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Patriot vs. Loyalist: The Boston Massacre
Task
Ladder

by Kim J. Offerman

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Overview

Description

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5th grade students will read articles about the Boston Massacre from the Patriot and Loyalists' points of view. Following close reading of the articles, students will write an essay explaining the the similarities and differences in each article's point of view about the Boston Massacre.

1. Deepen the students’ ability to analyze how points of view influences how events are described.

2. Allow students to demonstrate their learning through an informational essay.

3. Address ELA grade level specific standards.

4. Prepare for the PBA PARCC test.
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Curriculum

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Grade

5 - 5

Discipline

Social Studies

Course

Integrated Studies

Pacing

N/A
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Section 1: What Task?

Teaching Task

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Task Template 4-5.18 - Informational or Explanatory

After reading articles from opposing points of view about the Boston Massacre from The Split History of The American Revolution, write an essay in which you explain the similarities and differences in each article's point of view about the Boston Massacre. Support your response with evidence from the text/s.
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Standards

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 All Standards  Focus Standards
Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects
RI.5.1
Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
RI.5.2
Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.
RI.5.3
Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.
RI.5.6
FOCUS
Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.
RI.5.9
Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.
RI.5.10
By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4—5 text complexity band independently and proficiently.
W.5.2.a
Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.
W.5.2.b
Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
W.5.2.c
Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially).
W.5.2.d
Use precise language and domain-specific vocabulary to inform about or explain the topic.
W.5.2.e
Provide a concluding statement or section related to the information or explanation presented
W.5.4
Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.
W.5.5
With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
W.5.7
FOCUS
Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.
W.5.8
Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.
W.5.9
Draw evidence from literary or informational texts to support analysis, reflection, and research.
W.5.10
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
W.5.2
FOCUS
Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
Colorado Academic Standards for Social Studies
1.1.b.
FOCUS
Examine significant historical documents. Topics to include but not limited to the Stamp Act, the Declaration of Independence, and the Constitution
College, Career, and Civic Life (C3) Framework for Social Studies State Standards
D2.His.4.3-5
FOCUS
Explain why individuals and groups during the same historical period differed in their perspectives.
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Texts

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Boston Massacre Images (Initial analysis of event through images)
PDF
Boston Massacre Points of View (Used to develop a basic understanding of points of view about the Boston Massacre)
Reading A to Z: How Can Points of View Affect Your Action? From the Diary of Janet Chapman (Lexile 810) From the Diary of Captain Thomas Preston (Lexile 870) From the Diary of John Greenwood (Lexile 930) From the Diary of John Freedman (Lexile 950) From the Diary of Sam Adams (Lexile 1110)
The Split History of the American Revolution, by Michael Burgan (930L) (Anchor Text)
Link
Patriot Perspective of Boston Massacre from Split History of the American Revolution (930L) (Anchor text).jpg
Image
Patriot perspective of Boston Massacre primary source (970L) (Anchor text).png
Image
Loyalist perspective of Boston Massacre from Split History of the American Revolution (930L) (Anchor text).jpg
Image
British officer perspective of Boston Massacre primary source (970L) (Anchor text).png
Image
Lives of the Scientists by Kathleen Krull and Kathryn Hewitt (1120L) (Text based evidence lesson)
Link
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Rubric

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Student Work Rubric - Informational or Explanatory Task - Grades 4-5
Rubric Collection: 2016-17 Collection Content Dimensions: 1 Social Studies

1
Emerging
2
Approaches Expectations
3
Meets Expectations
4
Advanced
Expand All / Collapse All

Topic / Main Idea

  • Introduces the topic and an unclear main idea.
  • Introduces the topic and a clear main idea with an inconsistent focus on the main idea.
  • Introduces the topic and a clear main idea with a consistent focus on the main idea.
  • Introduces the topic and a clear and specific main idea with a consistent focus on the main idea.

Use of Sources

  • Includes few relevant details from sources.
  • Summarizes, paraphrases, or quotes relevant details from sources with minor inaccurate or incomplete elements.
  • Includes a list of sources.
  • Summarizes, paraphrases, or quotes relevant details from sources.
  • Includes a list of sources.
  • Summarizes, paraphrases, or quotes well-chosen details from sources.
  • Includes a complete list of sources.

Development

  • Includes minimal facts, definitions, details, and/or quotations related to the main idea, or that are loosely related to the main idea.
  • Includes relevant facts, definitions, concrete details, and/or quotations (as well as illustrations or multimedia when appropriate).
  • Includes relevant facts, definitions, concrete details, and/or quotations (as well as illustrations or multimedia when appropriate) that help develop the main idea.
  • Explains facts, definitions, concrete details, and/or quotations (as well as illustrations or multimedia when appropriate) that develop the main idea.

Organization

  • Sequence of sentences or sections lacks a logical order or an evident beginning, middle, and end.
  • Sequences sentences and groups related information in paragraphs or sections, with a clear beginning, middle and end.
  • Uses transitions (e.g., another, for example, also, because) to connect information.
  • Sequences sentences and groups related information logically in paragraphs or sections that introduce and develop the main idea, and provide a conclusion.
  • Uses transitions (e.g., another, for example, also, because, in contrast, especially) to connect or compare information.
  • Sequences sentences and groups related information logically in paragraphs or sections that introduce and develop the main idea, and provide a unifying conclusion.
  • Consistently and precisely uses transitions (e.g., another, for example, also, because, in contrast, especially) to connect or compare information

Conventions

  • Major errors in standard English conventions appropriate to the grade level interfere with the clarity of the writing.
  • Language use is inappropriate
  • Errors in standard English conventions appropriate to the grade level sometimes interfere with the clarity of the writing.
  • Uses language and domain-specific vocabulary with minor errors.
  • Consistently applies standard English conventions appropriate to the grade level. Minor errors, while noticeable, do not interfere with the clarity of the writing.
  • Consistently applies standard English conventions appropriate to the grade level, with few errors. Attempts to use untaught conventions, appropriate to grade level.

