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American Superhero!
First Grade Social Studies Unit on the Concept of Heroes
Anna Merz
Differentiated Instruction for Social Studies
Dr. Timothy Reynolds
3 December 2012
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Index
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Title Page……………………………………………………………………………1
Index………………………………………………………………………………...2
Demographics……………………………………………………………………..3-4
Rationale…………………………………………………………………………….4
Unit Generalizations………………………………………………………………...5
Concept Map………………………………………………………………………..5
VA SOLs…………………………………………………………………………...6
Curriculum Framework…………………………………………………………..6-7
Scope and Sequence
o Introduction………………………………………………………………..8
o Unit Goals………………………………………………………………...8-9
o Scope and Sequence Chart………………………………………………9-13
Lesson Plan 1
o Day 1/Superheroes in Real Life………………………………….……..14-17
o Worksheets……………………………………………………………...18-24
Lesson Plan 2
o Day 3/George Washington: America’s First Hero……………………...25-27
o Worksheets…………………………………………...…………………28-30
Lesson Plan 3
o Day 5/What do you know about American Heroes?...............................31-34
o Worksheets………………………………………………………………35-36
Works Cited……………………………………………………………………..37
Unit Resources…………………………………………………………………...38-39
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Demographics
I will be teaching a first grade class a lesson centered on the social studies concept of
Heroes. This class will be typical of most classes; it will have all levels of readiness observable
among the students. Most students will be on or near grade level, but there will be some below
grade level, some just above, a few gifted students, and a few students with learning disabilities.
Students will be between the ages of six and seven and our class will meet every day. The Social
Studies content will also be taught every day, but for about 30 minutes a day. My class will have
16 students in it, and because it will be an inclusion classroom, I will be teaching with an aid. I
did extensive pre-testing at the beginning of the year and this resulted in my understanding that I
have lots of students with different learning preferences. The following list shows the learning
preferences of my first graders, as well as personality characteristics and learning styles.
Avery-Visual/Spatial; Introvert; On grade level
Brent-Bodily/Kinesthetic; Extrovert; Above grade level
Camilla-Visual/Spatial; Extrovert; Above grade level
Catherine-Logical/Mathematical; Introvert; On grade level-ADHD diagnosis, has IEP
Davy-Interpersonal; Extrovert; On grade level;
Dan-Visual/Spatial; Introvert; Below grade level
Emily-Intrapersonal; Introvert; On grade level
Evan-Visual/Spatial; Extrovert; Below grade level
Heather-Intrapersonal; Extrovert; On grade level
Jamie-Verbal/Linguistic; Extrovert; Above grade level
Kevin-Logical/Mathematical; Extrovert; On grade level
Mason-Interpersonal; Extrovert; Above grade level
Rebekah-Logical/Mathematical; Introvert; On grade level
Sam-Musical/Rhythmic; Extrovert; Below grade level-Autism diagnosis, has IEP, aid in room
Yvonne-Bodily/Kinesthetic; Extrovert; On grade level
The school that my class is a part of will be an elementary school, so it will house classes in
grades Pre-K to fifth. It is a medium to small sized school with between 150-200 children per
grade level. The school is situated between a suburban and a rural area, so it serves children who
live in both. The children are mostly from middle-class economic backgrounds, but there are
some who have more than others, and some who have less. Although the school is smaller, it has
a wonderful principal who is a huge advocate of her student’s right to an amazing education.
This means that most facilities inside the school are new, all facilities are in marvelous condition,
and all students have access to the tools they need to be successful. Students have access to
laptops and iPads in the classroom when the teacher deems these tools appropriate for learning,
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and there are enough that every child can use one on his or her own. Teachers have access to
technological teaching tools in their classrooms as well, such as smart boards, video
recorders/flipcams, movie makers, and other programs. The library in this school is amazing and
art, music, and theater classes are all heavily emphasized parts of each student’s education.
Because the principal is so engaged in student learning, teachers have a great support system and
do not feel high levels of stress when they need things from the central office. Field trips are
encouraged in every class, and each grade level takes one major field trip per year. My classroom
is spacious. In the front there is room for students to sit on the floor on a carpet. Towards the
back of the classroom, desks are pushed into groups of four to create group work areas, but
which allow the kids to make a transition from the kindergarten and Pre-k style table setup.
