Cameron Scholz

Social Studies Unit Plan

Title of Unit: Rebuilding a Nation
Grade: 5th
Kansas Social Studies Discipline: History

Pre Test and Post Test

1. Who was Benjamin Franklin? What are two things that he is known for?
2. What is the Bill of Rights? What are two parts of the Bill of Rights?
3. What is the Constitution and what are two reasons that it is important?

Lesson Plan 1
Classroom Constitution
History
Standard #3 Societies are shaped by beliefs, ideas and diversity.
Student Performance Objective: As a community the class will come up with a classroom constitution that they
(and the teacher) can all agree upon loosely based on the Constitution of the United States.
List of Materials:
Pen
Paper
Optional:
Feather Pen and Ink (to sign)
Large Paper
United States Constitution
Teacher Household Constitution
Anticipatory Set: Have the students popcorn read the Constitution to stimulate interest and knowledge. Then have
students write down their own ideas for a classroom constitution.
Instruction/Modeling:
Teacher has a household constitution already made up, for his own household. That way the students can see an
example of how to base their constitution off the United States Constitution without copying it exactly.
Tell the students to come up with ideas and share them in 5 minutes.
Have them read their ideas to the classroom. Use teachers discretion when deciding if what the student shared is
appropriate to go to class vote.
Have the class vote on the ones deemed appropriate.
Write them onto a large piece of paper.
Have the children sign with the fancy pen in their best colonial signature.
Check for comprehension: After each student shares his/her idea ask them which part of the Constitution is that
similar to and/or why that is important to include. Look for answers that show an understanding of part or all of
the Constitution.
Guided Practice: Have the students come up with a short version that applies to their table or group. Have them all
sign and hang their constitution over their table or group.
Independent Practice: Have the students work with a parent or guardian on a household constitution and have
them bring a copy into class signed by them and the parent.
Closure: Discuss why the Constitution is important and how it still applies today. Give them specific scenarios and
ask which part that scenario falls under.
Evaluation: Collect all of the written constitutions and check them for understanding of what a constitution is and
ways they have linked their own constitutions back to the original.

Lesson Plan 2
Bill of Rights Sectional Board
History
Standard #4 Societies experience continuity and change over time.
Student Performance Objective: As a classroom community the students will be able to explain how the Bill of
Rights is still visible in our everyday lives.
List of Materials:
Pen
Paper
Camera (optional)
Bill of Rights Sectional Board
Stapler
Scissors
Anticipatory Set: The teacher will write the Bill of Rights on large paper or print out a large printing of the Bill of
Rights. This will be displayed in the classroom at least for the week of this activity.
Instruction/Modeling:
A week before this lesson the teacher will follow the instructions mentioned below and create his own links. The
teacher will make a Bill of Rights sectional board. Throughout the week the students will either write about or take
a picture (and write a short caption) of things they see in their everyday lives that relate to the Bill of Rights
specifically. Examples would be, if the students attend church they can take a picture of themselves going to
church and using their freedom of religion. They will then bring the picture into class, show it to the teacher for
approval and then staple it to the Article 1 section of the sectional board. All students are asked to bring in one
picture or short paragraph per day and to post it to the proper section. At the end of the week, the students will
share each of their seven (or more) pictures and/or paragraphs (or as many as time allows for each student to get
a chance to share) and tell which article they relate to.
Check for Comprehension: As the students bring in their pieces, they will show them to the teacher each day for
approval. If one does not meet the proper requirements then they will be asked to bring in one to replace it the
next day. This allows the teacher to make sure that each student individually understands how the articles work
and what they apply to.
Guided Practice: On the Monday after the week of the activity, have the students get into groups and discuss
something in the school that in some way relates to one of the articles.
Independent Practice: Have the students take the photos or write the short paragraphs outside of school.
Closure: Discuss why the Bill of Rights is so important. Discuss recent events that may violate or enforce the Bill of
Rights.
Evaluation: Assess comprehension based on what you see on the board.

Lesson Plan 3
Ben Franklin Impersonator
History
Standard: 5. Relationships between people, place, idea, and environments are dynamic.
Student Performance Objective: The students will be able to create a timeline of relevant experiences in Ben
Franklins life.
List of Materials:
Pen
Paper
Camera (optional)
Ben Franklin Impersonator
Anticipatory Set: Today we are going to be able to meet Benjamin Franklin! Think of some questions you might
want to be able to ask him for the short time he will be here.
Instruction/Modeling: Give examples to the student of questions you might ask. Talk to the impersonator
beforehand, and inform him of the assignment the kids will be given so that he will know what information to
present. Have the kids write down a good question to ask so there is a not a lot of question thinking time while Ben
is there.

Check for Comprehension: Have the students ask questions to Ben look for students asking relevant questions.
Guided Practice: Create a classroom compressed timeline for Ben Franklins life with the whole class.
Independent Practice: Have them create their own timelines for Ben Franklin that are more detailed including at
least 3 things they remember from the impersonator.
Closure: Discuss why Ben Franklin was such a key person in American history.
Evaluation: Assess comprehension based on what you see on their timelines.