Asheboro City Schools
1st Grade
Conceptual Lens: Contributions and Changes
Time Frame: Fifth Six Weeks of School
UNIT TITLE: American Contributions and Changes
Learning Target: Students will understand that many Americans have
contributed to our society to cause important changes during various times
in history.
Author: Jane Eddy
Enduring Understanding: Many Americans have made important
contributions to our society to change our country so that we can
enjoy the freedoms that we have in our country.
Essential Question: How do we learn about people who contribute
to the lives of others in our communities and country?
Unit Overview:
In this “fifth” first grade unit students learn that many Americans have made
important contributions to our society throughout history. The contributions of many
Americans have resulted in significant changes for our country. These changes allow
us to enjoy the freedoms that we have in our country today.
The unit opens with an exploration of Norman Rockwell’s paintings of four
American freedoms and continues with an investigation of Americans who were
instrumental in the following changes; American independence, the abolishment of
slavery and civil rights for all. These events are represented on a timeline to help
students visualize the connections among events and people. July 4th, President’s
Day, Memorial Day, and Martin Luther King, Jr. Day, are studied as National Holidays
created to honor changes and contributions of important Americans.
Throughout the unit students read nonfiction texts to learn about important
Americans and their contributions to society. Students also read fiction texts about
these Americans to learn the folklore about them. Students write opinion pieces
about the interesting Americans they study in this unit and provide reasons to support
their opinions.
Social Studies
History
1. H.1 Understand that history tells a story of
how people and events changed society over
time.
Concept: “Contributions
and Changes”
Reading Informational Text
1.RI.3 Describe the connection between two
individuals, events, ideas, or pieces of
information in a text.
1.H.1.1 Explain how and why neighborhoods
and communities change over time.
1. H.1.2 Explain the importance of folklore and
celebrations and their impact on local
communities.
English Language Arts
American
Contributions
and Changes
1.H.1.3 Explain why national holidays are
celebrated (Constitution Day, Independence
Day, Martin Luther King, Jr., Memorial Day,
Presidents’ Day, etc.).
1. RI.10 With prompting and support, read
informational texts appropriately complex for
grade 1.
Reading Foundational Skills
1. RFS.4 Read with sufficient accuracy and
fluency to support comprehension
1.RFS.4.c Use context to confirm or self-correct
word recognition and understanding, rereading
as necessary.
Writing
1. W. 1 Write opinion pieces in which they
introduce the topic or name the book they are
writing about, state an opinion, supply a reason
for the opinion, and provide some sense of
closure.
Learning Target: Students will understand that many
Americans have contributed to our society to cause important
changes during various times in history.
Speaking and Listening
1. SL.3 Ask and answer questions about what a
speaker says in order to gather additional
information or clarify something that is not
understood.
Structure of Knowledge
American Contributions and Changes
Learning Target: Students will understand that many Americans have contributed to our society to cause
important changes during various times in history.
Change:
American Independence
Contributors:
George Washington
Benjamin Franklin
Events:
Revolutionary War
National Holidays:
Independence Day
Change:
Abolishment of Slavery
Contributors:
Abraham Lincoln
Harriet Tubman
Events:
Civil War
National Holidays:
President’s Day
Memorial Day
Change:
Civil Rights
Contributors:
Martin Luther King, Jr.
Rosa Parks
Events:
Civil Rights Act
National Holidays:
Martin Luther King , Jr. Day
Veteran’s Day
How Americans
Contributed to our
Independence
How Americans
Contributed to the
Abolishment of Slavery
How Americans
Contributed to our Civil
Rights
Students will understand how
American contributions led to
the independence of our country.
Students will understand how
American contributions led to
the abolishment of slavery.
Students will understand how
American contributions led to
laws granting civil rights to all
Americans.
Stage 1 – Desired Results
Learning Target:
Standards
Common Core State
Standards and North
Carolina Essential
Standards
1.H.1.1
Explain how and why
neighborhoods and
communities change
over time.
1.H.1.2
Explain the importance
of folklore and
celebrations and their
impact on local
communities.
Understandings
What do students need
to understand?
Questions
What guiding questions
will foster inquiry,
understanding, and
transfer of learning?
Content
What do students need
to know?
Skills
What do students need
to be able to do?
Changes occur in a
community over time.
What does it mean
when we talk about the
past?
What does it mean
when we talk about the
present?
What is the difference
