Historical Figures
Lesson Plan
By: Kristen Cooper
Historical Figures
Grade Level – 3rd
Duration – 6 weeks
Georgia Performance Standards
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.
Georgia Performance Standards
SS3H2 The student will discuss the lives of
Americans who expanded people’s rights and
freedoms in a democracy.
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)
Explain social barriers, restrictions, and obstacles that these historical
figures had to overcome and describe how they overcame them.
Georgia Performance Standards
SS3CG2 The student will discuss the
character of different historical figures in
SS3H2a.
Describe how the different historical figures in SS3H2a display positive
character traits of cooperation, diligence, courage, and leadership.
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.
ISTE Student Standards
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
Essential Questions
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?
Summary
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.
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.
Historical American Figures Project Rubric
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
TYPES OF WEB TOOLS USED
Flickr
To find images for their project
Screencast
There will be several screencasts
created during the unit that focus on
each historical figure. There will also be
screencasts that show students how to
use Flickr and Socrative. This will be
helpful during center time.
Socrative
Throughout the unit students will
complete quizzes using their own
devices or the schools Ipads and
laptops. Teacher will use data from
quizzes to form groups and assess
students knowledge.
Padlet
Students will watch videos about each
historical figure. After the videos
students will respond to the videos
using Padlet. Also, once their projects
are completed they will reflect on their
experience using Padlet.
Troubleshooting
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.
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