Desks in the groups of four are arranged so that students face each other. Students do not have
assigned seating, and group organization changes almost every day. Students keep their
belongings in cubbies which are lined up against the back wall of my room. They have access to
everything they need (pencils, paper, etc) whenever they need them. They each have access to
textbooks and are required to have a pencil and a social studies 1 subject notebook for my class.
In my classroom there are lots of colors, pictures, and opportunities for hands-on learning. There
are several playtime stations that are set up around the room for times when it is too cold or rainy
to go outside for recess. These stations are: dress-up station, blocks station, music station, art
station, and reading station. Sometimes these stations are used in a more “educational” way to
compliment teaching. The classroom is arranged in such a way that students can have fun and be
successful at the same time. Parent support is incredible this year. Every student has a parent
who works very hard to make sure they are successful in school. There is great parent/teacher
communication as well. As the teacher, I communicate to parents primarily by sending letters
home in folders on Wednesdays and Fridays. These folders are returned on Monday and
Thursday and parents can use these folders to communicate any concerns or ideas to me through
forms that are always inside of the folders. I use the folders to send classroom news home to
parents, information about projects/fieldtrips, and display examples of student work. I
communicate concerns by sending notes home in folders that request a meeting time or a good
time to call home. Because of this great communication and amazing support from parents, I am
able to assign more complicated, but enriched projects. Students in my classroom should have
everything they need to get an amazing education experience.
Rationale
The concept of the hero is a very important concept in the History of our world, let alone
the subject area of Social Studies. Great heroes in fields of technology, literature, language,
government, and attitudes have changed the world time and time again. I want to use my unit to
talk to my students individuals who are responsible for these changes in technology, literature,
language, government, and attitudes that have changed the world. I feel that this approach will
make my topic and SOL very relevant to the students in my class because they will be able to
study individuals who had big ideas and used those big ideas to change our country for the better.
Instead of feeling bored and tired of learning about people who died long ago, my students will
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be excited to learn about the superheroes who changed our country forever with their innovations
and big thinking!
Generalizations:
Heroes face challenges.
Heroes work to make positive changes in their environments.
Heroes have certain personal characteristics that help them to succeed.
Heroes can exist in any time period.
Concept Map
Heroes
work to make
positive changes
using
Exceptional
characteristics
existing
In all times
facing
Great adversity
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Virginia SOLS used in Unit
Virginia Social Studies SOL 1.2: The student will describe the stories of American leaders and
their contributions to our country, with emphasis on George Washington, Benjamin Franklin,
Abraham Lincoln, George Washington Carver, and Eleanor Roosevelt.
Virginia Computer/Technology SOL K-2.2 The student will identify and use available
technologies to complete specific tasks.
A. Identify the specific uses for various types of technology and digital resources.
a. Open and read an electronic book.
Curriculum Framework
Below is the curriculum framework for the First Grade Social Studies SOLs involving important
leaders in America whose contributions positively affected the lives of others. The topic I plan
on teaching will be famous Americans’ contributions to the United States. The SOL associated
with it is 1.2: The student will identify George Washington, Benjamin Franklin, Abraham
Lincoln, George Washington Carver, and Eleanor Roosevelt and describe their stories and their
contributions to our country, however, my unit will only cover George Washington, Abraham
Lincoln, and Eleanor Roosevelt in conjunction with President’s day in February.
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Scope and Sequence
Unit Sequence:
Although the SOL I chose covers five individuals, because of the time that I will be doing this
Unit, I will only be covering those individuals connected with Presidents and I will be covering
any goals mentioned in the SOL and not in the Unit at another time during the year. This unit
needs to cover the life stories and contributions of three important Americans. In order to
introduce the concept of heroes I will include aspects of our current president’s life in the unit
and in assessment at the end of the unit. First I will cover Barack Obama’s contributions, then I
will cover each of these individuals in sequence by the times in which they lived. The unit will
progress as I introduce each new hero of American history in the order in which they appeared in
history. This unit will appear in the curriculum after a unit on time, time lines, and how things
have changed over time, and will also appear in February close to the time of President’s Day.
