I AM SOMEBODY

Black History Unit Lesson Plans

Week(s) of February 2 and February 9 (2015)
Charity A.C. Smoot

Black History
Grade Level: Kindergarten

Subject: Social Studies

Concept: Black History I AM SOMEBODY
Cross Curricular Subjects: Reading/Math
Unit Time Frame: 10 day unit (Approx. 30 minutes each lesson)
Purpose: The purpose of this Social Studies unit is to help educate students about important
historical events and people of African descent. This unit will also instill in students that they are
somebody, no matter the color, creed, or sex.
Topic Background/Main Social Studies Concept: Black History Month, or National African
American History Month, is an annual celebration of achievements by black Americans and a
time for recognizing the central role of African Americans in U.S. history. It is celebrated
annually in the United States, the month of February in Canada, and the month of October in the
United Kingdom. The recognition began in 1926 by historian Carter G. Woodson. He entitled it
Negro History Week and chose the second week of February on the grounds that it denoted the
birthdays of two Americans who incredibly impacted the lives and social conditions of African
Americans. These two men were former President Abraham Lincoln and abolitionist and former
slave Frederick Douglass. Since 1976, every U.S. president has officially designated the month
of February as Black History Month.
ALCOS Objective(s):
S.S.12. Describe families and communities of the past, including jobs, education,
transportation, communication, and recreation.
Identifying ways everyday life has both changed and remained the same
Common Core Standard(s):
CCSS.ELA-LITERACY.RI.K.7

With prompting and support, describe the relationship between illustrations and the text
in which they appear (e.g., what person, place, thing, or idea in the text an illustration
depicts).
CCSS.ELA-LITERACY.RI.K.10

Actively engage in group reading activities with purpose and understanding.

CCSS.ELA-LITERACY.RI.K.3

With prompting and support, describe the connection between two individuals, events,
ideas, or pieces of information in a text.
CCSS.ELA-LITERACY.W.K.1

Use a combination of drawing, dictating, and writing to compose opinion pieces in which
they tell a reader the topic or the name of the book they are writing about and state an
opinion or preference about the topic or book (e.g., My favorite book is...).
CCSS.MATH.CONTENT.K.CC.C.6

Identify whether the number of objects in one group is greater than, less than, or equal to
the number of objects in another group, e.g., by using matching and counting strategies.
CCSS.MATH.CONTENT.K.CC.C.7

Compare two numbers between 1 and 10 presented as written numerals.

Student Objectives:
After each lesson, students should be able to:

Gain insight into African-American history from slavery to the civil rights movement

Learn about individual people who shaped history by reading their biographies and researching
the age in which they lived

Understand the causes and effects of the civil rights movement in America

Apply critical thinking skills to answer questions regarding different events related to the civil
rights movement

Build nonfiction literacy skills as they listen to web-based videos related to Black History

Build mathematical skills as they apply what theyve learned to answer questions related to
Black History

Develop an I AM SOMEBODY Black History Booklet that includes historical facts about
different people during the time period
Safety Precautions for Lesson(s):
Students should already be familiar with whole-class group activities and be aware of classroom
norms regarding behavior and group work expectations.

Students should respect one anothers space and materials; treat others and their things as one
would like to be treated (no throwing, hitting or misuse of classroom supplies!)

Students should not categorize others in the class (during any activity). This may lead to another
student being emotionally hurt or offended.
Accommodations/ Modifications:

o Graphic organizers will be used for a number of activities, which may help with focusing and
organizational issues in some students.
o Individualized assistance provided (if needed)
o Students have choice in how they choose to design their booklets

Day 1/ Opening: What is Black History? / Who is Sojourner Truth?

Estimated Time: This is the first day of a ten day unit/ Approx. 30 minutes

Engage (7 min): Show the students The ABCs of Black History: A Childrens Guide by Craig
Thompson via YouTube link https://www.youtube.com/watch?v=i9rQ544fDqI
Engage the whole class in a discussion about the individuals noted in the video. Ask questions
such as:
1) What were the names of some of the people in the video?
2) What were some of the things said about them (e.g. inventions/accomplishments/desires of the
world)?
3) How were they alike (e.g. African Americans/famous)?
4) How were they different (e.g. Men/Women)?

