EDEL 453 Arriaza Final Social Studies Unit
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Transcript of EDEL 453 Arriaza Final Social Studies Unit
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Integrated Civil Rights Unit
Melina Arriaza
EDEL 453
Nevada State College
Dr. Kolar
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Table of Contents
Page(s)
Title Page 1
Table of Contents.2
Book Summary.3
NCSS Themes and Standards...4-5
CEF Objectives...6
Integration of Multiple Subjects..7
Daily Lessons Calendar.....8-11
Lesson Plans..12-19
Day 1. 12-14
Day 4......................15-18
Day 7 .19
References 20
Reflection.. 21-23
Rubric24-25
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Our Civil Rights Unit will focus on the aspect of segregation, the unity, faith and
persistence of the people fighting for change during the Civil Rights Movements. The unit is
centered around:
Freedom on the Menu: The Greensboro Sit-InsBy: Carole Boston Weatherford
Paintings by: Jerome Lagarrigue
4th Grade Integrated Social Studies Unit
The story is through the eyes of an eight-year old
girl living during segregation. She tells the storyof a sit in at a snack bar at a five-and-dime store.
During this time they (African Americans) were
not allowed to sit-in at counters. They wereallowed to purchase food but not allowed to sit
and enjoy it. The sit-in happened after Dr.Martin Luther King J.R. visited Greensboro.
Around this time the Civil Rights movement was
predominant. She tells the story of her brotherscollege friends sitting in at the five-and-dime
store and their standing up for what theybelieved. Shewanted to help since she also didn't
believe segragation was fair. She helped make
signs for her older siblings to use in a televised
protest. During this protest her sister getsarrested but refuses to be bailed out because she
is commited to make a difference and fight forthe end of segragation. The story ends with her
family seeing colored folks being served at
Woolworths lunch counter. The communitysunion and persistence stopped segregation.
Summary
Civil Rights
segregation
standing up to what you believe
unity faith
persistenceThemes
4th GradeGrade Choice
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I. Culture The culture of those living In Greensboro, white and
colored. The belief that races had to be segregated wasall they knew.
II.
Time, Continuity,
Change
The story takes place in 1960. A huge change occurs
in this story. This story is the epitome of change
accomplished through unity and persistence.
III. People, Places and
Environments
The citizens of Greensboro knew no better. Theyfollowed the rules of segregation even when they were
not visible. The environment and feel was all the same
everywhere: colored citizens were second-class theepitome of segregation.
IV. Individual
Developments and
Identity
The identity of the little girl was handed to her without
her having a choice. She began to create her identitywhen she noticed her older siblings fighting for what
the injustice of segregation. By standing up for what
they believed, the citizens of Greensboro created their
own identity.
V. Individuals,
Groups and
Institutions
This story helps put a face to all that contributed to the
end of segregation in Greensboro.
VI. Power, Authority The police officers and jail played a part in this story.Dr. Martin Luther King was also introduced in this
story he is a huge authority figure when speaking of
Civil Rights. Their actions play a huge part in the stopto segregation in Greensboro.
VII. Production,
Distribution and
Consumption
Although having the banana split was a want, not
being able to sit on the lunch counter was a need; aneed to be seen as equal, and not segregated.
VIII. Science,
Technology and
Society
The little girl was able to see her sister standing up for
her beliefs and faith on television, a technology that
was brought to the world merely thirty years prior.
IX. GlobalConnections Segregation was occurring everywhere else.Greensboro was one of the many that stood up for
Civil Rights.
X. Civic Ideas and
Practices
This is the link of the civic ideas and the practices thatput those ideas into action. This book is based on the
practices of the colored citizens of Greensboro that
worked together to put their ideas into action.
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CIVICS ECONOMICS GEOGRAPHY HISTORY
5.0 Citizenship-
Students know the
roles, rights, and
responsibilities of
United States
Citizens and the
symbols of ourcountry. (The
citizens of
Greensboro were
fighting for their
rights).
Not mentioned in
this book, but they
did need money to
purchase items at
the lunch counters.
1.0The World inSpatial Terms-
Students use
maps, globes,
and other
geographic
tools andtechnologies to
locate and
derive
information
about people,
places, and
environments.
(The students
will identify
Greensboro on
a map, as wellas any other
Civil Rights
locations we
discuss).