between a
neighborhood and a
community?
The difference between
neighborhoods and
communities.
Use historical thinking
to know how and why
neighborhoods and
communities in the
present change from
the past.
I can explain how
neighborhoods have
changed over time.
I can explain how my
community has changed
over time.
What does the word
folklore mean?
What are some
examples of folklore?
What does the word
celebrations mean?
What are some
examples of
celebrations?
Why do we have
celebrations?
The definition of
folklore.
Explain how community
celebrations are linked
to historical events.
I can explain the
definition of folklore
and give examples of
folklore.
I can explain the
definition of
celebrations and give
examples of
celebrations.
I can explain how
celebrations are linked
to historical events.
All neighborhoods are
not alike.
Folklore and
celebrations may
influence local
communities.
Folklore and
celebrations have a
historical basis.
Terms such as past,
change, causes, etc.
The importance of
family or neighborhood
traditions and how and
why they celebrate in
the communities they
live in.
The definition of
celebrations.
Learning Targets
(I can statements)
1.H.1.3
Explain why national
holidays are
celebrated (Martin
Luther King, Jr.,
Memorial Day,
President’s Day,
Veteran’s Day, etc)
Certain people and
events are often
celebrated through
national holidays.
What is a national
holiday?
What are some
examples of national
holidays?
National holidays are
important and created
for a reason.
National holidays and
their relationship to
traditions and
celebrations in the
United States.
The national patriotic
holidays celebrated.
Give examples of
national holidays and
explain why we
celebrate national
holidays.
I can tell why we
celebrate national
holidays.
RI.1.10
With prompting and
support, read
informational texts
appropriately complex
for grade 1.
Students will
understand how to read
informational text at the
appropriate complexity
for first grade.
How do text features in
a nonfiction text help
you better understand
the text?
What comprehension
strategies help you
better understand a
nonfiction text?
Students will know how
to read informational
text at a first grade
level. Students will read
closely, using text
features, and making
connections
Students will be able to
read and demonstrate
understanding of
informational text at a
first grade level.
I can read and
comprehend
informational text at a
first grade level.
RI.1.3
Describe the connection
between two
individuals, events,
ideas, or pieces of
information in a text
Students will better
understand
informational text by
making connections
between individuals,
events, ideas, or pieces
of information in a text.
What connections can
you make between two
individuals in the text?
What connections can
you make between two
events in the text?
What connections can
you make between two
ideas or pieces of
information in the text?
Students need to be
able to think about the
main idea and
important ideas in
informational text and
how they are linked
together.
Students will be able to
tell how two individuals,
events, ideas or pieces
of information from
informational text are
linked together.
When reading
informational text I can
describe the connection
between individuals,
events, ideas, or pieces
of information in the
text.
RF.1.4
Read with sufficient
accuracy and fluency to
support comprehension
Students will
understand how to read
grade level text with
fluency and accuracy for
the purpose of
comprehending the
text.
What does it sound like
when we read fluently?
How can we show that
we have read
accurately?
Students will know how
to read grade level text
with sufficient accuracy
and fluency to support
comprehension.
Students will be able to
read grade level text
with sufficient accuracy
and fluency to support
comprehension.
I can read grade level
informational text
fluently and accurately.
National holidays,
traditions, places and
people help to provide
identity for the
community and nation.
RF.1.4.c
Use context to confirm
or self-correct word
recognition and
understanding,
rereading as necessary
Students will
understand that if
something does not
sound or look right
when reading, then you
go back and reread to
help you figure out the
text.
What should you do if
you are reading and
something does not
sound or look right?
How does the “going
back and rereading”
strategy help you better
understand the text?
Students will know that
the strategy of going
back and rereading text
will help them better
understand the text.
Students will be able to
use the strategy of
“going back and
rereading” to help them
better understand
informational text.
I can reread if necessary
to help me better
understand
informational text.
W.1.1
Write opinion pieces in
which the student
introduces the topic or
name the book they are
writing about, state an
opinion, supplies a
reason for the opinion
and provide some sense
of closure
Students will
understand how to
write opinion pieces
that state their
preferences and supply
reasons for their
thinking.
How can you express
your opinion and share
your opinion with