Materials:

Promethean Board
Black History read along book (Teacher Created)
Page 1

Sojourner Truth Book

Sojourner Truth speech Aint I a Woman? handouts
Markers/Pencils/Crayons
Construction Paper (preferably the long sheets)
Glue
Scissors
*The Black History read along book is to be read to students every day. Each page corresponds to the daily lesson. (For
example, page 1 talks about Sojourner Truth, which is also the topic for the first days lesson) *

Procedures:
Preplanning:
o Gather all materials
Whole class:
o The teacher begins the lesson by reading Sojourner Truth (7 min)
- While reading, have students to think about how she made a difference in the world and/or
challenges she faced during the time period /Tell them to bubble the answer, meaning no student
speaks aloud, but rather they keep their answers to themselves
Group work:
o The teacher allows students to discuss their answers with their group members (4 min)

Teacher should act as a facilitator and monitor students discussions. If as a teacher you feel that your
students will easily get off task, this discussion can be done via whole-group

Closure (whole class/group):

o Using the promethean board, the teacher will display Aint I a Woman and discuss with the
students how in the past, women were treated differently than men and how Sojourner Truth felt
that they should all be treated equally. (4 min)
o The teacher will then ask the students to create the first page of their booklet writing the
following words, Aint I Somebody. The students are required to write at least 2 sentences
underneath the title which tells why they are somebody (e.g. I am a boy). (7 min)

The teacher has the option of creating a writing sheet that lists the title, Aint I Somebody, and has lines in
place for students to write their sentences

o Once the students are finished, the teacher will distribute the Aint I a Woman speech handout
and students are to glue them on the back of their papers. (1 min)
Assessment:
o Teacher will observe how well children work in their groups and listen to their oral expression
during group and whole-class discussion
o Creativity/Start of I AM SOMEBODY Booklet

Day 2: Who is Frederick Douglass?

Estimated Time: This is the second day of a ten day unit/ Approx. 30 minutes
Engage (7 min): Show the students Frederick Douglass: An Educational Cartoon Biography
via YouTube link https://www.youtube.com/watch?v=GtKY4bLUxC0
Engage the whole class in a discussion about the video. Ask questions such as:
1) Who is Frederick Douglass?
2) What was he known for (e.g. inventions/accomplishments)?
3) How were him and Sojourner Truth alike? (e.g. African Americans/Both fought to end slavery)?
Materials:

Promethean Board
Black History read along book (Teacher Created)
Page 2

Frederick Douglass Book

KINDERnews handouts
Markers/Pencils/Crayons
Construction Paper(preferably the long sheets)
Glue
Scissors
Procedures:
Preplanning:

o Gather all materials

Whole class:
o The teacher begins the lesson by reading Frederick Douglass (7 min)
- Once the teacher finishes reading, she/he will ask that the students quietly return to their seating
-

areas
When all students are seated, the teacher will begin reading the following script written below
(Option: write the script on a KINDERnews handout sheet)

KINDERnews KINDERnews, Read All About It! This is Reporter (teachers name), reporting
live from (schools name), and Im looking for (number of students) Kindergarteners who are not
afraid to stand up to some really bad people and say, No more slavery!. If youre brave and
willing to help me, please raise your hand... (pause and wait for students to raise their
hands)...Great! I will now pass out the KINDERnewspaper. I need each of you to write at least 2

sentences telling the bad people why they need to end slavery. If we do a really good job, Mr.
Frederick Douglass will post them in the North Star and send it to the president and just maybe,
we can finally end slavery. Whos ready?... (pause and wait for students responses)..Ok then, lets
write! (10 mins)
Closure (whole class/group):
o Once the students are finished, the teacher will ask them to paste their articles to page #2 in their
booklets. (1 min)
Assessment:
o Teacher will assess students ability to pay attention, follow directions, and participate in wholeclass discussions
o Creativity/Page 2 of I AM SOMEBODY Booklet

Day 3: Who is Harriet Tubman?