1.0Chronology-Students use
chronology to
organize and
understand the
sequence and
relationship of
events. (The
students know
that it took Dr.
Martin Luther
King to plant the
seed, and that
Civil War
happened after
the fight for their
rights).
2.0History Skills-Students will use
social studiesvocabulary and
concepts to
engage in
inquiry
9.0 The Twentieth
Century, A
Changing World:
1945-1990- Students
understand the shift
of international
relationships and
power as well as thesignificant
developments in
American culture.
(This is more about
the change in
American culture).
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It is expected that students will:
Social studies/History
H3.3.1 Explain how the actions
of heroes and heroines make a
difference.
H3.3.2. Determine what it means
to be an American citizen and
describe achievements of famous
and ordinary citizens.
G.7.3.5 Describe purposes forvarious organizations.
H.3.3.5 Explain how technology
at home and in school impacts
their lives.
H.3.4.5 Discuss major news
events on the local and state
levels.
Language Arts/Reading:
3.4.2 Describe physical and
personality traits
3.4.3. Explain the main idea
supported by evidence.
3.4.9. Make connections to
self, other text, and/or the
world.
Service Learning
H.3.3.3 Define ethnicity and
explain that people who make
contributions to their
communities include those who
have diverse ethnic origins,
customs, and traditions.
H.3.3.4 Demonstrate respect for
each other, the community, and
the world.
Economy
3.4.4 Determine totals for
monetary amounts in practical
situations.
Computer3.B.5.1 Use key words to search,
organize, locate, and synthesize
information in multiple sources tocreate an original product.
6.B.2.1 Navigate age appropriate
software.
6.C.2.1 Demonstrate proper care
of equipment.
Theater, Music, & Visual
Arts
G.5. 1.4 Develop Vocabulary through
meaningful text
1.3.1 Create a simple script based on
personal experience, imagination, orretelling of a story.
1.5.2 Work together in a group toplan, rehearse, and present adramatized idea or story.
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Integration of Multiple Subjects
Social Studies/ History:
-Students will create a CivilRights timeline
-Each group picks an
activist/Movement and
completes research
Reading Language Arts:
-Students will research howcolored families were treated
and the difficulties theyencountered during
Segregation
-Students will read stories offamous Civil Rights
Activists: Rosa Parks, Dr.
Martin Luther King
-Students will answerdiscussion questions in small
groups
Visual Arts:
-have students create acharacter map
-Groups of 4/5 can make acollage of things that were
not allowed during
segregation-Students will create a
collage of signs that may
have been used during
Civil Rights movement.
Computers:
-Use the computer/ internet
to look up data andstatistics of Civil Rights
and Segregation
-Use the computer toresearch signs that were
used for protesting in the
Civil rights Movements
Economy:
-Discuss how Segregation
affected the economy
-Create a store where
certain items are not
available to sell To-Gohow much profit is
potentially lost due to
segregation?
Service Learning:-Ask students to come upwith 4 things they want to
change about their school
Theatre/Music:-Students will reenact a CivilRights Action
Social Studies /Geography:-Students will identify where in
the United States Civil Rights
Activism took place
For this unit I will be integrating Social Studies/History, Visual Arts, and Service
Learning.
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Calendar and Objectives
Day of Lesson SocialStudies/History
Visual Arts Service Learning
CEF Objectives H3.3.1 Explain how theactions of heroes andheroines make adifference.
H3.3.2. Determine what itmeans to be an Americancitizen and describeachievements of famousand ordinary citizens.
G.7.3.5 Describe purposes
for various organizations.
H.3.3.5 Explain howtechnology at home and inschool impacts their lives.
H.3.4.5 Discuss majornews events on the localand state levels.
1.3.1 Create a simple script
based on personal
experience, imagination, or
retelling of a story.
1.5.2 Work together in a
group to plan, rehearse,
and present a dramatized
idea or story
G.5. 1.4 Develop
Vocabulary through
meaningful text
H.3.3.3 Define ethnicity
and explain that people
who make contributions
to their communities
include those who have
diverse ethnic origins,
customs, and traditions.
H.3.3.4 Demonstrate
respect for each other,
the community, and theworld.
Day 1Objective: (H3.3.2)
Students will be
expected to describewhat they know of
Segregation and Civil
Rights.