However this subject is very applicable to lots of themes in social studies so plans could be
modified to include this lesson at another time of year as well. This unit will last two weeks,
which will give students a chance to get familiar with the concept of heroes and give the teacher
an opportunity to introduce each individual and thoroughly examine their contributions. This
time allowance will also allow the teacher to provide ample time to assess student understanding
and offer differentiation as the need occurs, in addition to planned differentiation within lessons.
In the first week students will be introduced to the concept of heroes through media and fine art
they are familiar with. I will explain that heroes can be in real life and in movies. I will introduce
Barack Obama as a hero they know about in real life. We will spend days 1 and 2 on the concept
of heroes and President Obama. Days 3 and 4 will be used for George Washington. Day 5 will be
a chance to review the weeks’ lessons and give students who are struggling, an opportunity to
catch up and the students who are excelling a chance to explore heroes in a different context.
Day 5 will also be used to introduce the Unit Project, which I will explain in detail to students
and send a letter home to parents on this day so that parents can help students work on the
project over the weekend. Day 6 and 7 will be used to talk about Abraham Lincoln, Days 8 and 9
will be used to talk about Eleanor Roosevelt. On day 9 there will be time for students who need
to work with the aid on unit project to do so, and for us to review as a group. Day 10 will be a
chance for the class to review the unit with a short unit picture test and with individual projects
and to share with the class what they each learned about heroes.
Unit Goals
Do Goals:
TSW discuss aspects of heroes and heroism especially in American culture.
TSW use information from print and non-print sources.
TSW use a word document to take notes on heroes.
TSW open and read an electronic book.
TSW practice active listening.
Know Goals:
TSW list reasons that Barack Obama, George Washington, Abraham Lincoln and Eleanor
Roosevelt fit into the category of “hero.”
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TSW display knowledge of pieces of the lives of Barack Obama, George Washington, Abraham
Lincoln, and Eleanor Roosevelt.
Understand Goals:
TSW understand that heroes face challenges.
TSW understand that heroes work to make positive changes in their environments.
TSW understand that heroes can exist across all times.
TSW understand that heroes use special skills and knowledge from their lives to make changes.
Week 1
Superheroes in Real Life
(Barack Obama, George Washington)
Generalizations
 Heroes work to make positive changes in their environments
 Heroes have certain personal characteristics that help them to succeed.
 Heroes can exist in any time period.
 Heroes face challenges.
Goals
 TSW discuss aspects of heroes and heroism especially in American culture.
 TSW list reasons that Barack Obama and George Washington fit into the category of
“hero.”
 TSW display knowledge of pieces of the lives of Barack Obama and George Washington.
 TSW open and read an electronic book.
 TSW use information from print and non-print sources.
 TSW practice active listening.
 TSW understand heroes work to make positive changes in their environments
 TSW understand heroes have certain personal characteristics that help them to succeed.
 TSW understand heroes can exist in any time period.
 TSW understand heroes face challenges.
Objectives
Activities
Day 1: Topic: Superheroes in
Real Life
Day 1
Know: TSW list two ways that Activities:
heroes are special verbally.
Whole group
Do: TSW compare and
 Fine art superhero examples
contrast superheroes and real Superman John Williams Theme music
life heroes by drawing and
 The Incredibles film clip
labeling an illustration.
 picture of superheroes in comics
Understand: TSW recognize
 Brainstorm-What makes a superhero special? What do
one characteristic that Barack
superheroes have that other people don’t have?
Obama and a superhero have
 Introduce Concept and Generalizations
in common by stating it
 Connect to Real Life Hero: Barack Obama
verbally.
 Visit “Times for Kids” website photo album of President
Obama’s life and discuss events
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Day 2 Topic: Barack Obama
as a Hero
Know: TSW write down two
times in Barack Obama’s life
when he faced challenges or
worked to make positive
changes.
Do: TSW classify two of
Barack Obama’s personal
characteristics as “things that
help him help other people.”
Understand: TSW explain
how Barack Obama fits into
the category of hero using
visual representation.