Estimated Time: This is the third day of a ten day unit/ Approx. 30 minutes
Engage (8 min): Show the students Harriet Tubman Story via YouTube link
https://www.youtube.com/watch?v=NQ_gRFYgXMo
-

Once the video is complete, using a sheet of Flipchart paper, develop a timeline of Harriet
Tubmans life. (Students may use the video for help)
Materials:

Promethean Board
Flip Chart
Black History read along book (Teacher Created)
Page 3

Harriet Tubman Book

Harriet Tubman Railroad Activity handouts
Markers/Pencils/Crayons
Construction Paper(preferably the long sheets)
Glue
Scissors
Procedures:
Preplanning:

o Gather all materials

Whole class:
o The teacher begins the lesson by reading Harriet Tubman (5 min)
- While reading, have students to think about the hardships she had to face as a little girl and how
she, one woman, helped many slaves escape to freedom/Tell them to bubble the answer
Group work:

o The teacher allows students to discuss their answers with their group members (3 min)

Teacher should act as a facilitator and monitor students discussions. If as a teacher you feel that your
students will easily get off task, this discussion can be done via whole-group

Closure (whole class/group):

o The teacher will then ask the students to create the third page of their booklet by completing
Harriet Tubmans Railroad Activity sheet. The students are required to write at least 2 sentences,
explaining what Freedom means to them (e.g. Freedom means standing up for whats right) and cut
and paste the activity inside their booklet. (7 min)
o Once the students are finished, the teacher will call upon a number of them to read aloud what
theyve written. (5 min)
Assessment:
o Teacher will observe how well children work in their groups and listen to their oral expression
during group and whole-class discussion
o Creativity/Page 3 of I AM SOMEBODY Booklet

Day 4: Who is Abraham Lincoln?

Estimated Time: This is the fourth day of a ten day unit/ Approx. 30 minutes

Engage (7 min): Show the students Abrahams Emancipation Proclamation cartoon sing-along via YouTube link https://www.youtube.com/watch?v=cwNTwuHAf1M
Engage the whole class in a discussion about the video. Ask questions such as:
1) What was Abraham Lincolns nickname?
2) How does having the name Honest Abe reflect his attitude towards slavery?
Materials:

Promethean Board
Flip Chart
Black History read along book (Teacher Created)
Page 4

Abraham Lincoln cut & paste handouts

Markers/Pencils/Crayons
Construction Paper(preferably the long sheets)
Glue
Scissors
Procedures:
Preplanning:

o Gather all materials

Whole class:
o The teacher begins the lesson by writing the following prompt on a sheet of Flipchart paper If
-

I was President, how would I choose to free slaves?

Allow students to discuss their answers among their classmates (4 min)
Write their answers on the chart (3 min)

Closure (whole class/group):

o Once the teacher finishes reading, she/he will ask that the students quietly return to their seating
-

areas
Once the students are seated, the teacher will distribute the Abraham Lincoln activity sheets.
Students are required to cut and paste Abraham Lincolns hat onto his head and write at least 2
sentences in his hat which describes him (e.g. Abraham Lincoln was the 16th President and he freed
slaves) (9 min)

o Once the students are finished, the teacher will ask students to paste their finished product to
page #4 in their booklets (1 min)

Assessment:
o Teacher will assess students ability to pay attention, follow directions, and participate in wholeclass discussions
o Creativity/Page 4 of I AM SOMEBODY Booklet

Day 5: Who is Ruby Bridges?

