Civil War Heritage

Minutes
5th Grade Social Studies
Designed by Megan Grayburn
This performance task is assessing student work in a
flipped classroom model. The students have been
learning the content of the Civil War independently,
and will be creating a one-minute video on a particular
topic in the unit demonstrating what they have
learned.
Classroom Setting: The instruction will take place in a 5th grade classroom at

Hayes Elementary in Kennesaw, GA. The students are learning using the flipped
classroom model, so they are used to using technology for instruction. As a BYOD
classroom (Bring Your Own Device), many students come to class with their own
personal device to use daily. For those who do not have a device, they will be
given the opportunity to use the student desktop computers or the school-provided
netbooks.

Learners: The students in this classroom are 10-11 years old. With a genuine

mix of students from different races, socioeconomic statuses, and language, there
is a wide variety of needs for the students. This classroom does not include
students with exceptionalities.

Performance Task Duration: 1 week

Focus Standards: SS5H1 The student will explain the causes, major events, and
consequences of the Civil War.
Identify major battles and campaigns: Fort Sumter, Gettysburg, the Atlanta Campaign, Shermans
March to the Sea, and Appomattox Court House.
Describe the roles of Abraham Lincoln, Robert E. Lee, Ulysses S. Grant, Jefferson Davis, and
Thomas Stonewall Jackson.

ISTE Standards

Creativity and Innovation (1.b): Create original works as a means of personal

or group expression.
Communication and Collaboration (2.b): Communicate information and ideas
effectively to multiple audiences using a variety of media and formats
Technology Operations and Concepts (6.b): Select and use applications
effectively and productively.

Directions for Teachers

Following instruction on the Civil War using the flipped classroom model
(implemented using the Edmodo platform), the teacher will introduce the heritage
minute project. The weekend before beginning the project, the students will
review the concept of the project using the teachers posting on Edmodo, and
select their top 5 topics for project completion. Additionally, the students will
review the project requirements and sample video as shown below. They will
outline any questions or concerns to bring to class the next day.
The next day in class, the students will select their topics (no more than 3
students per topic), view the sample video once more, and ask questions about
requirements. Once all students are clear on the directions, the teacher will let
them begin their work.
The next four days will be in class workdays for students to put together their
videos. Each video must be between 55 and 65 seconds, including at least one
caption, and a soundtrack. Students may use tablets, smart phones, or the
schools netbooks to complete the project.
At the end of the last day of the week (by 8 pm consistent with standard
flipped classroom due dates), student videos must be submit to Edmodo for
teacher and student review. The students will review at least 3 videos on a topic
different than their own describing what they have learned and how the video
was produced.

Rubric: see below project outline

Materials and Equipment:

Topic List (for students to choose from see below)

Student Provided Devices (ex: iPad, smart phone, laptop, etc.)
List of Applications for Student Use
Edmodo Instruction (for students to review while working)
Social Studies Textbook
Civil War Trade Books

21st Century Technology:

Social Media (Edmodo)

Video Applications
Digital Image Search

Differentiated Instruction:

Readiness: For students who struggle with the process of creating a video,
the teacher will encourage use of particular applications (ex: Photo Story for
the laptop or netbook).
Learning Profile: For students who struggle with content, the teacher will
hand select resources that may be of use to the student.
Student Interests: Each student will be provided with the opportunity to
select their top 5 topics to research and will be guaranteed one of them.

Web Resources:

Edmodo: teacher created instruction using teacher created videos and

readings
Ducksters: website tailored to children that includes information that can be
used for projects
Google Image Search: students will look for images to include in their videos

Civil War Heritage Minute

Topics
Please review the Civil War topics below that you will choose
from when creating your project. Select your top 5 for
selection in class tomorrow. You WILL be guaranteed one of
these 5 topics:

The Attack on Fort Sumter

The First Battle of Bull Run
The Battle of Gettysburg
Battle of Atlanta
Battle at Picketts Mill
Battle at Kennesaw Mountain
Shermans March to the Sea
The Surrender at Appomattox Courthouse
Union President Abraham Lincoln
Union General Ulysses S. Grant
Union General William T. Sherman
Confederate President Jefferson Davis
Confederate General Robert E. Lee
Confederate General Thomas Stonewall Jackson

Civil War Heritage Minute Rubric

Below you will find the expectations for this assignment. This rubric aligns with the
project directions. To meet the standard and receive full credit, you complete the
requirements of the 3-point column. To exceed the standard, you may do the
requirements of the 4-point column.

