Lesson Plan for Implementing ISTE•S—
(More Directed Learning Activities)
Template with guiding questions
Teacher(s) Name
Kristen Cooper
Position
Teacher
School/District
N.C.T.S. / Newton County School System
E-mail
Cooper.kristen@newton.k12.ga.us
Phone
770-361-9038
Grade Level(s)
3rd
Content Area
Social Studies
Time line
6 weeks
Standards
SS3H2 The student will discuss the lives of Americans who expanded people’s rights and freedoms in a democracy.
a. Paul Revere (independence), Frederick Douglass (civil rights), Susan B. Anthony (women’s rights), Mary McLeod Bethune (education), Franklin
D. Roosevelt (New Deal and World War II), Eleanor Roosevelt (United Nations and human rights), Thurgood Marshall (civil rights), Lyndon B.
Johnson (Great Society and voting rights), and Cesar Chavez (workers’ rights)
b. Explain social barriers, restrictions, and obstacles that these historical figures had to overcome and describe how they overcame them.
SS3G2 The student will describe the cultural and geographic systems associated with the historical figures in SS3H2a.
a. Identify on a political map specific locations significant to the life and times of these historical figures.
b. Describe how place (physical and human characteristics) had an impact on the lives of these historical figures.
c. Describe how each of these historical figures adapted to and was influenced by his/her environment.
d. Trace examples of travel and movement of these historical figures and their ideas across time.
e. Describe how the regions in which these historical figures lived affected their lives and had an impact on their cultural identification.
Content Standards
SS3CG2 The student will discuss the character of different historical figures in SS3H2a.
a. Describe how the different historical figures in SS3H2a display positive character traits of cooperation, diligence, courage, and leadership.
b. Explain how the historical figures in SS3H2a used positive character traits to support their beliefs in liberty, justice, tolerance, and freedom of
conscience and expression.
c. Explain how the historical figures in SS3H2a chose when to respect and accept authority.
1. Creativity and innovation
2. Communication and collaboration
4. Critical thinking, problem solving, and decision making
5. Digital citizenship
3. Research and information fluency
c. evaluate and select information sources and digital tools based on the appropriateness to specific tasks
d. process data and report results
ISTE*S Standards:
Overview
Students will use their knowledge of Paul Revere, Frederick Douglass, Susan B. Anthony, Mary McLeod Bethune, Franklin D. Roosevelt,
Eleanor Roosevelt, Thurgood Marshall, Lyndon B. Johnson, and Cesar Chavez to help them create a cumulative project that will be due at the end
of the 6 weeks. The final product will be a book or multimedia presentation that includes basic information about each historical figure, facts,
contribution to American Rights and Freedoms, and a picture of each person.
Essential Questions
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Why is Paul Revere, Frederick Douglass, Susan B. Anthony, Mary McLeod Bethune, Franklin D. Roosevelt, Eleanor Roosevelt, Thurgood
Marshall, Lyndon B. Johnson, and Cesar Chavez an important person in American history?
Where was he / she from and why does this matter?
What obstacles stood in his/ her way?
What were his / her major accomplishments?
What key concept is he / she known for?
Assessment
During the unit there will be several assignments and assessments that students will complete. Throughout the unit students watch videos and will
complete quizzes using Socrative. The quizzes will vary depending on the information taught. They will create a cumulative book or multimedia
presentation at the end of the unit that focus on each historical figure. (see rubric and instructions below). At the end of each week I will review the
information that students have collected and offer suggestions.
Project Due: Thursday, August 5th , 2014
Historical American Figures
Third Grade
Social Studies
Cumulative Project
Background: We have been studying nine historical figures in American history.
Paul Revere, Susan B. Anthony, Frederick Douglass, Mary McLeod Bethune, Franklin D. Roosevelt, Eleanor Roosevelt, Lyndon
B. Johnson, Thurgood Marshall, and César Chávez.
Design Challenge: You will design and create a special card or multimedia presentation for each person that will help you remember important
facts about these historical figures.
