Professional Documents
Culture Documents
Co-Teacher:
SW identify and describe the social, political, cultural, and economic contributions of individuals
and groups in United States history.
SW identify and describe historical documents, artifacts, and places critical to United States
history.
SW identify and describe how continuity and change have impacted U.S. history
SW recall important facts related to heroes that contributed to the United States history.
SW discuss how conflict and cooperation among groups and organizations have impacted the
history and development of the US. SW will apply this knowledge to todays world.
SW compare and contrast the differences and similarities between past, present and future using
timelines and/or other graphic representations.
SW apply their knowledge to write prompts related to the unit.
Student Friendly Learning Targets
I can identify and describe the social, political, cultural, and economic contributions of individuals
and groups in United States history.
I can identify and describe historical documents, artifacts, and places critical to United States
history.
I can identify and describe how continuity and change have impacted U.S. history
I can recall important facts related to heroes that contributed to the United States history.
I can discuss how conflict and cooperation among groups and organizations have impacted the
history and development of the US.
I can make information to world connections.
I can compare and contrast the differences and similarities between past, present and future.
I can apply their knowledge to write prompts related to the unit.
Vocabulary
Tier 1:
Tier 2
Tier 3
Martin Luther King Jr., Susan B.
Anthony, Child Labor, Voting,
Equal Rights, Womens Suffrage
Materials and Resources
- Pencils
- Brain Pop Jr. Video Clip: https://jr.brainpop.com/socialstudies/biographies/rosaparks/
- Promethean Board Slides
- Bus Diecuts
Instructional Procedure/Activities
Activating Strategy:
Explain that as a class they will be starting the final unit in social studies about heroes from
the past.
Show slide 1.
The essential question for this unit How have people and events of the past changed our
lives today will be answered today. We will be learning about people associated with the
Civil Rights movement.
Our topic for this final unit will be Civil Rights. Civil Rights are rights of people to receive
equall treatment.
Look at the picture on the slide. What word shown on this picture is what the Civil Rights
Movement was mainly about? (equality) What is the root word of equality? (equal) People
during the Civil Rights movement of the late 1950s and 1960s worked for the equal rights of
Show slide 5.
To learn more about who Rosa Parks was we will be listening to a Brain Pop Jr. video.
As you watch, be mindful to be thinking about the important ideas that will include: who the
movies about, when the events took place, what happened that made this person famous,
why she is famous, how she became famous, and where the events took place.
Play video.
Show slide 6:
Have students turn and talk about any important or interesting ideas that they heard during
the video.
Accommodations
Give reminders to students to stay on task as noticed.
AJ, Xavian, and John need worksheets and directions read aloud.
Xavians bus will have lines drawn on it to help him with his fine motor skills as he writes.
Higher-Order Thinking
Level 1 (Recall)
Highlighted throughout
Level 2 (Skill Concept)
the lesson plan
Level 3 (Strategic Thinking)
objectives section.
Level 4 (Extended Thinking)
Assessment(s)
Formative:
Class discussions
Summative:
Letter to the Teacher
Unit Test
Summary
Explain that students will be completing an activity in which they will need to pick between
the interesting and important information.
They will be writing the important facts on bus cutouts.
Why would we be writing important information about Rosa Parks on a bus? (It was her refusal
to give up her seat on a bus in Alabama that contributed to making her famous. This event
helps us understand how she changed history and our lives today. She is a hero.)
For slides 7-9. Read the text on the screen. Have students decide which of the 2 sentences is
about the most important information. Circle the number that describe the more important
information on each slide .(Slide 7: sentence 1, Slide 8: sentence 2, Slide 9: sentence 1).
Students should write the most important sentence on the buses.
Slide 10:
Allow students to use the important facts on their buses to turn and talk to a partner in
regards to answering the essential question.
Students should turn and talk about this question: How do you think life would be different
today if people like Rosa Parks did not stand up for what they believed?