Estimated Time: This is the fifth day of a ten day unit/ Approx. 30 minutes
Engage (5 min): Read The Story of Ruby Bridges by Robert Coles
-

While reading, have students to think about how she, as a little 6 year old girl, made a huge
difference in the world /Tell them to bubble the answer
Materials:

Promethean Board
Black History read along book (Teacher Created)
Page 5

The Story of Ruby Bridges Book

Ruby Bridges design cut-out patterns

Ruby Bridges writing sheets
Markers/Pencils/Crayons
Construction Paper(preferably the long sheets)
Glue
Scissors
Procedures:
Preplanning:

o Gather all materials

Whole class:
o The teacher will model the how-tos of designing Ruby Bridges (3 min) (e.g. using the cut-out
patterns on the construction paper and different ways to design her hair)

- Suggested directions:

Head
patternbrown
paper

Bow pattern
-red paper

Dress
patternred paper

Collar
patternwhite
paper

Hair-black
paper

Cut out all

patterns

Use a black
crayon to
draw Rubys
eyes, nose,
mouth, and
buttons on
her dress

Glue the
collar
onto the
dress

Glue the
hair onto
the head

Glue the
writing
sheet onto
the bottom
of the dress

Glue the
Glue the
bows
face onto onto the
half of the hair
collar

Once the students have gotten an understanding, they can begin designing their very own Ruby
Bridges (9 min)
Closure (whole class/group):

o Once the students have completed their designs, the teacher will distribute Ruby Bridges writing
sheets which requires them to write at least 2 sentences describing her (e.g. Ruby Bridges was not
afraid to stand up to the grown people) . (5 min)
o Have students to paste their designs to page # 5 in their booklets (1 min)
o Show the students Life and Times of Ruby Bridges via YouTube link (8 min)

https://www.youtube.com/watch?v=Ur5iF-qp8-8
Assessment:
o Teacher will assess students ability to pay attention and follow directions
o Creativity/Page 5 I AM SOMEBODY Booklet
Additional Assessment:
Topic 4 Math Assessment (Black-History Related)

Day 6: Who is George Washington Carver?

Estimated Time: This is the sixth day of a ten day unit/ Approx. 30 minutes
Engage (6 min): Show the students George Washington Carver: Biography for Children via
YouTube link https://www.youtube.com/watch?v=URZGm1iyspM
Engage the whole class in a discussion about the video. Ask questions such as:
1) Who was George Washington Carver?
2) How is he similar to (teachers name)...Answer: He was a teacher!
3) What are some of his inventions?
Materials:

Promethean Board
Black History read along book (Teacher Created)
Page 6

George Washington Carver Peanut Butter Activity handouts

Markers/Pencils/Crayons
Construction Paper(preferably the long sheets)
Glue
Scissors
Procedures:

Preplanning:
o Gather all materials
Whole class:
o The teacher begins the lesson by reading the following script from George Washington Carver
(Suggested: Read with excitement/ Switch up your voice)
Hello (teachers name), this is George Washington Carver and I really need your help andddddd

fast! Ive been called on a business trip in Africa and I have no one to run my PB(peanut butter)
Business while Im away. I have a large order that needs to be shipped tomorrow, specifically
(number of students) jars. I was told that you have (number of students) amazingly smart
students who wouldnt mind helping me run the factory. Is that true?... (pause and wait for students
response)...Great! In that case, I need 21 jars of peanut butter nowwwwww, but not just any kind

of peanut butter. Im looking for the best of the best. Im talking about Skittles PB, Popcorn PB,
Strawberry PB, even Scarryyyyyy PB. Yes, I want it all! So I need you guys to put on your hard
hats and get to work. I want each of you to design your very own PB, and please make it
different. Do you think you can do that? ... (pause and wait for students responses)..Ok then, lets
begin! (12 mins)
o

Teacher should act as a facilitator and ask questions about students designs. Also, give assistance

where needed.
Suggestion: Have teachers PB design example posted for the students to look at

Closure (whole class/group):

o Once the students are finished, the teacher will ask them to paste their design sheet to page #6 in
their booklets. (1 min)
Assessment:
o Teacher will observe how well children work in their groups and listen to their oral expression
during group and whole-class discussion
o Creativity/Page 6 of I AM SOMEBODY Booklet

Day 7: Who is Elizabeth Bessie Coleman?

