are required to remind students of
digital footprints each time students use the computer lab. I also reminded
students to check websites for validity.
Textbooks:
Appleby, J. O. (2005). The American vision. New York: Glencoe McGraw-Hill.
Appleby, J. O. (2009). The American journey. Columbus, OH: Glencoe/McGraw-Hill.

Appleby, J. O., Brinkley, A., Broussard, A. S., McPherson, J. M., & Ritchie, D. A. (2013).
Discovering our past: A history of the United States. New York, NY: McGraw-Hill.
Berson, M. J., Green, R. P., McGowan, T., & Salvucci, L. K. (2003). Harcourt horizons. United
States history. Orlando: Harcourt.
Davidson, J. W., & Stoff, M. B. (1995). The American nation. Englewood Cliffs, NJ: Prentice
Hall.
O'Connor, J. R., & Schwartz, M. (1991). Exploring American history. Englewood Cliffs, NJ:
Globe Book.
Stuckey, S., Salvucci, L. K., & Irvin, J. L. (2003). Call to freedom. Austin, TX: Holt, Rinehart
and Winston.
Reference Books:
The Annals of America. (1968). Chicago: Encyclopaedia Britanica.
Commager, H. S. (1986). The American destiny: An illustrated history of the United States.
London: Orbis.
Moquin, W. (1971). Makers of America. [Chicago]: Encyclopaedia Britannica Educational.
The World Book encyclopedia 2012. (2012). Chicago, IL: World Book.
Books:
Alden, J. R. (1954). The American Revolution, 1775-1783. New York: Harper.
Bober, N. (2007). Countdown to independence. [New York]: Simon Pulse.
Boorstin, D. J. (1958). The Americans, the colonial experience. New York, Bombay,: Random
House, Allied.
Burgan, M. (2001). The Declaration of Independence. Minneapolis: Compass Point Books.
Carter, A. R. (1988). Colonies in revolt. New York: F. Watts.
Kent, D. (2011). The American Revolution: From Bunker Hill to Yorktown. Berkeley Heights,
NJ: Enslow.
McNeese, T., & Jensen, R. (2010). Revolutionary America, 1764-1789. New York: Chelsea
House.
Sanderlin, G. W. (1968). 1776: Journals of American independence. New York: Harper & Row.
Todd, A. M. (2001). The Revolutionary War. Mankato, MN: Capstone Books.
Wade, L. R. (2001). Early battles of the American Revolution. Edina, MN: Abdo & Daughters.
Wade, L. R. (2001). Events leading to the American Revolution. Edina, MN: Abdo & Daughters.
Watson, H. C. (1850). Camp-fires of the revolution: Or The War of Independence, illustrated by
thrilling events and stories by the old continental soldiers. Philadelphia: Lindsay and
Blakiston.
Websites:
http://www.usfca.edu/fac-staff/conwell/revolution/openingpage.htm
http://www.socialstudiesforkids.com/articles/ushistory/revolutionarywartimeline.htm
http://www.kidport.com/reflib/usahistory/americanrevolution/Video/LeadingEvents.htm
http://www.historyplace.com/unitedstates/revolution/rev-prel.htm
http://www.loc.gov/

http://docsteach.org/documents/search?mode=browse
http://www.ushistory.org/us/9.asp
http://www.ushistory.org/declaration/revwartimeline.htm

Planning, Teaching and Assessment Reflections

Planning
I chose to work with both a classroom teacher (history) and the
computer teacher. It was difficult for us to find time to meet to plan the
project but by passing emails we finally had a plan. The next history chapter
dealt with events leading to the American Revolution. The chapter contains
lots of acts and dates that sometimes confuse kids. We wanted a project
that would reinforce the timeline of events and their significance (cause and
effect). This project would be used for learning that content, using
researching skills in the library and practicing skills learned in computer class
(animoto). The classroom teacher would be responsible for the content and
project guidelines and the computer teacher would be responsible for the
technical aspects of the video building. The librarian would be responsible
for providing resources, research guidelines and technical help.
Teaching
Teaching went very well, at first. The project was introduced in the
classroom and content background information was discussed. When the
students came into the library, I reviewed bibliography information and
discussed fair use and copyright. Students could choose whether to keep
track of bibliography information with paper/pencil or online (easybib.com). I
pulled some books on the American Revolution ahead of time so the students
would have a place to start researching. We talked about finding keywords
to help find further information. When students went into the computer lab
to continue their research, I reminded them about analyzing websites to
make sure they are valid. I also reminded them that pictures used in their
videos need to be cited. During a different class period, the computer
teacher was teaching the students how to use animoto. Within a few days
the students were ready to start their animotos during history class. As the
students began working, the classroom teacher and I helped students finish
research and analyze pictures for their videos. And then. . . animoto updated
using a newer platform. The computers in our lab are old enough that the
new platform will not work on them. The classroom teacher and I had to
scramble to rework the project so students could have a finished product.
Actually, we presented the problem to the kids and they came up with the
solution. The finished video is shorter than originally planned because
students used what they had produced and downloaded before the update.
The final video is about 7 minutes and the information is very brief. Students
still presented the video to the 5th graders. However, the chart was hard for
the 5th graders to fill out since the video was so short. We did have a nice
discussion about suggestions for a better project next time and keeping the
audience in mind when creating the video.
Assessment