Day 3 Topic: American’s First
Hero: George Washington
Know: TSW open and read an
electronic book using an IPad
provided in the classroom.
(SOL K-2.2, a.)
Do: TSW draw George
Washington as though he was
a superhero facing one
challenge that he actually
faced.
TSW practice active listening.
Understand: TSW recognize
that heroes can exist in
different time periods.
(SOL 1.2)
Day 4 Topic: George
Washington’s Contributions
Know: TSW identify four
positive changes George
Washington made in the
United States.
(SOL 1.2)
Do: TSW report (to the class)
about their drawings from the
previous day, including what
challenge they chose to draw.
Individually
 Compare/Contrast real heroes with superheroes by
illustrating
Day 2
Activities
Whole Group
 Review Concept and Generalizations
 Put Obama on a Unit Timeline on the year 2013
 View Youtube.com video on Barack Obama
 Brainstorm:
 What characteristics does President Obama have that
help him be successful? What challenges did he face in
his life? What things has he done to make positive
changes? Do you think President Obama is a hero?
Cooperative Groups
 Use magazine images to create a collage/chart/picture
clothesline that shows how Barack Obama is a hero.
Day 3
Activities
Whole Group
 View fine art representations of George Washington.
 Make predictions about George Washington’s personal
characteristics and challenges he faced
In cooperative pairs
 Use IPads to open and read a passage about George
Washington using the electronic version of their textbook,
Our World Then and Now out loud to each other.
 Work cooperatively on a comprehension worksheet taken
from the text.
Individually
 Draw George Washington as though he was a superhero
facing one challenge that he actually faced.
Homework
 Finish Drawing/Be ready to talk about them next day
Day 4
Activities
Whole Group
 Share drawings from previous day with the rest of the class
(teacher prompts as necessary).
 Add George Washington to Unit Timeline at 1789
 Make a new timeline of George Washington’s life and
challenges using information from the text on a smartboard.
 Brainstorm using Venn Diagram:
 What do George Washington and Barack Obama have
in common? What is different about them? Did they
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Understand: TSW recognize
through explanation that
heroes can do different things,
be different people, and live at
different times and still have
the characteristics of a hero.
face similar challenges? Did they make positive
contributions?
Individually/Cooperative Groupings
 Write, draw, or chart (students pick based on interest) a
comparison of Washington and Obama within the context
of American Heroes.
 Exit Ticket
Day 5 Topic: Unit
Project/Review Concept
Know: TSW list four events in
George Washington’s life.
(SOL1.2)
Do: TSW act out an event
from an American Hero’s life.
(SOL K-2.2, a.)
Understand: TSW apply unit
concept and generalizations to
the lives of George
Washington and Barack
Obama.
(SOL 1.2)
Day 5
Activities
Center Groups
 Interact with George Washington timeline on Smartboard
and fill out timeline worksheet.
 Use dress up station and flipcam to act out and record one
event from Barack Obama’s life and one event from George
Washington’s life.
 Read children’s literature at reading station about Barack
Obama and George Washington.
Whole Group
 Introduce Final Project.
 Notes sent home to parents in folders about projects that
will be due on the 10th day of the unit.
Week 2
Heroes of America
(Abraham Lincoln, Eleanor Roosevelt)
Generalizations
 Heroes work to make positive changes in their environments
 Heroes have certain personal characteristics that help them to succeed.
 Heroes can exist in any time period.
 Heroes face challenges.
Goals
 TSW discuss aspects of heroes and heroism especially in American culture.
 TSW list reasons that Abraham Lincoln and Eleanor Roosevelt fit into the category of
“hero.”
 TSW display knowledge of pieces of the lives of Abraham Lincoln and Eleanor Roosevelt.
 TSW practice active listening.
 TSW understand heroes work to make positive changes in their environments
 TSW understand heroes have certain personal characteristics that help them to succeed.
 TSW understand heroes can exist in any time period.
 TSW understand heroes face challenges.
Objectives
Activities
Day 6 Topic: Lincoln the Hero Day 6
Know: TSW name 2 major
Activities
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achievements/positive changes
made by Abraham Lincoln.
