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Social Studies 3.

11 Unit Lesson Plan 1


Essential Questions Standards of Learning How have individuals contributed to our republican form of government?

Social Studies: 3.11 The students will explain the importance of the basic principles that form the foundation of a republican form of government by b) Identifying the contributions of George Washington, Thomas Jefferson, Abraham Lincoln, Rosa Parks; Thurgood Marshall, Martin Luther King Jr., and Cesar Chavez Language Arts: 3.1 The students will use effective communication skills in group activities. a) listen attentively by making eye contact, facing the speaker, asking questions, and summarizing what is said b) ask and respond to questions from teachers and other group members c) explain what has been learned Fine Arts: 3.2 The students will sing a varied repertoire of songs alone and with others, including 1. singing in tune with a clear tone quality 4. singing with expression, using a wide range of tempos and dynamics

Objectives

Materials

Students will understand who George Washington was and what contributions he made to our government. Students will understand who Abraham Lincoln was and what contributions he made to our government. Students will be able to communicate effectively during discussions in group settings. Students will be able to interact with group members by asking and responding to questions and explain what has been said or learned Students will be able to sing in tune with a clear voice Book: George Washington Americas First President by: Justin McCory Martin Abraham Lincoln A Great President, a Great American by: Violet Findley Chart papers (one for each day) Song Sheets: (one per two students) Abe Lincoln (to the tune of Skip to My Lou) and George Washington Chant

Procedures

SMART board Clipboards (one for each student) Writing materials (one for each student) (Day 1) 30 minutes Call students to the carpet for a read aloud George Washington Americas First President. Before reading, use a KW(Q)L chart to ask students what they already KNOW about George Washington, and if they have any QUESTIONS about him. As I read I will stop at pages with important facts to ask students if any of the questions they asked have been answered to add to the LEARNED section of the chart. K W L

READ: George Washington Americas First President Stop after page 1: Ask What number president was George Washington and what do people call him? (First; Father of our Country) Students should already know this from 2nd grade and it should already be in the K section of the chart. Stop after page 3: Ask What subject was George at and what subject did he struggle in? (Math, Spelling) Stop after page 6: Ask What was Georges first job? What was his dream? (Measuring Land and Making Maps; Soldier) Stop after page 8: Ask George became the leader of a war because? What was the name of that War? (Colonies did not like Englands rules; Revolutionary War) Stop after page 9: Ask What was the Declaration of Independence? (It said that the colonies were free from England) Stop after page 12: Ask What did George do as President? (learned about problems and tried to solve (fix) them) Stop after page 13: Ask Who were Georges helpers? (Thomas Jefferson & Alexander Hamilton)

Stop at the End: Ask raise your hand if you have seen the Washington Monument in Washington DC? (wait for raised hands) THEN Ask: how many of you knew he is on the dollar bill? (wait for raised hands and show them a dollar bill) Review what was written in the LEARNED section of our chart about George Washington. Song: Introduce George Washington Chant Play song(x2) as students follow along.

(Day 2) 30 minutes Call students to the carpet for a read aloud about Abraham Lincoln. President. Before reading, use a KW(Q)L chart to ask students what they already KNOW about Abraham Lincoln, and if they have any QUESTIONS about him. As I read I will stop at pages with important facts to ask students if any of the questions they asked have been answered to add to the LEARNED section of the chart.

READ: Abraham Lincoln A Great President, a Great American Stop after page 1: Ask What number president was Abraham Lincoln? (Sixteenth) Students should already know this from 2nd grade and it should already be in the K section of the chart. Stop after page 3: Ask W hat was Abrahams first job? (Chopping wood for 25 cents) Stop after page 6: Ask What other jobs did he have? (Drove a boat, Soldier, and worked at a general store, farer, postmaster, lawyer) Stop after page 9: Ask What did people call Abraham and why? (Honest Abe because he was so trustworthy) Stop after page 9: Ask What were some of the problems in the United States when Abe was president? (Southern states wanted to break away and make their own country and continue to own slaves) Stop after page 13: Ask What war started because of the southern states and who won? (Civil War; Abe Lincolns army) Stop after page 14: Ask When Abe signed the law, what was it for? (Freed all slaves) Students should already know this from 2nd grade and it should already be in the K section of the chart. Stop at the End: Ask raise your hand if you have seen the Lincoln Memorial in Washington DC? (wait for raised hands) THEN Ask: how many of you knew he is on the penny? (wait for raised hands and show them the penny) Review what was written on the anchor chart about Abraham Lincoln. Add Lincoln

Memorial and Penny to anchor chart. Song: Introduce Abe Lincoln (to the tune of Skip to My Lou) Play song(x2) as students follow along.

(Day 3) 20 minutes The class will be filling in a Venn Diagram. Each student will have their own sheet to fill in. Say: The last couple of days we talked about two very important Presidents, can you raise your hand and tell me who they were? (George Washington and Abraham Lincoln) Great! Now today I want you to think about how these presidents are different and how are they the same. You are going to use a Venn Diagram for this assignment. You will be working on this on your own but remember to use the resources you have to fill it in. Hint to students that the KWL charts are on the board if they need a refresher. Possible answers: GW was the leader of Continental Army which freed our country, 1st president, liked math; AL 16th president, freed slaves, studied law; BOTH where presidents, great leaders, have places named after them, on money.

Formative Assessment

Day 1: Students will be asked to complete an exit ticket about what they just learned about George Washington. The exit ticket will be glued into the next page of their Social Studies interactive journal. Questions: What number president was he? (1st) What is the Declaration of Independence? (said the colonies were free from England) What war was he the leader of? (Revolutionary War) Day 2: Students will be verbally asked to answer two questions about what they just learned about Abraham Lincoln on a sticky note. First question will be, What number president was he? (16th) What was Abraham Lincolns nick name? (Honest Abe) What did he do as president? (Freed the slaves) Day 3: Venn Diagram used to compare the differences and similarities between these two presidents (see above)

Differentiation

ELL Learners will be accommodated when working with a buddy to complete the Venn Diagram. Visual Learners are being accommodated with the words to the songs and the books being read to them. Based on readiness: Some students may be assigned to work with students so that a higher leveled worker is with a lower leveled student so that they can help one

another. For students in need, they will be asked to verbally answer the questions to the exit ticket with the teacher. Also, the facts from the anchor chart will be typed and given to the students to use for the Venn diagram.

Technology Integration

SMART Board Venn Diagram

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