0bjective: (H.3.3.3)
Students will be
expected to define
ethnicity and the
difference in culture.(H.3.3.4)Students will
be expected to be
courteous to classmates
speaking.
Activities:
(5minutes)Students will answer What is segregation, what
do you know about it? In their journals
(10 Minutes Students share their reflections, teacher writes
them on KWL classroom chart
(45 minutes) Students head to magic carpet. Teacher reads
Freedom on the Menu. After reading students go over
vocabulary used in book; and discuss the reading.
(5 minutes) Homework description: students are required to
Look-up 3-5 facts they find interesting about Civil Rights
AND bring a written copy of to class.
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Day 2Objective: (H.3.3.1)
Students will choose
their favorite Civil
Rights
Activists/Movement
Objective: (H.3.3.3)
Students will explain
how their favorite
Civil Rights Activists
made contributions
towards Civil Rights
Movement
Day 3Objective: (G.5. 1.4)
Students will use
resources (books,
internet, memoirs tocreate a biography
of Civil RightsActivists/Civil
Rights Movements
Activities:
(20 minutes) Student will share their 3-5 facts of Civil Rights.
Teacher writes these facts in W chart. (Students will
probably state names)
(35 minutes) Teacher will choose enough
activists/Movements for the amount of students in class and
give a brief of each.
(5-10 minutes)Teacher will ask students to choose the
Activist or Movement they want to write about. Do not let
them pick Rosa Parks (At end of day provide students with
books, resources for their individual assignment.
Activities:
(30 minutes) Students use this time to fill out a
Who/What/When/Where/How Chart of chosen
Activist/Movement using resources provided to them.
(25 minutes) Students return to their assigned seats. Teacher
models a completed project. Teacher will look over students
writing and proofread/correct any spelling/syntax mistakes.
(5 minutes)Homework assignment is to neatly re-write their
organizer or type it up to be brought in final form to class the
next day.
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Day 4Objective: (1.3.1)
Students will be
expected to present
their biographies to
the class.
\
Day 5Objective: (1.3.1) Students
are expected to role play
and think deeper about the
subject.
Activities:(5 minutes) Teacher begins by explaining that students need
to take notes of the presentations
(50 minutes)Each student comes up to the front of the class
and shares their activist biography or retelling of movements
during Civil Rights.
(5minutes) Teacher chooses from name jar (A jar full of
popsicle sticks with students name written on each, teacher
uses this for partnering students up to incorporate life skills
as often as possible). Teacher writes the partner groups upon wall. Teacher explains to them that their homework is to
make up three questions to ask their partner. They need to
use their imagination and pretend they are the activist/
movement durin interview.
Activities:
(5 minutes) Teacher makes sure students have their threequestions. If they do not hand them a handout with three
generic questions to ask (take note of who did not do their
homework).
(20 minutes) Partners group up and ask each other their
three questions.
(30 minutes) Each person introduces their partner (follow
seating arrangement).
(5 minutes) Teacher recaps the Civil Rights Activists and CivilRight movements that were introduced to the classroom. No
Homework.
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Day 6Objective: H3.3.1Students willunderstand how anactivists actionsmakes a difference
Objective: 1.3.1Students will use theirimagination to tell howlife would be withoutCivil Rights
Objective: H3.3.4Students will berespectful of oneanother.
Day 7Objective: (1.3.1) Students
are expected to role play
and think deeper about thesubject.
Objective: Students
will incorporateservice learning.
Activities:
(15 minutes) teacher speaks about Rosa Park and explains
her part in Civil Rights Movement.
(2 minutes) teacher passes out goody bags to only half the
students in class)
(15 minutes) teacher reviews the vocabulary word
prejudice. Teacher will explain her unjust favoritism
(20 minutes) Students work in groups of four to imagineand create a scenario of how life would be without Civil
Rights Activists and/or Movements. They create a group
chart of what would be different. As they are writing give
them ideas (e.g. our President, our schools)
(5minutes) Last five minutes reflect on the differences that
have been made through activists/movements.
Activities:
(20 minutes) Students return to their groups of four and
brain storm what they would like to change about their
school. They will decide on one change and how they would
go about it.
(20 minutes) Each group will present to the class what they
would like to change and how they would do so (sit-in,
picket, write a letter)
(15 minutes) Teacher picks one great point from each group
of the change they would like to see. Teacher wraps up lesson
with Dr. Martin Luther King Jr.s speech I Have A Dream.
