UNIT 5 Week 4: Heroes from Our Past

LESSON PLAN #1: Social Studies - Our Countrys

Past
Student Teacher: Miss Stephanie Bohn
Mrs. Tara Turtell
College Supervisor: Professor Simyak
Grade Level: Third
2015
Focus: Civil Rights and Rosa Parks

Co-Teacher:

Date: March 12,

Pennsylvania Academic Standards and Common Core Standards

8.3.3.A: Identify and describe the social, political, cultural, and economic contributions of
individuals and groups in United States history.
8.3.3.B: Identify and describe historical documents, artifacts, and places critical to United States
history.
8.3.3.C: Identify and describe how continuity and change have impacted U.S. history.
Belief systems and religions
Commerce and industry
Technology
Politics and government
Physical and human geography
Social organizations
8.3.3.D: Identify and describe how conflict and cooperation among groups and organizations have
impacted the history and development of the US.
Ethnicity and race
Working conditions
Immigration
Military conflict
Economic stability
8.1.3.A: Identify the difference between past, present and future using timelines and/or other
graphic representations.
Essential Question
Unit: How are our lives impacted by events and contributions of individuals from the past and
present?
Week 4: How have people from the past changed our lives today?
Student Objectives

SW identify and describe the social, political, cultural, and economic contributions of individuals
and groups in United States history.
SW identify and describe historical documents, artifacts, and places critical to United States
history.
SW identify and describe how continuity and change have impacted U.S. history

SW recall important facts related to heroes that contributed to the United States history.
SW discuss how conflict and cooperation among groups and organizations have impacted the
history and development of the US. SW will apply this knowledge to todays world.
SW compare and contrast the differences and similarities between past, present and future using
timelines and/or other graphic representations.
SW apply their knowledge to write prompts related to the unit.
Student Friendly Learning Targets
I can identify and describe the social, political, cultural, and economic contributions of individuals
and groups in United States history.
I can identify and describe historical documents, artifacts, and places critical to United States
history.
I can identify and describe how continuity and change have impacted U.S. history
I can recall important facts related to heroes that contributed to the United States history.
I can discuss how conflict and cooperation among groups and organizations have impacted the
history and development of the US.
I can make information to world connections.
I can compare and contrast the differences and similarities between past, present and future.
I can apply their knowledge to write prompts related to the unit.
Vocabulary
Tier 1:
Tier 2
Tier 3
Martin Luther King Jr., Susan B.
Anthony, Child Labor, Voting,
Equal Rights, Womens Suffrage
Materials and Resources
- Pencils
- Brain Pop Jr. Video Clip: https://jr.brainpop.com/socialstudies/biographies/rosaparks/
- Promethean Board Slides
- Bus Diecuts
Instructional Procedure/Activities
Activating Strategy:
Explain that as a class they will be starting the final unit in social studies about heroes from
the past.
Show slide 1.
The essential question for this unit How have people and events of the past changed our
lives today will be answered today. We will be learning about people associated with the
Civil Rights movement.
Our topic for this final unit will be Civil Rights. Civil Rights are rights of people to receive
equall treatment.
Look at the picture on the slide. What word shown on this picture is what the Civil Rights
Movement was mainly about? (equality) What is the root word of equality? (equal) People
during the Civil Rights movement of the late 1950s and 1960s worked for the equal rights of

people regardless of who they were.

Show slide 2.
We will be learning about people who wanted equality and what events they did or
participated in to help make our world a better place.
Does anyone know who is pictured on these stamps? All of the people shown in this slide
have died as heroes, which explains why they are honored on stamps. Important and famous
people are usually recognized on stamps to honor them, but they are only honored after they
have died. (Rosa Parks, Susan B. Anthony, Martin Luther King Jr.)
We will be learning about one of these famous people in more detail today.
Show slide 3.
The person that we will be learning about was 42 years old when she committed a crime that
changed our historys views on other people. She is also known as the Mother of Civil Rights.
Who is she?
Show slide 4.
We will be learning about Rosa Parks, as shown in this picture. She died in 2005, a year or 2
after you were born. She lived to be 92 years old.
Read the quote. Explain that many years ago not everyone was treated equally. They were
treated differently due to their religions or even skin colors, so much so that people who were
of different races were not even allowed to share restrooms or diners. Imagine such a time.
Her quote describes how, as a person of
differently, not merely sleepy.

colored skin, she was tired of being treating

Show slide 5.
To learn more about who Rosa Parks was we will be listening to a Brain Pop Jr. video.
As you watch, be mindful to be thinking about the important ideas that will include: who the
movies about, when the events took place, what happened that made this person famous,
why she is famous, how she became famous, and where the events took place.
Play video.
Show slide 6:
Have students turn and talk about any important or interesting ideas that they heard during
the video.

Accommodations
Give reminders to students to stay on task as noticed.
AJ, Xavian, and John need worksheets and directions read aloud.
Xavians bus will have lines drawn on it to help him with his fine motor skills as he writes.
Higher-Order Thinking
Level 1 (Recall)
Highlighted throughout
Level 2 (Skill Concept)
the lesson plan
Level 3 (Strategic Thinking)
objectives section.
Level 4 (Extended Thinking)
Assessment(s)
Formative:
Class discussions

Summative:
Letter to the Teacher
Unit Test

Summary
Explain that students will be completing an activity in which they will need to pick between
the interesting and important information.
They will be writing the important facts on bus cutouts.
Why would we be writing important information about Rosa Parks on a bus? (It was her refusal
to give up her seat on a bus in Alabama that contributed to making her famous. This event
helps us understand how she changed history and our lives today. She is a hero.)
For slides 7-9. Read the text on the screen. Have students decide which of the 2 sentences is
about the most important information. Circle the number that describe the more important
information on each slide .(Slide 7: sentence 1, Slide 8: sentence 2, Slide 9: sentence 1).
Students should write the most important sentence on the buses.
Slide 10:
Allow students to use the important facts on their buses to turn and talk to a partner in
regards to answering the essential question.
Students should turn and talk about this question: How do you think life would be different
today if people like Rosa Parks did not stand up for what they believed?