Alief ISD
Social Studies Lesson Plans
Grade 1 Unit 1
People Influence Change
Date: _______________
Desired Results: (Unit
Understanding)
People have influenced
change in our schools such
as Ruby Bridges, Mary
McLeod Bethune, George
Washington Carver, and your
school’s namesake.
Unit Question:
Assessment:
Time Allotted: 5 Days
Objective/TEKS:
I can give examples of good citizens and describe the things
they do. 12C
I can tell the difference between past and present. 3A
I can explain how new ideas and technology have helped us
by making our lives easier. 16B
I can explain how inventions have made our jobs easier. 16C
I can place things in the correct order. 17C
I can explain how tools and appliances help us at school. 16A
I can talk about the lives of people who have been important
in our history. 1C
Anticipatory Set: (Hook) (Universal Generalization) People often affect how
communities develop and change.
DAY ONE
Ask students:
Why do we go to school?
How would you feel if someone told you that you could not go to school?
Instructional Input: (Line) Modeled/Guided Practice
DAY ONE & TWO
Read Big Book pp.18-19 for Lesson 2 and discuss questions in TE.
Read aloud Through My Eyes by Ruby Bridges.
Topics:
Important People
Vocabulary:
 remember
 honor
 school namesakes
 past
Materials/Resources:
DAY THREE
Read Big Book Lesson 2 pp32 & 33 about Mary Bethune.
Explain to students that an educator is someone who helps people learn.
Create a web for the word educator. Have children give ideas on what they think an educator is.
Extension: Read aloud a nonfiction selection about teachers such as:
Independent Practice: (Sinker)
DAY ONE
Students work in small groups to compare Ruby Bridges and her teacher, Mrs. Henry, using a Venn
Diagram. Using words and images show how they demonstrated courage and bravery.
Grade 1 Unit 1
People Influence Change
How will you check
for understanding?
1
Alief ISD
DAY TWO
Students work in small group to write a letter to Ruby Bridges.
Ruby Bridges
P.O. Box 870248
New Orleans, LA 70187
DAY THREE
Draw a picture of Mary Bethune and what her school looked like. Write about what she did and
how she helped others.
Modifications/Extensions:
If students are not familiar with the Venn Diagram, model the use of this graphic organizer or
complete in whole group.
Closure:
Discuss how Ruby Bridges and her teacher influenced change in our schools and summarize or
restate the unit understanding.
Grade 1 Unit 1
People Influence Change
2
Alief ISD
Social Studies Lesson Plans
Grade 1 Unit 1
People Influence Change
Date: _______________
Desired Results: (Unit
Understanding)
People have influenced change in our
schools such as Ruby Bridges, Mary
McLeod Bethune, George Washington
Carver, and your school’s namesake.
Time Allotted: _______________
Unit Question:
Assessment:
Objective/TEKS:
I can give examples of good citizens and
describe the things they do. 12C
I can tell the difference between past and
present. 3A
I can explain how new ideas and technology
have helped us by making our lives easier.
16B
I can explain how inventions have made our
jobs easier. 16C
I can place things in the correct order. 17C
I can explain how tools and appliances help us
at school. 16A
I can talk about the lives of people who have
been important in our history. 1C
Anticipatory Set: (Hook) (Universal Generalization) People often affect how
communities develop and change.
DAY FOUR
Hold up glue, paper rubber ball and a plastic cup. Have students name these things. Write the name
of each item on a line of a web but leave the center circle blank. (TE page 122)
Ask students if they know what should be written in the middle or what all of these items have in
common.
Write the word peanut in the middle and explain that more than just these things are made with
peanuts. Complete the web and ask students if they use or eat any of these products.
Instructional Input: (Line) Modeled/Guided Practice
Read and discuss Big Book pages 122-123.
Ask students: How did he help the farmers? What did he do before he became a farmer? What
goods have we used made from peanuts?
Independent Practice: (Sinker)
Students will make their own peanut out of paper. Inside, students will write about how George
Washington Carver’s work helped other people.
Topics:
Important People
Vocabulary:
 remember
 honor
 school namesakes
 past
Materials/Resources:
How will you check
for understanding?
Modifications/Extensions:
Teacher may need to create a word bank to support students as they write about George
Washington Carver’s work and influence.
Closure:
Grade 1 Unit 1
People Influence Change
3
Alief ISD
Social Studies Lesson Plans
Grade 1 Unit 1
People Influence Change
Date: _______________
Desired Results: (Unit
Understanding)
People have influenced change in our
schools such as Ruby Bridges, Mary
McLeod Bethune, George Washington
Carver, and your school’s namesake.
Time Allotted: _______________
Unit Question:
Assessment:
Objective/TEKS:
I can give examples of good citizens and
describe the things they do. 12C
I can tell the difference between past and
present. 3A
I can explain how new ideas and technology
have helped us by making our lives easier.
16B
I can explain how inventions have made our
jobs easier. 16C
I can place things in the correct order. 17C
I can explain how tools and appliances help us
at school. 16A
I can talk about the lives of people who have
been important in our history. 1C
Anticipatory Set: (Hook) (Universal Generalization) People often affect how
communities develop and change.
DAY FIVE
Take a tour of your school to visit your namesake’s picture, plaque, etc. Be sure to go outside of the
school as well. Discuss how this is an example of a namesake and once you return to the classroom,
discuss other locations that have a namesake such as Hobby Airport, Bush Intercontinental Airport,
George R. Brown convention center, Alief I.S.D, etc.
Instructional Input: (Line) Modeled/Guided Practice
In whole group, create an acoustic poem using your school namesake. Brainstorm various words
that describe your school to use in your poem. The teacher will model writing the poem while
accepting students’ ideas.
Topics:
Important People
Independent Practice: (Sinker)
Students will choose one person previously learned about- Bridges, Bethune or Carver. Students
will create their own acoustic poem using words to describe that person.
How will you check
for understanding?
Vocabulary:
 remember
 honor
 school namesakes
 past
Materials/Resources:
Modifications/Extensions:
Teacher may need to model acoustic poems or might extend for students by asking them
to also complete a definition poem.
Closure:
Discuss how the people learned about in the past 5 days influenced change in our schools and
summarize or restate the unit understanding.
Ask students if they know of other people who have influenced change in schools or in their local
community. Discuss.
Grade 1 Unit 1
People Influence Change
4