Grouping for each lesson will not always be the same. Grouping accommodations
include assigned seating groups, random popsicle buddies", Familiar Language
Students, and mixed abilities groups for Inclusion purposes (GATE through Special
Education to assist one another).
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NEVADA STATECOLLEGE
TEACHERPREPARATIONPROGRAM
LESSONPLANFORMAT
Description of Classroom:4
thGrade Classroom
Social Studies/American HistoryIn a low-Income Community (95 % of school is on free meal plans)
24Students
- 15 female, 12 male
1 G.A.T.E. 2 IEPs 3ELLs
Background:This is day one of a seven day lesson on Civil Rights Movements. We are using Freedom on
the Menu: The Greensboro Sit-Ins as our main source. We will be discussing what segregation means
to us, and our reading. Our Civil Rights Unit will focus on the aspect of segregation, the unity, faith andpersistence of the people fighting for change during the Civil Rights Movements.
Content Objective(s):It is expected students will:
explain how their favorite Civil Rights Activists made contributions towards Civil RightsMovement
will be expected to define ethnicity and the difference in culture make a connection of the past with the present
examine primary source materials to gain knowledge of the Civil Rights Movements pick out important points to share with classmates
Language Objective(s):It is expected that students will:
Listen and use information to create important facts to share. Discuss with other students their opinions and thoughts Make a connection of the past with the freedom and rights of the present.
Nevada Standards:
(4) 5.0 Citizenship- Students know the roles, rights, and responsibilities of United StatesCitizens and the symbols of our country. (The citizens of Greensboro were fighting for their
rights). (4) 1.0Geography- The World in Spatial Terms- Students use maps, globes, and other
geographic tools and technologies to locate and derive information about people, places, and
environments. (The students will identify Greensboro on a map, as well as any other CivilRights locations we discuss).
(4) 1.0 Chronology- Students use chronology to organize and understand the sequence andrelationship of events. (The students know that it took Dr. Martin Luther King to plant the seed,
and that Civil War happened after the fight for their rights).
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(4) 2.0History Skills- Students will use social studies vocabulary and concepts to engage ininquiry
(4) 9.0 The Twentieth Century, A Changing World: 1945-1990- Students understand the shift ofinternational relationships and power as well as the significant developments in American
culture. (This is more about the change in American culture).
Key Vocabulary: prejudice Change segregation Equality Civil Rights Commitment Activists Unity
Persistence
picket
Boycott Sit-ins
Best Practices: (put an X next to those that you address in your lesson)
Preparation Scaffolding Grouping OptionsAdaptation of content Modeling Whole Class
Links to background Guided practice Small groupsLinks to past learning Independent practice PartnersStrategies incorporated Verbal scaffolds Independent
Procedural scaffoldsIntegration of Processes Application Assessment
Listening Hands-on IndividualSpeaking Authentic (Meaningful) GroupReading Linked to objectives WrittenWriting Promotes engagement Oral
Teaching Strategies:
Whole Class participation Hands-on learning Book: Freedom on The Menu: The Greensboro Sit-Ins Cooperative Learning Questioning Interaction Graphic organizer
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
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Warm Up Activity:Activities:
(5minutes)Students will answer What is segregation, what do you know about it? In their journals
Lesson Sequence:
(10 Minutes Students share their reflections, teacher writes them on KWL classroom chart (45 minutes) Students head to magic carpet. Teacher reads Freedom on the Menu. After
reading students go over vocabulary used in book; and discuss the reading.
(5 minutes) Homework description: students are required to Look-up 3-5 facts they findinteresting about Civil Rights AND bring a written copy of.
Supplementary Materials:
Book Student Journals
Accommodations: For ELL students will make sure to have examples and give clear instructions of what is
accepted.
For IEPs a microphone system in place, and a quiet area to sit down if over stimulated. For GATE extra questions and/activity sheets provided
Review/Assessment:Students will be randomly (each will be picked once) to answer questions about the reading
Reflection:Reflection in action
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NEVADA STATECOLLEGE
TEACHERPREPARATIONPROGRAM
LESSONPLANFORMAT
Description of Classroom:4th Grade Classroom
Social Studies/American History
In a low-Income Community (95 % of school is on free meal plans)
24Students- 15 female, 12 male
1 G.A.T.E. 2 IEPs 3ELLs
Background:
This is lesson four of the seven day lesson on Civil Rights Movements. We are using Freedom
on the Menu: The Greensboro Sit-Ins as our main source. Students will be sharing their chosen
Activists/ Movements with the class. Our Civil Rights Unit will focus on the aspect of segregation, the
unity, faith and persistence of the people fighting for change during the Civil Rights Movements.
