Heroes 

2.5 Students understand the importance of individual action and character and 
explain how heroes from long ago and the recent past have made a difference in 
others’ lives (e.g., from biographies of Abraham Lincoln, Louis Pasteur, Sitting Bull, 
George Washington Carver, Marie Curie, Albert Einstein, Golda Meir, Jackie 
Robinson, Sally Ride).  
 
 
Second Grade Social Studies Unit 
By: Ms. Masuno   
 Overview

Day 1: ​What is a Hero?

Student will gain a baseline knowledge of “what” a hero is, to jumpstart the unit on heroes.
This will give the teacher an understanding of how students view the topic.

Day 2: ​Martin Luther King Jr.

Students will learn about Martin Luther King Jr. and his contributions to society. Students will
discuss why people would call him a “hero.”

Day 3: ​Abraham Lincoln

Students will learn about Abraham Lincoln and his contributions to society. Students will
discuss why people would call him a “hero.”

Day 4: ​George Washington

Students will learn about George Washington and his contributions to society. Students will
discuss why people would call him a “hero.”

Day 5: ​Who is Your Hero?

To culminate the information learned, students will do their own take on the lesson. Students
will choose someone in their own life that they consider to be their hero. Students will write a
story-like version of their life that explains how this person contributed to their life.
 Day 1:What is a Hero?
 
Title/theme/focus of lesson​: What is a Hero?

Essential lesson question(s): ​ ​What is a Hero?

Learning outcomes/objectives​: Students will discuss the characteristics of a hero

Vocabulary:​ hero/heroic

Assessment​: Formative assessment through conversation and discussions conducted as a class

Materials:​ Pictures of “heroes”, whiteboard

Room environment:​ Students will be seated at the carpet to engage in the conversation

Instructional Procedure:​ Since this is an introductory lesson to “heroes” the goal of this lesson is
for the teacher to grasp a general idea of what students’ view or perspective of a “hero” is. Have
students yet dropped the idea that a hero is only someone that wears a cape and have superhuman
powers? Can Students see heroism in everyday people like parents, doctors, teachers, etc. How
do we define a hero? Look up the actual dictionary definition of a hero and read aloud for
students. Students will lead a discussion of what makes someone a hero? Do they know any
heroes?
 Day 2: Martin Luther King Jr.

Title/theme/focus of lesson​: Dr. Martin Luther King Jr.

Essential lesson question(s): ​ Who was Martin Luther King Jr. and what did he do for the
common man?

Learning outcomes/objectives​: Students will learn who Martin was and what his contribution to
society was. Students will recall and describe major events throughout his life. Learners will
think about what makes Martin Luther King Jr. a “hero” to some.

Vocabulary:​ Hero, Racism

Assessment​: Students will be formally assessed based on accurate completion of comprehension

quiz on the back of the magazine. Teacher will listen to student input and assess based on
contributions to the conversation based on the reading.

Materials: ​Whiteboard, Scholastic magazine, writing utensils

Room environment:​ Students will be seated at their desks for the duration of the powerpoint
presentation. Students may come to the carpet for a class comprehension activity, or remain at
their desks to begin the quiz portion of the class immediately.

Instructional Procedure: ​First students will be engaged in a conversation about “heroes.” What is
a hero? Do we know heroes? Where have we seen or heard of a hero? What do heroes do? Begin
by frontloading vocabulary. First explicitly define “hero,” after student input in anticipatory set.
Then introduce the word racism, and have students identify their familiarity with the word,
mention that we will encounter and learn what this word means while we read. Based on leveled
student group’s reading skills, teacher will choose to read the story to students once through and
ask students to track with their finger and follow along. After reading the story once, the teacher
will read again, and this time engage students in a popcorn reading of the story. Students will
popcorn read the story, for the second time through, stopping periodically to debrief the
information they have just read- allowing space for any necessary verbal processing. Then
students will move through the comprehension questions one at a time. Students will
demonstrate understanding through participation in conversation, thumbs up/down, and asking
questions. Students will hear the story once through before reading themselves, and will be
monitored while reading. Understanding will be gauged through questions/answers referring to
material from beginning to end, throughout. We will take a vote, thumbs up or down: do you
think Martin was/is a hero? And students will share their answers with justification.
 Day 3: Abraham Lincoln

Title/theme/focus of lesson​: Abraham Lincoln

Essential lesson question(s): ​ ​Who was the 16th president of the United States?