(SOL 1.2)
Do: TSW construct a “villain
group” to use to identify
challenges that Lincoln faced.
(SOL 1.2)
Understand: TSW relate
Abraham Lincoln’s struggles
and life events to the concept
of the American Hero.
Day 7 Topic: Specific
Characteristics that Helped
Lincoln
Know: TSW identify personal
characteristics of Abraham
Lincoln that helped him
overcome challenges
discussed the day before.
(SOL 1.2)
Do: TSW practice active
listening in cooperative
groups.
Understand: TSW explain that
heroes have existed
throughout United States
history orally.
Day 8 Topic: Women
Superheroes (Eleanor
Roosevelt)
Know: TSW list
characteristics that made
Eleanor Roosevelt special and
helped her succeed.
(SOL 1.2)
Do: TSW collect information
from discussion that Eleanor
Roosevelt helped.
(SOL 1.2)
Understand: TSW recognize
that American heroes do not
Whole Group
 Listen to “Lincoln Portrait” excerpt by Aaron Copeland.
 Make predictions about Lincoln based on Symphony.
 Read Excerpts from Picture Book “Who Was Abraham
Lincoln?” as a class
 Class discussion
 Identify challenges Lincoln faced/list on board
 Discuss challenges, compare briefly to Obama’s and
Washington’s challenges
Individually
 Visually connect Lincoln’s challenges with the concept of
heroes by depicting at least two of the challenges discussed
as comic book villains through drawing, making a chart, or
pantomiming.
Homework
 Finish visual villain interpretation
Day 7
Activities
Whole Group
 Review challenges Lincoln Faced.
 Students share visual representations with class.
 Place Lincoln on Unit Timeline at 1861, work as a group to
identify heroes on timeline and make connections.
 Discuss Lincoln’s personal characteristics using the student
textbook.
Cooperative Groups
 Make “hero hats” with groups with hero characteristics
printed on the outside of the hats.
Day 8
Activities
Whole Group
 Class discussion/Brainstorm
 What did all the other heroes have in common? Are
there only men heroes for the United States? Can you
think of any women superheroes? Did those superheroes
have the same characterstics? (YES!)
 Introduce Eleanor Roosevelt by talking about women’s
rights (lack of) in the early 1900s
 Eleanor Roosevelt hero for women and people in
trouble
 place her on Unit timeline for 1933.
 View pictures of Eleanor Roosevelt’s life and of her
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have to be presidents to help
our country.
Day 9 Topic: Eleanor
Roosevelt/Review Unit
Know: TSW list connections
between heroes discussed and
generalizations made from
concept.
Do: TSW make last minute
preparations for final project
tomorrow.
TSW review for final test.
TSW practice active listening.
Understand: TSW apply
generalizations to their own
lives by writing
autobiographical hero picture
books.
Day 10 Topic: Heroes/Can we
be Heroes?
Know: TSW verbally list two
challenges and two life events
of a chosen hero.
(SOL 1.2)
Do: TSW report projects to
class.
TSW practice active listening.
Understand: TSW classify
Barack Obama, George
Washington, Abraham
Lincoln, and Eleanor
Roosevelt as heroes based on
generalizations and knowledge
of individuals.
(SOL 1.2)
helping people.
 Could help them because of personal characteristics and
position of power
 Classroom group game of tag outside, one person gets to be
Eleanor Roosevelt (it) and tags/freezes “challenges”
(students with red bracelets) and tags/sends to “better
conditions” (students with green bracelets who give Eleanor
their bracelets and then help “frozen” challenges become
unfrozen by collecting bracelets). Game ends when students
have had a chance to be Eleanor and all bracelets are
collected.
Day 9
Activities
Whole group
 Review Eleanor Roosevelt, Abraham Lincoln, George
Washington, and Barack Obama by looking at the timeline
and discussing what we remember.
 Go over generalizations one more time and apply them to
students in the classroom.
 Play Picture Jeopardy Game to review for final test
Individually
 Students who need more review time have time with aid to
review and work on projects and transition to book work.
 Students who don’t need more review time work on
autobiographical hero picture book.