Content Objective(s):
It is expected students will:
explain how their favorite Civil Rights Activists made contributions towards Civil RightsMovement
will be expected to define ethnicity and the difference in culture make a connection of the past with the present examine primary source materials to gain knowledge of the Civil Rights Movements pick out important points to share with classmates
Language Objective(s):
It is expected that students will:
Listen and use information to create important facts to share. Discuss with other students their opinions and thoughts Make a connection of the past with the freedom and rights of the present.
Nevada Standards:
(4) 5.0 Citizenship- Students know the roles, rights, and responsibilities of United StatesCitizens and the symbols of our country. (The citizens of Greensboro were fighting for theirrights).
(4) 1.0Geography- The World in Spatial Terms- Students use maps, globes, and othergeographic tools and technologies to locate and derive information about people, places, and
environments. (The students will identify Greensboro on a map, as well as any other Civil
Rights locations we discuss).
(4) 1.0 Chronology- Students use chronology to organize and understand the sequence and
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relationship of events. (The students know that it took Dr. Martin Luther King to plant the seed,
and that Civil War happened after the fight for their rights).
(4) 2.0History Skills- Students will use social studies vocabulary and concepts to engage ininquiry
(4) 9.0 The Twentieth Century, A Changing World: 1945-1990- Students understand the shift ofinternational relationships and power as well as the significant developments in Americanculture. (This is more about the change in American culture).
Key Vocabulary:
prejudice Change segregation Equality Civil Rights Commitment Activists Unity Persistence picket Boycott Sit-ins
Best Practices: (put an X next to those that you address in your lesson)
Preparation Scaffolding Grouping OptionsAdaptation of content Modeling Whole ClassLinks to background Guided practice Small groups
Links to past learning Independent practice PartnersStrategies incorporated Verbal scaffolds Independent
Procedural scaffolds
Integration of Processes Application AssessmentListening Hands-on IndividualSpeaking Authentic (Meaningful) Group
Reading Linked to objectives WrittenWriting Promotes engagement Oral
Teaching Strategies:
Whole Class participation Hands-on learning Book: Freedom on The Menu: The Greensboro Sit-Ins Cooperative Learning Questioning Interaction Graphic organizer
X
X
X
X
X
X
X
X
XX
X
X
X
X
X
X
X
X
X
X
X
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Warm Up Activity:Activities:
(5 minutes) Teacher begins by explaining that students need to take notes of the presentations. Teacher
will recap what was supposed to be done the day before (Neatly re-writing or typing the graphicorganizer with all errors corrected).
Lesson Sequence:
(50 minutes)Each student comes up to the front of the class and shares their activistbiography or retelling of movements during Civil Rights.
(5minutes) Teacher chooses from name jar (A jar full of popsicle sticks with students namewritten on each, teacher uses this for partnering students up to incorporate life skills as often
as possible). Teacher writes the partner groups up on wall. Teacher explains to them thattheir homework is to make up three questions to ask their partner. They need to use their
imagination and pretend they are the activist/ movement during interview.
Supplementary Materials: Books, texts, context text sets Graphic organizers
Accommodations:
For ELL students will make sure to have examples and give clear instructions of what isaccepted.
For IEPs a microphone system in place, and a quiet area to sit down if over stimulated. For GATE extra questions and/activity sheets provided
Review/Assessment:
Students will be randomly (each will be picked once) to answer questions about the reading
Reflection:
Reflection in action
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Name: _______________________________________ Date:_________
WHAT
WHERE
WHEN
WHY
WHO
HOW
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Day 7:
The Focus:
The focus of the final day is to incorporate service learning and havestudents deeply think and analyze how they too can be activists. This willserve as a group assessment to see how well each group works together and
their brainstorming techniques. This final activity will bring forth the nextunit which will be poems by incorporating Dr. Martin Luther King Jr.s IHave a Dreampoem.
Activities:(20 minutes) Students return to their groups of four and brain storm what they would like
to change about their school. They will decide on one change and how they would go
about it.