Information to be Included: The person’s name, dates of birth and death, where the person lived in the U.S., and three pertinent facts about the
person and a picture / illustration of the person must be displayed. (One fact must be the contribution (s) this person made to help make the lives of
American citizens better.)
Criteria:
 include a picture or illustration of
historical figure
 include historical figure's contribution (s) to
American citizens
 reflect the person's time in history
 include the historic person’s name and dates
of birth and death
 have three pertinent facts about each historic
person displayed on or in the card or in book
Materials: You may choose from, but are not limited to items listed below.
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card stock
construction paper
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brads
paper clips
markers
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colored pencils
crayons
scissors
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paste
other classroom art supplies
PowerPoint
Prezi
Historical American Figures Project Rubric
1
2
3
Illustration or Picture
Six or less pages include
an illustration or picture
of the historical figure
At least seven of the
pages include an
illustration or picture of
the historical figure
All nine pages include an
illustration or picture of
the historical figure
Basic Information
Six or less pages / cards
include name, birth, and
death dates on them
All least seven of the
pages / cards include
name, birth, and death
dates on them
All nine pages / cards
include name, birth, and
death dates on them
Facts
Six or less of the pages /
cards include three facts
on each of them
At least seven of the
pages / cards include
three facts on each of
them
All nine pages / cards
include three facts on
each of them
Contribution to American
Right’s & Freedoms
Six or less pages / cards
include the historical
figure’s contribution to
American rights and
freedoms
At least seven of the
pages / cards include the
historical figure’s
contribution to American
rights and freedoms
All nine pages / cards
include the historical
figure’s contribution to
American rights and
freedoms
Organization / Neatness
Project was not organized
or neat in appearance
Project is somewhat
organized and neat in
appearance
Project is well organized
and neat appearance
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Resources
Technology supports student learning in many ways. It provides additional resources for students to use when
learning about historical figures. During this unit students will use the following resources:
Flickr – to view pictures
Screencasts – over each of the historical figures
Socrative – for quick assessments
Prezi
PowerPoint
Youtube
Padlet-reflection
Laptops
Computers
Activboard
Ipads
BYOT
Websites such as:
Susan B. Anthony
http://elearn.newton.k12.ga.us/course/view.php?id=1981
http://www.brainpopjr.com/socialstudies/biographies/susanbanthony/preview.weml
http://www.myhero.com/go/hero.asp?hero=susanBAnthony
Paul Revere
http://elearn.newton.k12.ga.us/course/view.php?id=2391
http://www.paulreverehouse.org/
http://www.biography.com/bio4kids/bio4kids-meet-paul-revere.jsp
http://www.youtube.com/watch?v=Na3pq9wqJlA
http://www.youtube.com/watch?v=n5GkpQArxRg
http://www.youtube.com/watch?v=5QGe9kfqddQ&feature=related
Mary McLeod Bethune
http://elearn.newton.k12.ga.us/course/view.php?id=1982
http://www.c-spanvideo.org/program/307469-1
http://www.watchknowlearn.org/Video.aspx?VideoID=25820
http://www.schooltube.com/video/eff6d748b24b4512947e/
Frederick Douglass
http://elearn.newton.k12.ga.us/course/view.php?id=1980
Short Biography http://www.frederickdouglass.org/douglass_bio.html
Facts, Birthday, Life Story http://www.biography.com/people/frederick-douglass-9278324
Full Video http://www.biography.com/people/frederick-douglass-9278324/videos
Douglass Family Timeline http://www.math.buffalo.edu/~sww/0history/hwny-douglass-family.html
Frederick Douglass Autobiography http://www.let.rug.nl/usa/biographies/frederick-douglass/
Franklin D. Roosevelt
http://elearn.newton.k12.ga.us/course/view.php?id=1983
Students are familiar with using the Internet, Ipads, laptops, and other resources, but the teacher will review
the expectations for using them.