Estimated Time: This is the seventh day of a ten day unit/ Approx. 30 minutes
Engage (8 min): Show the students The first Female African American Pilot via YouTube link
https://www.youtube.com/watch?v=wckEiKzCBqc
Engage the whole class in a discussion about the video. Ask questions such as:
1) Who was Bessie Coleman?
2) What do you all know about flying and airplanes?
3) How are airplanes today different from airplanes in the past? (Look back at video)

Suggested: Make a Flipchart sheet that has a picture of an airplane drawn on it. As students are
answering questions, describing airplanes and Elizabeth Bessie Coleman, write those notes into the
airplane.

Materials:

Promethean Board
Flip Chart (optional)
Black History read along book (Teacher Created)
Page 7

Nobody Owns the Sky: The Story of Brave Bessie Coleman Book
Elizabeth Bessie Coleman Airplane handouts
Markers/Pencils/Crayons
Construction Paper(preferably the long sheets)
Glue
Scissors
Procedures:
Preplanning:

o Gather all materials

Whole class:

o The teacher begins the lesson by reading Nobody Owns the Sky: The Story of Brave Bessie
-

Coleman (7 min)
While reading, have students to think about how she made a difference in the world and/or
challenges she faced during the time period /Who else have we learned about that fought for
womens rights (Sojourner Truth)?/ Tell them to bubble the answer
Closure (whole class/group):

o The teacher will distribute Elizabeth Bessie Coleman Airplane handouts to the class. Once all
students have received their papers, they are required to color Elizabeths airplane and write at
least 2 sentences, describing her, in the space provided (e.g. Elizabeth Bessie Coleman stood up
for her rights and flew an airplane just like the men). (9 min)
o Once the students are finished, the teacher will ask them to paste their airplanes and writing

sheets to page #7 in their booklets. (1 min)

Assessment:
o Teacher will assess students ability to pay attention, follow directions, and participate in wholeclass discussions
o Creativity/Page 7 of I AM SOMEBODY Booklet

Day 8: Who is Jackie Robinson?

Estimated Time: This is the eighth day of a ten day unit/ Approx. 30 minutes
Engage (7 min): Show the students Jackie Robinson: Educational video for children via
YouTube link https://www.youtube.com/watch?v=WH2i0lLqaIo
Engage the whole class in a discussion about the video. Ask questions such as:
1) Who was Jackie Robinson?
2) What type of sports did he play?
3) How do you think Jackie Robinson felt being the first African American man at many things?
Materials:

Promethean Board
Black History read along book (Teacher Created)
Page 8

Jackie Robinson Book

Jackie Robinson Baseball handouts
Markers/Pencils/Crayons
Construction Paper(preferably the long sheets)
Glue
Scissors
Procedures:
Preplanning:

o Gather all materials

Whole class:
o The teacher begins the lesson by reading Jackie Robinson (7 min)
- While reading, have students to think about how he went against all odds and made something of
himself/ What if Jackie Robinson was kicked off of the baseball team. Do you think he would
have played another sport and become successful? Which one?/ Tell them to bubble the answer
Group work:
o The teacher allows students to discuss their answers with their group members (4 min)

Teacher should act as a facilitator and monitor students discussions. If as a teacher you feel that your
students will easily get off task, this discussion can be done via whole-group

Closure (whole class/group):

o The teacher will instruct the students to color and cut the baseball and baseball bat from the
activity sheet (5 min)

o Once the students have completed those tasks, they are required to insert/write two of the
following words (Freedom, Justice for All, Fairness, Equality) onto the bat, which has the words,
Hitting a Home-Run for_________listed on it (5 min)
o Once the students are finished, the teacher will ask them to paste their baseball and baseball bat
on page #8 in their booklets. (1 min)
Assessment:
o Teacher will observe how well children work in their groups and listen to their oral expression
during group and whole-class discussion
o Creativity/Page 8 of I AM SOMEBODY Booklet

Day 9: Who is Rosa Parks?