(20 minutes) Each group will present to the class what they would like to change and how
they would do so (sit-in, picket, write a letter)
(15 minutes) Teacher picks one great point from each group of the change they would
like to see. Teacher wraps up lesson with Dr. Martin Luther King Jr.s speech I Have A
Dream.
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References
Balanti, J., Libresco, A.S., & Kipling, J.C. (2011).Every Book is a Social Studies Book:How to Meet Standards withPicture Books, K-6. Santa Barbara, CA: ABC-CLIO, LLC.
Weatherford, C.B., (2005).Freedom on the Menu: The Greensboro Sit-Ins. New York,
N.Y.: Puffin Books,
Crandall, Rick. Provided the vision of the who/what/where graphic organizer
Whiley, Renee. Looking at her Lesson Unit helped a lot.
Kolar, Dr. A, feedback, corrections, and suggestions
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Reflection
Creating this unit was the most stressful assignment Ive encountered.
At points where I felt confident I did not realize I was mixing two different
time periods in my head. I cannot believe I was unable to see that very
obvious mistake even after reading and re-reading what I had written. I
finally decided to take a step back and focus on other assignments and revisit
this lesson once I had cleared my head and saw some examples. My time-off
from this unit helped immensely (I believe, unless my mind is giving me too
much credit).
I was able to incorporate other strategies into this lesson and now I can
see how important interdisciplinary Lessons are. I believe that by the time I
graduate writing interdisciplinary lessons will be as easy as tying my shoes. I
first must learn the loops and twists of interdisciplinary lessons but with
enough practice I will be able to tie, err, write great interdisciplinary lessons.
I was having the most difficult time braking down my whole lesson into
individual days. Before even creating my days I was having difficulty with
connecting my themes to the summary. I was completing to separate
assignments and was not combining them to complement one another. To top
it off I had too many themes going on I was overwhelming myself. The
breakdown of what was expected threw me off. I was the only one that seems
lost I believe. It looked and felt I was out in the ocean somewhere lost when I
should have been in the Dzoosotyn Lisen Desert (land farthest from ocean).
The funny part was I was unaware of it.
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My original calendar looked like so:
Monday: Day 1
Objectives:
H3.3.2 Determine
what it is to be an
American citizen
and describe
achievements of
famous and
ordinary citizens.
H.3.3.3 Define
ethnicity and
explain that peoplewho make
contributions to
their community
include those who
have diverse ethnic
origins, customs,
and traditions
Students answer
the question what is
segregation, what
do you know about
it?
Activities:
(5 minutes) Students
will answer the
above in their
journals
(10 minutes)Have
students share their
reflections. Teacher
writes them on class
KWL chart.(20 minutes)
Teacher reads
Freedom on the
Menu: The
Greensboro Sit-Ins
(10 minutes) Have
students share what
they now think of
segregation and add
any questions they
want to know to the
Tuesday: Day 2
Objectives:
H.3.3.1 Explain
how the actions
of heroes and
heroines make a
difference
Students will
choose their own
Civil War Activists
or movement.
-Students will
create a Civil
Rights timeline.
-Have a guest
speaker that was
part of Civil rights
Movements or
encountered
segregation.
Activities:
(20 minutes)
Each student will
share their
homework with
the class. Which
character did you
like the most, and
why?
(15 minutes)
Teacher will have
a list of different
Civil War activists
and movements
that each groupof two students
will choose from.
(10 minutes)
The rubric for
assignment will
be explained
during this time.
(5 minutes)
Wednesday: Day 3
Objectives:
3.b.5.1 Use key
words to search,
organize, locate,
and synthesize
information in
multiple sources
to create an
original product.
6.B.2.1 Navigate
age appropriate
software.6.C.2.1
Demonstrate
proper care of
equipment
Students will use
technology and
written resources
to find
Information for
assignment.
Thursday: Day 4
Objectives:
3.b.5.1 Use key
words to search,
organize, locate,
and synthesize
information in
multiple sources
to create an
original product.
6.B.2.1 Navigate
age appropriate
software.6.C.2.1
Demonstrate
proper care of
equipment
SAME AS
WEDNESDAY
Friday: Day 5
Objectives:
1.5.2 Work
together in a group
to plan, rehearse,
and present a
dramatized idea or
story
Students will
collect and piece
together their
findings to turn in
at end of class, noexceptions.
