Content Statements:
● 18. Participation in social and civic groups can lead to the attainment of individual and public goals.
● 1. Primary and secondary sources are used to examine events from multiple perspectives and to present and defend a
position.
● 14. The availability of natural resources contributed to the geographic and economic expansion of the United States,
sometimes resulting in unintended environmental consequences.
● 15. The movement of people, products and ideas resulted in new patterns of settlement and land use that influenced
the political and economic development of the United States.
● 16. Cultural biases, stereotypes and prejudices had social, political and economic consequences for minority groups and
the population as a whole.
● 22. Choices made by individuals, businesses and governments have both present and future consequences.
Learning Objectives:
1. SWBAT identify social issues they deeply care about from a list of social issues that impact Americans.
2. SWBAT name the importance of political/social consciousness as approaching voters.
3. SWBAT reflect on their personal lives to help connect their interest and care in social issues, developing a political
identity.
4. SWBAT research a topic of their choice using best practices such as narrowed search terms and citing sources.
5. SWBAT create a bibliography citing all of their sources from research.
6. SWBAT use the CRAAP test to evaluate sources.
7. SWBAT outline an informative essay using research notes and scaffolded writing supports.
8. SWBAT compose a 5 paragraph informative essay using NO EXCUSES writing and on-topic writing derived from an
outline.
9. SWBAT create a multimedia presentation to showcase learning about their social issue.
10. SWBAT compose a call to action for themselves and the community regarding their social issue.
LINK Overarching Question: How have individuals or groups taken a stand that shaped American society?
Lesson Plans for the Week of 1/22
Date Lesson Topic Lesson Activities Materials Needed
Monday, 1/22 ● What is the LINK 1. Teacher introduces 1. Social Issues Google
Project? students to the LINK Form on Schoology
● What social issues am project and the
I drawn to? purpose of the LINK
project.
2. Teacher projects the
LINK question and
unpacks it with the
students.
3. Teacher explains why
this important to
students: approaching
voters and young
people that will have
the chance to change
the current political
climate.
4. Teacher and students
define “social issue.”
5. Teacher overviews
the Social Issues
Google Form
6. Students complete
the Social Issues
Google Form
Tuesday, 1/23 PRACTICE TEST DAY (bells 1. Teacher reviews the 1. Schoology
1-4) LINK question 2. Research Guide doc
● Making the essential 2. Students sign on to 3. Social Issues Form
question Schoology and open
● Introduction to the the Research Guide
Research Guide doc
3. Teacher guides
students through
creating their research
question using the
social issue they
selected yesterday.
4. Teacher reviews the
components of the
Research Guide with
students
Wednesday, 1/24 ADVISORY (shortened bells) 1. Teacher reviews the 1. Research Guide
● Review of the Research Guide again 2. Schoology
Research Guide 2. On research guide, 3. CRAAP test
● Mini Lesson on teacher explains the worksheets
creating search terms term “search terms” 4. Fake website URL
● CRAAP test and fake and writes it on the
websites lesson board
3. Teacher gives
examples of search
terms for the social
issue “Gun Violence”
4. Students create
search terms and
teacher approves
them (10 mins)
5. Teacher pulls up fake
octopus website and
passes out CRAAP
test sheets to the
class
6. Teacher overviews
CRAAP test to be used
on each source
Friday, 1/26 ● Student research day 1. Students enter class 1. Research Guide on
#1 and get laptops, open Schoology
● Topic 1 due at the research guide
end of class 2. Teacher highlights
positive student
behavior during
research time and
notes grow areas
3. Students use class
time to work and
complete TOPIC #1 on
research guide and
SHOW to the teacher
to get credit