others?
How does stating a
reason for your opinion
help others understand
your opinion?
Students will know how
to write an opinion
piece that states an
opinion, provides
reasons to support that
opinion, and provides a
closing statement.
Students will be able to
write opinion pieces
that clearly state their
preferences and supply
reasons for their
thinking. Students will
develop their writing
behaviors by having
many opportunities to
write opinion pieces.
I can write an opinion
piece that states my
opinion, provides
reasons to support my
opinion, and includes a
closing statement.
SL.1.3
Ask and answer
questions about what a
speaker says in order to
gather additional
information or clarify
something that is not
understood
Students will
understand how to
listen carefully to a text
read aloud and ask
questions or answer
questions to clarify or
gain more information.
If a reader reads aloud
something from a book
that you do not
understand, what could
you do so that you
could understand?
Students will know how
to listen carefully to a
text that is being read
aloud and ask and
answer questions to
help them more fully
understand the text.
Students will be able to
listen carefully to a text
and ask and answer
questions to help them
more fully understand
the text.
I can listen to a text and
ask questions and
answer questions to
help me understand the
text.
Stage 2 – Assessment Evidence
What forms of assessment will demonstrate that the student has acquired the knowledge, understanding, and skills taught during unit ?
Performance Task and Scoring Rubric for Change: American Independence
Through what authentic performance task(s) will students demonstrate the desired understandings?
Students will understand that American contributions led to the independence of our country.
.
Standards for “Change: American Independence” : 1.H.1.1, 1.H.1.2, 1.H.1.3, 1.RI.3, 1.RI.10, 1.RFS.4, 1RFS.4.c, 1.W.1, 1.SL.3
Goal: The Asheboro Public Library is recognizing July 4th by holding a book writing contest for young children. Children will write and
illustrate books explaining why we celebrate July 4th. The books will be displayed in the public library during the month of July to
celebrate Independence Day.
Role: You are a contest participant.
Audience: The Asheboro Public Library judges are your target audience.
Situation/Scenario: In your book you need to effectively explain the reasons why we celebrate July 4th as a national holiday. Your book
should tell about important people (like George Washington and Benjamin Franklin) who helped our country become independent.
Product Performance and Purpose: You need to write and illustrate a book that shows the judges that you understand why we
celebrate July 4th and how some Americans contributed to our independence.
Expectations (Criteria for Success):
 Your book should explain why we celebrate July 4th as a national holiday.
 Your book should describe George Washington’s connection to our country’s independence.
 Your book should describe Benjamin Franklin’s connection to our country’s independence.
 Your book should end with your opinion about whether or not we should celebrate July 4 th .
 Your opinion should be supported with your ideas.
Scoring Rubric for Component 1 Performance Task
Fantastic (4 PTS.)
Nice Work (3 PTS.)
Keep Working (2 PTS.)
Just Beginning (1 PT.)
Content
Engaging thoughts and
insightful presentation of
thoughts and supporting
details
Clear and thoughtful
presentation of thoughts
and supporting details
Straightforward and
developing presentation of
thoughts and supporting
details
Simplistic presentation of
thoughts and supporting
details.
Writing
Writes in thoughtful complete
sentences.
No mistakes in grammar,
punctuation, capitalization, or
spelling.
Writes in complete
sentences.
Uses capitals and periods.
Writes using short simple
sentences.
Uses some capitals and
periods.
Does not write in complete
sentences.
Does not use capitals and
periods.
Presentation
Speaks clearly and slowly
enough for others to
understand.
Speaks expressively in
complete sentences both
when expressing own ideas
and also when answering
questions.
Speaks in an organized manner
using facts and relevant
details.
Clearly explains in detail the
contributions that George
Washington and Benjamin
Franklin made that led to the
independence of our country.
Expresses a clear
understanding that their
contributions caused
important changes in our
country.
Speaks audibly all of the
time.
Speaks in complete
sentences both when
expressing own ideas and
also when answering
questions.
Speaks with facts and
relevant details.
Speaks audibly most of the
time.
Speaks in complete
sentences some of the
time.
Speaks with limited facts
and limited relevant
details.
Does not speak audibly.
Does not speak in complete
sentences.
Does not speak with facts
and relevant details.
Explains, with some detail
the contributions that
George Washington and
Benjamin Franklin made
that led to the
independence of our
country. Expresses an
understanding of the
changes their contributions
caused.
Somewhat explains the
Contributions that George