Learning outcomes/objectives​: Students will learn who the 16th president of the United States
was. Students will recall and describe major events throughout his life. Learners will think about
what makes Abe Lincoln a “hero” to some.

Vocabulary:​ Lawyer, politician, freedom, equality, assassinated, courage.

Assessment​: Students will be assessed through detailed writing on the assigned activity activity.
Students will have the opportunity to show what they have learned about President Lincoln by
writing about his life. There is an alternative assessment in which students complete a graphic
organizer/timeline of events to show their knowledge. The writing activity in this case would not
be geared toward content, but rather focus on the structure of the writing. (Depends what the
students needs are at the moment)

Materials: ​Powerpoint presentation, Abe Lincoln library books, writing papers (supplied by me
as the teacher), whiteboard or large butcher paper.

Room environment:​ Students will be seated at their desks for the duration of the powerpoint
presentation. Students may come to the carpet for a class comprehension activity, or remain at
their desks to begin the writing portion of the class immediately.

Instructional Procedure: ​Teacher will ask: “What did celebrate this week?” (Students will say
Valentine’s Day, acknowledge and move on). Teacher will first reference vocabulary words and
mentioned that they are words we will be talking about today. Then teacher will open with
powerpoint. The class will work their way through the powerpoint- as a story. The teacher will
narrate facts about Lincoln in the form of a chronological story. Throughout this time students
will be allowed to raise questions, and be expected to participate in conversation about the
learning. Teacher will also reference previous learning with things like: transition words,
thesaurus/vocab, etc.. Students will put their learning into practice by participating in a class
comprehension activity referencing the chronological order of thinking. Students may also
participate more immediately, in a writing activity depending on the time given. Students will be
monitored by teacher through conversation and eye contact during the presentation. Students will
later be tested on chronological order, sequencing, beginning-middle-end, for report cards in the
coming weeks. Students will also be learning about George Washington next lesson and teacher
will self-assess and ensure this is a useful way to transfer information for students. Students will
then engage in a conversation of how ​they​ believe Lincoln was a hero.
 Day 4: George Washington
 
Title/theme/focus of lesson​: George Washington

Essential lesson question(s): ​ Who was the 1st president of the United States?

Learning outcomes/objectives​: Students will learn who the 1st president of the United States
was. Students will recall and describe major events throughout his life. Learners will think about
what makes George Washington a “hero” to some.

Vocabulary:​ Army, constitution

Assessment​: Students will complete a graphic organizer that allows students to choose to either
write or draw what they have taken away from the lesson on George Washington.

Materials: ​Powerpoint presentation, Washington library books, writing papers (supplied by me as

the teacher), whiteboard or large butcher paper.

Room environment:​ Students will be seated at their desks for the duration of the powerpoint
presentation. Students may come to the carpet for a class comprehension activity, or remain at
their desks to begin the writing portion of the class immediately.

Instructional Procedure: ​Teacher will first reference vocabulary words and mentioned that they
are words we will be talking about today. Then teacher will open with powerpoint. The class will
work their way through the powerpoint- as a story. The teacher will narrate facts about
Washington in the form of a chronological story. Throughout this time students will be allowed
to raise questions, and be expected to participate in conversation about the learning. Teacher will
also reference previous learning with things like: transition words, thesaurus/vocab, etc..
Students may also participate more immediately, in a writing activity depending on the time
given. Students will be monitored by teacher through conversation and eye contact during the
presentation. Students will then engage in a discussion of how ​they​ believe Washington was a
hero.
 Day 5: Who is your Hero?
 
Title/theme/focus of lesson​: Who is Your Hero?

Essential lesson question(s): ​ Who is your hero?

Learning outcomes/objectives​: Students will identify an “everyday” person that they consider
their hero

Vocabulary:​ hero/heroism

Assessment​: Students will be assessed through the completion of a hero worksheet. Student will
write and draw about their hero of choice.

Materials:​ Hero worksheet, writing utensil

Room environment:​ Students will be seated at their desks

Instructional Procedure: ​Student will spend this time writing about an “everyday” person like the
three people we learned about- no superhuman powers, etc. that they consider a hero in their life.
Students will recreate the kind of lesson from when they learned about heroes. They will write
about their own hero by telling a story about their life and how they impacted others lives.
Students will complete the project by editing their writing, drawing a picture, and coloring.