Students will
complete their Civil
War
Activist/Movement
presentation.
Acitivities:
(50minutes)Complete oral or
visual
presentations.
Any groups that
finish early are
allowed time on
computer or
reading corner.
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KWL chart.
(5 minutes)Homework
Assignment desc.
Add any new
items to KWL
chart
Activities:
(5 minutes)
Give out list of
books and
internet sources
available in the
library to eachgroup.
(25 minutes)
students head to
the library and
find and check
out their books.
(30 minutes)
students have
this time to
navigate the
internet to find
useful
information from
resources
provided.
Acitivities:(50 minutes)
Students have
this time to either
read or find
information on
the internet.(5minutes)
Remind that final
is due at end of
class on Friday, if
need be,
homework
assignment is to
finish gathering
information or
begin
collaborating final
assignment.
It wasnt after I took a step back and realized I was mixing two separate
events and interchanging them in my lesson. I have learned a lot from
completing this lesson plan. The number one lesson is if overwhelmed
step back and refocus. Other lessons I learned were having someone
proofread several times will also help, start early, and last but not least:
dont be afraid to ask for help.
Asides from the confusion I created, I enjoyed the book: Freedom
on the Menu: The Greensboro Sit-Ins. I can see myself teaching this unit.
After I revisited I can see how many different ways this lesson can go.
With the interdisciplinary teaching strategies there really isnt a wrong
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way to teach this unit. I am pleased with my final product, now that I can
think clearly and have discovered the Civil War was not in the 1960s.
Melina Mely ArriazaNAME ___________________________________________________________
SCORING RUBRIC FOR THE INTEGRATED SOCIAL STUDIES UNIT(PLEASE ATTACH TO YOUR UNIT)
60 Points Possible (20% OF COURSE GRADE)
_____/ 5 Title Page and Table of Contents + Over-all Presentation of Unit
_____/ 20 Introduction to the Unit
The grade level, the theme, a summary of the central piece of literature(childrens book) of the unit, and the NCSS Themes addressed by yourselected childrens book.
Brainstorming Chart for the Integration of Multiple Subject Areas(Visual) AS WELL AS statement of the subject areas you chose for yourunit.YOU COMPLETED THIS IN PART I. YOU DETERMINE HOW THIS ISPRESENTED IN YOUR FINAL UNIT.
_____/20 Calendar of Lessons for the 7-10 days of your unit. This calendar willdelineate the subject areas in each lesson AND the CEF objectives for eachsubject area. Also, you will detail the activities.
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PORTION COMPLETED FOR PART II/ HERE WILL BE ALL 7-10 DAYS-COMPLETE CALENDAR____/10First four days including objectives (COMPLETED PART II)____/10 The remaining days of the calendar including objectives (PART III)
_____/10 Lesson Plans (one for the FIRST day of the unit, one for a MIDDLE day ofthe unit in DOE Lesson plan format or proposed lesson plan format; yourTHIRD lesson details the culminating activity of the unit (you can selectyour format of presentation)
_____/2 Presentation of Resources (ALL teacher and student- books, articles,websites, etc. used in the development of the unit)
_____/3 A 1-2 page comprehensivereflection on the total process of developingyour unit. You can include narrative and visuals.
TOTAL POINTS = _____ GRADE = _____
Bonus Points will be assigned for exemplary contents
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INTEGRATED SOCIAL STUDIES UNIT LESSON PLAN TEMPLATE
TEACHER: ____________________________________________________________
TOPIC/TITLE OF THIS LESSON: _________________________________________________________
Day # _____
OBJECTIVES(What specifically should the student be able to do,
understand, and care about as a result of the teaching?)
STANDARDS ADDRESSED(NCSS, LANGUAGE ARTS, SOCIAL STUDIES- AS
APPLICABLE)
MATERIALS/RESOURCES/TECHNOLOGY USED IN THE LESSON detailed list +
inclusion of key materials
ANTICIPATORY SET:
(Actions and statements by the teacher to relate the experiences of the students to the objectives of thelesson). Sometimes a hook to grab students attention.
ACTIVITIES IN THE LESSON (Give sufficient detail for each of the activities)
ASSESSMENT OF STUDENT LEARNING/UNDERSTANDING
(How will you access student learning/understanding?)