Washington and Benjamin
Franklin made that led to
the independence of our
country. Mentions that
these two Americans
caused change in our
country.
Vaguely explains the
contributions that George
Washington and Benjamin
Franklin made that led to
the independence of our
country. Has a vague
understanding that people
make contributions and
cause change.
Achievement
of
Purpose/Under
standing:
Grade Scale
Less than 8 points = 1, 9 to 11 points = 2, 12-14 points=3, 15-16 points=4
Total
Points
Stage 2 – Assessment Evidence - Continued
What forms of assessment will demonstrate that the student has acquired the knowledge, understanding, and skills taught during unit 1?
Performance Task and Scoring Rubric for Change: Abolishment of Slavery
Through what authentic performance task(s) will students demonstrate the desired understandings?
Students will understand that American contributions led to the abolishment of slavery in our country.
Standards for “Change: Abolishment of Slavery “ : 1.H.1.1, 1.H.1.2, 1.H.1.3, 1.RI.3, 1.RI.10, 1.RFS.4, 1RFS.4.c, 1.W.1, 1.SL.3
Goal: The school is having an assembly in recognition of President’s Day. Students will write and present a speech to explain why we
celebrate President’s Day. The speeches will be given to the assembly audience on President’s Day.
Role: You will participate in the assembly and give a speech to explain why we celebrate President’s Day.
Audience: Your target audience will be the students and teachers present at the assembly.
Situation/Scenario: In your speech you need to effectively explain why we celebrate President’s Day as a national holiday. Your speech
should focus on how Abraham Lincoln’s contributions led to the end of slavery in our country. Your speech should also include Harriet
Tubman’s contributions to end slavery in our country.
Product Performance and Purpose: You need to write and present a speech that explains why we celebrate President’s Day. In
particular your speech should focus on how Abraham Lincoln contributed to the end of slavery in our country. Your speech should also
include Harriet Tubman’s contributions to end slavery in our country.
Expectations (Criteria for Success):
 Your speech should clearly explain why we celebrate President’s Day as a national holiday.
 Your speech should describe Abraham Lincoln’s connection to the end of slavery in our country.
 Your speech should describe Harriet Tubman’s connection to the end of slavery in our country.
 Your speech should end with your opinion about whether or not we should celebrate President’s Day.
 Your opinion should be supported with your ideas.
Scoring Rubric for Component 2 Performance Task
Content
Writing
Presentation
Achievement
of
Purpose/Under
standing:
Grade Scale
Fantastic (4 PTS.)
Nice Work (3 PTS.)
Keep Working (2 PTS.)
Just Beginning (1 PT.)
Engaging thoughts and
insightful presentation of
thoughts and supporting
details
Writes in thoughtful complete
sentences.
No mistakes in grammar,
punctuation, capitalization, or
spelling.
Clear and thoughtful
presentation of thoughts
and supporting details
Straightforward and
developing presentation of
thoughts and supporting
details
Writes using short simple
sentences.
Uses some capitals and
periods.
Simplistic presentation of
thoughts and supporting
details.
Speaks clearly and slowly
enough for others to
understand.
Speaks expressively in
complete sentences both
when expressing own ideas
and also when answering
questions.
Speaks in an organized manner
using facts and relevant
details.
Clearly explains in detail the
contributions that Abraham
Lincoln and Harriet Tubman
made that led to the
abolishment of slavery in our
country. Expresses a clear
understanding that their
contributions caused
important changes in our
country.
Writes in complete
sentences.
Uses capitals and periods.
Does not write in complete
sentences.
Does not use capitals and
periods.
Speaks audibly all of the
time.
Speaks in complete
sentences both when
expressing own ideas and
also when answering
questions.
Speaks with facts and
relevant details.
Speaks audibly most of the
time.
Speaks in complete
sentences some of the
time.
Speaks with limited facts
and limited relevant
details.
Does not speak audibly.
Does not speak in complete
sentences.
Does not speak with facts
and relevant details.
Explains, with some detail
the contributions that
Abraham Lincoln and
Harriet Tubman made that
led to the abolishment of
slavery in our country.
Expresses an understanding
of the changes their
contributions caused.
Somewhat explains the
contributions that
Abraham Lincoln and
Harriet Tubman made that
led to the abolishment of
slavery in our country.
Mentions that these two
Americans caused change
in our country.
Vaguely explains the
contributions that
Abraham Lincoln and
Harriet Tubman made that
led to the abolishment of
slavery in our country. Has
a vague understanding that
people make contributions
and cause change.
Less than 8 points = 1, 9 to 11 points = 2, 12-14 points=3, 15-16 points=4
Total
Points
Stage 2 – Assessment Evidence