Day 10
Activities
Individually
 Take unit tests (picture/word matching test to assess general
understanding)
Whole Group
 Students will present their unit projects.
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Works Cited
Chandra, D. (2007). George Washington's Teeth. (Reprint ed.). New York City: Square Fish.
Leutze, E. (Artist) (1851). Washington Crossing the Delaware [Print].
Masoff, J. (2005). Our World Then and Now. (Teacher ed.). Waccabuc, NY: Five Ponds Press.
Nazar, J. (Designer). 10 Lessons Startups Can Learn from Superheroes: Superheroes Can do it by
Themselves but are More Powerful in Teams [Web Photo]. Retrieved from
http://www.jasonnazar.com/2008/09/23/10-lessons-startups-can-learn-from-superheros/
Pascal, J. (2008). Who was Abraham Lincoln?. New York City: Grosset & Dunlap.
Stuart, G. (Artist). George Washington [Print Graphic]. Retrieved from
http://www.senate.gov/artandhistory/art/artifact/Painting_31_00003.htm
TheTrailerGal. (Producer). (2010, February 11). The Incredibles (2004) Trailer [Web Video]. Retrieved
from http://www.youtube.com/watch?v=eZbzbC9285I
Times for Kids. (2012, August 28). Barack Obama: A life. Retrieved from
http://www.timeforkids.com/photos-video/slideshow/barack-obama-life/44576
Williams, J. (Composer) (2003). The Music of John Williams-40 years of film music [MP3].
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Unit Resources
Chandra, D. (2007). George Washington's Teeth. (Reprint ed.). New York City: Square Fish.
Copeland, A. (Director) (1988). Lincoln Portrait [MP3].
crimsoncg. (Producer). (2007, January 17). Barack Obama Biography [Web Video]. Retrieved from
http://www.youtube.com/watch?v=oWl7EGjiGSE
Edwards, R. (2009). Who is Barack Obama?. New York City: Grosset & Dunlap.
Grimes, N. (2008). Barack Obama: Son of promise, child of hope. (Library Binding ed.). New York
City: Simon & Schuster Books for Young Readers.
Harness, C. (2006). George Washington. (Reprint ed.). New York City: National Geographic Children's
Books.
Heilbroner, J. (2001). Meet George Washington. (Reissue ed.). New York: Random House Books for
Young Readers.
Hulton. , & Getty (2013). The Young Eleanor Roosevelt. Retrieved from
http://content.time.com/time/photogallery/0,29307,1906747_1902044,00.html
Leutze, E. (Artist) (1851). Washington Crossing the Delaware [Print].
Masoff, J. (2005). Our World Then and Now. (Teacher ed.). Waccabuc, NY: Five Ponds Press.
Nazar, J. (Designer). 10 Lessons Startups Can Learn from Superheroes: Superheroes Can do it by
Themselves but are More Powerful in Teams [Web Photo]. Retrieved from
http://www.jasonnazar.com/2008/09/23/10-lessons-startups-can-learn-from-superheros/
Obama, B. (2010). Of Thee I Sing: A letter to my daughters. New York City: Alfred A Knopf.
Parin D'Aulaire, I., & Parin D'Aulaire, E. (2008). Abraham Lincoln. (Bicentennial ed.). New York City:
Beautiful Feet Books.
Pascal, J. (2008). Who was Abraham Lincoln?. New York City: Grosset & Dunlap.
Stuart, G. (Artist). George Washington [Print Graphic]. Retrieved from
http://www.senate.gov/artandhistory/art/artifact/Painting_31_00003.htm
TheTrailerGal. (Producer). (2010, February 11). The Incredibles (2004) Trailer [Web Video]. Retrieved
from http://www.youtube.com/watch?v=eZbzbC9285I
Times for Kids. (2012, August 28). Barack Obama: A life. Retrieved from
http://www.timeforkids.com/photos-video/slideshow/barack-obama-life/44576
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Williams, J. (Composer) (2003). The Music of John Williams-40 years of film music [MP3].
Winters, K. (2006). Abe Lincoln: The boy who loved books. (Reprint ed.). New York City: Aladdin.