Assessment was difficult considering the project was cut a little short.
The student essays were scored based on the writing rubric used for the
state writing test. The documentary rubric was used by all three teachers
based on their area of the project and then combined for the final score. I
filled out the Multiple Literacies Standards Checklist (Crow, 2002) throughout
the project as I observed and helped the students. There were 17 students
in the class. Of the 17 students, 6 scored Exceeds Expectations, 9 scored
Meets Expectations and 2 Scored Needs Improvement.
Lesson Reflection
Overall, the students worked very well. I was especially impressed
with the students when our computers were no longer able to handle
animoto. Personally, I panicked. The students did not give up. It took a little
longer as students collaborated at school and then designated a person with
a computer at home (not all students had computers at home) to go home
and fix the documentary. The class collaboration took the place of written
peer critiques. I really enjoyed this project. There were so many different
aspects. When we hit the road block, watching the students reorganize as
a group of 17 instead of individually was amazing. The class naturally
organized into those that were good at design, good with technology (or had
computers at home), those that checked historic facts and those that
checked sources/time for copyright use. The final product was not what I
had envisioned but this is definitely a project I would like to try again.
Especially, since our tech guy says we are getting different computers next
year.

Sample Student Work

Sample Essential Question Worksheet

Sample Storyboard

Sample Essay
Townshend Acts
The Townshend Acts were a set of laws that passed at the onset of 1767 by the
Parliament of Great Britain that relate to the British colonies of North America. Before
the Townshend Acts, there was a law called the Stamp Act. The Stamp Act was a law
that placed a tax on almost all printed material, including newspaper, wills, and playing
cards. The colonists got angered by this law, and started boycotting the Stamp Act.
When the colonists were boycotting they refused to use the products they were
supposed to.
After the Parliament heard of this they repealed the Stamp Act and created the
Townshend Acts. The Townshend Acts applied new taxes only to imported goods such
as glass, tea, and paper with tax being paid at the port. This law was passed in 1767.
The colonists again got angered and boycotted the Townshend Acts. During the
boycotting the women created groups also known as the Daughters of Liberty, and
urged Americans to wear, and use home aide products. The women wanted the
Americans to do this instead of buying the British goods, and having to pay more with
taxes.
Now, youre probably wondering why these were important. First thing you have
to know is that there was no representation in Parliament. If the colonists had
representation, then they wouldve believed that only their representation had the right
to tax them. The colonists boycotted any British taxes. Also another reason is the
merchants made the colonists pay more so the merchants could pay off their taxes.
Those are some reasons why the facts on the Townshend Acts are important.

After the Townshend Acts, troops were sent to Boston to help Parliament. No
matter what Parliament did the colonists kept protesting. The troops were there to
occupy the colonial cities. Though thats what they were supposed to do most troops
didnt do it kindly. Troops would often compete for jobs that the Bostonians wanted. Also
the poor men got little pay, and they would steal from local shops. Then on March 5,
1770 the Boston Massacre took place between the Bostonians, and the soldiers.
Now back to the essential question. Why were the Townshend Acts created? The
Townshend Acts were created because the colonists kept boycotting the Stamp Act.
Parliament thought by passing the Townshend Acts the colonists would have to pay at
the port of entry. The colonists got angered at boycotted any British taxes. The
Townshend Acts were created by Parliament because the colonist were boycotting the
Stamp Act.

References
Appleby, J. O. (2009). The American journey. Columbus, OH: Glencoe/McGraw-Hill.
Archiving Early America. (n.d.). : Primary Source Material from 18th Century America.
Retrieved October, 2012, from http://www.earlyamerica.com/
Bober, N. (2007). Countdown to independence. [New York]: Simon Pulse.
Category:Laws leading to the American Revolution. (2012, May 11). Wikipedia.
Retrieved November, 2012, from
http://en.wikipedia.org/wiki/Category:Laws_leading_to_the_American_Revolution
Events Leading to the American Revolution. (n.d.). Events Leading to the American
Revolution. Retrieved November, 2012, from
http://www.kidport.com/reflib/usahistory/americanrevolution/Video/LeadingEvents
.htm
The Events Leading to Independence. (n.d.). The Events Leading to Independence
[ushistory.org]. Retrieved November, 2012, from
http://www.ushistory.org/us/9.asp
Wade, L. R. (2001). Events leading to the American Revolution. Edina, MN: Abdo &
Daughters.

Link to final project:

A Recipe for a Revolution