What forms of assessment will demonstrate that the student has acquired the knowledge, understanding, and skills taught during unit 1?
Performance Task and Scoring Rubric for Change: Civil Rights
Through what authentic performance task(s) will students demonstrate the desired understandings?
Students will understand that American contributions led to laws granting civil rights to all Americans.
Standards for “ Change: Civil Rights” : 1.H.1.1, 1.H.1.2, 1.H.1.3, 1.RI.3, 1.RI.10, 1.RFS.4, 1RFS.4.c, 1.W.1, 1.SL.3
Goal: The school is having a poster contest to celebrate the national holiday, Martin Luther King, Jr. Day. Students will create posters
that explain why we celebrate Martin Luther King, Jr. Day. The posters will be displayed in the school during the month of January in
recognition of Martin Luther King, Jr. Day.
Role: You are a contest participant.
Audience: The principal, media specialist, and technology specialist will serve as judges and are your target audience.
Situation/Scenario: In your poster you need to effectively explain why we celebrate Martin Luther King, Jr. Day as a national holiday.
Your poster should include important people (like Martin Luther King, Jr. and Rosa Parks) whose contributions led to laws granting civil
rights to all Americans.
Product Performance and Purpose: You need to create a poster that effectively explains why we celebrate Martin Luther King, Jr. Day
and how Martin Luther King, Jr. and Rosa Parks both contributed to the creation of laws granting civil rights to all Americans.
Expectations (Criteria for Success):
 Your poster should clearly explain why we celebrate Martin Luther King, Jr. Day as a national holiday.
 Your poster should describe Martin Luther King’s connection to the creation of laws granting civil rights to all Americans.
 Your poster should describe Rosa Park’s connection to the creation of laws granting civil rights to all Americans.
 At the bottom of your poster you should write your opinion about whether or not we should celebrate Martin Luther King, Jr.
Day.
 You should support your opinion with your ideas.
Scoring Rubric for Component 3 Performance Task
Fantastic (4 PTS.)
Nice Work (3 PTS.)
Keep Working (2 PTS.)
Just Beginning (1 PT.)
Content
Engaging thoughts and
insightful presentation of
thoughts and supporting
details
Clear and thoughtful
presentation of thoughts
and supporting details
Straightforward and
developing presentation of
thoughts and supporting
details
Simplistic presentation of
thoughts and supporting
details.
Writing
Writes in thoughtful complete
sentences.
No mistakes in grammar,
punctuation, capitalization, or
spelling.
Writes in complete
sentences.
Uses capitals and periods.
Writes using short simple
sentences.
Uses some capitals and
periods.
Does not write in complete
sentences.
Does not use capitals and
periods.
Presentation
Speaks clearly and slowly
enough for others to
understand.
Speaks expressively in
complete sentences both
when expressing own ideas
and also when answering
questions.
Speaks in an organized manner
using facts and relevant
details.
Clearly explains in detail the
contributions that Martin
Luther King, Jr. and Rosa Parks
made that led to laws granting
civil rights to all Americans.
Expresses a clear
understanding that their
contributions caused
important changes in our
country.
Speaks audibly all of the
time.
Speaks in complete
sentences both when
expressing own ideas and
also when answering
questions.
Speaks with facts and
relevant details.
Speaks audibly most of the
time.
Speaks in complete
sentences some of the
time.
Speaks with limited facts
and limited relevant
details.
Does not speak audibly.
Does not speak in complete
sentences.
Does not speak with facts
and relevant details.
Explains, with some detail
the contributions that
Martin Luther King, Jr. and
Rosa Parks made that led to
laws granting civil rights to
all Americans. Expresses an
understanding of the
changes their contributions
caused.
Somewhat explains the
contributions that Martin
Luther King, Jr. and Rosa
Parks made that led to laws
granting civil rights to all
Americans. Mentions that
these two Americans
caused change in our
country.
Vaguely explains the
contributions that Martin
Luther King, Jr. and Rosa
Parks made that led to laws
granting civil rights to all
Americans. Has a vague
understanding that people
make contributions and
cause change.
Achievement
of
Purpose/Under
standing:
Grade Scale
Less than 8 points = 1, 9 to 11 points = 2, 12-14 points=3, 15-16 points=4
Total
Points
Stage 3 – Learning Plan
Learning Target: Students will understand that many Americans have contributed to our society to cause important changes during various times in history.
Component 1 from Structure of Knowledge
Change: American Independence
Teacher Notes
Possible Learning Activities and Resources
Books:
( E ) indicates a CCSS exemplar text
(EA) indicates a text from a writer with other works identified as
exemplars.
 George Washington and the General’s Dog (Frank Murphy and Richard
Walz)
 A Picture Book of George Washington by David Adler
 The Hatmaker's Sign: A Story by Benjamin Franklin (Candace Fleming
and Robert Parker)



