EDEL 453 Arriaza Final Social Studies Unit

8/2/2019 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?)

Documents

EDEL 453 Arriaza Final Social Studies Unit