Skill

Historical
Accuracy

Story
Format

Exceeds
Standard
(4)

Meets
Standard
(3)

Approachi
ng
Standard
(2)

Does Not
Meet
Standard

Your video is
completely
historically
accurate, Your
detailed
information
includes what was
learned in class
and goes more in
depth for strong
understanding.
Your video follows
the chronological
order of your
topic, and is
written in a
creative manner
to also entertain

Your video is
completely
historically
accurate. It stays
on topic with
detailed
information about
your topic as
learned in class.

Your video is
mostly historically
accurate. Some
facts do not
appropriately
teach your topic.

Your video lacks

historical accuracy
and/or does not
stay with the topic
you have chosen.

Your video follows

a solid story
format, following
the event from
beginning to end
in chronological
order.

Your video is
created mostly in
chronological
order, but some
facts are out of
order.

The order of your

video does not
work with the
sequence of
events for your
topic and is very
difficult to follow.

(1)

Use of
Media

Video
Design

the viewer.
You included
images, videos,
and music to
appropriately
teach your topic.
With the inclusion
of extra media,
such as videos or
voiceovers, add in
depth explanation.
The captions and
transitions help
the flow of the
video with
appropriate
timing. Your
creative design
choices with
caption placement
and the type of
transitions add to
the mood set by
the video.

Your images
appropriately
teach the content
of your topic, and
your soundtrack
sets the mood of
the video.

The media
included
demonstrates the
topic, however do
not show the
details that have
been taught.

Your media
selection does not
appropriately set
the mood of your
topic and/or are
not appropriately
depicting the facts
being presented.

Your video
includes captions
and transitions
that help the flow
of the video and
are easy to
understand. The
timing of each
image and caption
is appropriate for
the viewer to
comprehend.

Some of your
captions and/or
transitions are not
appropriately
timed to allow for
the viewer to
learn.
(Ex: Long caption
with not enough
time to read)

Your video does

not include
captions and
transitions that
assist in teaching
the topic.

Points Earned __________

____________

Grade Percentage

Teacher Comments:
_____________________________________________________________
_______________________________________________________________
_____________________
_______________________________________________________________
_____________________
_______________________________________________________________
_____________________

Civil War Heritage Minute Rubric

Below you will find the expectations for this assignment. This rubric aligns with the
project directions. To meet the standard and receive full credit, you complete the
requirements of the 3-point column. To exceed the standard, you may do the
requirements of the 4-point column.

Skill

Exceeds
Standard
(4)

Meets
Standard
(3)

Approachi
ng
Standard
(2)

Does Not
Meet
Standard

(1)

Historical
Accuracy

Story
Format

Use of
Media

Video
Design

Your video is
completely
historically
accurate, Your
detailed
information
includes what was
learned in class
and goes more in
depth for strong
understanding.
Your video follows
the chronological
order of your
topic, and is
written in a
creative manner
to also entertain
the viewer.
You included
images, videos,
and music to
appropriately
teach your topic.
With the inclusion
of extra media,
such as videos or
voiceovers, add in
depth explanation.
The captions and
transitions help
the flow of the
video with
appropriate
timing. Your
creative design
choices with
caption placement
and the type of
transitions add to
the mood set by
the video.

Points Earned 14

Your video is
completely
historically
accurate. It stays
on topic with
detailed
information about
your topic as
learned in class.

Your video is
mostly historically
accurate. Some
facts do not
appropriately
teach your topic.

Your video lacks

historical accuracy
and/or does not
stay with the topic
you have chosen.

Your video follows

a solid story
format, following
the event from
beginning to end
in chronological
order.

Your video is
created mostly in
chronological
order, but some
facts are out of
order.

The order of your

video does not
work with the
sequence of
events for your
topic and is very
difficult to follow.

Your images
appropriately
teach the content
of your topic, and
your soundtrack
sets the mood of
the video.

The media
included
demonstrates the
topic, however do
not show the
details that have
been taught.

Your media
selection does not
appropriately set
the mood of your
topic and/or are
not appropriately
depicting the facts
being presented.

Your video
includes captions
and transitions
that help the flow
of the video and
are easy to
understand. The
timing of each
image and caption
is appropriate for
the viewer to
comprehend.

Some of your
captions and/or
transitions are not
appropriately
timed to allow for
the viewer to
learn.
(Ex: Long caption
with not enough
time to read)

Your video does

not include
captions and
transitions that
assist in teaching
the topic.

Grade Percentage 110%

Teacher Comments: Your video demonstrates your

understanding of the order of events during the Holocaust.
The music helps to set the tone and moves from intense to
happy with the emotion of this information. The facts
included go deeper into the content, giving deeper
understanding.