Ben Franklin and His First Kite by Stephen Krensky
A Picture Book of Benjamin Franklin by David Adler
Benjamin Franklin (Rookie Biographies) (Wil Mara)



Willie Was Different: A Children’s Story (Norman Rockwell)
Rockwell: A Boy and His Dog (Loren Spiotta-DiMare and Cliff Miller)
You’re a Grand Old Flag by George Cohan, Norman Rockwell

Little House in the Big Woods (Laura Ingalls Wilder and Garth Williams)
(E)
Technology:
 Brain Pop Jr. “Reading NonFiction”
 Brain Pop Jr. “Thirteen Colonies”
 Brain Pop Jr. “George Washington”
 United Streaming “Heroes of American History: Benjamin Franklin”
 United Streaming “Heroes of American History: George Washington
and the Continental Army”
 United Streaming “Heroes of American History: Thomas Jefferson
and the Declaration of Independence”




Art:


Songs:


United Streaming “George Washington’s Mother”
United Streaming “Animated Children’s Classics – General George
Washington”
United Streaming “Animated Hero Classics-Benjamin FranklinScientist and Inventor”
United Streaming “Writing a Letter- The 4th of July”
The Four Freedoms by Norman Rockwell “Freedom of Speech,
Freedom of Worship, Freedom from Want, Freedom from Fear”
Gilbert Stuart, George Washington (1796)
Yankee Doodle Boy (George M. Cohan)
You’re a Grand Old Flag (George M. Cohan)
Poems:


“Washington” in The Random House Book of Poetry for Children (Nancy
Byrd Turner)
You’re a Grand Old Flag (George M. Cohan and Norman Rockwell)
Writing Ideas:



Begin a timeline for this unit. Each time a new American or
event is introduced add to the timeline. Display the timeline
throughout the unit to help students make connections
between events, people, contributions and changes.
Introduce Norman Rockwell’s paintings, The Four Freedoms.
Explain that Norman Rockwell was a famous American artist.
Explain that during this unit we will learn about important
Americans who made contributions that led to changes that
increased our freedoms. Use whole group interactive writing
to discuss and list some of the freedoms that we enjoy in
America. Then have students discuss which freedoms they
think are most important. Have students write opinion pieces
identifying the freedom they think is most important and
supporting their opinion with their ideas.
Introduce George Washington through books, Brain Pop Jr.
instructional videos and United Streaming videos. Provide
plenty of time for class discussion around these books and
videos. Use whole group interactive writing to record




information that students have learned about George
Washington. Focus the discussion on how George Washington
helped to change our country. Have the students write to tell
how George Washington helped our country to become a free
and independent country.
Introduce Benjamin Franklin through books, Brain Pop Jr.
instructional videos and United Streaming videos. Provide
plenty of time for class discussion around these books and
videos. Use whole group interactive writing to record
information that students have learned about Benjamin
Franklin. Focus the discussion on how Benjamin Franklin
helped to change our country. Have the students write to tell
how Benjamin Franklin helped our country to become a free
and independent country.
After students have learned about both George Washington
and Benjamin Franklin ask them which of the two Americans is
more interesting. Have the students write about the American
they think is more interesting. They should support their
opinion with information they have learned.
Lead a discussion about folklore (the traditional beliefs and
legends of a culture). Explain that legends are stories handed
down for generations believed to have historical basis. A legend
can also be a notable person and stories told about him.
Explain that during this unit we will also read fiction stories that
contain folklore about the important Americans we are
learning about. After reading fiction stories about Washington,
Franklin, or even Norman Rockwell provide time for class
discussion around the books. Have students choose
Washington, Franklin, or Rockwell and write to summarize
some of the folklore they have learned about that person.
After learning about Washington and Franklin introduce and
explain the national holiday, Independence Day. Show the
students the United Streaming video, “Writing a Letter, The 4 th
of July.” Ask the students to think about the reasons why we
celebrate July 4th. Have them turn and talk with their partners
to answer this question. Allow a few children to share with the

whole group. Next lead the class in interactive writing about
why we celebrate July 4th. Follow up with an individual writing
assignment in which the students answer the following
question and support it with ideas. “Should Americans
celebrate July 4th as a national holiday?”
Ask the children to think about how they would answer the
following question. “What changes happened through the
work of Washington and Franklin?” First have the students
discuss their thinking with their partners. Next allow a few
students to share with the whole class. Next lead an
interactive writing exercise with the class completing a
“before” and “after” T-chart to show changes.
Stage 3 – Learning Plan- Continued
Learning Target: Students will understand that many Americans have contributed to our society to cause important changes during various times in history.
Component 2 from Structure of Knowledge
Change: Abolishment of Slavery
Teacher Notes
Possible Learning Activities and Resources
Books:
( E ) indicates a CCSS exemplar text
(EA) indicates a text from a writer with other works identified as
exemplars.
 Lincoln and Me (Louise Borden)
 Mr. Lincoln’s Whiskers (Karen Winnick)
 Abe Lincoln Crosses a Creek: A Tall, Thin Tale (Deborah Hopkinson and
John Hendrix)
 Abraham Lincoln (Rookie Biographies) (Wil Mara)
 Let’s Read About – Abraham Lincoln (Scholastic First Biographies)
(Sonia Black and Carol Heyer)
 A Picture Book of Abraham Lincoln by David Adler


A Picture Book of Harriet Tubman by David Adler
Minty: A Story of Young Harriet Tubman by Alan Schroeder
Poems:


Famous Presidents: George Washington and Abraham Lincoln
Harriet Tubman by Eloise Greenfield