Estimated Time: This is the ninth day of a ten day unit/ Approx. 30 minutes
Engage (7 min): Show the students The Rosa Parks Story: Educational Video for Children via
YouTube link https://www.youtube.com/watch?v=Rs_utj3o1NQ
Engage the whole class in a discussion about the video. Ask questions such as:
1) What is Rosa Parks most known for?
2) Would you have given up your seat if you was Rosa Parks?
3) What are some character words that we can use to describe Rosa Parks(e.g. brave, strong,
determined)?

Materials:

Promethean Board
Black History read along book (Teacher Created)
Page 9

If A Bus Could Talk: The Story of Rosa Parks Book

Rosa Parks Bus handouts
Markers/Pencils/Crayons
Construction Paper(preferably the long sheets)
Glue
Scissors
Procedures:
Preplanning:

o Gather all materials

Whole class:
o The teacher begins the lesson by reading If A Bus Could Talk: The Story of Rosa Parks (7 min)
- While reading, have students to think about how she made a difference in the world and/or
consequences she faced for standing up for herself and doing the right thing /Tell them to bubble
the answer
Closure (whole class/group):
o The teacher will distribute Rosa Parks Bus handouts to the class. Once all students have received
a copy, instruct them to cut, color, and paste Rosa Parks picture into the buss window. When all
students have completed the task, they are required to write at least two sentences, describing
Rosa Parks, inside the lines of the bus (e.g. Rosa Parks did not give up her seat to the white man). (9
min)
o After all students have written their sentences, they should paste their picture to page #9 in their
booklets. (1 min)
Assessment:
o Teacher will assess students ability to pay attention, follow directions, and participate in wholeclass discussions
o Creativity/Page 9 of I AM SOMEBODY Booklet

Day 10/Closing: Who is Dr. Martin Luther King Jr?

Estimated Time: This is the last day of a ten day unit/ Approx. 30 minutes
Engage (7 min): Show the students The Story of Martin Luther King Jr. by Kid President via
YouTube link https://www.youtube.com/watch?v=4xXZhXTFWnE
Discuss Dr. Martin Luther King Jr.s I Have A Dream speech and use a sheet from the Flipchart
to create a graphic organizer that says, We Have A Dream to...
-

Call on each student to answer the prompt (e.g. We have a dream to all get along)
Write their answers on the chart
Materials:

Promethean Board
Flip Chart
Black History read along book (Teacher Created)
Page 10

I Have A Dream Song via YouTube link https://www.youtube.com/watch?v=D6b2sLEcRKg

I Have A Dream speech print-out
Children reciting the speech optional: https://www.youtube.com/watch?v=e8_1NYYKixM

Ive Got to Hand it to You MLK hand cutouts

Markers/Pencils/Crayons
Construction Paper(preferably the long sheets)
Glue
Scissors
Stapler

Procedures:
Preplanning:
o Gather all materials
Whole class:
o The teacher begins the lesson by playing the I Have A Dream song (5 min)
Closure (whole class/group):
o Once the song has ended, students are to return to their seats and complete the MLK hand cut-out
activity. Students are required to write five details on the fingers of the hand, describing Dr.
Martin Luther King Jr. (e.g. Ive got to hand it to you Dr. King, you 1) Stood up for our rights, 2)
Helped us to be fair, 3) Wanted equality, 4) Had a dream and 5) Were brave). (9 min)
o Once the students are finished, they are to paste their finished MLK hands to page #10 in their

booklets. (1 min)
o Lastly, students are to create the front cover of their booklets by writing, My name is________,
and I am SOMEBODY!/ Optional: Students may draw a picture of themselves on the front cover (5
min)
o The teacher will walk around the classroom and staple the students booklets (1 min)
Assessment:
o Teacher will assess students ability to pay attention, follow directions, and participate in wholeclass discussions
o Creativity/Completion of I AM SOMEBODY Booklet