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Instructional Plan
Preparation
Before beginning the unit students will complete a KWL chart about the historical figures. I would use
the information from the chart to assess their knowledge. Students will probably not be able to write
down many facts, because these people have not been taught prior to 3rd grade.
Management
In order to achieve equitable access to the Internet and other multimedia resources when completing this lesson
there will be multiple opportunities for them to use it and if accommodations are needed they will receive
them. Students will complete their research during center time using the four classroom computers. There will
be additional time that students can use the computer lab. Students can research each historical figure with
their peers. They can work collaboratively when researching, but the final product must be done individually.
There are several problems that could occur when using the Internet. One way to be prepared is for the teacher
to double check all of the links and technology prior to using it. By checking the links and technology it will
reduce the risk of them messing up during the lesson. I would also spend time discussing how to search the
Internet and use its resources. Students that have a difficult time using a tool will be allowed to have a peer
help them. I will also create “helpful information sheets” that will include pictures about how to work devices.
Prior to the unit there would be several conversations about how to handle problems as they occur. There will
be several whole group lessons about each historical figure. Students will watch videos, complete tasks, and
listen to instruction in whole group settings; however, they will be individually assessed when using Socrative
and when they respond on Padlet.
Instructional Strategies and Learning Activities
The unit is divided into six weeks and by doing this it allows students to learn pieces of information over a period
of time. As students research information I will assist them with technology and ask questions that help them
think critically about each person. Throughout the unit I will teach about each historical figure and present the
students with models such as, using multimedia as ways to show pictures or have videos about the historical
figures. As students research they will use the information they find and put it in their own words. Students will
have opportunities to share and collaborate with their peers. As students complete their final product they can use
graphic organizers to collect information.
Knowledge – Students will identify each historical figure and list information about them.
Comprehension – Students will explain each historical figure and the impact they left on history.
Application – They will demonstrate the significance impact of each historical figure and how it affects today’s
world.
Analysis – Students will compare each historical figure and examine how they are similar.
Synthesis- Students will construct a final product that demonstrates their understanding of each person.
Evaluation – Students will use the rubric to self assess their final book or multimedia presentation.
All of the instructional strategies implemented in this unit will ensure higher order thinking, analysis, evaluation,
and creativity.
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Differentiation
I will differentiate content and process to accommodate various learning styles and abilities throughout the
unit. Students will complete quizzes using Socrative throughout the unit. I will use the data from the quizzes
to form research groups. When researching students will be able to work collaboratively. This will allow
them the opportunity to discuss each person and share information. Students have the choice to complete a
book or multimedia presentation. Students will complete the final product independently. They will share
their projects with their peers.
Assistive technologies such as headphones, alternative keyboards, and screen readers will be given to
students as needed.
Reflection
The closing event will be students sharing their final products. Students will reflect upon their work
using Padlet. This will allow me the opportunity to make adjustments when assigning this project in the
future. They will also complete the L portion of the KWL chart. This will be a great visual for students
to see how much they learned.
Closure:
I will implement the unit in the Fall. As I was planning the lesson I realized the importance of thinking about
every detail. As I created it I imagined problems that could arise when using technology and how to fix them.
One problem that I expect to arise is the limited technology available. I decided to allot time throughout the 6
weeks to allow students to use the computer lab and I will reserve laptops. I also will teach the students how
to use the Internet as a resource. I think using technology when teaching this lesson will allow the students to
be more engaged. Using real images and videos to teach about the historical figures will be beneficial to
students. Also, allowing students the opportunity to create a book or a multimedia presentation will hopefully
make the students more engaged in the task. I also made the project an in class assignment, because I want to
assess the students understanding of the historical figures. I look forward to implementing the unit in the fall
and I believe that thinking ahead will prove to be beneficial when implementing the lesson
Screencast link
http://www.screencast.com/t/YlVDu98Y0
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