“Hope” in The Collected Poetry of Langston Hughes (Langston Hughes)
(EA)

Technology:



United Streaming: “Animated Hero Classics – Harriet Tubman”
United Streaming: “President’s Day – Washington and Lincoln”
United Streaming: “Animated Hero Classics-President Abraham
Lincoln”



United Streaming: “Holiday Facts and Fun: Memorial Day”
Brain Pop Jr. “Abraham Lincoln”
Brain Pop Jr. “Harriet Tubman”
Art:
 George P. A. Healey, Abraham Lincoln (1869)
 Portrait of Harriet Tubman (artist and date unknown)
Writing Ideas:




Introduce Abraham Lincoln through books, Brain Pop Jr.
instructional videos and United Streaming videos. Provide
plenty of time for class discussion around these books and
videos. Use whole group interactive writing to record
information that students have learned about Abraham
Lincoln. Focus the discussion on how Abraham Lincoln helped
to change our country. Have the students write to tell how
Abraham Lincoln helped end slavery in our country.
Introduce Harriet Tubman through books, Brain Pop Jr.
instructional videos and United Streaming videos. Provide
plenty of time for class discussion around these books and
videos. Use whole group interactive writing to record
information that students have learned about Harriet Tubman.
Focus the discussion on how Harriet Tubman helped to change
our country. Have the students write to tell how Harriet
Tubman helped end slavery in our country.
Lead a discussion about folklore (the traditional beliefs and
legends of a culture). Explain that legends are stories handed
down for generations believed to have historical basis. A legend
can also be a notable person and stories told about him.
Explain that during this unit we will also read fiction stories that
contain folklore about the important Americans we are
learning about. After reading fiction stories about Lincoln and
Tubman provide time for class discussion around the books.
Have students choose Lincoln or Tubman and write to
summarize some of the folklore they have learned about that
person.
After learning about Lincoln and Tubman introduce and explain
the national holiday, President’s Day. Show the students the

United Streaming video, “President’s Day, Washington and
Lincoln.” Ask the students to think about the reasons why we
celebrate President’s Day. Have students turn and talk with
their partners to answer this question. Allow a few children to
share with the whole group. Next lead the class in interactive
writing about why we celebrate President’s Day. Follow up
with an individual writing assignment in which the students
answer the following question and support it with ideas.
“Should Americans celebrate President’s Day as a national
holiday?”
Ask the children to think about how they would answer the
following question. “What changes happened through the
work of Lincoln and Tubman?” First have the students discuss
their thinking with their partners. Next allow a few students to
share with the whole class. Next lead an interactive writing
exercise with the class completing a “before” and “after” Tchart to show changes.
Stage 3 – Learning Plan- Continued
Learning Target: Students will understand that many Americans have contributed to our society to cause important changes during various times in history.
Component 3 from Structure of Knowledge
Change: Civil Rights
Teacher Notes
Possible Learning Activities and Resources
Books (Quality Read Aloud Books for Questioning):
( E ) indicates a CCSS exemplar text
(EA) indicates a text from a writer with other works identified as
exemplars.
 A Picture Book of Martin Luther King, Jr. by David Adler
 Martin Luther King, Jr. Day (Robin Hill School Ready-to-Read Series)
by Margaret McNamara
 A Picture Book of Rosa Parks by David Adler
 The Bus Ride by William Miller
Poems:




Who Was Martin Luther King?
Martin Luther King Jr. by Eileen Spinelli
Go to the Back of the Bus Rosa Parks
Freedom (unknown author)
Technology:






United Streaming: “Holiday Facts and Fun-Martin Luther King,
Jr. Day
United Streaming: “Heroes of American History – Martin
Luther King, Jr.”
United Streaming: “Martin’s Big Words – The Life of Dr. Martin
Luther King, Jr.”
United Streaming “Rosa Parks and the Montgomery Bus
Boycott”
Brain Pop Jr. “Martin Luther King, Jr.”
Brain Pop Jr. “Rosa Parks”
Art:

Dr. Martin Luther King, Jr. at The Lincoln Memorial (1963)
Writing Ideas:




Introduce Martin Luther King, Jr. through books, Brain Pop Jr.
instructional videos and United Streaming videos. Provide
plenty of time for class discussion around these books and
videos. Use whole group interactive writing to record
information that students have learned about Martin Luther
King, Jr. Focus the discussion on how King helped to change
our country. Have the students write to tell how Martin Luther
King, Jr. helped create laws granting civil rights to all
Americans.
Introduce Rosa Parks through books, Brain Pop Jr. instructional
videos and United Streaming videos. Provide plenty of time for
class discussion around these books and videos. Use whole
group interactive writing to record information that students
have learned about Rosa Parks. Focus the discussion on how
Parks helped to change our country. Have the students write to
tell how Rosa Parks contributed to the creation of laws granting
civil rights to all Americans.
Lead a discussion about folklore (the traditional beliefs and
legends of a culture). Explain that legends are stories handed
down for generations believed to have historical basis. A legend
can also be a notable person and stories told about him.
Explain that during this unit we will also read fiction stories that
contain folklore about the important Americans we are
learning about. After reading fiction stories about King and
Parks provide time for class discussion around the books. Have
students choose King or Parks and write to summarize some of
the folklore they have learned about that person.
After learning about King and Parks introduce and explain the
national holiday, Martin Luther King, Jr. Day. Show the
students the United Streaming video, “Holiday Facts and Fun,
Martin Luther King, Jr. Day.” Ask the students to think about

the reasons why we celebrate Martin Luther King, Jr. Day.
Have students turn and talk with their partners to answer this
question. Allow a few children to share with the whole group.
Next lead the class in interactive writing about why we
celebrate Martin Luther King, Jr. Day. Follow up with an
individual writing assignment in which the students answer the
following question and support it with ideas. “Should
Americans celebrate Martin Luther King, Jr. Day as a national
holiday?”
Ask the children to think about how they would answer the
following question. “What changes happened through the
work of King and Parks?” First have the students discuss their
thinking with their partners. Next allow a few students to
share with the whole class. Next lead an interactive writing
exercise with the class completing a “before” and “after” Tchart to show changes.
Washington
Nancy Byrd Turner
He played by the river when he was young.
He raced with rabbits along the hills,
He fished for minnows, and climbed and swung,
And hooted back at the whippoorwills.
Stronger and slender, and tall he grew-And then, one morning, the bugles blew.
Over the hills the summons came,
Over the rivers shining rim.
He said that the bugle called his name,
He knew his country needed him,
And he answered, Coming! and marched away
For many a night and many a day.
Perhaps when the marches were hot and long
He'd think of the river flowing by
Or, camping under the winter sky,
Would hear the whippoorwills far-off song.
Working or playing, in peace or strife,
He loved America all his life!
Yankee Doodle went to town
A-riding on a pony
Stuck a feather in his cap
And called it macaroni.
Yankee Doodle, keep it up
Yankee Doodle dandy
Mind the music and the step
And with the girls be handy.
Father and I went down to camp
Along with Captain Gooding
And there we saw the men and boys
As thick as hasty pudding.
Yankee Doodle, keep it up
Yankee Doodle dandy
Mind the music and the step
And with the girls be handy
There was Captain Washington
Upon a slapping stallion
A-giving orders to his men
I guess there were a million.
Yankee Doodle, keep it up
Yankee Doodle dandy
Mind the music and the step
And with the girls be handy
Yankee Doodle went to town
A-riding on a pony
Stuck a feather in his cap
And called it macaroni.
Yankee Doodle, keep it up
Yankee Doodle dandy
Mind the music and the step
And with the girls be handy
Yankee Doodle, keep it up
Yankee Doodle dandy
Mind the music and the step
And with the girls be handy
Harriet Tubman by Eloise Greenfield
Harriet Tubman didn't take no stuff
Wasn't scared of nothing neither
Didn't come in this world to be no slave
And wasn't going to stay one either
"Farewell!" she sang to her friends one night
She was mighty sad to leave'em
But she ran away that dark, hot night
Ran looking for her freedom
She ran to woods and she ran through the woods
With the slave catchers right behind her
And she kept on going til she got to the North
Where those mean men couldn't find her
Nineteen times she went back South
To get three hundred others
She ran for her freedom nineteen times
To save black sisters and brothers
Harriet Tubman didn't take no stuff
Wasn't scared of nothing neither
Didn't come in this world to be no slave
And didn't stay one either
And didn't stay one either
Hope
Sometimes when I'm lonely,
Don't know why,
Keep thinkin' I won't be lonely
By and by.
Langston Hughes
Freedom, Freedom
(Tune: Twinkle, Twinkle, Little Star)
Freedom, freedom, let it ring,
"Let it ring," said Dr. King.
Let us live in harmony
Peace and love for you and me.
Freedom, freedom, let it ring.
"Let it ring," said Dr. King
Martin Luther King, Jr.
By Eileen Spinelli
He had a dream.
He understood
The sturdy grace
Of brotherhood.
He had a dream—
That simple joy
Would gently bless
Each girl and boy.
He shared his dream.
His wise words shone:
“Join hands.”
“We cannot walk alone.”
He had a dream
All hearts can sig:
“This is our hope…
Let freedom ring.”