Content Understanding (Generic)

  • Attempts to include disciplinary content in explanation or argument but understanding of content is weak; content is irrelevant, inappropriate, or inaccurate.
  • Briefly notes disciplinary content relevant to the prompt; shows basic or uneven understanding of content; minor errors in explanation.
  • Accurately presents disciplinary content relevant to the prompt with sufficient explanations that demonstrate understanding.
  • Integrates relevant and accurate disciplinary content with thorough explanations that demonstrate in-depth understanding.
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Background for Students

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Think of a time you had a conflict with a classmate. When you told an adult, your classmate had a different account of the same event. The reporting of different points of view of the same event has been happening throughout history. Over the next few days, you will read about an important historical event, the Boston Massacre, from two different points of view, Patriots and Loyalists. After studying this event through the lens of different view points, you will write an essay explaining the similarities and differences in each article's point of view about the Boston Massacre.
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Extension

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Not provided
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Sections 2 & 3: What Skills & Instruction?

Instructional Ladder: Skills List and Mini-Tasks

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View Skills Only View Instruction
No skill clusters added

Preparing for the Task

No skills defined for this skill cluster.
Bridging Conversation > Task Engagement
Ability to connect the task and new content to existing knowledge, skills, experiences, interests, and concerns.
Quick Write
30min

After observing an "actor's" behavior, write down what you observed.
Task and Rubric Analysis > Task Analysis
Ability to understand and explain the task's prompt and rubric.
Task Rewrite
30min

Prompt 1: In your own words, write a brief explanation of what each section of the teaching task is asking you to do. I will…..
Rubric Translation
30min

Students review 5th grade informational rubric scoring elements posters and write those expectations on a graphic organizer.

Reading Process

No skills defined for this skill cluster.
Pre-Reading: Building Background Knowledge
Ability to build background knowledge on a topic in order to better understand the content.
Graphic Organizer
30min

Look at and think about each picture. Answer the questions to help you analyze what you are seeing.
Graphic Organizer
1hr

You will read a historical fiction passage about a person who was involved in the Boston Massacre, in order to gain knowledge of the Boston Massacre, as well as learn how varying points of view alter the way this important historical event has been recorded. You must read closely to locate evidence to support your answer to the question, "How does the character's point of view affect his/her actions?"
Active Reading > Note-taking
Ability to select important facts and passages for use in one's own writing.
Graphic Organizer
40min

You will closely read informational passages about the Boston Massacre written from the perspective of a Patriot and a Loyalist for the flow, unfamiliar vocabulary, the gist, and complete an organizer in order to capture the author's point of view.
Active Reading > Essential Vocabulary
Ability to identify and master terms essential to understanding a text.
Vocabulary List
1hr

You will use context clues to define key vocabulary words, then draw a picture or example, add other related words, and write the word in a sentence, on your semantic feature analysis organizer. 

Transition to Writing

No skills defined for this skill cluster.
Bridging Conversation > Identifying Significant Elements
Ability to begin linking reading results to writing task.
Bullets and Discussion
40min

In a quick write, note what you know now that you’ve read about the Patriot and Loyalists' points of view of the Boston Massacre and then participate in a Socratic Seminar to discuss this topic.

Writing Process

No skills defined for this skill cluster.
Planning the Writing
Ability to complete an informational plan that introduces the topic, groups related information together logically, and concludes.
Organizer
20min

Complete an informational map based on your notes and reading in which you state your controlling idea, sequence your differences and similarities in the Patriot and Loyalists' points of view, and note your supporting evidence.
Introductory Paragraph
Ability to introduce and give a focus for the topic.
Opening Paragraph
30min

Write an opening paragraph that includes a controlling idea which sequences the key points, including similarities and differences of each article's point of view of the Boston Massacre, and is interesting to hook the reader.
Body Paragraphs
Ability to group related information together logically and develop the topic using facts, definitions, details, quotations, and other information and examples .
Initial Draft
40min

Write an initial draft complete with opening, development, and closing; insert and cite text based evidence.
Concluding Paragraph
Ability to write a conclusion that is related to the information presented.
Concluding Paragraph
30min

Write a conclusion paragraph that reminds the reader of your controlling idea and key points.
Revision
Ability to revise, and rewrite with the help of peers or adults.
Using ARMS to Revise
50min

You will use the ARMS strategy to systematically revise your writing and give feedback to others about their writing.
Revision, Editing, and Completion > Editing
Ability to proofread and format a piece to make it more effective.
Using CUPS to Edit
50min

You will use CUPS editing strategy to edit writing and help give systematic feedback to others to improve their writing.
Revision, Editing, and Completion > Final Draft
Ability to submit final piece that meets expectations.
Final Piece

Turn in your complete set of drafts, plus the final version of your piece.
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Instructional Resources

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Section 4: What Results?

Student Work Samples

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Meets Expectations
student essay example 1.pdf
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student essay example 2.pdf
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Approaches Expectations
student essay example 3.pdf
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student essay example 4.pdf
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Teacher Reflection

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I realized once my students began taking notes on the Boston Massacre Point of View Graphic Organizer, that the boxes were too small to hold the information my students wanted to record. I created a second organizer, which I believe is more conducive to note taking with room for evidence from the text.
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