Teacher: Tatum
Grade: 6
Content Area: Social Studies
Week: August 14-August 18
Unit: Freedom Week
Content TEKS Covered:
3.3
3.16
3.17
4.22
4.23
5.25
4.17A
4.23D
5.26D
Essential /Guiding Question(s):
What was the Authors purpose for the Declaration of Independence?
Think about the location of the United States in relation to Europe. Once the United
States gain independence, how did its location influence their ability to influence their own territory?
What did it mean to be a Patriot?
How does the Constitution Affect the United States today?
Cross-Curricular STAAR TEKS Supported:
(non-tested content areas only)
Language Arts
3.12
3.20
4.13
4.21
4.24
5.13
5.24
5.25
Academic Vocabulary:
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WICOR Components (highlight):
Writing Inquiry Collaboration Organization Reading
Engage Explore Explain Elaborate Evaluate Learning
Objective(s):
Monday
We will…
Research facts about the History of the United
States from the colonization to the ratification of the Bill of
Rights.
Play video about the declaration of independence.
Ask the students what the
Declaration of
Independence was.
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What was its purpose?
When was it written?
What did it accomplish?
Project second sentence of the
Declaration of
Independence.
Ask students to break apart the statement into three segments and paraphrase the meaning of each segment.
Ask students: “What was the authors purpose in including this in the declaration of independence?” (to
Students will be given one computer per pair to research their given topic that lead to the
Declaration of
Independence as well as a few other events that happened after the declaration as a result.
Topics:
1620 The settlement at Plymouth, Mass
1682 William Penn settles in
Pennsylvania
1754 The French and
Indian War
1765 The Stamp Act
1770 The Boston
Massacre
1773 The Boston Tea
Party
1774 The Intolerable
Acts
1775 The Battles at
Lexington and
Concord
1776 The Declaration of Independence
1776-1781 The
American Revolution
1787 The Constitution written
1789 George
Washinton elected first president
1791 The bill of rights
Groups will fill out their graphic organizer.
(found on page 49 of the
Freedom
Week section of the 6 th grade SS binder)
Closing Task(s):
I will… do a
quickwrite two sentences about why your event was important to
American
History.

Tuesday
We will…
Continue to research as needed to complete guided questions and illustration for presentation on Thursday.
Play video called
American Revolution by the Rock Asylum
Foundation, goes through almost every event that the students are researching! 
Wednesday
We will…
Create a classroom flag and practice our presentations.
Ask students what the stars and stripes represent. (original
13 colonies and states)
Ask students what the colors represent.
(red=bravery, blue=loyalty, and white=strength)
Have students flip tell why colonies were separating from Britain)
Question to trigger previous knowledge: “ In referenc e to what you’ve researched yesterday, what was something that you learned yesterday that you can share with the other students?”
Students will be given a piece of manilla paper to illustrate their event ( like a comic) that will be posted on the wall for a timeline.
Students will also be given time to complete their graphic organizer.
Discuss probable symbolism of different symbolism of the different colors and symbols.
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Divide students in groups of three
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Ask them to list values of AIS
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Students will sketch flag including colors introduced.
Each pair or group of three will be given an event to research.
A graphic organizer found on page 49 of the Freedom Week tab in SS 6 th grade binder.
As students finish their graphic organizer and comic illustration, explain expectations and rubric for their presentation on
Thursday.
Explain the events we are researching all played a part in the creation of the
American flag.
Teacher will monitor and check progress of each group and guide them so that each group is ready for Thursday!
I will…do a quick
write on what the news headline should have been for your event, why?
Allow students to use the last
10-15 mins of class to do last touches on their project. Allow longer period of time if needed.
Quickwrite: students will write 2 sentences about why they chose the symbol and colors for the flag they created.

through the textbook or put up on the screen different flags for different countries. and symbols to represent the school
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Encourage students to avoid using words but to use symbols
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Students will be given a blank sheet of paper to design flag
Thursday
We will…
Present
Friday
We will…
The remaining will present if needed. We will learn about Ethics and good citizenship.
Read short story of an example of a good citizen/someone with good ethics? Or show video.
Questions:
“What makes a good citizen?” “What is ethics?” “How does ethics and being a good citizen relate?”
Teacher will divide the student into groups of two or three and give each group a set of strips ( pg 54 in Freedom
Week section of the 6 th grade SS
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Students will present their event/comic/and flag they created
Remaining students will present.
Teacher will debrief the activity with the following questions:
What attributes make up a good citizen?
Is giving time or money more important
I will…
I will…
Students will create a acrostic poem for the word GOOD
CITIZEN.

Differentiated Academic Support: binder)
Explain that each strip is an example of good citizenship.
Students will read, discuss, and then place the strips in order from one through eight. (one being the best)
Each group will report to the entire class their first choice and their reasoning.
Individual Customized Learning
Bilingual/ESL Language Support:
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What is the definition of a citizen?
How does a citizen show good ethics?
Behavioral Support: